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of View The Finest PresentThe Photograph RL 41 42 44 45 46 49 2 Traditional Stories Trickster Tales Deer Mouse and Tiger RL 43 44 47 The Hare and Lion RL 43 44 47 ID: 915885

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Slide1

formative assessment

Point

of View

The Finest Present/The Photograph

RL 4.1, 4.2, 4.4, 4.5, 4.6, 4.9

Traditional

Stories

Trickster Tales

Deer

Mouse and Tiger: RL 4.3, 4.4, 4.7

The Hare and Lion: RL 4.3, 4.4, 4.7

Both: RL 4.2, 4.3, 4.6, 4.9

Evergreen

Trees

OPTIONAL

Why Evergreen Trees Never Lose Their

Leaves

RL 4.1, 4.2, 4.9

This is an optional extra assessment

if you feel you need more evidence of standard mastery.

Slide2

Slide3

Unit 4 Assessment Passage 1A

The Finest Present

by David R. Collins

“Get away from here, you little pest! Shoo!”

“How’s the picture coming along, boy? Think you can finish it before the holidays?”

“Sure hope so, Doc. I’d work a lot faster if this silly rooster of mine would stop pecking at my drawing stand.”

“Maybe he thinks he’s a woodpecker,” the old man laughed back. “Let’s take a rest for a minute. This horse of mine doesn’t get tired of standing up, but I sure do.”

“Ma fixed us a special batch of lemonade. I’ll go get it.”

As the slim, barefooted boy scampered across the barnyard, ducks, chickens, and two spotted cats dashed out of his way. The old man sat down on the back porch. In a few moments the boy came out carrying two tall glasses of lemonade.

“This’ll make you feel sassy,” the boy beamed. “That’s what Pa always says about Ma’s lemonade since she makes it so sour.”

“Well, I think this lemonade has a fine taste to it.” The boy and the man sat and drank their lemonade.

“I have never seen such a warm November here in Missouri,” Doc said. “There’s not a speck of snow.”

“I’m glad there hasn’t been any. Gives me more time to draw outside.”

“You sure do like to draw, don’t you? Well, I think it’s a fine way for a young boy to keep out of mischief. Yes, we’re all glad that you moved out here from Chicago. Your pa’s a fine contractor; he builds a good, sturdy building. And your ma, she makes awful sassy lemonade.”

“Want some more?”

“No, let’s get the picture done. Mrs. Sherwood would love to see that picture. She hasn’t been feeling too well lately, but I think seeing that horse sketched out-well, that might be just the medicine she needs. She loves that animal as much as I do.”

The boy worked faster now. Time was running out. The winter snowstorms would soon arrive. Often the snow made prisoners of the farmers, shutting them off from the rest of the world.

“I’ll be headed home now,” the old man said. “The sun’s almost gone, anyway.”

“OK, Doc. I think one more session will do it.” The boy nodded. “I just have to finish a few more shadows and do the horse’s eyes.”

“Glad to hear it, boy. Thank your ma for the tasty lemonade. See you tomorrow.”

But the mild days had run out. During the night, a freezing rain smothered the countryside. On top of that came giant drifts of snow. Days became weeks as the boy waited impatiently for a warm sun to thaw the frozen earth. But the thaw didn’t come.

Slide4

As the holidays approached, the boy grew more and more worried. He begged his parents to let him go to Doc’s farmhouse. “He wants the drawing for a present for his wife because he thinks it might make her feel better. I would just need one session.”

“We can’t let you go,” his mother answered. “Some of these drifts are over your head.”

Sadly the boy returned to his room, gazing hopelessly at the unfinished sketch.

It wasn’t until a week before Christmas that the snow began to melt. By Christmas Eve, much of the

snow had melted, but a bitter wind blew fiercely against the farmhouse.

“Let me try to make it to Doc’s house,” the boy begged. “I have to finish the picture for Doc. He’s got to have it tomorrow.”

“But this wind will blow you away,” his mother argued.

“Please may I try?”

The boy’s father and mother looked at each other. “Well, go ahead, but bundle up,” the boy’s father

inally nodded, “and if the wind is too fierce...”

“I’ll come back if I can’t get through. I promise.”

Quickly the boy hurried to his room and put on his heaviest clothes. With great care, he wrapped the picture and put his best sketching pencils in a wooden box. Bravely he plunged out into the driving wind. Flakes of snow stung his skin as the boy crossed the barnyard. His eyes watered and his feet could scarcely be pulled from the ground. He paused for a moment against the barn,

regripped

his picture and box of pencils, and started again. He had only gone a few steps when a violent gust of wind grabbed his box of pencils and hurled them through the air. Another gust of air threw him back against the side of the barn. He remembered his promise. Sadly, he stumbled back to the farmhouse.

