Fourth Grade Virtual ELA Lessons 

 

Dear Students and Parents, 

The lessons designed below have hyperlinks to various websites and 

videos to assist with your learning. You can print out this document or 

download it and make a copy under the file tab in Google docs.  

 

Lesson 1-2: Realistic Fiction (RL.4.3, W.4.3. A,B, C, D) 

 

For today’s lesson, you may choose to log into your Readworks.org account and 

either listen to the paired texts or read below. Then answer the questions. While 

you are reading, highlight key details regarding the characters, setting or plot.  

   

 “Squeak the Skater Goes Surfing” by Michael Stahl (paired text)   

Legend has it that Lincoln Elementary School once had a student named Steven James Skweekenheimerschtophen. He was a very popular boy and different from everyone else. Even though Skweekenheimerschtophen had a one-of-a-kind last name, it was not actually what made him so well known. By the time he was halfway through Kindergarten, his teacher grew tired of calling out “Skweekenheimerschtophen” each time she took attendance, so she decided to shorten his name to just “Squeak.” The nickname stuck, and everyone went around calling him Squeak. His ability to ride a skateboard like no other is what made him famous at school and in his town. However, it was not until he accepted the challenge of surfing that he would become a hero. 

When Squeak entered the fifth grade, he was already a wiz at riding a skateboard. Every day he would be outside pushing himself to do better, crazier tricks. One of the best places in town to do so was in the playground of his very own school, so he spent a lot of his time there. This gave all his classmates a chance to watch him get better at skateboarding, day after day. While on his board, he’d hop up onto any railing he could find, and fly off any surface, too. Squeak quickly learned 

how to do 360-degree turns in the air, and how to flip his legs up to the sky while keeping the board against his feet with one arm and holding his whole body upside down with his other arm. The crowd of classmates would cheer him on, especially when he performed a new stunt for the very first time. The school’s principal did not mind that Squeak got so much attention from participating in a sport that was a little bit dangerous. Squeak always wore his protective gear: a helmet, knee pads, and elbow guards. He also kept his grades up, proving he was really a great role model for the other students.  

After one particular weekend when Squeak took home five gold medals in a skateboarding competition, he thought to himself that he might want to give something new a try. Squeak was basically bored. He loved skateboarding and would never stop. He was completely certain about that. However, anytime Squeak would compete against other skilled skateboarders, he would win—hands down. He needed something new to push him. After seeing a video on the Internet of some amazing surfers, he knew what challenge he wanted to take on next. 

“Surfing is perfect for me,” he told his parents at Sunday dinner, while trying to get them to pay for lessons. “Besides,” he added with a heap of confidence, “it’s just like skateboarding!” 

Squeak’s parents agreed to pay for some surfing lessons for their son. They hired a man named Troy Mason to teach him. Troy had been in international competitions when he was young and was rather famous in the surfing world. He was a little bit older now and could not compete against the youngsters who were taking over the sport. So, he decided he should teach those young kids how to surf the right way. 

Squeak knew in his mind that he would find surfing success. He had dreamt of going out in the ocean on his very first day and doing flips and spins as if he were on his skateboard and the waves were just like the rails in his schoolyard. Squeak would soon find out, though, that surfing may look similar to skateboarding, but it is quite different. 

After forty-five minutes of his first lesson with Troy, Squeak had failed to balance himself on his new surfboard for more than a second or two. Of course, the board was slippery, which caused problems for Squeak. On top of that, unlike the pavement underneath his skateboard that never moved, the water never stopped moving, causing him to fall time and time again. 

“You’ll get it, kid,” Troy said to him, trying to encourage Squeak after seeing the frustration on Squeak’s face. “Don’t you worry about a thing. You just need to keep coming out here into the water with me to practice, same as what you did with your skateboard.”   

Squeak thanked Troy for that and indeed showed up for each of his lessons, ready to try and learn surfing over the course of the next few weeks. It was just the challenge he needed. Squeak realized that he certainly wasn’t bored with surfing! 

Throughout his fourth lesson with Troy, Squeak was finally making some progress. He could stand on the board and direct it a little bit left and a little bit right. 

“Keep up the good work!” said Troy. “Let’s head back to the beach and get some milkshakes.” 

Troy turned around and swam in the direction of the beach. Squeak wanted to keep on surfing and try staying on his board a little longer. 

Suddenly, Squeak heard someone yelling from way over his left-hand side in the water. “Help! Help!” the man said. Squeak saw that the man was drowning, but no one else had seen or heard him. The lifeguard must’ve just switched spots, and Troy was headed in the opposite direction. 

Squeak concentrated as hard as he could and hopped on his board, taking a wave right over to the man who called for help. It was the longest time Squeak had spent balanced on his surfboard yet! Squeak got over to him in a jiffy and put his arm under the other man’s. They used his board to 

float on into the beach where a crowd gathered. Finally, the lifeguard saw what was happening and jumped in to help, too. 

By the time Squeak and the man he’d helped got back to the beach, Troy was waiting along with a crowd of people. 

“Troy!” Squeak squealed. “Did you see me? I surfed! I really surfed!” 

“I saw you surf,” said Troy. “But the more important thing is you saved that drowning man. You’re a hero!” 

