Oct 8 Lesson & Ind Work Theme

1

Grade 4 Read/Write

Teacher Facing
October 8, 2024

Unit 2: Contemporary Fiction

MRS Icons

2

5

Excerpt 1:
Cafe Con

Leche

Excerpt 3:

Synchronized

Eating

Excerpt 4:

Congri

Excerpt 5:
Mariquitas

Excerpt 6 :
Ropa vieja,

parte 1

Excerpt 7 :
Ropa vieja,

parte 2

Excerpt 2:

Cangrejitos de

guayaba y

queso

Excerpt 8:
Ropa vieja,

parte 3

Excerpt 9:

Misunderstandings

Excerpt 10:

Asking for
Help, Part 1

Excerpt 11:

Asking for
Help, Part 2

Excerpt 12:

Flan

Excerpt 13:
Family Dinner

Knowledge Objective:
SWBAT analyze narrative

literature by focusing on literary

elements such as detailed

descriptions, theme development,

and contrasting perceptions.

Materials

Student

Teacher

● Student activity page
● Amplify Reader- Unit 3

“Anthology Supplemental”

● Response Cards

● Slide Deck
● Amplify Reader- Unit 3 “Anthology

Supplemental”

3

Multiple Choice

Father placed the candle rods across the poles. Mother heated the starter pot until the hard wax melted into a clear, green liquid.

Read the dictionary entry for the word clear.

clear /ˈklir/ adjective

1. free of darkness, clouds, or haze

2.  free of defects or flaws

3. lacking color and able to be seen through

4. free of confusion

• Definition 1

• Definition 2

• Definition 3

• Definition 4

Read before continuing!

This lesson contains an excerpt from “Letters From Heaven” by
Lydia Gil, which discusses the narrator’s experience navigating the
loss of her grandmother. The topics and themes discussed in this
story can evoke strong emotions in readers. Be sure to read the text
first and prepare appropriate support strategies for students who
may be affected by this content.

Teacher Facing Sensitive Content Slide

Multiple Choice

A candle rod with a row of wicks was dipped in the liquid wax. Each wick would make a slender candle called a taper. As Abigail slowly dipped the candle rod, wax stuck to the wicks. Then she put the rod between the candle  poles to cool. George dipped the next rod.

Read the dictionary entry for the word rod.

rod /räd/ noun

1. a straight, thin stick or bar

2. a fishing rod

3. a linear measurement

4. a light-sensitive cell present in the retina of the eye

• Definition 1

• Definition 2

• Definiiton 3

• Definition 4

7

LO: SWBAT infer basic themes supported
by the interactions of the characters and
the changes they undergo.

DOL: Given a fiction text, students will correctly infer basic
themes supported by the interactions of the characters and
the changes they undergo in at least 4 of 5 questions.

Ⓢ ELA.4.8A infer basic themes supported by text evidence. OCT8

Ⓡ ELA.4.8B explain the interactions of the characters and the changes they undergo.

Unit 2: Contemporary Fiction

Multiple Choice

What are we going to learn about today?

• inference

• theme

• context clues

• writing a draft

8

Excerpt 1:
Cafe Con

Leche

Excerpt 2:

Cangrejitos de

guayaba y

queso

Excerpt 3:

Synchronized

Eating

Excerpt 4:

Congri

Excerpt 5:
Mariquitas

Excerpt 6 :
Ropa vieja,

parte 1

Excerpt 7 :
Ropa vieja,

parte 2

Excerpt 8:
Ropa vieja,

parte 3

Excerpt 9:

Misunderstandings

Knowledge Objective:
SWBAT analyze narrative

literature by focusing on literary

elements such as detailed

descriptions, theme development,

and contrasting perceptions.