That evening was a happy time for the rest of the family. They sang, popped corn, and played games. The boy tried to be happy, but he could not forget the drawing.

Sensing their son’s disappointment, his mother and father tried to cheer him up. “You mustn’t be this unhappy. Doc Sherwood will understand.”

“But I only had the eyes of the horse and a few shadows left. Just one more day and I would have finished.”

“Couldn’t you add those things with what you remember?” his father asked.

In his mind, the boy tried to recall the scene. “I don’t know if I could or not.”

“You won’t know unless you try,” his father suggested.

Eagerly, the boy ran to his room and took out the picture. He closed his eyes and tried to

recreate the horse standing before him. Digging a lone sketching pencil from beneath his bed, he slowly added the shadows to the picture. “But how did the eyes look?” he wondered. He just couldn’t remember. Finally, he put his pencil down and joined the rest of the family.

“It’s no use,” he said. “I just have to see those eyes to be able to draw them.”

Slide5

“Well, why can’t you make the eyes of the horse as you think Doc would

them to be? You want the picture to make him happy and please his wife. You make happy eyes on so many of the animals you draw. Draw these eyes the way you feel they

should

be,” his mother replied.

The boy thought about what his mother had said. He remembered all the wonderful afternoons with Doc-all the laughter. Even the horse seemed to be laughing with them. Slowly the boy began sketching. Finally, he put his pencil down and crawled into bed. A warm sunrise greeted the family the next morning. By midafternoon, the wind had died and the snow was fast turning into giant puddles. The boy wrapped his picture and made his way down the muddy road to Doc’s farmhouse.

“Why, bless my soul!” the old mad shouted. “Martha, we have company.” He helped the boy with his boots and coat. A small woman with a dark blue shawl welcomed him into the parlor.

“Sorry we had to postpone our sessions,” Doc Sherwood smiled. “And you were just about done with the picture.”

“Well, I...I wanted to...to finish it myself-so you would have it today,” the boy stammered. “I tried to remember the eyes as best as I could. Ma said to sketch them the way I felt them. You...you probably won’t like the picture, but I brought it anyway.”

“Well, by all means, let’s see it.” Doc grinned. As the boy unwrapped the picture, his face felt hot. He had a sudden urge to run from the room. But it was too late.

He faced his picture, then turned it around so Doc and his wife could see. For several moments, there was no sound in the room. The boy stared blankly at the back of the picture, unable to face his hosts.

“I...I can try again. I shouldn’t have tried to...”

The boy stopped as he noticed the tears in Mrs. Sherwood’s eyes.

“It’s so beautiful, so beautiful,” Mrs. Sherwood murmured. “How could such a small boy do something so perfect?”

It’s the finest picture I’ve ever seen,” Doc Sherwood announced. “And the finest present we could have had.”

“You really think it’s all right?” the boy questioned. “You think the eyes are all right?”

“Oh, the eyes are so warm, so happy,” Mrs. Sherwood smiled.

“Yes, you’ve done yourself proud, boy,” Doc Sherwood exclaimed, as he took the picture and placed it over the fireplace mantel. “But say, you forgot something here.”

“I...I did?”

“I’m no artist, but I know one thing. An artist signs his own work.”

“But I...I’m no artist,” the boy shook his head.

“Oh, yes,” Mrs. Sherwood said softly. “You’re an artist with your hands, and more important, with your heart.”

The boy knew he couldn’t refuse. With a trembling hand, he printed his name.

Walt Disney.

Slide6

The Finest Present

1 Who

is telling the story? _________________________________

2. Which line from the story best shows that the story is told from a third person point o

f view?

“Get away from here, you little pest! Shoo!”

“Maybe he thinks he’s a woodpecker,” the old man laughed back.

In a few moments the boy came out carrying two tall glasses of lemonade.

I’m glad there hasn’t been any. Gives me more time to draw outside.”

3. How does the author organize,

The Finest Present? phrases and stanzasmeter and rhymesentences and paragraphsdialogue and state directions

4. Which answer choice best explains the meaning of the phrase “snow made prisoners of the farmers?” The snow was fun for the farmers.The snow made it difficult for the farmers to go outside. The snow caused the farmers to go to jail.The snow was very deep and cold.

5. Some of these drifts are over your head? The word, drifts, is describing: drawingwindhorsessnow

Name:

Slide7

The Finest Present

1 Who

is telling the story?

A narrator

2. Which line from the story best shows that the story is told from a third person point o

f view?

“Get away from here, you little pest! Shoo!”