From then on, Squeak was known more for his surfing than his skateboarding. 

 

 

 “The Surfer Girl” by Readworks 

 

When she was little, Lucy never dreamed she would become a professional surfer. She was too obsessed with horseback riding to think of much else. All her toys were horse-related. Her walls were covered with horse posters. When she got home from school, the first thing she did was run to the stable, where her parents kept Barnie, her stallion. 

Over time, though, the work of keeping a horse started to wear her down. Cleaning the stable, brushing Barnie every day, shoveling hay—it was a lot of work. The summers were especially hard. Temperatures in Mt. Pleasant, South Carolina could reach upwards of 100 degrees. 

“Who should be expected to wear jodhpurs and a riding helmet on a 100-degree day?” she asked her mother one time. 

“Not me,” her mother replied. “I’m thankful I get to wear a skirt and a tank-top!” 

Lucy’s mind was made up one day in August. She was trotting with Barnie around an obstacle course, preparing to perform some jumps. All 

of a sudden, a hedgehog came bounding across the ground. Spooked by the animal, Barnie rose onto his hind legs and sent Lucy tumbling into the dirt. 

“That’s it!” Lucy thought as she dusted herself off. “I am officially done with horseback riding.” 

She resolved to spend the rest of the summer at the beach. She would later recall this as the moment that set her future in motion. 

For years, Lucy had been so consumed with horses that she hadn’t noticed how popular surfing was among her friends. Surfing, she realized, was the thing to do. By age 10, half the boys and girls she knew had their own surfboards.  

That Christmas, she asked her parents for her own board. 

But she quickly realized that surfing is not easy. Watching her friends and their surf videos, it looked pretty straightforward. A wave comes, and you paddle into it. Then you stand up and ride the wave in. Anyway, South Carolina was not Hawaii. The waves rarely got bigger than 3 or 4 feet in height. 

Once you got into the water, things were not so simple. Waves moved a lot faster than she thought. Often, the entire wave broke at the same time. This prevented you from actually riding it. Instead, she discovered, it crashed right on top of you, sending you and your board flying. 

She was discouraged at first. She would never be as good as the pro surfers whose videos she watched at her friends’ houses. By now, her friends had a few years of experience on her. As Lucy got tossed around in the surf, they were up and riding waves. They gave each other high fives on the beach. She tried not to get angry at the sight of it. 

Still, Lucy was athletic—and determined. If I can learn how to balance atop a sprinting horse, she thought, I can learn how to ride a piece of fiberglass on a wave! 

And so she kept at it. Since her house was just a 10-minute walk from the beach, she started surfing before school. As soon as the bell rang at 2 p.m., Lucy jumped on her bike and pedaled back out to the water, her surfboard tucked under her arm. 

She improved rapidly. Her friends took notice. Two years after she got her first board, Lucy was already performing moves they had never tried. When hurricanes off the coast increased the size of the waves, her friends tended to stay on the beach. They watched the older boys and girls surf instead. 

Not Lucy. 

“Why are you guys just sitting here?” she’d ask them before rushing into the water. “Look at the size of those waves!” 

Before long, Lucy was winning local surf contests. The Eastern Surfing Association hosted competitions up and down the coast. In recent years, they had paid more attention to the talented girls who were competing. Big-name surf companies were always on the hunt for new talent to feature in their videos and advertisements. When a team manager saw Lucy at a contest in Jacksonville Beach, Florida, she signed her up on the spot. 

Other companies followed. By 14, Lucy was sponsored by several surf brands. She got so much free clothing that she gave most of it away to friends. They were grateful. Many of them had gazed longingly at the same shorts, bathing suits and sandals at the mall, where the items cost as much as $70 apiece. And now they were getting them for free! 

One of the perks of being a sponsored surfer, Lucy discovered, is that companies pay you to travel to beaches around the world. In return, they ask that you allow photographers to shoot pictures of you. True, they usually required you to wear what they wanted you to. But why would you care, if you're on the southern coast of France, or the white-sand beaches of the Maldives Islands? 

The constant travel posed a problem, however. Lucy had to withdraw from school. She couldn’t show up to class five days a week and still travel to Tahiti on a moment’s notice. So, her parents hired a tutor. To keep up with her assignments, she got used to studying calculus and chemistry textbooks on international flights. She’d surf all morning, take a study break for lunch, surf again, and then hit the books after dinner. Despite not being in the classroom, she managed to get good grades. She even got a few As here and there. 

But the stress of life on the road took a toll on her. 

“I know I shouldn’t be complaining,” she emailed her friend Denise one night from a hotel in Indonesia. “I get sent to the most beautiful places on the planet every month. And I get to do what I love: surfing every day, all day! But once you’ve seen 10 white-sand beaches with crystal clear water and perfect waves, they all start to blend together. I never used to understand why people who grew up on tropical islands in the Caribbean wanted to move to cities like Los Angeles or New York. They’re living in tropical paradise! Why would they want to live amidst the dirt and grime of the city? But now I sort of know what they mean.” 

