Kristina Pistochini

Benchmark Literacy: Unit 9/Week 2/ Day 1 Subject: Reading/Writing Topic: Make Connections/Distinguish and Evaluate Fact and Opinion Grade: 4 Est. Time: 70-80 minutes

Monday, April 7, 2014

Strategies: -Comprehension: Distinguish and Evaluate Fact and Opinion -Metacognitive: Make Connections Objectives: -Students will review the concept of a genre and previously studied genres. -Students will create and Persuasive Letter anchor chart to demonstrate prior knowledge -Students will build academic oral language and vocabulary as they engage in partner and whole-group discussion Materials: -Persuasive Letters Poster -Persuasive Letters Features Chart Worksheet Whole-Group Lesson (20 min.): We will review what a genre is, and the various genres we have already worked with. Next, I will introduce the genre of persuasive letters. We will discuss what the word persuasive means, and how we use it in writing. Next, we will complete the Persuasive Letters Features chart. While filling out the chart we will discuss what a persuasive letter is, the purpose of them, how to read one, and who the intended audiences would be for different persuasive letters. To close, students will be asked to think of one thing they wish they could convice or, persuade, their parents to let them do.

Writing (15 min.): Reading groups that are not being pulled out, or are not currently working with myself, will be working on a Virginia Studies Spiral Review reading assignment with text based questions with Mrs. Kordich.

Guided Reading Group 2 (35 minutes): Today we will go over the last sequence of events chart for Ratifying the Constitution. Next, we will review the major events that have happened in our reading, thus, far. We will then read through the remainder of the book together. For an individual assignment, students will complete another events sequencing worksheet. They will need to read a passage and then list the sequence of events from the beginning to the end.

Kristina Pistochini Benchmark Literacy: Unit 9/Week 2/ Day 2 Subject: Reading/Writing Topic: Make Connections/Distinguish and Evaluate Fact and Opinion Grade: 4 Est. Time: 70-80 minutes Strategies: -Comprehension: Distinguish and Evaluate Fact and Opinion -Metacognitive: Make Connections Objectives: -Students will make connections related to a persuasive letter. -Students will identify facts and opinions using a graphic organizer. Materials: -Volunteer Poster -Volunteer Worksheet Whole-Group Lesson (20 min.): Today, students will practice making personal connections to the facts and opinions they read in a persuasive letter. We will read through the poster 1 (Volunteer!) together. The letter is about why volunteering is good for the community, and why individuals should volunteer. After reading through, we will, as a class, distinguish between the facts and the opinions. Students will then make personal connections to these facts and opinions. They will then share whether or not they were persuaded to start doing volunteer work, or not, based on the connections they made. To close, students will share what information should have been included that may have made them change their minds about volunteering or not volunteering.

Tuesday, April 8, 2014

Writing (15 min.): Reading groups that are not being pulled out, or are not currently working with myself, will be working on a Virginia Studies Spiral Review reading assignment with text based questions with Mrs. Kordich.

Guided Reading Group 2(30 minutes ): To begin, we will review the major events from Shaping the Constitution, and the people involved. Further, we will review the challenges involved creating and ratifying the Constitution. Students will then complete an assessment about the book. Students will work individually on this assessment

Kristina Pistochini Benchmark Literacy: Unit 9/Week 2/ Day 3 Subject: Reading/Writing Topic: Make Connections/Distinguish and Evaluate Fact and Opinion Grade: 4 Est. Time: 70-80 minutes

Wednesday, April 9, 2014

Strategies: -Comprehension: Distinguish and Evaluate Fact and Opinion -Metacognitive: Make Connections Objectives: -Students will make connections related to a text. -Students will use their understanding of genre features to identify facts and opinions. -Students will build oral language and vocabulary through whole-group and partner discussion. Materials: -My Plea Against School Uniforms Poster -My Plea Against School Uniforms Worksheet Whole-Group Lesson (20 min.): Students will continue to work on making connections to the persuasive texts based on the facts and opinions that are given by the author. Today, students will work in small collaborative groups to list all of the facts and opinions from the letter My Plea Against School Uniforms. They will discuss, within their groups, personal connections they can make. As a group, they will then decide whether the author has persuaded them with his or her argument or not, and why. To close, students who were not persuaded will give examples of things the author could have done to make them agree.

Writing (15 min.): Reading groups that are not being pulled out, or are not currently working with myself, will be working on a Virginia Studies Spiral Review reading assignment with text based questions with Mrs. Kordich.

Guided Reading Group 2 (40 minutes each): Students will be receiving a new book today, India and China. Before reading, we will create a KWL chart for China and India. Next, we will look at the pages for Pictures to think about and Words to think about. We will discuss the meanings of the words and the characteristics, they will be very important in the chapters to come. Finally, we will read through the introduction together. Students will then make predictions about the following statement from the book. Both of these civilizations are mysteries to us. But many of our ideas come from these people. (pg. 3) Students should predict why they are mysteries to us today, and what kinds of ideas that we have today could have originated from them.

Kristina Pistochini Benchmark Literacy: Unit 9/Week 2/ Day 4 Subject: Reading/Writing Topic: Make Connections/Distinguish and Evaluate Fact and Opinion Grade: 4 Est. Time: 70-80 minutes

Thursday, April 10, 2014

Strategies: -Comprehension: Distinguish and Evaluate Fact and Opinion -Metacognitive: Make Connections Objectives: -Students will learn strategies for analyzing questions and finding answers, clues, and evidence. -Students will identify facts and opinions in a text. -Students will answer text-dependent fact and opinion questions. Materials: -Make Connections Across Texts worksheet Whole-Group Lesson (20 min.): Today we will be comparing the two persuasive letters we have read. Students will work in collaborative groups to compare and contrast the different letters and identify which features of the persuasive genre are used in each. Next, they will decide which letter used the features more effectively, and which one was a stronger persuasion for the reader. As they work in groups, students will complete the Make Connections Across Texts worksheet. To close, we will discuss which letter was more persuasive to our class, and why. Writing (15 min.): Reading groups that are not being pulled out, or are not currently working with myself, will be working on a Virginia Studies Spiral Review reading assignment with text based questions with Mrs. Kordich.

Guided Reading Group 2 (30 minutes ): Today, we will read through chapters 1 and 2 in India and China. As we read, students will be encouraged to sticky note important facts, and to make self -to-text connections. Students will have the opportunity to share these connections why we discuss. We will also go over important and/or difficult vocabulary from the book. After reading, we will discuss the various cause and effect relationships in the chapters. Students will record these relationships in their reading notebooks.

Kristina Pistochini Benchmark Literacy: Unit 9/Week 2/ Day 5 Subject: Reading/Writing Topic: Make Connections/Distinguish and Evaluate Fact and Opinion Grade: 4 Est. Time: 70-80 minutes Strategies: -Comprehension: Distinguish and Evaluate Fact and Opinion -Metacognitive: Make Connections

Friday, April 11, 2014

Objectives: -Students will be able to determine which statements are facts and which are opinions. -Students will be able to answer text based comprehension questions about facts and opinions. Materials: -Students book reports. Whole-Group Lesson (20 min.): Today, students will be working independently to answer passaged-based comprehension questions. Students will complete questions for more than one passage to prepare for the coming SOL Reading tests. Writing (15 min.): No writing today.

There will be no reading groups today.