“Maybe he thinks he’s a woodpecker,” the old man laughed back.

In a few moments the boy came out carrying two tall glasses of lemonade.

I’m glad there hasn’t been any. Gives me more time to draw outside.”

3. How does the author organize,

The Finest Present? phrases and stanzasmeter and rhymesentences and paragraphs

dialogue and state directions4. Which answer choice best explains the meaning of the phrase “snow made prisoners of the farmers?” The snow was fun for the farmers.The snow made it difficult for the farmers to go outside. The snow caused the farmers to go to jail.

The snow was very deep and cold. 5. Some of these drifts are over your head? The word, drifts, is describing: drawingwindhorses

snow

Name:

KEY

RL 4.6

RL 4.5

RL 4.4

Name:

Slide8

The Finest Present

What is a theme of “The Finest Present”? Use two details from the story to support your answer.

RL 4.1, 4.2

Create a graphic organizer on the back of this page or organize the events from the story. Then, summarize the story below.

RL 4.2

Name:

Slide9

The Finest Present

What is a theme of “The Finest Present”? Use two details from the story to support your answer.

Example

Answer: Trust Yourself

In the story, Walt wanted to finish the drawing he was making for the Dr. He could not go back to the house to finish the horse because of the snow. His father told him to draw from memory, and his mother told him to just draw happy eyes. He was unsure of his ability to do that. When he gave the Dr. the picture, he regretted it, but the Dr. and his wife loved it.

RL 4.1, 4.2

Create a graphic organizer on the back of this page or organize the events from the story. Then, summarize the story below.

Sample:

In the story, a boy is creating a drawing for a Dr.’s wife to cheer her up. It is to be a Christmas gift for her. However, the snow came, making it difficult to travel, and the boy was unable to go visit the Dr.’s house to finish the drawing. He ended up drawing the rest from memory, and his imagination. He worried the Dr. and his wife would not like it at all, but they loved it. That boy was Walt Disney.

RL 4.2

Name:

KEY

Slide10

Unit 4 Assessment Passage 1B

Excerpt

and

poem

from:

Name is Jorge: On Both Sides of the River

Poems in English and Spanish by Jane Medina

“

Jorge is trying to learn the ways of his new country. He wants to fit in at school, but he doesn’t want to forget his homeland, Mexico. His family is still doing things as if they were in the old country, but Jorge wants to find out everything he can about his new country-on the other side of the river.

Told from the point of view of Jorge. Jane Medina’s moving poems vividly depict one boy’s struggle to make a new life in a new country.”

Slide11

The Photograph

1 Who

is telling the story?

_________________________________

2. Pick

a line from the story that shows this story is written in 1

person:

________________________________________________________________________________________________________________________________________________________________________

3. How does the author organize,

The Photograph? phrases and stanzasmeter and rhymesentences and paragraphsdialogue and state directions

4. What does the author mean when he says he saw his mother become 15 again?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Name:

Slide12

The Finest Present

1 Who

is telling the story?

Jorge (a character in the story)

2. Pick

a line from the story that shows this story is written in 1

person:

Any line where Jorge is talking is acceptable.

3. How does the author organize,

The Photograph? phrases and stanzasmeter and rhymesentences and paragraphsdialogue and state directions

4. What does the author mean when he says he saw his mother become 15 again?His mom was remembering her 15th birthday party. Sometimes when people remember good memories, it takes them back to that time. It can almost be like the are reliving the moment. Name:KEYRL 4.6

RL 4.6RL 4.5RL 4.1

Slide13

Unit 4 Formative Assessment

Compare Point of View

The Finest Present

and

The Photograph

are both pieces of literature narrated from a specific point of view.

Compare the point of view of both texts. Use examples from both texts to support your answer.

____________________________________________________________________________________________________________________________

Slide14

Unit 4 Formative Assessment

Compare Point of View

The Finest Present

and

The Photograph

are both pieces of literature narrated from a specific point of view.

Compare the point of view of both texts. Use examples from both texts to support your answer.

Name:

RL 4.9

KEY

Slide15

Unit 4 Assessment Passage 2A

Deer Mouse and Tiger

a Southeast Asian tale

Retold by A. J. Fowler

Deer Mouse was a small animal, but he was very clever and quick-witted. He was walking through the woods one day looking for some roots to eat. Just then, Tiger came up to him and declared he was going to eat him for lunch. Deer Mouse was a little frightened, but he quickly came up with a plan.

“I’m sorry, Tiger, you cannot eat me because I have to guard the king’s pudding,” Deer Mouse said as he pointed to a puddle of mud nearby. “It is the best in the world, and I must protect it.”