Excerpt 10:

Asking for
Help, Part 1

Excerpt 11:

Asking for
Help, Part 2

Excerpt 12:

Flan

Excerpt 13:
Family Dinner

9

Academic Vocabulary

character

interactions

(noun)
the way in which

characters engage with

each other within a

story.

theme
(noun)

character

(noun)

a person or animal in a

story

is an universal idea of a
text that often speaks to

the human

experience/condition.

Match

Match the correct Content Vocabulary to its definition.

• theme

• character

• character interactions

the life lesson learned from a story

a person or animal in a story

the way in which characters engage each

• the life lesson learned from a story

• a person or animal in a story

• the way in which characters engage each

Theme is…

You can overcome

challenges.

Work hard to achieve your

goals.

Treat others with

kindness.

Respect others with

respect.
Be loyal to your friends.
Respect different

perspectives.

● what the author tries to teach
● ideas about life that the author expresses
In other words THEME is the life lesson the reader learns from a text

Here are some examples are…

Topic

Message

Theme

What the writing

is about

The fundamental

idea expressed

by an author in a

writing piece.

The universal
ideas about a

common human

experience.

Friends

Friends learn,

share, and

grow

together.

True

friendships
make life

better!

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Observe their behavior

Listen to their conversations

the way in which

characters engage with
each other within a story.

Character
Interactions

How can you explain character interactions?

Identify patterns

Notice the reactions in their:

★body language
★facial expressions
★tone of voice

Multiple Choice

What are character interactions?

• the life lesson the reader learns from a text

• the way characters engage with each other (the way they treat each other)

• a person or animal in a story.

14

What might cause characters to change?

Interactions
with Other
Characters

Motivations,

Conflicts

and

Challenges

Internal

Reflection
and Growth

Consequences

of Actions

Events and
Experiences

Multiple Choice

Which of the following is not an example of how a character might change?

• ocnsequences of actions

• Getting into an argument

• internal reflection and growth

• events and experiences

Multiple Choice

Which of the following is not an example of how a character might change?

• interactions with other characters

• motivations and conflicts

• internal reflection and growth

• eating too much food at the buffet

15

Theme can be

supported by

changes they

undergo

Hard work

and

planning
lead to
success

The pigs' actions support the theme

because they put effort into building safe homes

to protect themselves from the wolf.

The third little pig's relationship with his brothers

supports the theme because he shelters them

from the wolf, showing how good planning helps

everyone.

character

interactions

What is the theme the author expresses

throughout the text?

The Park Hero

Sam was tired of seeing litter hurting animals in the park. Despite his
friends saying it was pointless, he started cleaning up every day after
school. Soon, his friends joined in. Within a month, the park was clean
and new trash cans appeared. Sam beamed with pride knowing they

had made a real difference in his community.

The theme the author expresses
throughout the text is…

Turn and Talk: How does Sam feel about everything that is happening? How would you feel?

The Park Hero

Sam was tired of seeing litter hurting animals in the park. Despite his
friends saying it was pointless, he started cleaning up every day after
school. Soon, his friends joined in. Within a month, the park was clean
and new trash cans appeared. Sam beamed with pride knowing they

had made a real difference in his community.

Sam feels .... because ...

Turn and Talk: What does Sam decide to do about how he feels?

The Park Hero

Sam was tired of seeing litter hurting animals in the park. Despite his
friends saying it was pointless, he started cleaning up every day after
school. Soon, his friends joined in. Within a month, the park was clean
and new trash cans appeared. Sam beamed with pride knowing they

had made a real difference in his community.

Sam decides to ....

Turn and Talk: Was the interaction between Sam and his friend a positive or negative interaction?

The Park Hero

Sam was tired of seeing litter hurting animals in the park. Despite his
friends saying it was pointless, he started cleaning up every day after
school. Soon, his friends joined in. Within a month, the park was clean
and new trash cans appeared. Sam beamed with pride knowing they

had made a real difference in his community.

The interaction between Sam and his friends was .... because ...