Traveling around the globe, Lucy started to miss her friends. While she was away in Bali or Australia, her girlfriends began to go on dates. They joined the field hockey, basketball and lacrosse teams. They started to learn to drive and went shopping for jeans at the mall. Lucy still sent them her extra boxes of clothing, of course. But as they got older, they weren’t as interested in wearing surf-related items all the time. 

By the time she turned 16, Lucy’s surf career was soaring. She placed in the top 10 in the junior division of the Association of Surfing Professionals, the highest achievement for female surfers under 21. In a few more years, she would be allowed to qualify for the professional tour. The “Pro Tour,” as it was called, was as far as you could go as a surfer. Only 17 girls around the world were able to compete at such a high level. Lucy still wanted to be among them. 

Her heroine was a female surfer named Carlita Meroni. A beautiful Floridian surfer with blonde hair and amazing surf style, Carlita had qualified for the Pro Tour at age 19. She was now 23, and had appeared on the covers of magazines like Surfer and Transworld Surf. When Lucy realized that she and Carlita would be surfing at the same contest in Puerto Rico that summer, she decided to say hello. 

The waves on contest day were intimidating, to say the least. A sharp reef lay just six feet underwater. If you fell, you were likely to get scraped up. Lucy competed in her junior heats. But she surfed scared. She wound up placing sixth overall. When the Pro sessions began, she made her way to the water’s edge to watch Carlita. 

She had never seen a woman so fearless in the water. During the men’s events, some of the guys paddled back in, claiming the waves were too rough. 

“I’d rather not lose an arm on that reef,” one of them said, as he walked up the beach with his board. 

But Carlita stayed out. She caught huge wave after huge wave. And she did it with style, snapping her board against the lip of the wave. The spectators on the beach gasped in amazement. 

That night, the contest organizers held a bonfire on the beach for all the surfers. Carlita, as usual, was swarmed by admirers. 

“How were you not terrified in that surf?” one of them asked her. “I didn’t even want to paddle out.” 

Carlita laughed. She seemed flattered by the attention. 

As the night wore on, though, she distanced herself from the group. Lucy, who had been eyeing at her all night, watched as Carlita made her way to the edge of the water. Seeing her opportunity, she pounced. 

“Carlita?” Lucy said, as she approached. 

“Oh, hey,” Carlita said, a bit startled. “How’s it going? You’re Lucy, right?” 

Lucy blushed. Carlita knew who she was! 

“Yeah, that’s me all right,” she said, and quickly changed the subject. “You were really amazing out there today. I mean, I’m sure everyone’s been telling you that. But you’re just, like, my favorite surfer of all time. I felt I should tell you that.” 

Carlita smiled and looked out at the waves. “Thanks,” she said, and stood there silently for a while. Then she said, “How old are you, by the way?” 

“Sixteen,” Lucy said. 

“Wow,” Carlita said. “I remember being 16. That was the year I quit school to surf full-time. Which seemed like a good idea at the time.” 

“What do you mean?” Lucy said, growing nervous. 

“Well, it’s a big deal to leave your hometown, your friends and your family at such a young age. I’ve had a blast as a professional surfer. I’ve traveled all over the world and met so many amazing people. But sometimes, I think I would have been happier as a regular kid, hanging out with my friends back in Florida.” 

Lucy sympathized completely. She felt as if she were talking to her older self. 

“I know exactly what you mean,” she said. “We live the most amazing life. I feel guilty for complaining. But I’m not really sure who I am anymore. I wish I could spend more time back home.” 

Thinking about her friends and family back home in South Carolina, Lucy suddenly began to cry. 

“Oh, sweetie,” Carlita said, pulling Lucy in for a hug. “I’m sorry if I upset you. I’m just in a strange mood today. Those huge waves out there today must have got me thinking.” 

“Yeah, they were pretty huge,” Lucy said, sniffling. 

“You know, the one consolation is that we’re all in this together,” Carlita said. “The other girls on tour are like my family now. We’re competitive, but we also support each other through everything. They’re always there for me, and I’m always there for them.” 

“I guess I have to start making more friends in the surf world,” Lucy said. 

“Well, you’ve got one right here,” she said. 

“Really?” Lucy said, brightening. “You’ll be my friend?” 

“Of course!” Carlita said. “Let’s get back to the barbecue. I know some girls I think you should meet.” 

 

PAIRED TEXT QUESTIONS: 

Use the article "Squeak the Skater Goes Surfing" to answer 

questions 1 to 2.  

1. What was Squeak able to do after his first surfing lesson with 

Troy?  

 

2. After four lessons with Troy, Squeak did something very impressive 

that made him a hero. What did Squeak do? 

 

 

Use the article "The Surfer Girl" to answer questions 3 to 4.  

3. Why did Lucy feel discouraged about surfing at first? 

 

 

 

 

4. Two years after she got her first surfboard, Lucy was performing 

moves that her friends had never even tried. What did Lucy do to 

improve at surfing? 

 

 

 

 

 

 

 

Use the articles "The Surfer Girl" and "Squeak the Skater Goes Surfing" to answer questions 5 to 6.  

5. If you persevere with something, you keep trying to do it. You do 

not give up, even though it is difficult. 

