Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 6
ELA
Unit 5
4th Grade
Lesson 6 of 19
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Explain the meaning of lines 11–16 of "Trouble" and how the author develops character.
Book: The Wild Book by Margarita Engle pp. 37 – 54
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What does the author reveal about Fefa in lines 11–16 of "Trouble?" How do the other poems continue to develop this understanding?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
"Celebrations": Close read the following sentences: "I gaze at a page. I am so weary of trying to fill my blank mind with wisdom." "I open my wild book and write a bold word." What does the word weary mean? What does the word "bold" mean? What does this show about how Fefa is feeling?
"Word Hunger": What is the significance of the last stanza? How has Fefa changed? Use the word discouraged in your answer.
"Word Freedom": Why is Fefa frustrated with her sisters?
"Ugly Poem": How does Fefa feel about the poem she gets from Fausto? How does it impact her?
"Fragrant Chores": Close read the following sentence: "I vow that I will improve my own handwriting." What does the word "vow" mean? Why does Fefa vow that she will improve her own handwriting?
"Guessing": What description does the author include to support the development of the themes of perseverance and determination? How are Fefa's feelings changing at the end of the poem? Why?
"Towers of Hope": Close read the following sentence: "I imagine the height of my own wild hopes." What does this show about how Fefa is feeling?
"Trouble": What does Fefa teach the parrot? How does it make her feel?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
verse
n.
(p. 42)
a group of lines in a poem or song
fragrant
adj.
(p. 43)
to have a smell
discouraged
(pp. 39 - 40)
having lost confidence or excitement about something
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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).
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
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.4.4 — Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
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.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 5
Lesson 7
Describe what life was like in Cuba in 1912.
Explain how the narrator feels about word-blindness.
RL.4.3 RL.4.5
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
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
Analyze how the setting of the story influences the main character.
RL.4.2 RL.4.3
Describe Fefa's relationship with her family.
RL.4.2
Explain what evidence the author includes to support the idea that the narrator feels safe and what she feels safe from.
Explain what daydreams the narrator is referring to.
Explain why the author calls the last chapter "Courage" and what this signifies.
Writing – 2 days
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
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
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
Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.
Analyze how having a disability impacts the way Melody sees herself and the way others see her.
Analyze how David and Jason's disability impacts Catherine and the way she views them.
Assessment
Narrative Writing – 3 days
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
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