Fourth Grade ELA Chapter 3 This session will be recorded for learning purposes.  Learning purposes include: a lesson review for students who are absent, students who want to review for a test, etc. and will be distributed for learning purposes. Fourth Grade ELA Chapter 3

Coaches (Teachers) Players (Students) Our Class Norms Teach and Help Students Grow Be Respectful Treat Students Fairly Listen Be Open Minded Work Together Have a Positive Attitude Have Fun and Be Funny Participate Be Kind and Respectful Always Try Our Best Never Give Up Be Optimistic Follow Directions Be Helpful and Work as a Team Be Creative Listen Ask students to brainstorm ideas for norms in chat and on microphone. Record all responses and then try to narrow down to about 5.

Reading Objectives RL 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). RL 4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Language Objectives L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Your Learning Goals (in student friendly terms) Throughout this unit, I can: Make inferences Examine the theme/moral of a story Describe characters in depth Identify examples of figurative language

Vocabulary Chapters 1 -4

Vocabulary Chapters 1 -4 Your Challenge: Use each word in a sentence. Put students in BO to complete activity Bonus: Use at least 3 words in one sentence. The sentence must make sense!

Who is your favorite character so far? Why are they your favorite? Getting Ready to Read Who is your favorite character so far? Why are they your favorite? Students can use chat or microphone to discuss.

Chapter 3: Teacher Read Aloud Why was Lucy surprised that her siblings had not been wondering where she was?

Predict: What do you think they saw?

What words does the author use to describe Lucy?

Predict: Will Lucy return to Narnia? Why didn’t Lucy enjoy the next few days that “ought to have been delightful”? Predict: Will Lucy return to Narnia?

How would you describe Edmund? Why did he follow Lucy into the wardrobe?

Buddy Read Read the rest of the chapter with your buddy Underline words/phrases that describe Edmund

Team Read Circle how your team will read: Independently – give green check when you are finished. One person reads – everyone answers the questions Take turns reading *If a team member is not there, give a red x and continue with the work. *No mic? Let your team know by writing it on the board.

Buddy Read

“Make it Pax” means to make peace, or make up after a disagreement.

Setting 1. What can you see, smell, taste, hear and feel in Narnia? 2. List the adjectives used to describe Narnia. 3. Record any text evidence that tells you how the characters feel about Narnia. 4. How does the description of Narnia make you feel?

Closure Do you think the queen is good or evil? Why? Ask students to respond in chat and on microphone

RACE Strategy Explain each element of the RACE strategy when answering a reading response question.

Homework www.goformative.com 35e. Qtr 4 ELA Interim Assessment 36e. RACE response #1: How would you describe the Lady on the sledge, based on what is told about her in this chapter?