Tiger became very curious. He wanted to know what the king’s pudding was like. Finally Tiger convinced Deer Mouse to let him have one taste.

“Well, okay, Tiger. But let me run away from here so I will not be blamed,” said Deer Mouse. And with that, Deer Mouse scurried off into the woods.

Tiger excitedly took a big bite of the pudding. “Yuck! Ick!

Bleck

! This is nothing but mud! Roooooooar!” Tiger was furious and caught up with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.” “But I cannot be your lunch, Tiger, for I have been ordered to watch the king’s drum,” Deer Mouse said, looking at a large wasp nest in a tree. “It makes the most fantastic sound in the world.” “I wish I could hit the king’s drum,” said Tiger. “Oh, no, that would make the king very angry,” replied Deer Mouse.

“Just one hit, please? No one will know,” pleaded Tiger. “Well, okay, but let me run away from here so I will not be blamed,” said Deer Mouse. And with that, Deer Mouse hurried away into the woods again. Tiger could not wait to try the drum. He took a big swing–POW! The buzzing grew louder and louder as the wasps circled around and started stinging Tiger. Tiger jumped in a stream and hid under the water until the wasps went away. Even angrier now, Tiger found Deer Mouse again.

Slide16

Unit 4 Assessment Passage 2A

“You tricked me twice, but now you will be my lunch!” roared Tiger.

Again, Deer Mouse used his quick wits. “I can’t be your lunch. The king has ordered me to watch his belt,” Deer Mouse said when he saw a large snake sleeping near his feet.

“His belt?” asked Tiger.

“Oh yes, it is the best belt in the world,” said Deer Mouse.

“I want to try on the king’s belt!” demanded Tiger.

“Well, okay, but let me run away from here so I will not be blamed,” said Deer Mouse.

And with that, Deer Mouse ran away into the woods again.

Tiger started to wrap the belt around his waist. Suddenly the snake awoke and hissed very angrily. The snake started to wind himself around Tiger–very tightly! “Yow!” cried Tiger. “It’s a snake! Come back here, Deer Mouse!” But Deer Mouse was already far away, happily looking for food once again.

Slide17

Deer Mouse and the Tiger

Assessment 2A

1. Which

text best matches the picture in

Deer Mouse and Tiger

Tiger was furious and quickly caught up with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.”

Deer Mouse said, looking at a large wasp nest in a tree. “It makes the most fantastic sound in the world.”

The buzzing grew louder and louder as the wasps circled around and started stinging Tiger.

Tiger started to wrap the belt around his waist. Suddenly, the snake awoke and hissed quite angrily.

2. How did Deer Mouse trick Tiger into getting

stung by wasps? He hid so well from Tiger that Tiger couldn’t find him. Tiger had a tantrum and knocked into the wasps’ nest.

He told Tiger he couldn’t be blamed if Tiger stole the king’s dinner. Tiger got scared and ran right into the wasps’ nest. He hid Tiger’s walking stick behind the bushes. Tiger used his tail to whack the wasps’ nest and got stung. He told Tiger he was guarding the king’s drum, but it was really a wasps’ nest. Tiger was curious and hit it hard. Name:3. Why was Deer Mouse described as “clever”?

He was able to think of ways to distract Tiger in order to get away. HE was able to think of running up a tree to hide from Tiger. He was able to think of giving Tiger a snake and some pudding so Tiger wouldn’t be hungry anymore. He was able to think of making Tiger believe he would taste awful so Tiger wouldn’t want to eat him. 4. Did Deer Mouse need to convince Tiger to eat the king’s pudding? Why or why not

No,

because Tiger tried the pudding before they even talked about it.

No, because Deer Mouse tricked Tiger into begging to try the king’s pudding.

Yes, because Tiger knew right away that the pudding was really mud.

Yes, because Tiger turned up his nose at the pudding and didn’t want to try it.

Slide18

Deer Mouse and the Tiger

Assessment 2A

1. Which

text best matches the picture in

Deer Mouse and Tiger

Tiger was furious and quickly caught up with Deer Mouse again. “You will not trick me again,” he roared. “Now you will be my lunch.”

Deer Mouse said, looking at a large wasp nest in a tree. “It makes the most fantastic sound in the world.”

The buzzing grew louder and louder as the wasps circled around and started stinging Tiger.

Tiger started to wrap the belt around his waist. Suddenly, the snake awoke and hissed quite angrily.

2. How did Deer Mouse trick Tiger into getting

stung by wasps? He hid so well from Tiger that Tiger couldn’t find him. Tiger had a tantrum and knocked into the wasps’ nest.