Give one example from each story of how a character perseveres 

 

6. “If you practice and persevere, your hard work will have good 

results.” Is this an accurate theme for both stories? Support your 

argument with details from the two stories. 

 

 

 

WRITING: LESSON 1 

After reading, “Squeak the Skater Goes Surfing” and “The Surfer Girl,” think 

about the characters, setting, and plot (events in the story) 

 

● Choose one story and complete the character map below. You will use this 

to practice identifying the narrative elements within a narrative fiction 

story.  

● Narrative Fiction vs Personal Narrative- a narrative fiction is a realistic 

story that could happen in real life. A personal narrative is written in first  

person and it is about events in a person’s life.  

● Story Elements- the pieces or parts that make a story: characters, setting, 

problem, plot (key events), and solution 

 

 

 

 

 

 

Story Map 

 

 

Title of Story: _________________________________________ 

 

 

Story Map (pdf) 

 

Characters: Who? 

 

 

 

 

 

 

 

 

Highlight the main 

characters 

Setting/s: When & 

where? 

Problem: What is wrong? 

 

Events (Plot)leading up to 

the problem (Rising 

Action): identify main 

events 

 

 

 

 

 

 

 

 

 

 

 

Falling Action: Events 

leading to the solution or 

end 

Theme: what is the 

message the author is 

trying to convey 

 

 

 

 

 

 

Writing: Write a Realistic-Narrative Fiction Story 

 

First, watch the five videos on Epic to help you recall the writing process. Use the 

graphic organizer to help you plan your story! Each video is about 2-3 minutes. 

1. Brainstorming https://www.getepic.com/app/read/51737 

2. Writing an Introduction https://www.getepic.com/app/read/51738 

3. Writing a Draft https://www.getepic.com/app/read/51739 

4. Writing a Closing https://www.getepic.com/app/read/51740 

5. Revising Your Story https://www.getepic.com/app/read/51742 

 

 

 

Lesson 2: 

Are you ready to write? The first step to writing an engaging story is to HOOK 

YOUR READER! Good writers have interesting introductions as their first 

sentence. You must catch your reader’s attention so they are HOOKED! Let’s look 

at some examples that are great for fiction writing! 

★ Onomatopoeia: “BOOM” went thunder as the lightning struck in the sky. 

★ Dialogue: “I want to go to the beach!” yelled Jimmy to his mother. 

★ Setting: It was a warm sunny day at the beach. The sky was the bluest it has 

been in years. 

 

Let’s Write! You can type on a Google document or 

handwrite on paper. 

 

Step 1: Brainstorm ideas 

You will complete the story map below to brainstorm your ideas before you start 

writing. 

 

 

 

 

 

 

My Narrative Fiction:  

Characters: Who? 

 

 

 

 

 

 

 

 

Highlight the main 

characters 

Setting/s: When & 

where? 

Problem: What is wrong? 

 

Events (Plot)leading up to 

the problem (Rising 

Action): identify main 

events 

 

 

 

 

 

 

 

 

 

 

 

Falling Action: Events 

leading to the solution or 

end 

Theme: what is the 

message the author is 

trying to convey 

 

Important points to include while you are writing: 

❏ Compose a story to hook your reader 

❏ Establish the story’s background or situation (VERY IMPORTANT) 

❏ Introduce a narrator and/or characters (DO NOT use “I”) 

❏ Make sure there is a flow or logical order to the story 

❏ Use dialogue and description to develop experiences and events (this makes 

the reader feel like they are in the story and can connect to your story. 

❏ Show the responses of characters to situations, when appropriate 

❏ Use a variety of transitional words and phrases (First, Next, Afterwards, 

ect)to manage the sequence of events 

❏ Include sensory details 

❏ Use concrete words or phrases to relay story details 

❏ Write a conclusion that follows from the narrated experiences or events 

Step 2: Writing the Introduction- Remember you want to HOOK THE READER!  

Step 3: Continue the story, building your characters, identifying the problem by 

the rising action of events, use dialogue, and create a visual for the reader. 

Step 5: Conclusion 

Step 6: Revise and edit-use the checklist below to help you!  

 

Narrative Standards-Fourth Grade 

Standard  What to highlight? What color? 

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

descriptive details

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

-setting. -problem -characters introduced

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

-dialogue that develops experiences and events or shows the responses of characters to situations. 

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

-transitional words 

Use concrete words and phrases and sensory details to convey experiences and events precisely.

-sensory details 

 

 

Lessons 3 & 4: RL.4.5 & W.4.2.A, B, C, D 

What is the difference between a poem, drama and prose? Watch the video below. 

Identifying Differences in Poetry, Prose, and Drama Video 

 

Poem- a piece of writing often having figurative language and lines that have 

rhythm and sometimes rhyme. 

 

Drama- a written work that tells a story through action and speech and is acted 

out. Examples: Readers’ Theatre, a serious play, movie or television show.  

 

Prose- the ordinary language that people use in speaking and writing. It does not 

use repeated rhythm like in poetry. There are characters, setting, plot, mood, and 

a theme.  

