Tales of a Fourth Grade Nothing

By: Judy Bloom

10 Day Unit Plan

By: Nicole Amstutz

The Imaginary School of Learning

4th grade
Spring 2020
Block Plan

Day 1 Day 2 Day 3

- OBJ: Start a writer’s - OBJ: Review chapter 1, - OBJ: Review chapter 2,
notebook, start Tales of a read chapter 2, compare read chapter 3, review
Fourth Grade Nothing, start the novel to your research, and look for figurative
a word wall add to word wall language for poem for 2
- Introduction activity: cover, - Writing/discussion voices project
back description, you’re just Activity (review/comp) - Writing/discussion
like Peter - Read chapter 2 in stations Activity (review/comp)
- Chapter 1 Anticipatory (group, peer, or - Read chapter 3 aloud
questions independently) - Vocab (write down any
- Chapter 1 read aloud - Vocab (write down any unknown words;
- Vocab – stop and think (no unknown words; decode decode from text)
formal activity) (word wall) from text) - Writing/project: poem
- Writing Activity o Announced, for 2 voices
o Peter’s biggest problem is advertising, slurping, o Fudge’s family try
his little brother, Fudge. pastimes, delicious, lots of silly things
How do you feel when mumbling, discussing, to try to get Fudge
someone bothers you the insulted, hollered to eat. Can you
way Peter is bothered by - Writing/project generate (come up
Fudge? o Research New York with) a new idea to
o Peter’s mother doesn’t and share get Fudge to eat?
just want him to wash his o Watch video o Peter feels that he
hands, she wants him to and Fudge are not
scrub them. What does treated equally. Do
she mean? you agree or
o How do you think Peter disagree with him?
felt when Mrs. Yarby Explain your
gave him his present? thinking!
How would you have
behaved if you received a
present you didn’t really
want
Day 4 Day 5 Day 6
- OBJ: Review chapter 3, read - OBJ: review chapter 5, - OBJ: Review chapter 6
chapter 4, share poems, and read chapter 6, add to (and 1st half), read
analyze the use of figurative word wall, summarize, chapter 7, compare and
language, add to word wall and reflect on the 1st half contrast our own
- Writing/discussion Activity of the novel experiences with Peter
(review/comp) - Writing/discussion and Fudge’s
- Share poems Activity (review/comp) - Writing/discussion
- Read chapter 4 in stations o Summarize so far Activity (review/comp)
(group, peer, or o Favorite part? Favorite - Read chapter 7 aloud
independently) character? Why?
- Vocab (write down any -
Read chapter 6 in stations - Vocab (write down any
unknown words; decode (group, peer, or unknown words;
from text) independently) decode from text)
o Impressed, brilliant, - Vocab (write down any - Writing/project
motioned, monkey unknown words; decode o How did Peter feel
business, relieved, from text) when Fudge ruined
mugged, recognize, o Supervised, innocent, what he was
pollution, imitate, ceiling, patience, working on? How
handkerchief, inspecting, dashed, naughty, do you know? Use
appointment noticed, temper evidence from the
- Writing/project tantrum, impossible book!
- HW: read chapter 5 - Writing/project o Describe a school
o Why is Mom angry when o Research loafer shoes project that you
Fudge got hurt? Did this and saddle shoes. have done that you
ever happen to you? Describe what they were proud of.
Have you ever been look like. Which - Guest speakers: little
blamed for something would you pick? sibling and parent
you didn’t do? o We know that Fudge - HW: read chapter 8
looks up to Peter as a
big brother/ role
model. What would
others look up to you
for as a role model? Be
specific!
o What does the idiom
“chip off the old
block” mean?
Day 7 Day 8 Day 9
- OBJ: Review chapter 8, read - OBJ: Review chapter 9, - OBJ: continue project
chapter 9, add to word wall, read chapter 10, add to and work and conference
continue reflection from play word wall game (end with individuals about
yesterday of unit vocab assessment), their opinions on the
- Writing/discussion Activity explain and start project book
(review/comp) - Writing/discussion - Project work
- Read chapter 9 in stations Activity (review/comp) - Conference with
(group, peer, independently) - Read chapter 10 aloud individuals
- Vocab (write down any - Vocab (write down any
unknown words; decode unknown words; decode
from text) from text) Day 10
o Chapter 7 and 8: o Concentrated, aisle, - OBJ: review theme, end
committee, traffic, conclusion, omelet, of unit writing prompt,
congestion, expensive, ingredients, beamed, and share projects
monorail, practical, ruin, moaned, kneeled, peer, - Theme: love and
flung, threatened, agency, whisked, attendants, family, growing up,
nibbled, familiar, emergency, dreary, responsibility
beckoned miserable - Guiding questions
- Writing/project - Comprehension/Writing o Do you think that
o How is Peter a good o How does living in Mr. Hatcher is a
brother to Fudge? New York City make good dad?