Tiger to eat the king’s pudding? Why or why not

No,

because Tiger tried the pudding before they even talked about it.

No, because Deer Mouse tricked Tiger into begging to try the king’s pudding

Yes, because Tiger knew right away that the pudding was really mud.

Yes, because Tiger turned up his nose at the pudding and didn’t want to try it.

KEY

RL 4.7

RL 4.3

RL 4.3, 4.4

RL 4.4

Slide19

Unit 4 Assessment Passage 2B

A lion wanted to eat all the other animals in the forest. He made them come to his den to be meals for him. This story tells how a little hare avoided being eaten and kept the lion from eating any other animals.

The Hare

and the Lion

Indian Fold Tale retold

A.J. Fowler

The lion was the king of the beasts. The king of beasts had his den in a lush forest, full of his animal subjects. Since he was the king, the other animals had to obey him. He was a cruel king, who abused his power. He ordered the other animals to come to him one at a time to be eaten.

When a poor animal’s time came to become the king’s dinner, it said good-by to its friends and went sadly through the woods to the lion’s den to face certain death. One by one, the animals reported to the king to become his royal dinner.

At last, it was the hare’s turn to be eaten. Hare was not inclined to blindly follow the king’s command. Being a crafty animal, he devised a plan to avoid becoming the king’s dinner. He thought a while, telling his friends, “There is no hurry. I shall be there in time enough.”

When at last he set out to the king’s lair, he took the longest way through the forest. He did not hurry until he came in sight of the lion’s den. As soon as the hare saw the lion’s den, he began to run as fast as he could. The lion was impatiently waiting for his dinner to arrive. He was furious, he was king and a king should not have to wait for his dinner. He angrily paced back and forth, growling and roaring in frustration. He was very hungry, a state that never failed to make him violently angry. The lion spotted the hare racing toward him and let out an irritated roar, but before he could say a word, the hare cried, “Oh, lion, I know I am very late and that you have a right to be angry. Before you eat me, I must tell you of another lion who has come to the forest. This lion ordered me to present myself to him. He claims that he is the master of this forest.”

Slide20

Unit 4 Assessment Passage 2B

“Ha!” roared the lion. “Where is he? Show him to me! I’ll teach him who rules the forest!”

“Follow me,” said the hare. He raced off through the woods with the lion following close behind.

After a time, they came to a well. “Careful my lord,” the hare began, “he is down there,” he continued, pointing to the well.

The lion let out a violent roar and puffed up his chest to appear stronger and more regal. “I will show this imposter who is the king of this forest!” The lion charged up to the well.

He looked down into the water. He saw a fierce lion looking back at him. Angrily, he shook his mane and roared; the other lion opened his mouth to roar, challenging the king.

Enraged, the lion exclaimed, “Let me at him! I’ll show him who is Master.” And with a powerful roar, the king reared up on his hind paws and jumped over the wall of the well. A large splash ended the lion’s reign of terror.

Then the animals in the forest lived in peace. The hare had set them free from the lion. Every morning, the birds of the forest still sing songs in honor of the hare.

Slide21

The Lion and the Hare

Assessment 2B

5. In what

way did lion abuse his power?

gave his subjects a fair chase before making them meals.

He left his subjects alone until it was their turn to come to him.

ordered his subjects to come to him so he could eat them.

only ate one animal at a time.

6. Why did the hare take the longest way through the forest and then run toward the lion’s den? He wanted the lion to chase him and find another, bigger animal to eat.

He wanted to see all of his favorite places one last time. He wanted the lion to think he had been chased by another lion.He wanted to stay alive as long as he could before Lion was to eat him.

Name:7. Why was lion so easily fooled by the hare? He was able to think of ways to distract Tiger in order to get away. HE was able to think of running up a tree to hide from Tiger. He was able to think of giving Tiger a snake and some pudding so Tiger wouldn’t be hungry anymore.

was able to think of making Tiger believe he would taste awful so Tiger wouldn’t want to eat him.

8. Which

text best matches the picture in

The Hare and the Lion

He angrily paced back and forth growling and roaring in frustration.

The lion spotted the hare racing toward him and let out an irritated roar...

The lion let out a violent roar and puffed up his chest to appear more regal.

He looked down into the well. He saw a fierce lion looking at him.

Slide22

The Lion and the Hare

Assessment 2B

5. In what

way did lion abuse his power?

gave his subjects a fair chase before making them meals.

He left his subjects alone until it was their turn to come to him.

ordered his subjects to come to him so he could eat them.

only ate one animal at a time.

6. Why did the hare take the longest way through the forest and then run toward the lion’s den? He wanted the lion to chase him and find another, bigger animal to eat.

