Reading POTD

1. Monday, March 10th Reading POTD • After dinner. • What is the BEST way to change this fragment sentence into a complete sentence? A. After dinner and before we sleep. B. After dinner as we enjoy visiting. C. With the guests after dinner. D. The guests will arrive after dinner.

2. Story Elements • Setting: When and where a story takes place. • Characters: the person or persons that carry out the actions • Plot: The sequence of incidents or events in a narrative • Conflict: a disagreement or clash between ideas, principles, or people • Theme: a unifying idea, image, or motif, repeated or developed throughout a work • Optional: Video defines these story elements • http://www.youtube.com/watch?v=c6I24S72Jps

3. The Plot thickens! • Plot begins when a character has a problem or conflict. The problem builds up during the rising action or the events that happen while trying to solve the problem. • Plot reaches a climax when the problem is met. It is the Aha! moment that excites the character. It answers how or why the problem happened and what to do about it. • Plot ends with the action slowing down during the resolution. This is how the problem is solved and the plot ends.

4. Theme • The Theme refers to the central idea or underlying message of the text. The Theme is rarely stated in the text –instead, the reader must usually consider the plot, characters, and setting to inferthe theme. • After considering the characters in the story, the conflict, and the resolution, we can come up with a theme • What is a common theme for Cinderella? • What is a common theme for The Three Pigs?

5. A Spoon for Every Bite • Let’s Read A Spoon For Every Bite • Think about the five elements of the story • Setting, Characters, Plot, Conflict, Theme • What is the genre? What is the POV? • To create a Plot Summary, think about • What did the author need to explain to readers in the exposition section? • What inciting event causes the action to begin to "rise"? • Where does the story peak? Is there a clear climax? • Which events lead up to the conclusion? • How is the story resolved? • What is the theme? What from the text made you pick this theme?

6. Vocabulary • TW introduce weekly vocabulary using the video: Solve My Case • http://www.flocabulary.com/6-solve-my-case/ • Vocabulary Words: accurate / calculate / concentrate / concern / conclude / considerable / flexible / frequent / outstanding / request • Tonight’s HW: Complete the definition

7. Writing: Super Woman • Research: Middle life / Known for • Students will research at least 4 events from their middle life are mentioned (like marriage, children, what they did of importance, etc.).

8. Workshop SMALL GROUP: Contract Work: Students will complete the following: •  Character Trait Cards 1 – 4 •  SRA Main Idea Unit 5

9. Tuesday, March 11th Reading POTD Connor took his time walking home from school he got in trouble with his mom. • How should the run-on sentence above BEST be written? A. Connor took his time walking home from school, so he got in trouble with his mom. B. Connor took his time walking home from school, he got in trouble with his mom. C. Connor took his time, walking home from school, so got in trouble with his mom. D. Connor took his time, walking home from school so got in trouble with his mom.

10. HW Review • POV Worksheet • Tonight’s HW: Theme Story worksheet

11. Myths • TW guide students through Comparing/Contrasting Myths • Topic, Pattern of Events and Theme (Guided notes) • http://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_rl_1_3b.html • Guided Practice: SW partner to complete practice set on IPADS

12. Independent Practice • SW compare these characters, themes, plots to the story of Daedalus and Icarus

13. Tonight’s HW: Synonyms and Connections Vocabulary

14. Workshop SMALL GROUP Contract Work Students will complete the following: •  Point of view Sort 3 •  SRA Drawing Conclusion Unit 1 • Complete Work from yesterday Writing: Great Woman • Students will continue to research at least 4 events from their middle life are mentioned (like marriage, children, what they did of importance, etc.).

15. Wednesday, March 12th Reading POTD (1) The neighbor asked Claude if he was the person who had broken her window. (2) Before he could answer, the neighbor yelled at him. (3) Suddenly, a golf ball came sailing into her yard. (4) When the neighbor saw this. (5) She felt terrible. (6) She was so embarrassed that she apologized. Which of the sentences is a fragment? A. 1 B. 4 C. 6 D. 3

16. HW Review • Theme Story Worksheet • Tonight’s HW: Reread A spoon for Every Bite and answer comprehension questions at end of story

17. Fables • TW guide students through Comparing/contrasting Fables • Topic, Pattern of events and Theme (Guided notes) • http://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_rl_1_3b.html • Guided Practice: SW partner to complete practice set on IPADS

18. Independent Practice • SW pick two fables to read and contrast from the website http://www.umass.edu/aesop/fables.php • Complete comparison chart

19. Tonight’s HW: Reading Passage Vocabulary Synonyms: Circle the word on the right that matches the meaning of the word or phrase on the left. 1. able to bend easily accurate considerable flexible 2. Completely correct outstanding frequent accurate 3. to use math to find an answer request calculate conclude 4. to ask for concentrate request calculate 5. to be a trouble to concern conclude request Connections: Each sentence has a strong connection with one of the words from the unit. Write the correct word on the line below. 1. I was worried that I wouldn’t do well on my spelling test. 2. After looking at the facts, the detective decided the butler was the killer. 3. The teacher told Hugo his answer was exactly right. 4. The radio station plays this song all the time. 5. I had to pay close attention when I was reading the story because it had a lot of difficult words.