 

Forms of Writing: Poem, Drama & Prose 

 

Elements of Poetry 

 

Elements of Prose 

 

Elements of Drama 

 

 

How to read poetry: 

1. Read the poem aloud. 

2. Identify, by circling, words you do not know and define them using 

dictionary.com  

3. Read the poem aloud again with a friend, parent, sibling 

4. Summarize the poem-What is the poem’s theme or main idea? 

 

Use the following link to explore how to write funny poetry, learn the different 

poetic forms, and explore poetry dictionaries and rhyming word lists. 

Poetry 4 Kids 

 

 

Activity: Read the following poem by Candi Lynn. Then use the graphic organizer to 

help you analyze the meaning behind the poem. Everyone interprets poems 

differently!  

 

Analyzing a Poem Graphic Organizer 

 

If Dogs Could Talk

If dogs could talk what would they say?

Maybe, hey you come let's play

Go grab the ball and the frisbee

Let's play a game just you and me.

Maybe they'd say don't leave me out here

I want to be with you, close and near

I don't want to be tied to this chain

Will you bring me inside out of the rain?

What would a dog say on being a stray

Maybe hey you I've lost my way

I'm hungry and thirsty and lonely too

Hey maybe I can come home with you?

The dog in a shelter must have a lot to say

What did I do to end up this way

Can you take me home and give me a name

I once had a family, this just isn't the same

I don't want to fight, a dog once said

All I want is a nice soft bed

It hurts to fight and be ripped apart

Why don't we make a brand new start

A major discussion goes on everyday

Why oh why are we stuck in this cage

Will you leave us go and let us be free

This isn't right, why can't you see

So if dogs could talk what would they say

They'd say I love you and with me you could play

We'll go for walks and relax in the sun

Now wouldn't all that be such fun

But they can't talk, but look in their eyes

Those eyes say more than one can surmise

They're devoted and loyal and oh so true

All they want is to be with you.

Candi Lynn - click on Candi’s name to read more poems!

Use the link above to click on the graphic organizer to complete your analysis!

Bart’s Broccoli

"Bart, eat your broccoli" Bart's mom tells him at dinner for the fifth time.

"I don't like broccoli," he states with a defiant tone. "And you can't force me to," he says, crossing his arms and sitting back. But he sat back too hard and his chair skidded against the wall.

"You're right. I can't force you. But I can take away TV and your video games. So the choice is yours," his mom said, "Now fix your chair, lose your attitude and make your choice."

What do you think defiant means as it is used in the passage above? Hint: Look for clues in the surrounding text.

What do you think Bart's mom is feeling?

If you were to read the last paragraph out loud, what tone of voice might you use? Why?

What choice do you think Bart will make?

Write three to four sentences to finish the story.

 

 

What is Point of View?  

When a person is telling a story, whether through their own personal experiences or through someone else's experiences, we know that as the point of view of the story. When an author begins writing a story, they have to decide who is going to tell their story.  

Point of View: The True Story of the Three Little Pigs 

 

Respond to Reading: 

Explain the Wolf’s point of view about the events that took place in the story. How 

does his perspective differ from the pigs? Explain using evidence from the story.  

 

The Wolf’s Point of View: “Everybody believes those cute little innocent looking 

pigs, but believe me, they aren’t as sweet as they look! Here are some reasons you 

should really believe my side of the story…” 

Reason 1: ___________________________________________________ 

 

Reason 2: ___________________________________________________ 

 

Reason 3: ___________________________________________________ 

 

 

The Pig’s Point of View: “ We were all just minding our business when that big 

bad wolf came huffing and puffing at our houses! Can you believe it? He even 

knocked two of our houses down! He was clearly trying to eat us, but luckily we 

got away…” 

Reason 1: ___________________________________________________ 

 

Reason 2: ___________________________________________________ 

 

Reason 3: ___________________________________________________ 

 

 

My Point of View: Who do you believe?  

Evidence 1: _________________________________________________ 

 

Evidence 2: _________________________________________________ 

 

Evidence 3: _________________________________________________ 

 

Concluding Statement: I agree with the point of view of __________. The 

reasons to support my conclusion is … (site your three pieces of evidence.) 

 

 

 

 

 

 

 

WRITING LESSON:W.4.2.A, B, C, D 

 

Informational Writing: 

When we write an informational essay, it tells the facts. For the writing 

assignment, you will draft an informational essay. First, watch the videos below to 

refresh your memory! 

 

What is Informational Writing? 

 

Choosing a topic 

 

Making a plan 

 

Writing an Introduction 

 

How to Write a Strong Thesis Statement 

 

Writing a draft 

 

Writing a Closing 

 

Making a Glossary 

 

W.4.2.A, B, C, D, E ● Introduce a topic clearly ● Compose a clear thesis statement ● Group related information in paragraphs and sections ● Use text features such as (e.g., headings), illustrations, and multimedia to support the information

when appropriate ● Purposefully select information to develop the topic ● Link ideas within paragraphs and sections of information using words and phrases ● Use transitional words and phrases ● Select specific language and vocabulary to convey ideas and information

● Provide a conclusion related to the information or explanation  

 

Writing Activity: After watching the videos, think about a topic you are interested 

in learning about or want to expand on what you have learned. Use the graphic 

organizer below to help plan your thinking. Do not forget to include your thesis 

statement! 