He wanted to see all of his favorite places one last time. He wanted the lion to think he had been chased by another lion.He wanted to stay alive as long as he could before Lion was to eat him.

was able to think of making Tiger believe he would taste awful so Tiger wouldn’t want to eat him.

8. Which

text best matches the picture in

The Hare and the Lion

He angrily paced back and forth growling and roaring in frustration.

The lion spotted the hare racing toward him and let out an irritated roar...

The lion let out a violent roar and puffed up his chest to appear more regal.

He looked down into the well. He saw a fierce lion looking at him.

RL 4.4

KEY

RL 4.3

RL 4.7

Slide23

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2C

9. How

are the patterns of events in the passages similar?

Both

passages have a large animal who defeats a smaller animal.

Both passages have a small animal who tricks a larger animal.

Both

passages have several animals who learn lessons.

Both passages have kings who decide what will happen.

10.

How are the topics of the passages similar?Both are traditional tales including a tricky animal.

Both are traditional tales including kings and queens.Both are traditional tales including magic.Both are traditional tales including human characters.

Name:11. How do the points of view from the two stories compare? Deer Mouse and Tiger is written in first- person, but The Hare and the Lion is written in third-person. Deer Mouse and Tiger is written in third-person, but The Hare and the Lion

is written in first-person.

Both stories are written from a first- person point of view.

Both stories are written from a third- person point of view.

12. What lesson do BOTH

Deer Mouse and the hare learn?

You cannot trust every creature, so you should learn to live without friends.

It is important to share and be friendly so in times of danger there is help.

A happy ending is possible if a creature is patient and waits for someone else to get him out of trouble.

A small creature can succeed against a powerful one using clever thinking.

Slide24

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2C

9. How

are the patterns of events in the passages similar?

Both

passages have a large animal who defeats a smaller animal.

Both passages have a small animal who tricks a larger animal.

Both

passages have several animals who learn lessons.

Both passages have kings who decide what will happen.

10.

How are the topics of the passages similar?Both are traditional tales including a tricky animal.

Both are traditional tales including kings and queens.Both are traditional tales including magic.Both are traditional tales including human characters.

is written in first-person.

Both stories are written from a first- person point of view.

Both stories are written from a third- person point of view.

12. What lesson do BOTH

Deer Mouse and the hare learn?

You cannot trust every creature, so you should learn to live without friends.

It is important to share and be friendly so in times of danger there is help.

A happy ending is possible if a creature is patient and waits for someone else to get him out of trouble.

A small creature can succeed against a powerful one using clever thinking.

RL 4.9

KEY

RL 4.9

RL 4.6

RL 4.2

Slide25

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2C

13. Which theme is found in BOTH passages

Quick

thinking can be life-saving.

Hungry animals are easily fooled.

The bigger an animal is, the more powerful.

Small animals should stay close to home.

14.

Which character traits in both Lion and Tiger cause them to fail?

Cleverness and calmness.

Meanness and jealousy. Curiosity and prideTalent and speedName:

Slide26

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2C

13. Which theme is found in BOTH passages

Quick

thinking can be life-saving

Hungry animals are easily fooled.

The bigger an animal is, the more powerful.

Small animals should stay close to home.

14.

Which character traits in both Lion and Tiger cause them to fail?Cleverness and calmness.

Meanness and jealousy. Curiosity and prideTalent and speed

Name:RL 4.3RL 4.9KEY

Slide27

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2D

15.

Describe how the pattern of events in Deer Mouse and Tiger is different from the pattern of events in The Hare and the Lion.

Use examples from both texts to support your answer.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Name:

RL 4.9

Slide28

Deer Mouse and Tiger and The Lion and the Hare

Assessment 2D

16.

Summarize one of the two traditional stories. Include ONLY the key details required to understand the problem and solution of the story and the central message.

Name:

RL 4.2

Slide29

Unit 4 Assessment Passage 3

Why the Evergreen Trees Never Lose Their Leaves

by Florence Holbrook

Winter was coming, and the birds had flown far to the south, where the air was warm and they could find berries to eat. One little bird had broken its wing and could not fly with the others. It was alone in the cold world of frost and snow. The forest looked warm, and it made its way to the trees as well as it could, to ask for help.

First, it came to a birch‐tree. “Beautiful birch‐tree,” it said, “my wing is broken, and my friends have flown away. May I live among your branches till they come back to me?”

“No, indeed,” answered the birch‐tree, drawing her fair green leaves away. “We of the great forest have our own birds to help. I can do nothing for you.”