20. Workshop SMALL GROUP Contract Work Students will complete the following: • Grade Level Passage : The Happy Little man • Work on incomplete work • Writing: Wonderful Women • Students will research at least 2-3 events from their later life (like date of death, burial site, honors received after they died, what are they doing now, etc.).

21. Thursday, March 13th Reading POTD Vida's cousin was staying in her room Vida wanted the room to herself. • How should the run-on sentence above BEST be written? A. Vida's cousin was staying, in her room, but Vida, wanted the room to herself. B. Vida's cousin was staying in her room, Vida wanted the room to herself. C. Vida's cousin was staying in her room, but Vida wanted the room to herself. D. Vida's cousin, was staying in her room, but wanted the room to herself.

22. HW Review • Review comprehension questions from A spoon for Every Bite

23. Folktales • TW guide students through Comparing/contrasting Folktales • Topic, Pattern of events and Theme (Guided notes) • http://macmillanmh.com/ccssreading/imagineit/grade4/ccslh_g4_rl_1_3b.html • Guided Practice: SW partner to complete practice set on IPADS

24. Independent Practice • SW compare/contrast Three Fables From Imagine IT! and complete the worksheets • http://www.teacherspayteachers.com/Product/RL49-Fourth-Grade-Common-Core-Worksheets-Activity-and-Poster-942326

25. Test Tomorrow!!!!!! Vocabulary Reading: Read the passage below and underline the vocabulary words. Create sentences for words not used that will fit in with the story. Then answer the questions that follow. Deep Blue and the Search for Artificial Intelligence Computers can do many things that people cannot. Most of these involve math. They can calculate huge numbers quickly. Most high-level math would be impossible without computers. They are not so good at other things. Computers can make accurate choices when they have a lot of information. But they are not very good at guessing. Computers also do not have emotions. A computer cannot tell you how it is feeling. For years, scientists have been working to give computers “artificial intelligence.” A computer with artificial intelligence would think the way people think. One of the first tests of artificial intelligence involved chess. Chess is a considerably difficult game for computers to play. Chess involves taking chances. A great chess player must be flexible, and be able to think far ahead Computers are not very good at any of these things. In 1996, a computer called Deep Blue played chess against Gary Kasparov. Many people think Kasparov is the most outstanding chess player in history. No one thought Deep Blue could beat Kasparov. But in the first game, DeepBlue did just that. Kasparov went on to beat Deep Blue in later games. One year later, however, Deep Blue returned. This time, it won more games than Kasparov. Many people think this was the beginning of artificial intelligence. Today, computers regularly beat the best chess players. There are even whole tournaments in which computers play other computers! 1. What are computers best at? 2. Why can’t a computer tell you how it is feeling? 3. What is artificial intelligence?

26. Workshop Small Group: Contract Work: Students will complete the following: •  Theme Paragraph Activity •   Scholastic News Activity : America at War • Writing: Study Island

27. Friday, March 14th Reading POTD Every day after school, Luz watched her neighbor's dog bark at all the people in the street. When Luz walked home on Friday, she saw the dog was loose. On the way to her door, Luz watched the dog creeping along after the mailman. The dog. Moved closer as the mailman walked to the door. She called out to warn him and scare the dog away. It was a close call. • What is the best way to rewrite the underlined sentence? A. The dog moved walked to the door. B. The dog moved closer as the mailman walked to the door. C. The dog moved closer. As the mailman walked to the door. D. As the mailman walked to the door.

28. HW Review • Theme Story Worksheet

29. Across Genres • Pick three stories from different genres. You will compare the different characters, plots, problems, solutions, and themes. Questions: • What is the same about how the story is presented visually (illustrations) and in writing? What is different? • What happened to the characters that is the same? What happened that is different? • How did characters solve problems in different ways across texts? • How are the plots the same or different across texts?

30. Assessments • Vocabulary • Two Spoons For Every Bite • Be sure to use your testing strategies: • Did I answer all the questions? • Did I reference the text? • Does my answers make sense?

31. Workshop Small Group: Contract Work: Students will complete the following: • You Be the Editor Worksheet •  Text Structure Sort 11 • Writing: Study Island