Read the article below to help you get ideas on your topic. Use the Informative/Explanatory Standards and mark up the article after you read it.  

Penguins: Up Close and Personal 

https://www.readworks.org/article/Penguins-Up-Close-and-Personal/e115de73-5b04-460a-ba46-95c3677a4113#!articleTab:content/ 

A penguin is a type of bird that lives in water and on land. The black-and-white appearance of penguins is known as countershading, which is a form of camouflage that helps keep them safe in the water. Wild penguins are found only in the Southern Hemisphere. Most live within the polar region in very cold climates around Antarctica; however, some species of penguins live in warmer climates in South Africa, New Zealand, and some countries in South America. While there are over 17 different types of penguins, this passage will focus on only three: the emperor penguin, the king penguin, and the little blue penguin. 

The biggest of all penguins, the emperor penguin, is almost three-and-a-half feet tall—that is almost as tall as the average first grader! And they can weigh up to 88 pounds. Incredibly, emperor penguins breed on the ice in Antarctica during winter. They face temperatures of -22 degrees Fahrenheit and below. After the female lays an egg, the male keeps the egg warm and protects it for a period of two months—during which time he doesn’t eat at all! The female makes a hunting trip for those two months, sometimes traveling up to 50 miles to reach the ocean. When she returns, she regurgitates food for the chick, and then the male goes and finds food for himself. In the wild, emperor penguins live 15 to 20 years. Also, they have the deepest dive of all birds: up to 1,850 feet! 

The second-largest penguin is called the king penguin. A king penguin can weigh up to 30 pounds. During breeding, like the emperor penguin, a king 

penguin keeps its egg warm on its feet under a pouch of loose skin. However, king penguins tend to live in slightly warmer climates than emperor penguins; they choose beaches without snow or ice to lay their eggs. The king penguin has a very distinctive coloring, with orange highlights on its head, beak, neck, and upper breast. 

A third type of penguin is called the little blue penguin, also known as the fairy penguin. These penguins get their name from both their small size and the color of their feathers, which are a light blue instead of black and white like many other types of penguins. Little blue penguins are the smallest of all penguin types, only growing up to a little over one foot tall. They weigh only two or three pounds! They like to live on sandy or rocky beaches, and they can only be found in Australia and New Zealand. They face threats from natural predators such as seagulls, seals, and sharks, and also from introduced predators such as cats, dogs, and foxes. Unlike emperor penguins and king penguins, little blue penguins build nests for their eggs. And while emperor penguin parents take two-month-long shifts protecting their young, little blue penguins take turns more often, switching every few days. Their eggs hatch after only 36 days, and their average lifespan is 6.5 years. 

Penguins have evolved so that they can spend time both in water and on land—although they are much more graceful in the water than they are on land! (Look at how they waddle awkwardly on land and how they glide smoothly through the water.) While penguins cannot fly, they do have small wings called flippers that help them swim underwater. An interesting fact about penguins is that they can remain underwater for as long as 20 minutes at a time before coming up for air. They also get their food from the seas. Small fish and squid make up the bulk of their average diet. Penguins seem to have mastered the art of hunting—they catch their prey with their beaks and swallow them whole! Some penguins spend much of their lives in water, only coming to land to mate and rear their chicks. 

 

 

 

 

 

 

 

Writing Activity: Use the chart below to help you generate ideas for a topic. 

 

 

 

 

 

 

 

Use this as a guide to identify the components in the above article, 

Penguins:Up Close and Personal, and when you revise your draft.  

 

Informative/ Explanatory Standards

Standard What to highlight? What color?

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.

-Introduce a topic (red) - headings (orange) -Circle illustrations that aid comprehension (photos, graphs, diagrams, timelines, website link, etc.)

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

-facts -definitions (yellow) -concrete details -quotations (green) -other information and examples related to the topic

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

-Link ideas with transition words (blue)

Use precise language and domain-specific vocabulary to inform about or explain a topic.

-precise language and domain-specific vocabulary related to topic (purple) (example: Seismograph measures earthquakes.)

Provide a concluding statement or section related to the information or explanation presented.

- concluding statement (pink)

 

 

 

 

Information/Expository Graphic Organizer:

Lessons 5 & 6: RL.4.7 & W.4.9: Media & Text Connections 

 

Literature can be presented in different forms or modes. 

 

The story of Willy Wonka has been written as texts, performed as 

musicals, and presented as movies!  

 

Text: to be read Audio: to be heard Visual: to be seen  

Let’s analyze books that became plays or movies. 

 

Willy Wonka and The Chocolate Factory vs Charlie and the 

Chocolate Factory 

The City of Ember 

James and the Giant Peach 

Matilda 

Wonder 

Jumanji 

The Polar Express 

 

Connecting Text & Film: Often, when a book becomes a movie, it 

tends to lose some of the juice or details that were in the book. 

Why do you think that happens?  

 

 

 

 

 

 

 

 

 

 

Connecting Text & Film  

Choose a text that has a film version. Read a portion of the text and watch 

the same portion of the film. Record the connections and answer the 

questions. 

 

Text Film 

 

 

 

 

 

 

 

 

 

 

 

Did the setting in the film match how you imagined the setting 

from the text? Explain. 