o Repetition Peter's childhood o What is a "fourth
o How did Peter save the unique and interesting? grade nothing," and
day again? What does o Why do you think why does Peter
this show about him? Fudge decides to want to avoid this
(Hint: What characteristic swallow Dribble? fate?
trait does this show about o How do you think o Why does Peter
Peter?) Peter felt when he need boundaries
- Talk about reflection from realized that Dribble from Fudge? Is it
yesterday (guest speakers (if wouldn’t live? only to protect his
didn’t yesterday) o Peter tells his Dad he stuff?
likes the omelet when o Identify a theme
he doesn’t like it at all. that was prevalent
Motive? Right/wrong throughout the
choice? novel. Give specific
- Introduce project: flip examples that
book or comic strip support your
answer.
- Share projects
Materials
Day 1 Day 2 Day 3 Day 4 Day 5
- Small journal - Writer’s - Writer’s - Writer’s - Writer’s
(writer’s notebook andnotebook and notebook and notebook and
notebook) pencil pencil pencil pencil
and pencil - Tales of A- Tales of A - Tales of A - Tales of A
- Tales of A Fourth Fourth Fourth Fourth
Fourth Grade Grade Grade Grade
Grade Nothing Nothing Nothing Nothing
Nothing - Index cards
- Vocabulary - Index cards - Index cards
- Index cards (word wall) instruction (word wall) (word wall)
(word wall) - Vocabulary packet - Vocabulary - Vocabulary
- Vocabulary - Teacher
instruction instruction instruction
instruction packet guide packet packet
packet - Teacher - Figurative - Teacher - Teacher
- Teacher guide language guide guide
guide - Tablet or review game - Tablet or
computers - Poem for 2 computers
- Projector Voices
- Projector
Day 6 Day 7 Day 8 Day 9 Day 10
- Writer’s - Writer’s - Writer’s - Writer’s - Writer’s
notebook and notebook and notebook and notebook and notebook and
pencil pencil pencil pencil pencil
- Tales of A - Tales of A - Tales of A - Tales of A - Tales of A
Fourth Fourth Fourth Fourth Fourth
Grade Grade Grade Grade Grade
Nothing Nothing Nothing Nothing Nothing
- Vocabulary - Index cards - Index cards - Tablet or - Project
instruction (word wall) (word wall) computers guidelines
packet - Vocabulary - Vocabulary - Project and rubric
- Teacher instruction instruction guidelines
guide packet packet and rubric
- Teacher - Teacher - Construction
guide guide paper
- Tablet or - Markers,
computers crayons,
- Project color pencils
guidelines - Printer
and rubric
- Construction
paper
I. Introduction
A. Title: Tales of a Fourth Grade Nothing by Judy Bloom
B. Grade Level: 4th-grade general education classroom
C. Duration: 10 days
D. Context: This unit occurs after the units of the basics of figurative language, the
importance of theme and author’s purpose, how to use textual evidence to support
their answer, and how to decode words. This unit will occur from May 4-15.
II. Content
A. Goals: As an end of year unit, students will use everything they have learned this last
year to read, comprehend, analyze, and write about this Judy Bloom novel.
Throughout the unit, students will see how every concept learned needs to be used
when reading and comprehending a novel. Students will leave this unit with an
understanding of how they can use these strategies in the future, for either
independent, personal reading or for school.
B. Concepts:
i. Students will read chapters 1-10 either as whole group read aloud, small group
partner reading, or independently.
ii. Students will develop their fluency and comprehension through regular
readings.
iii. Students will expand their vocabulary by regular exposure to unknown words.
iv. Students will continue practicing their decoding skills by inferring the
definitions of unknown words based on context clues.
v. Students will continue to practice comparing fictional text with non-fiction
text and themselves.
vi. Students will expand their comprehension and analysis skills through regular
writing prompts and activities.
vii. Students will continue to practice finding textual evidence to support their
answers.