“The birch is not very strong,” said the little bird to itself, “and it might be that she could not hold me easily. I will ask the oak.” So the bird said, “Great oak‐ tree, you are so strong, will you not let me live on your boughs till my friends come back in the springtime?”

“In the springtime!” cried the oak. “That is a long way off. How do I know what you might do in all that time? Birds are always looking for something to eat, and you might even eat up some of my acorns.”

“It may be that the willow will be kind to me,” thought the bird, and it said, “Gentle willow, my wing is broken, and I could not fly to the south with the other birds. May I live on your branches till the springtime?”

The willow did not look gentle then, for she drew herself up proudly and said, “Indeed, I do not know you, and we willows never talk to people whom we do not know. Very likely, there are trees somewhere that will take in strange birds. Leave me at once.”

The poor little bird did not know what to do. Its wing was not yet strong, but it began to fly away as well as it could. Before it had gone far, a voice was heard. “Little bird,” it said, “where are you going?” “Indeed, I do not know,” answered the bird sadly. “I am very cold.” “Come right here, then,” said the friendly spruce‐tree, for it was her voice that had called. “You shall live on my warmest branch all winter if you choose.”

Slide30

Will you really let me?” asked the little bird eagerly.

“Indeed, I will,” answered the kind‐hearted spruce‐tree. “If your friends have flown away, it is time for the trees to help you. Here is the branch where my leaves are thickest and softest.”

“My branches are not very thick,” said the friendly pine‐tree, “but I am big and strong, and I can keep the north wind from you and the spruce.”

“I can help too,” said a little juniper‐tree. “I can give you berries all winter long, and every bird knows that juniper berries are good.”

So the spruce gave the lonely little bird a home, the pine kept the cold north wind away from it, and the juniper gave it berries to eat.

The other trees looked on and talked together

scornfully

“I would not have strange birds on my boughs,” said the birch.

“I shall not give my acorns away for any one,” said the oak. “I never have anything to do with strangers,” said the willow, and the three trees drew their leaves closely about them.

In the morning all those shining green leaves lay on the ground, for the cold north wind had come in the night, and every leaf that it touched fell from the tree. “May I touch every leaf in the forest?” asked the wind in its frolic. “No,” said the forest king. “The trees that have been kind to the little bird with the broken wing may keep their leaves.” This is why the leaves of the spruce, the pine, and the juniper are always green. scornfully = With disgust or distaste

Slide31

Why the Evergreen Tree Never Loses its Leaves

What is a theme of the myth “Why the Evergreen Trees Never Lose Their Leaves”? Use two details from the myth to support your answer.

Summarize the myth in a few sentences.

List two details you would

not

include in a summary of the passage:

_____________________________________________________________________________________________________________________________________________________________________

Why would you leave these details out?

_____________________________________________________________________________________________________________________________________________________________________

Slide32

Why the Evergreen Tree Never Loses its Leaves

What is a theme of the myth “Why the Evergreen Trees Never Lose Their Leaves”? Use two details from the myth to support your answer.

RL 4.1, 4.2

Summarize the myth in a few sentences.

List two details you would

not

include in a summary of the passage:

_____________________________________________________________________________________________________________________________________________________________________

Why would you leave these details out?

_____________________________________________________________________________________________________________________________________________________________________RL 4.2KEY

Slide33

formative assessments - Exit slips

Theme Assessment

4.2

This assessment

can be given more than once, in multiple ways.

Read students a picture book or another short story. Have students fill out the exit slip based on that text.

Have students fill out the exit slip based on a fiction book they are reading during independent reading.

Summarizing AssessmentRL 4.2There are two different options for the summarizing assessment. One allows for a story with multiple problems. This again can be done with a story read by the whole class, or a story read during independent reading. 3

Writing A Summary AssessmentRL 4.2Students should use their summarizing graphic organizer to compose a written summary. 4Comparing Themes/Patterns of EventsRL 4.9Students should use the graphic organizer to gather their thoughts to compare and contrast using two stories. They should then use those thoughts to compose and open-ended response. You can have students use two texts that were not used as an example during lessons (i.e. two different Cinderella stories) d5

Mythological TermsRL 4.4Show students this video for Midas: http://www.youtube.com/watch?v=FntGiERMMKo They will need to use what they learned about the meaning of The Midas Touch to write about why the company uses that slogan and what it means. 6Short SummaryRL 4.2Exit slip7Theme—Character’s ActionsRL 4.2

How do the character’s actions help support the theme? 8Point of ViewRL 4.6Determine if a text is 1st or 3rd person with an explanation.9Narrator Point of ViewRL 4.6Explain how the point of view of the narrator is different in similar stories. 10Comparing Plots RL 4.9Explain how the plots in different texts are similar or different.11

Compare Events

RL 4.9

Students

will compare how events occur in similar stories.