Multiple Choice

Sam’s relationship with his friends by the end of the story supports the main theme because Sam -

• was motivated to work harder

• gave up when they said it was pointless

• inspired him to join his cause

• ignored their opinions and worked alone

Main Theme: Stand up for what you believe in.

Sam’s relationship with his friends by the end of the story
supports the main theme because Sam
________________________________________.

was motivated to work harder

gave up when they said it was pointless

inspired them to join his cause

ignored their opinions and worked alone

Multiple Choice

What is the theme the author expresses throughout the text?

Click on the picture to enhance the image. Identify the theme in the text.

• A

• B

• C

• D

Partner Work

You will read a text with your partner. You and your partner will identify theme in the text.

Highlight text evidence that supports your theme.

22

sprig
(noun)

a twig or shoot from a

plant

stunned

(verb)

to shock or amaze

occasion

(noun)

an event or the time at

which it happens

Content Vocabulary

23

Letters From

Heaven

Excerpt 13:

Family
Dinner

30

We all sit down at the table: Mami at the head, Lisa and Doña Esperanza
on one side and Karen and Silvia on the other. I bring a chair in from the
kitchen and sit between my friends, leaving the other end of the table open
for Grandma because I know she’s here with us.

“Don’t tell me you’re waiting for your grandma to show . . . ” Silvia begins to
say, but Karen elbows her, not very subtly.

“No,” I tell her. “I just wanted to leave a special place for her, because I
know that she’s watching us.”

Anthology Supplemental pg. 58

Re-read this part of the text with me.

What are Celeste's actions in this part of the text?

What is she doing? How is she behaving?
Celeste is .... because ...

Multiple Choice

Celeste’s actions towards her friends support the theme because Celeste —

• A. explains the meaning of the empty chair for her grandmother

• B. gets angry when Silvia questions the empty chair

• C. asks her friends to bring special foods to the dinner

• D. tells funny stories about her grandmother during the meal

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Theme: Traditions can keep people connected.

Celeste’s friends and family's actions
support the main theme because…

How do Celeste’s

friends and family’s
actions support the

theme?

Multiple Select

Celeste’s friends and family’s actions in “Excerpt 13: Family Dinner” support the theme because —

Select TWO correct answers.

• A. they wear their fanciest clothes to the family dinner

• A. they set the table the way Grandma Rosa taught them

• A. they avoid talking about their memories with Grandma Rosa

• A. they cook and bring special foods to the family dinner

• A. they use Grandma Rosa’s special plates and silverware

29

They keep Grandma’s traditions
alive when setting the table by…

Turn and Talk: How does Celeste's family keep Grandma's traditions alive when setting the table for their special dinner?

Multiple Choice

What special thing does Celeste's family do with the napkins to remember Grandma's tradition?

• A. They use yellow napkins to match the tablecloth

• B. They decorate them with tiny carnation buds

• C. They put a sprig of rosemary on each one

• D. They fold them into fancy shapes

Let's identify a them now.

What was Excerpt 13: Family Dinner mostly about?

Feelings
Behavior
Actions

Multiple Choice

What is the theme the author expresses throughout the excerpt?

• A. True friendship can overcome any obstacle

• B. Traditions can keep people connected

• C. Trying new things leads to success

• D. Nature teaches important life lessons

36

Closing

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SCR

Look-fors in SCR responses:
❏ A complete response will provide

one of the possible responses.

❏ Evidence is accurately used to

support the response.

❏ The response and the evidence to

support it are based on the text.

1 point

2 points

Based on the events described in the excerpt, how does Celeste and her family keep Grandma Rosa's traditions alive at the dinner celebration?

37

DOL: Given a
fiction text,
students will
correctly infer basic
themes supported
by the interactions
of the characters
and the changes
they undergo in at
least 4 of 5
questions.

Demonstration of

Learning

Icons

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click to open link

materials needed

Icons will be used throughout the slides with their respective
description/purpose to support navigating the lesson.

students discuss a question/answer/comment

comprehension Check