C. Vocabulary:
i. Announced (pg. 4): to make known publicly or officially
ii. Advertising (pg. 5): the act or practice of calling public attention to one's
product, service, need, etc., especially by paid announcements in newspapers
and magazines, over radio, or television
iii. Slurping (pg. 6): to make loud sucking noises while eating or drinking
iv. Pastimes (pg. 8): something that serves to make time pass agreeably; a
pleasant means of amusement, recreation, or sport
v. Delicious (pg. 9): highly pleasing to the senses, especially to taste or smell
vi. Mumbling (pg. 9): to say or utter indistinctly, as with partly closed lips
vii. Discussing (pg. 11): to consider or examine by argument, comment
viii. Insulted (pg. 11): to treat or speak to with rudeness
ix. Hollered (pg. 13): to shout or yell something
x. Impressed (pg. 15): To affect strongly, often favorably
 xi. Brilliant (pg. 15): outstanding; exceptional
xii. Motioned (pg. 18): To direct by making a gesture
xiii. Relived (pg. 18): To free from pain, anxiety, or distress
xiv. Mugged (pg. 19): To threaten or assault (a person) with the intent to rob
xv. Recognize (pg. 19): To know or identify from past experience or knowledge
xvi. Pollution (pg. 20): The contamination of air, water, or soil by substances that
are harmful to living organisms
xvii. Imitate (pg. 20): To copy the actions, appearance, mannerisms, or speech of
xviii. Handkerchief (pg. 21): A small square of cloth used for wiping the nose or
mouth.
xix. Inspecting (pg. 23): To examine carefully and critically, especially for flaws
xx. Appointment (pg. 25): an arrangement to meet a person or be at a place at a
certain time
xxi. Supervised (pg. 27): To watch over so as to maintain order
xxii. Innocent (pg. 28): Not guilty of a specific crime or offense
xxiii. Ceiling (pg. 32): The upper interior surface of a room
xxiv. Patience (pg. 32): good-natured tolerance of delay or incompetence
xxv. Dashed (pg. 34): A sudden movement; a rush
xxvi. Naughty (pg. 34): A sudden movement; a rush
xxvii. Noticed (pg. 39): The act of noting or observing
xxviii. Temper tantrum (pg. 40): a childish fit of rage; outburst of bad temper
xxix. Impossible (pg. 40): Not capable of being accomplished
xxx. Committee (pg. 44): A group of people appointed for a specific function
xxxi. Congestion (pg. 44): To overfill or overcrowd
xxxii. Expensive (pg. 45): Costing a lot of money
xxxiii. Monorail (pg. 45): railroad in which the track consists of a single rail,
typically elevated, with the trains suspended from it or balancing on it
xxxiv. Practical (pg. 45): Useful
xxxv. Ruin (pg. 47): Total destruction or disintegration
xxxvi. Flung (pg. 48): Throw or hurl forcefully
xxxvii. Threatened (pg. 49): Express one's intention to harm someone
xxxviii. Agency (pg. 53): A business or organization established to provide a service
xxxix. Nibbled (pg. 53): Take small bites out of
xl. Familiar (pg. 56): Often encountered or seen
xli. Beckoned (pg. 59): Make a gesture with the hand, arm, or head to encourage
someone to come nearer or follow
xlii. Concentrated (pg. 62): To direct or draw toward a common center; focus
xliii. Aisle (pg. 63): A passageway between rows of seats, as in an auditorium
xliv. Conclusion (pg. 64): The result or outcome of an act or process
xlv. Ingredients (pg. 64): Any of the foods or substances that are combined to
make a particular dish or meal
xlvi. Beamed (pg. 65): Smile radiantly
xlvii. Moaned (pg. 70): Complain or grumble, typically about something trivial
 xlviii. Kneeled (pg. 72): to rest, fall, or support oneself on one's knees
xlix. Peer (pg. 72): A person of the same age, status, or ability as another specified
person
l. Whisked (pg. 72): Take or move (someone or something) in a particular
direction suddenly and quickly
li. Attendants (pg. 72): A person employed to provide a service to the public in a
particular place
lii. Emergency (pg. 72): A serious, unexpected, and often dangerous situation
requiring immediate action
liii. Dreary (pg. 74): Dull, bleak, and lifeless; depressing
liv. Miserable (pg. 74): extremely unhappy or uncomfortable
D. Skills: Students will be able to use academic rich language to explain their thinking
and processes to their peers and through writing. Students will also be able to read
fluently and analyze and compare fictional text to real world events.
