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Grade:
Grade 4
Subject: English Language Arts
Created by:
Ella Flye
Lesson Length:
2 hours
Keywords/Tags:
Vocabulary, text applications, critical thinking.
Lesson Description:
A lesson focusing on reading comprehension, definitions and application of text-vocab words, and imaginative/critical thinking upon inferences regarding the text. |
Common Core Standards Covered with This Lesson
- CCSS.ELA-Literacy.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.
- CCSS.ELA-Literacy.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).
- CCSS.ELA-Literacy.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).
- CCSS.ELA-Literacy.RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
- CCSS.ELA-Literacy.RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- CCSS.ELA-Literacy.RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.
- CCSS.ELA-Literacy.W.4.1b: Provide reasons that are supported by facts and details.
- CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- CCSS.ELA-Literacy.SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
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Lesson Content: Reading
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Instructions: Please read the following reading passage as many times as needed (aloud and silent) before starting to go through other lesson pages. Understanding the content of this passage is very important since the lesson activities will be all about this content. Feel free to print the passage if needed. |
The Different Bird
There was a bird that loved to listen to the other birds sing. The bird listened to their songs and thought, “I wish I could sing like that, too.” But, the bird was unable to sing. All that the bird could do was make little clicking sounds, and it could make a sound like the wind. Nothing happened when the bird tried to sing, just a “click, click, click, whoosh” sound came out. That’s all that anyone ever heard from the bird.
All the other birds laughed and laughed at her. They all joined in and taunted, “Birds of a feather flock together. Even though you have feathers, you’re not like us, so you can’t be part of our flock.”
“Oh dear,” sighed the bird. She sat in her tree and worried. She wasn’t exactly sure what a flock was, but she knew the other birds laughed at her, and she knew it was because she was different. The bird said to herself, “No other birds will want to be my friends because they all think I’m strange.”
Every day the bird tried so hard to sing, but every day she just made the same clicking sound.
One day, while perched in the forest, the bird heard a new sound. It was the sound of people talking. The bird stopped and listened intently.
Then, something very strange happened. The bird discovered she could talk, too. She was able to say the same words the people in the forest were saying.
A man said, “Look at all the beautiful trees.” Then the bird also said, “Look at all the beautiful trees.” Another man asked, surprised, “Did you just hear that bird? It talked!” The bird repeated, “Did you just hear that bird? It talked!”
Now, all the people in the forest stopped to listen to the bird speak. One person would say something, and then the bird would echo what he had said. The people left, saying “What a special bird!” They heard, “What a special bird!” as they walked out of the forest. The bird had followed them.
Every day after that, people would come to the forest, and the bird would repeat what they said. Now, all the other birds looked at her differently.
“You’re our hero,” they stated. “You’re such a special bird.”
After that day in the forest, the bird had many friends. She still couldn’t sing, but she could talk. Although she was different, she and the other birds agreed that different was special. Being different felt very good. One bird said, “Being different is like being a diamond. There are many rocks, but there are not many diamonds. Sometimes you don’t see how bright a diamond is at first.
Now, we see how great you are. You are our diamond.”
If you know someone who is different, remember this story. Everyone is special and everyone can do different things. Don’t judge other people. See who they are; learn what they can do. Be their friend. If you do that, you will find many special people.
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Task 1: Vocabulary Activity (20 points)
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Instructions: Please complete the following vocabulary activity by choosing the correct meaning of each word selected from the passage and use of each word correctly in a sentence. |
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.3, CCSS.ELA-Literacy.RL.4.4, CCSS.ELA-Literacy.RF.4.3, |
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Task 2: Discussion Activity (30 points)
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Instructions: This discussion forum will have questions for students to respond. Read the posted questions, and respond to two questions of your choice in at least a paragraph. Students are responsible for posting one initial and and one peer response for each topic.
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Topic Title |
Replies |
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Put yourself in the story
What was the event in the story that changed the way the other birds looked at the bird who could not sing? If you were the other birds, how would you react and treat the bird who could not sing?
Sent on: Feb 23, 2025 by: Ella Flye |
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Imaginative thinking
In the story's first two paragraphs, the other birds treated the bird who could not sing very poorly. Explain what you think the bird was feeling in those moments. WHy do you think that the bird felt that way?
Sent on: Feb 23, 2025 by: Ella Flye |
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Looking into the text
Throughout the story, the main bird is treated differently from the rest of the birds. Identify two details from the text that give examples of the bird being treated different and talk about them.
Sent on: Feb 23, 2025 by: Ella Flye |
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Expanding upon vocabulary
Read this sentence from the text: "Even though you have feathers, you’re not like us, so you can’t be part of our flock.” Based on this sentence, write what you think it means to be in a flock. Does everyone have to be the same? What kind of things make a flock?
Sent on: Feb 23, 2025 by: Ella Flye |
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Educated guessing
Identify and circle a word in the text that you are unfamiliar with. Write your own definition of the word and use the word in a sentence with your own thinking and application!
Sent on: Feb 23, 2025 by: Ella Flye |
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Standards Covered with This Lesson Activity: CCSS.ELA-Literacy.RL.4.1, CCSS.ELA-Literacy.RI.4.4, CCSS.ELA-Literacy.W.4.1b, |
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Task 3: Writing Activity (50 points)
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Instructions: After closely reading the text and answering the questions, take some time to re-read and infer how the bird was feeling throughout the text. Using text details, identify two emotions the bird experienced throughout the story. Write about why he was feeling this way, what may have caused him to feel this way, and how he dealt with his feelings. Please make your response about two paragraphs.
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Standards Covered with This Lesson Activity:
CCSS.ELA-Literacy.RI.4.3, CCSS.ELA-Literacy.W.4.3, CCSS.ELA-Literacy.SL.4.4, |
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University of South Florida Patent & Copyright Office © 2017 (Tech ID # Pending)
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