Story vs. Myth

How is a story different than a myth?

Compare

Cinderella

RL 4.9

Compare

two different versions of Cinderella

Slide34

Slide35

Unit 4Exit SlipTheme Formative Assessment

Theme

How I Know

Evidence From the Text

Name: ___________________

Unit 4

Exit Slip

Theme Formative Assessment

Theme

How I Know/Evidence From the TextRL 4.2RL 4.2

Slide36

Unit 4 Exit SlipSummarizing Formative Assessment

Name: ____________________________

Somebody

THEN

Somebody

Wanted

But

So My Summary of: ________________________I’m summarizing a storyread to meI read to myself RL 4.2

Slide37

Unit 4 Exit SlipSummarizing Formative Assessment

Name: ____________________________

Somebody

Wanted

But

My Summary of:

________________________

I’m summarizing a story

read to me

I read to myself RL 4.2

Slide38

Unit 4 Exit SlipWriting a Summary Formative Assessment

Name: ____________________________

__________________________________________________________________________________________________________________________________________________________________________________________

______________________________________________________________

My Summary of:

________________________

I’m summarizing a story

read to me

I read to myself

RL 4.2

Slide39

_____________

_______________

How are they alike?

________________________________________________________________________________________________________________________________________________________________

How are they different?

________________________________________________________________________________________________________

Compare and Contrast Point of View

RL 4.6

Slide40

_____________

_______________

How are they alike?

________________________________________________________________________________________________________________________________________________________________

How are they different?

________________________________________________________________________________________________________

Compare and Contrast Text and Drama/or Visual Presentation of a Text

RL 4.7

Slide41

_____________

_______________

How are they alike?

________________________________________________________________________________________________________________________________________________________________

How are they different?

________________________________________________________________________________________________________

Compare and Contrast Themes or Events

Unit 4

RL 4.9

Slide42

Compare and Contrast

Unit 4 Exit Slip

Comparing/Contrasting Formative Assessment

I’m comparing/contrasting:

the theme

the characters

the plot

the setting

Slide43

We have read the story of King Midas. Watch the commercial for Midas, a auto service company. Their slogan is, “Trust the Midas Touch”. What does that mean? Why did they pick that for their slogan?

_______________________________________________

Unit 4 Exit Slip

Greek Formative Assessment

Name: _______________________________

Unit 4 Exit Slip

Greek Formative Assessment

Name: _______________________________

RL 4.4

Slide44

Exit Slip

Summarize the story from beginning to end in a few sentences.

_______________________________________________________

Name:

Date:

Summarize the story from beginning to end in a few sentences.

______________________________________________________________________________________________________________

Exit Slip

Name:Date:

Unit 4RL 4.2Unit 4RL 4.2

Slide45

Exit Slip

How do the character’s actions help support the theme?

_______________________________________________________

Name:

Date:

How do the character’s actions help

support the theme?

_______________________________________________________

_______________________________________________________Exit SlipName:

Date: Unit 4RL 4.2Unit 4RL 4.2

Slide46

Exit Slip

Is the selection

you are reading written in first or third person? How do you know?

Name:

Date:

Is the selection

you are reading written in first or third person? How do you know?

Exit Slip

Name:

Date: Unit 4RL 4.6

Unit 4RL 4.6

Slide47

Exit Slip

How is the perspective of the narrator

different in the stories we read?

Name:

Date:

How is the perspective of the narrator

different in the stories we read?

Exit Slip

Name:

Date:

Unit 4RL 4.6Unit 4RL 4.6

Slide48

Exit Slip

How are the plots the same or

different across texts?

Name:

Date:

How are the plots the same or different across texts?

Exit Slip

Name:

Date:

Unit 4RL 4.9

Slide49

Exit Slip

Can you see any patterns in the events

in this story and other stories we have read?

Name:

Date:

Can you see any patterns in

the events in this story and other stories we have read?

Exit Slip

Name:

Date:

Unit 4RL 4.9Unit 4RL 4.9

Slide50

Exit Slip

How is a myth different from a story?

Name:

Date:

How is a myth different from a story?

Exit Slip

Name:

Date:

Slide51

Exit Slip

How

is this version of Cinderella different from the traditional Cinderella story we read?

_______________________________________________________

Name:

Date:

How

is this version of Cinderella different from the traditional Cinderella story we read?

_______________________________________________________

Exit SlipName:Date:

Unit 4RL 4.9Unit 4RL 4.9

formative assessment 1 Point - PowerPoint Presentation

formative assessment 1 Point - PPT Presentation

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