4 Block Plan

Rubric
spinning globe
All 4 Blocks Included
    __ Guided Reading
    __ Word Block
    __ Writing Block
    __ self-selected Reading

All sub components included
    __ Guided Reading
    __ Word Block
    __ Writing Block
    __ self-selected Reading

Aligned with Language Arts Standards for Grade Level (6th)
(Only 1 primary goal instruction - copy it out, can edit)

    __ Guided Reading
    __ Word Block
    __ Writing Block
    __ Self-Selected Reading
__ Age appropriate content
__ Grade level Appropriate Text
__ Cohesive thematically throughout 4 blocks

Included all 6 components of the Lang Arts skills identified in parenthesis:
    __ Speaking
    __ Listening
    __ Reading
    __ Writing
    __ Viewing
    __ Visually Representing

6th Grade - Competency Goal 4 
The learner will use critical thinking skills and create criteria to evaluate text and multimedia.  

4.01 - Determine the purpose of the author or creator by:
                * exploring any bias, apparent or hidden messages, emotional factors, or propaganda techniques.
                * identifying and exploring the underlying assumptions of the author/creator.

4.02 - Develop (with teacher assistance) and apply appropriate criteria to evaluate the quality of the communication by:
                * using knowledge of language structure and literary or media techniques.
                * drawing conclusions based on evidence, reasons, or relevant information.
                * considering the implications, consequences, or impact of those conclusions.

4.03 - Recognize and develop a stance of a critic by:
                * considering alternative points of view or reasons.
                * remaining fair-minded and open to other interpretations.
4 Block Language Arts Lesson Plan
6th Grade
AnnaMaria Amy Ward
Spring 2003
Lorraine Griffith

Text:
The Great Dimpole Oak
by Janet Taylor Lisle

Competency Goal 4
            The learner will use critical thinking skills and create criteria to evaluate text by:
                    - Drawing conclusions based on evidence, reasons, or relevant information (4.2)
                    - Considering the implications, consequences, or impact of these conclusions (4.2)
                    - Consider alternate points of view or reasons (4.3)
                    - Remain fair minded and open to other interpretations (4.3)

Guided Reading

        Brainstorm Hook by telling them about the trees in your back yard when you were a kid and
                all the fun stuff you did.  Then ask them to write for five minutes about things they've done
                around a tree that has made it special to them.  Have them tell what kind of tree it was/is.  

        Vocabulary - have them write a definition poem about their tree.

        While you read Chapter One to the class, have them write down interesting words they hear
                in their journals.

        After reading, have the class think of all the ways the oak tree could have been planted and of the
                stories told about what's happened around the tree and then write three alternatives of it's origin.
                They should be sure to give the reasons why they have come up with those alternatives by
                referencing specific instances in the story.

Word Block

        Handwriting Formation Lesson - Have the class dictate a summary of the first chapter and then
                write it out, in cursive, in their journals.  

        Spelling Lesson - Work on "ia" words found in the book.  Then have the class find more "ia"
                words in the chapter.

        Word Building Lesson - Have the class get into groups of 4's and pick out 20 of their favorite
                words from the "interesting" ones they found during the Guided Reading block.  Have them
                put those 20 words into a bingo chart and then play bingo together.

Self Selected Reading

        Pull out the Audubon Society's book on trees and tell the class about oak trees; their life span,
                roots, and rings.  then have the kids do a web quest to find information on a tree and then
                draw a picture to represent the tree they've chosen.

        While the class does their web quest, take this time to conference with the 5 students.  Ask them,
                "If you were the oak tree in the story, what would you do?"

Writing

        Children will work on their creative narrative writing.  Read the writing prompt "In the story, 'The Great
                Dimpole Oak', we read about how different characters go about creating misconceptions in the
                town.  Tell about another point of view of one of the characters."  Have them write at least one page.

        Have them work on their pre-writing and draft.  Let them work in teams.  Be sure to tell them to avoid
                derogatory comments but to use positive criticism.   Children will read the 1st paragraph of their
                alternative story after changing partners.  Partners will critique each other's writing.

        Tomorrow's class will revise the draft based on suggestions made by their partners.
4 BLOCK LANGUAGE ARTS
Lesson Plan Grades 3-5
Day / Date: Wednesday 5-14-03        Teacher: Amy Ward        Grade Level: 6

Guided Reading
Focus: Competancy Goal 4                      Time: 10:00 a.m.
Text/ Pages: The Great Dimpole Oak
by Janet Taylor Lisle - pages 1-17 (Chapter 1)

* Prereading:
          Brainstorm:  What have you done around a tree that                              has made it special to you?
          Vocabulary: Definition poem of a tree
           Purpose: Let's read to find out what is so special                                about the Great Dimpole Oak.

*During Reading ^
[ ] Shared [ ] Paired [ ] Independent [x] Flexible
             Write down interesting words <>

*Postreading:
[ ] Teacher Guided [ ] Cooperative [x] Independent
Comprehension Strategy / Graphic Organizer:
             Write 3 other possibilities of the origin of the oak tree              based on info from the reading.  Give references /      
             examples.

<> Response Journal

Word Block
                                                                  Time: 10:30 a.m.
* Handwriting Formation Lesson:
               Cursive - Class Summary of Chapter 1

* Spelling/Word Wall Lesson:
               brilliance    
               diamonds      
               raider            
               peculiar              
               defiant            

* Word Building Lessons: (check one)
[ ] Making Words
             Big Word                                              
             Little Words (in order)
                                                                                       
                                                                                     
                                                                                     
                                                                                     
                                                                                     
                                                                                       

            Lesson Sort                                  

[x] Other: Group Bingo with ^ words
[ ] Analogies:
[ ] Multi-syllabic activity:
(describe)

Self-Selected Reading
                                                                  Time: 11:00 a.m.
Teacher Read-Aloud: Tell about oak trees and their life spans, roots, and rings.  Have kids to web quest on a tree.

Conference with:
1. Bonnie                          
2. Clark                                  
3. Geoff                      
4. Erik                              
5. Samantha                                  

Book Chat:  If you were the oak tree, what would you do/think?

Writing
                                                                  Time: 11:30 a.m.
DOL#                              
Genre:   Narrative                      
Prompt:  Tell of a different point of view for one of the          
                    characters ( 1+ page)
Day of Process: (circle) Prewriting (day 1)
Draft      Revision     Editing     Final Version
[x] Shared        [ ] Guided       [ ] Independent
Mini-Lesson or Focus: (Beginning Day 2)
            Critique 1st paragraph of draft, then make revisions

Sharing:  1st paragraph of alternative POV.




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