Fourth Grade ELA Chapter 1 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 1

Our Class Norms Treat others the way you want to be treated Players (Students) Coaches (Teachers) Treat others the way you want to be treated Be Nice and Respectful Be Trustworthy Be Fair Have Fun Be On Time Problem Solve Encourage Each Other Be Focused Be Brave Participate Teach and Help Students Be Respectful Be Trustworthy Treat Students Fairly Have Fun Be On Time Encourage Students Work Together Help Students Reach Their Goals 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 will: Make inferences Examine the theme/moral of a story Describe characters in depth Identify examples of figurative language

The Lion, The Witch and the Wardrobe

Getting Ready to Read Place students into ind breakout rooms and ask them to complete the quickwrite. Give students 3-5 minutes. Save a few student examples to share in main room.

Vocabulary Chapters 1-4 Your Challenge: Use only 1 word to define each vocabulary word below. Use dictionary.com or another resource for assistance. Put students in BO to use dictionary.com to look up vocabulary. Bonus: Find one picture for each word that depicts the meaning of the word.

Vocabulary Chapters 1 -4

Teacher Read Aloud

What words would you use to describe the children based on what we know so far?

How are the children feeling? How do you know?

What do you think Lucy will do next?

Team Read Read the rest of the chapter with your team Underline words/phrases that describe Lucy Highlight any examples of figurative language

What do you think Lucy was thinking as she stepped through the wardrobe? Remember what she felt and saw. Draw or write Lucy’s thoughts inside the head.

Closure What do you think will happen next? Ask students to respond in chat and on microphone

Name__________________ Exit Ticket Name__________________ What do you think about Lucy’s decision to enter the wood alone – was it safe, brave, foolish? Explain why you feel as you do. Use the OREO strategy to answer.

Homework Literature Unit 25- “You Need to Make a Choice” Select “The Lion, the Witch, and the Wardrobe” as your novel Reread Chapter 1 Work on your Dreamscape Collage