 

 

 

How did the film contribute to your understanding of the main 

character? 

 

 

 

 

What were the similarities between the text and the movie? The 

differences? 

 

 

 

Does the film represent the text in the way you imagined? Explain. 

 

 

 

 

Reading/Writing Connection: 

Martin Luther king, Jr.  

 

"I Have a Dream" Speech and "My Country ‘Tis of Thee" Song  

 

Directions: Read the passage below, then complete the graphic 

organizer on the following page with information about Martin 

Luther King, Jr.  

 

“My Country ‘Tis of Thee” is an American patriotic song. It was the 

unofficial national anthem of the United States until “The 

Star-Spangled Banner” became the national anthem in 1931. The song 

talks a lot about the freedom the United States gained after the 

Revolutionary War. It also talks about how that freedom makes the 

country a “sweet land of liberty.” Martin Luther King, Jr. refers to the 

song in his famous "I Have a Dream" speech. He gave that speech 

during a freedom march in Washington, D.C. 

 

The march was about African Americans asking for the same freedoms 

that white Americans enjoyed in the United States. Martin Luther 

King, Jr. uses the word “Negro” to describe African Americans. The 

word describes people from Africa 

 

 

 

 

 

 

“I Have a Dream”  

An excerpt from Martin Luther King, Jr.’s speech at the March for 

Jobs and Freedom in 1963.   

 

“With this faith we will be able to work together, to pray together, to 

struggle together, to go to jail together, to stand up for freedom 

together, knowing that we will be free one day.  

 

This will be the day when all of God's children will be able to sing with 

new meaning, ‘My country 'tis of thee, sweet land of liberty, of thee I 

sing. Land where my fathers died, land of the Pilgrims' pride, from 

every mountainside, let freedom ring.’  

 

And if America is to be a great nation, this must become true. So let 

freedom ring from the prodigious hilltops of New Hampshire. Let 

freedom ring from the mighty mountains of New York. Let freedom 

ring from the heightening Alleghenies of Pennsylvania.  

 

Let freedom ring from the snow-capped Rockies of Colorado. Let 

freedom ring from the curvaceous slopes of California. But not only 

that; let freedom ring from the Stone Mountain of Georgia. Let 

freedom ring from Lookout Mountain of Tennessee.  

 

Let freedom ring from every hill and molehill of Mississippi. From every 

mountainside, let freedom ring.  

 

And when this happens, and when we allow freedom to ring, when we let 

it ring from every village and every hamlet, from every state and every 

city, we will be able to speed up that day when all of God's children, 

black men and white men, Jews and gentiles, Protestants and Catholics, 

will be able to join hands and sing in the words of the old Negro 

spiritual, ‘Free at last! Free at last! Thank God Almighty, we are free at 

last!’ 

 

 

Directions: Use the text and the speech to help you make 

inferences and answer these questions. Quote or refer to the 

texts in your answers.  

 

1. What states does Martin Luther King, Jr. mention in the speech? 

 

2. Why is it important that the author mentions different states 

around the United States?  

 

3. What are some of the things Martin Luther King, Jr. asks listeners 

to do together in his speech?  

 

4. According to the author, what must be true for America to be a 

great nation?  

 

 

5. Why does the author repeat the phrase “let freedom ring” multiple 

times?  

 

 

 

 

FURTHER RESEARCH: Martin Luther King Jr. mentions spirituals in 

the last paragraph of the speech.  

What do you know about them? Do some research online to find out 

why they are important in African-American history. 

 

 

© 2007 - 2020 Education.com Find worksheets, games, lessons  

Lesson 7 -9: RL.4.9 & W.4.8 

In this lesson, you will read two different stories and identify their 

differences and similarities. You will focus on the following: 

● Theme 

● Events in each story 

● Influence of culture within each story 

 

Objective: Comparing and contrasting themes of Fly Away Home by 

Eve Bunting and On the Other Side by Jacqueline Woodson. 

Using a graphic organizer compare and contrast the following from each novel.

● Characters ● Setting ● Plot ● Theme

You will choose one theme for each of the novels to compare and write a literary analysis.

● Use a Venn Diagram graphic organizer to compare narrative elements and themes of each novel.

● Plan your essay using the Comparing Themes outline Theme outline

 

How to write a theme statement Crafting a theme statement 

 

Theme: What is theme? 

 

Culture: Culture is a pattern of behavior shared by a society, or group 

of people. Many different things make up a society's culture. These 

things include food, language, clothing, tools, music, arts, customs, 

beliefs, and religion. The term ethnicity may be used to describe the 

cultural background of a person. 

 

Use each link below to listen to each of the stories.  

 

Fly Away Home 

 

On the Other Side 

 

 

Writing Activity: 

 

The goal of this activity is to choose a common theme or you can 

choose two different themes to compare and contrast. You will need to 

support your themes with textual evidence. Use the graphic organizer 

link above to help guide your writing. Theme Outline 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ANSWER KEYS 

 

 

 

 

 

 

 

  

Use the article, “Squeak the Skater Goes Surfing” to answer 

questions 1 to 2. 