III. Objectives and Standards:
A. Overall objective:
i. Given guidance and scaffolding, TSWBAT read, reflect, and analyze Tales of
a Fourth Grade Nothing.
ii. Given time and the mediums, TSWBAT develop the behaviors of a good
writer.
iii. While reading Tales of a Fourth Grade Nothing, TSWBAT expand their
vocabulary by constructing a word wall.
B. Standards
i. CC.1.1.4.D Know and apply grade-level phonics and word analysis skills in
decoding words. • Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology to read accurately
unfamiliar multisyllabic words.
ii. CC.1.1.4.E Read with accuracy and fluency to support comprehension: •
Read on-level text with purpose and understanding. • Read on-level text orally
with accuracy, appropriate rate, and expression on successive readings. • Use
context to confirm or self-correct word recognition and understanding,
rereading as necessary.
iii. CC.1.2.4.A Determine the main idea of a text and explain how it is supported
by key details; summarize the text.
iv. CC.1.2.4.B Refer to details and examples in text to support what the text says
explicitly and make inferences.
v. CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including
what happened and why, based on specific information in the text.
vi. CC.1.2.4.F Determine the meaning of words and phrases as they are used in
grade-level text, including figurative language.
vii. CC.1.2.4.G Interpret various presentations of information within a text or
digital source and explain how the information contributes to an
understanding of text in which it appears.
 viii. CC.1.2.4.H Explain how an author uses reasons and evidence to support
particular points in a text.
ix. CC.1.3.4.A Determine a theme of a text from details in the text; summarize
the text.
C. Daily Obj
i. Day 1: After reading the first chapter aloud, TSWBAT write their answers to
the comprehension questions to a 90% accuracy.
ii. Day 2: While reading the second chapter, TSWBAT correctly identify and
define unknown words and then research the city of New York to 100%
student participation.
iii. Day 3: After reviewing figurative language, TSWBAT actively look for
examples while reading chapter three and then create their own poems to
100% student participation.
iv. Day 4: In groups, TSWBAT compare their lives and the research they
completed to Peter and Fudge’s situation, first in writing, and then verbally to
teacher satisfaction.
v. Day 5: During discussion, TSWBAT accurately summarize the first half of
the novel and then infer what is going to happen using textual clues.
vi. Day 6: By listening and questioning the guest speakers, TSWBAT compare
themselves to the novel to teacher satisfaction.
vii. Day 7: Based off the interview yesterday, TSWBAT continue writing and
discussing about their reflections to 100% student participation.
viii. Day 8: Once the novel is finished, and with scaffolding from the teacher,
TSBWAT analyze theme and author purpose to an 80% accuracy.
ix. Day 9: Already given their instructions, TSWBAT summarize and reflect on
the novel to complete their projects.
x. Day 10: As a whole group, TSWBAT compassionately and academically
critique their peer’s presentation to teacher satisfaction.
IV. Learning Experiences
A. Day 1
i. Introduce writer’s notebooks (5 minutes)
a. Hand out a small notebook to each student. This will be their notebooks
for this unit. Anytime they need to write, they will write in these
notebooks.
b. Have the students write their names on the cover and then flip to the first
page.
c. On the board, make a big rectangle. This will be the first piece of paper
in the students’ notebooks. Have students follow you as you write the
date in the upper right corner. On the first line, write ‘chapter 0’ because
you have not read the first chapter yet.
ii. Introduce the novel, Tales of a Fourth Grade Nothing (15 minutes)
a. Hand out the books to each student. Before the students arrived, assign
the books to the students so you don’t waste time doing that now.
 b. Tell the students not to open the book. Under the title ‘chapter 0’, write
the number 1 (model on the board). Tell the students to look at the cover
picture. After the number 1, write a sentence or 2 about what you think
the book will be about. When they are done, ask them to put their hands
on their head. Give the students a minute or 2 to write.
c. Now ask the students to flip the book over. Read the back cover aloud.
On the board, skip a line on the paper and tell the students that they
should write a couple of sentences of what they now think the novel will
be about and why.
iii. Read chapter 1 out loud (15 minutes)
a. Hand out the vocabulary instruction paper. Instruct the students to fold it
in 1/2. This will be used as their bookmarks.
b. Model how to follow along while reading aloud
c. While reading, stop at vocab words. Before you say it, ask if a student
can read the word. Then ask if anyone knows the definition of that word.
