1. 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

2. 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.

3. 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.

4. 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).

5. 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

6. Vocabulary Chapters 1 -4

7. 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!

8. 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.

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

10. Predict: What do you think they saw?

11. What words does the author use to describe Lucy?

12. 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?

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

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

15. 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.

16. Buddy Read

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

21. 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?

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

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

24. 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?