1. What was Squeak able to do after his first surfing lesson with 

Troy? Squeak had a hard time staying balanced on the board. 

He never gave up and kept trying. 

 

2. After four lessons with Troy, Squeak did something very 

impressive that made him a hero. What did Squeak do? Squeak 

saw a man drowning and went to help him. Squeak got over to 

him in a jiffy and put his arm under the other man’s. They used 

his board to float on into the beach where a crowd gathered. 

Finally, the lifeguard saw what was happening and jumped in to 

help, too. 

 

Use the article "The Surfer Girl" to answer questions 3 to 4.  

3. Why did Lucy feel discouraged about surfing at first? 

She would never be as good as the pro surfers whose videos she 

watched at her friends’ houses. Lucy got tossed around in the surf, they were up and riding waves. 

 

 

4. Two years after she got her first surfboard, Lucy was performing 

moves that her friends had never even tried. What did Lucy do to 

improve at surfing? Lucy would go to the beach and surf when there 

were hurricanes off the coast because the waves increased in size. 

 

 

 

Use the articles "The Surfer Girl" and "Squeak the Skater Goes Surfing" to answer questions 5 to 6.  

5. If you persevere with something, you keep trying to do it. You do 

not give up, even though it is difficult. 

Give one example from each story of how a character perseveres: 

Lucy would go surfing when there was a storm or hurricane off shore because 

the waves were huge. Squeak would keep practicing on his surfboard and 

attending all of his surf lessons.  

6. “If you practice and persevere, your hard work will have good 

results.” Is this an accurate theme for both stories? Support your 

argument with details from the two stories. Yes. Both Lucy and Squeak persisted by showing up to their lessons and practicing any 

chance they had.  

 

 

 

Bart’s Broccoli: 

What do you think defiant means as it is used in the passage above? Hint: Look for clues in the surrounding text. Bart was giving his mom and attitude. 

 

What do you think Bart's mom is feeling? Bart’s mom is feeling annoyed by his behavior 

because he is giving her an attitude.  

 

If you were to read the last paragraph out loud, what tone of voice might you use? Why? I would use a stern mom voice because she is serious and does not tolerate his 

attitude. 

 

What choice do you think Bart will make? If Bart likes his video games, then he will eat 

his broccoli.  

 

Write three to four sentences to finish the story. Answers will vary. 

What is Point of View: The True Story of the Three Little Pigs ( answers will vary)

The Wolf’s Point of View: “Everybody believes those cute little innocent looking 

pigs, but believe me, they aren’t as sweet as they look! Here are some reasons you 

should really believe my side of the story…” 

 

Reason 1: Wolf needed sugar to make his cake. When he went to the first pig’s 

house, he knocked on the staw door and a sneeze came on. He sneezed and the 

house blew in. The first pig was dead so he ate him. 

 

Reason 2:Wolf went to the next pig’s house and the same thing happened. He 

sneezed and blew the house down. The second pig died too so he ate him.  

 

Reason 3: Wolf went to the third pig’s house in the brick house. That pig made fun 

of his granny and he tried to blow his house down. It didn;t work and he was 

arrested for eating the other two pigs.  

 

The Pig’s Point of View: “ We were all just minding our business when that big bad 

wolf came huffing and puffing at our houses! Can you believe it? He even knocked 

two of our houses down! He was clearly trying to eat us, but luckily we got away…” 

 

Reason 1: The first pig was home minding his business when the wolf came by for 

“sugar.” He would not let the Wolf into his home so he huffed and puffed and blew 

his house down then he ate him. 

 

Reason 2: A. Wolf went to the second pig’s house and demanded to be let in again. 

When the pig refused, he blew down his house of sticks too. 

 

Reason 3: Wolf tried to outsmart the third pig who lived in the brick house. This 

pig was too smart. 

 

 

Martin Luther King, Jr. Article 

 

 

1. What states does Martin Luther King, Jr. mention in the speech? 

Martin Luther King mentions New Hampshire, Pennsylvania, New 

York, Rockies of Colorado, Stone Mountain of Georgia, Lookout 

Mountain of Tennessee, and Mississippi. 

 

2. Why is it important that the author mentions different states 

around the United States?  

It is important that the author mentions various states in order to make a 

statement about the injustices of segregation nationally.  

 

3. What are some of the things Martin Luther King, Jr. asks 

listeners to do together in his speech?  

Martin Luther King states ,” With this faith we will be able to work together, to 

pray together, to struggle together, to go to jail together, to stand up for 

freedom together, knowing that we will be free one day.” 

 

4. According to the author, what must be true for America to be a 

great nation? In order for America to be a great nation, everyone must come 

together and allow freedom to ring across the nation. Everyone will be able to join 

hands.  

 

 

5. Why does the author repeat the phrase “let freedom ring” 

multiple times?  

The author wants the reader to remember that phrase. Often, an author will 

include a phrase in order for the reader to remember the most important detail of 

the article.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

WRITING RUBRICS 

 

 

 

 

 

 

 

 

 

 

Persuasive/Opinion Writing Rubric 

 

 

 

 

 

 

 

INFORMATIVE/LITERARY ANALYSIS RUBRIC 

 

 

 

 

 

Fictional Narrative Rubric