Lesson 2 | The Wild Book | 4th Grade Language Arts

Objective

Explain how the narrator feels about word-blindness.

Readings and Materials

Book: The Wild Book by Margarita Engle pp. 1 – 16

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Target Task

Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

Writing Prompt

How does Fefa feel about her word-blindness? Support your answer with two to three specific examples from the poems.

Sample Response

An example response to the Target Task at the level of detail expected of the students.

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Key Questions

Questions about the text that will help guide the students understanding

Key Questions

In the poem "Word-Blindness," why does the author repeat the word "word-blindness"? What does it signify?
What does the comparison, "The letters will jumble and spill off the page, leaping and hopping, jumping far away, like slimy bullfrogs" (p. 5) illustrate?
In the poem "School," why does the author capitalize the words OUT LOUD? What emotion is she trying to convey?
Based on the poem "School," how does Fefa feel when she has to read at school? Why does she feel that way?
In the poem "Homework," how does Fefa feel when she has to do homework? Why?
In "Frog Fear," what does the description "the skin of a frog feels just as slippery and tricky as a wild inky word" (p. 9) mean?
In "Homework Fear," why does the narrator repeat the word "why" in the last stanza?
In "Word Towers," how does Fefa's Mamá feel about words? How does that make Fefa feel? Why?
In "Slow Down," why does the author put one word on each line? What emotion does this convey?

Exit Ticket

Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.

Vocabulary

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

anxious

adj.

(p. 5)

to be afraid or nervous about what may happen

burden

(p. 4)

something heavy that is carried, either physically or emotionally

dread

(p. 3)

to fear that something will or might happen

vanishing

(p. 8)

to disappear entirely

triumph

an important victory

Enhanced Lesson Plan

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Common Core Standards

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).

Reading Standards for Literature

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.4.5 — Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Reading Standards for Literature

RL.4.5 — Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.4.4

L.4.5

RF.4.3

RF.4.4

RL.4.1

RL.4.4

RL.4.10

SL.4.1

W.4.10

Lesson 1

Lesson 3

Lesson Map

Cuba History Timeline

Describe what life was like in Cuba in 1912.

The Wild Book pp. 1 – 16

Explain how the narrator feels about word-blindness.

RL.4.3 RL.4.5

“What is Dyslexia?”
Video Notetaker

Explain why learning to read is difficult for children with dyslexia and how this connects with the narrator in The Wild Book.

RL.4.3

Writing

The Wild Book

Write a paragraph that explains what word-blindness is and how it impacts Fefa's life.

W.4.1 W.4.1.a W.4.1.b W.4.1.c

The Wild Book pp. 17 – 36

Analyze how the setting of the story influences the main character.

RL.4.2 RL.4.3

The Wild Book pp. 37 – 54

Explain the meaning of lines 11–16 of "Trouble" and how the author develops character.

RL.4.2 RL.4.3

The Wild Book pp. 55 – 74

Describe Fefa's relationship with her family.

RL.4.2

The Wild Book pp. 75 – 91

Explain what evidence the author includes to support the idea that the narrator feels safe and what she feels safe from.

RL.4.2 RL.4.3

The Wild Book pp. 92 – 106

Explain what daydreams the narrator is referring to.

RL.4.2 RL.4.3

The Wild Book — pp. 107–end

Explain why the author calls the last chapter "Courage" and what this signifies.

RL.4.2 RL.4.3

Writing – 2 days

The Wild Book

Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.

RL.4.2 W.4.1 W.4.1.a W.4.1.b W.4.1.c

Discussion

All unit texts

Analyze and debate unit Essential Questions using details and understandings from the entire unit.

SL.4.1 SL.4.1.c SL.4.1.d SL.4.2

Opinion Writing – 4 days

The Wild Book
“Governor's personal mission to support screening for dyslexia”
“After setbacks, dyslexia screening for young students moves forward in California schools”
Grade 4 Literary Analysis and Opinion Writing Rubric
Single Paragraph Outline

Write a persuasive letter explaining whether or not early screening for dyslexia is important.

RI.4.1 RI.4.9 SL.4.1.a SL.4.1.d W.4.1 W.4.1.a W.4.1.d W.4.5 W.4.8

Fish in a Tree — Ch. 1–3

Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.

RL.4.2 RL.4.3

Out of My Mind — Ch. 1–4

Analyze how having a disability impacts the way Melody sees herself and the way others see her.

RL.4.2 RL.4.3

Rules — Ch. 1–2

Analyze how David and Jason's disability impacts Catherine and the way she views them.

RL.4.2 RL.4.3

Discussion

All unit texts

Analyze and debate unit Essential Questions using details and understandings from the entire unit.

SL.4.1 SL.4.1.c SL.4.1.d SL.4.2

Assessment

Narrative Writing – 3 days

All unit texts
Grade 4 Narrative Writing Rubric

Represent unit themes and concepts by participating in a culminating task that requires deep understanding of unit texts.

L.4.1.g W.4.3 W.4.3.a W.4.3.b W.4.3.d

Believing in Yourself: The Wild Book

Objective

Readings and Materials

Target Task

Writing Prompt

Sample Response

Key Questions

Key Questions

Exit Ticket

Vocabulary

Enhanced Lesson Plan

Common Core Standards

Reading Standards for Literature

Reading Standards for Literature

Supporting Standards

Language Standards

Language Standards

Reading Standards: Foundational Skills

Reading Standards: Foundational Skills

Reading Standards for Literature

Reading Standards for Literature

Reading Standards for Literature

Speaking and Listening Standards

Writing Standards

Lesson Map

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