Subject ELAGrade LevelFour
Theme/Topic for Time-frame/UnitNovel Study“Tales of a Fourth Grade Nothing” Judy BlumeDates/Number of ClassesAbout Three Weeks
Developed ByCarmel Frape 

Outcomes:

CR4.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts) that address:

  • identity (e.g., Expressing Myself)
  • community (e.g., Building Community)
  • social responsibility (e.g., Preserving a Habitat) and support response with evidence from text and from own experiences.

CR4.2: View and respond to visual and multimedia texts (including graphs, charts, diagrams, maps, multimedia DVD, websites, television programs, advertisements, posters), explaining the creator’s technique and the impact on viewers.

 CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.

 CC4.2: Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.

 I Can Statements:

CR4.1

  • I can comprehend and respond to different grade-level texts (including visual, oral, written and multimedia).
  • I can connect to characters within the text with personal experiences.
  • I can recognize text structures such as idioms.

CR4.2 

  • I can view and respond to visual and multimedia texts.
  • I can relate text to myself and others. 
  • I can use before, during, and after strategies to construct meaning of the text.

CR4.3 

  • I can draw conclusions supported by ideas from the text..
  • I can summarize and paraphrase major ideas from the text. 
  • I can follow multi-step directions and instructions independently.

CC4.2 

  • I can compose and communicate findings and conclusions about problems, questions from the text. 
  • I can create different representations that show ideas and information about a specific topic and purpose.

Summative Assessment:

Mid-Unit: Students will have a quiz to report on their comprehension from the first half of the book along with creating a text to self connection. 

End of the Unit:Students will have the option to create an alternate ending for the book where students will have to evaluate how their end would affect the beginning and middle of the story. Students may also decide to create a digital book report or a timeline of how the book progresses. 

Formative Assessment:

  • Students will have ongoing comprehension questions, vocabulary every two chapters. 
  • Students will have an idiom sheet that they will complete as idioms are presented in the book. 
  • Students will be asked to listen, summarize and predict what may happen next throughout reading the text. 
Outcomes & Indicators: Learning ActivitiesPossible Adaptations
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator: B – Select and use pertinent before, during, and after strategies to construct meaning when listening.PRE-Reading:Students will be asked to predict what they  think the book will be about based on the title, cover and the back summary. The students may also research the author, the genre, find publisication, and other novels written by our author and one thing the student wants to share.  Use this website to look at together and a good visual for students. Judy Blume on the WebProvide students with the option to create their information on a piece of paper or on their computer. May decide to have a classroom discussion on what we think the book could be about to help students brainstorm that they can either write or all verbal. May include students in what we want to learn in our research. 
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator: B – Select and use pertinent before, during, and after strategies to construct meaning when listening.Read Chapter one together.Start character chart Discuss the setting and write about itPause and write down ideas as we read together. Have students follow along while reading aloud. Use of think pair share to get more ideas down about the setting and character.
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.Indicator: D – Distinguish between verifiable fact and opinion and analyze the message and presentation for evidence.Read chapter two alone or follow along with the read aloud.Complete reading and comprehension questions Chapter one and two vocabcombination p4, resist p16Students can follow along with the text with the teacher reading or listen to the chapter read aloud that students may decide to pause and rewind at their discretion.Students may be given comprehension questions while reading or listening so we are prepared for what questions we are answering and what details we are looking for.Students may work on comprehension questions at the back table as a small group or work with a partner.
CR4.2: View and respond to visual and multimedia texts.Indicator: A: Discuss visual experiences (e.g., what was seen and the effectiveness).G: Understand how a range of visual features (e.g., graphs, images, illustrations, charts, maps, diagrams) can enhance and clarify spoken, written, or silent messages.Discuss what we already know about Juicy-O (A product from the novel)Show examples of advertisements What was effective and what was not effective (graphs and recommendations, slogans, etc.)Develop your own product/brandWhat will it look like?How will you advertise your product?Does your product have a slogan? Brainstorm what we already know about advertisement and the product in the text.Students may have to work in groups.Important factors in representing: clear writing, nice pictures, etc. *May decide to have peer or self assessment for students. 
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.F: Summarize and paraphrase major ideas and supporting evidence presented in spoken messages and formal presentations.Read chapter three alone or follow along with the read aloud.Summarize the chapter Reflect on what are small details and what are major details.May have to give a few events that happen and have specific students order the events from beginning to end of the chapter!
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.C: Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when listening.D: Distinguish between verifiable fact and opinion and analyze the message and presentation for evidence.Read chapter four togetherDiscuss comprehension questionsPrediction of what will happen nextVocab for chapter 3 and chapter fourmotioned p24, nibbling pg24, relieved pg24, hollered pg33 and cooties pg33Prediction may be done verbally or written. Complete vocabulary, may challenge students to create a story using some of the words or create a skit. 
B: View, listen to, and read a variety of texts related to the theme or topic of study and show comprehension.Read chapter five alone or follow along with the read aloud.Review what has happened in the first five chapters. Students may want to draw and write about the series of events. Students may want to only use visuals with conversation.Ordering events in order. 
Mid-book QuizMid-book report Students may choose what they want to do. Review what has happened in the book.Discuss what are some major events that have already happened.
Include students in what would be some good questions that could be on the test. Talk about what individuals need. 
CR4.1: Comprehend and respond to a variety of grade-level texts (including contemporary and traditional visual, oral, written, and multimedia texts)C: Connect the insights of an individual or individuals in texts to personal experiences.Read chapter six togetherComplete Comprehension questions Chapter five and chapter six vocabBash pg40, fang pg40, flopped absolutely pg 53, taking advantage of pg65**Think of a time you took advantage of you or you took advantage of someone else. Students may want to read individually. Create a text to self connection. Create a skit in groups or create your own comic about taking advantage of someone.
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.C: Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when listening.Read chapter seven alone or follow along with the read aloud.Prediction of what will happen next chapterContinue with any work from last dayMay have to work with a small group.Refer back to our one sentence summary chart. What are something that could happen next? Maybe we will learn more about Sheila, more about Fudge, the Toddle Bike Commercial. 
Read chapter eight together Complete comprehension questionsChapter seven and eight vocabcongestion pg70, monorail pg71, pollution pg70, agency pg 88, huddled pg 92Complete comprehension questions with a partner or individually. 
CR4.3: Listen, summarize, paraphrase, and evaluate what was listened to and draw conclusions.C: Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to construct and confirm meaning when listening.Read chapter nine alone or follow along with the read aloud.Predict how the story will endProvide students support to work alone or in small groups and with the teacher. 
CC4.1: Compose and create a range of visual, multimedia, oral, and written texts that exploreB: Compose and communicate findings and conclusions about problems, questions, or issues in a clear visual, oral, and written format.Read chapter ten togetherWere you predictions correctComprehension questions. What did you think of the ending?Chapter nine and chapter ten vocabConclusion pg 103, omlet pg 104, magnesia p117, deary pag 116Students may work alone or in small groups. 
CC4.2: Create a variety of clear representations that communicate straightforward ideas and information relevant to the topic and purpose, including short, illustrated reports, dramatizations, posters, and other visuals such as displays and drawings.Final Project Ideas Create an alternate ending and how it would affect the beginning and middle of the story.Book reportAsk students what specific needs they need.Ask students about choice assignments.
Cross Curricular ConnectionsHealth: Analyzing food habits with healthy versus not healthy eating. *Treats are okay once in a while.*Make Chocolate Fudge Math: When we make chocolate fudge we have to read fractions. How can we use what we know to double the recipe. Art: Creating a drama skit or comic strip.