Have the students write the word and the page number in the packets.
Substitute the word they think the unknown word is into the context.
Once finished reading the chapter, quickly look the word up on the
Collins Cobuild Dictionary and compare the definitions.
iv. Comprehension Activity (25 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question. Also model the format on the board:
after the two bullet points from earlier, skip a line and make a 3. This I
where they will answer the questions.
1. Peter’s biggest problem is his little brother, Fudge. How do you
feel when someone bothers you the way Peter is bothered by
Fudge?
c. When the students finish, they can get with a partner and share their
thoughts and responses.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
e. While the students are writing, take an index card and write the
unknown vocabulary word onto it. On the back, write the definition the
students came up with. Once everyone is finished, show the students the
card. Explain that throughout the unit, we will be recording our
vocabulary words and hanging them on the word wall (already made on
a bulletin board).
B. Day 2
i. Review chapter 1 and predict chapter 2 (5 minutes)
 a. In a quick discussion, ask students what the main plot of chapter 1 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 2. What do they think will
happen and why?
ii. Read chapter 2 (25 minutes)
a. Based on their reading ability, they will be pre-grouped into either
independent reading, group reading with the teacher or aid, or
partner/small group reading.
b. As students read, they will use the vocabulary instruction packet from
yesterday (should be in their book as a bookmark) to write unknown
words. They will copy the model from yesterday; instructions are
explained in the packet. Before you release the students, make sure they
know that everybody’s sheet will be different because they are based on
their own knowledge of unknown words.
c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
iii. Comprehension activity (10 minutes)
a. Have students set up the next blank page in their writer’s notebook
exactly like yesterday. Model this on the board.
b. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
c. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. How do you think Peter felt when Mrs. Yarby gave him his
present? How would you have behaved if you received a present
you didn’t really want.
d. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
e. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
iv. Vocabulary instruction (5 minutes)
a. Ask students to call out words they put in their vocabulary packet.
Quickly write them on the board and put a tally next to ones that are
called more than once. Once everyone quiets down, see which words
were called out the most (pick 3-5). Once picked, ask a student what the
definition of the word is.
b. Ask who wants to make the word wall cards (one student per word).
Keep track of who volunteers so that every student can make a card.
 This will be their homework (the instructions for how to make one is in
the vocabulary instruction packet).
c. Possible words from chapter 1 and 2: announced, advertising, slurping,
pastimes, delicious, mumbling, discussing, insulted, hollered
v. Research and writing activity (15 minutes)
a. Using their tablet/Chromebook, have student research some fun facts
about New York City (suggest typing in “New York City Ducksters”).
C. Day 3
i. Review chapter 2 and predict chapter 3 (5 minutes)
a. In a quick discussion, ask students what the main plot of chapter 2 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 3. What do they think will
happen and why?
ii. Review figurative language (10 minutes)
a. Students will get into teams (wither picked by the teacher or by the
students) for a game of Quizlet live. Play the game 2 times if students
did not do so well the first time.
iii. Read chapter 3 (15 minutes)
a. Students can find a comfy spot around the room and read independently.
While they read, the teacher will be circulating to make sure students
stay on task and helping any student that seems to be struggling
b. The students will also be stopping to write down any unknown words
they come across, copying the format from the last two days.
c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
iv. Comprehension activity (15 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. Fudge’s family try lots of silly things to try to get Fudge to eat.
Can you generate (come up with) a new idea to get Fudge to eat?
2. Peter feels that he and Fudge are not treated equally. Do you agree
or disagree with him? Explain your thinking!
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
v. Poem for 2 voices (15 minutes)
 a. Project an example poem from 2 voices. Explain the activity: students
will partner up and take a character from the book. Together, they will
create a short dialogue poem. With another student or a teacher/aid, read
the example poem
(https://sites.google.com/a/mhacademy.net/gaffey/esl-
assignments/poems-in-two-voices).
b. Hand out the guidelines sheet. Briefly go over it.
c. Have the students partner up and start. While they work, walk around
the room and conference with each group to see where they are going
and if you can give them any advice or help. This assignment should be
written in their writer’s notebook on the next blank sheet. Once finished,
a one paragraph reflection is required about how their poem relates to
the book, or in other words, why did they give the chosen character the
lines they did. If they could not finish this paragraph reflection, they will
complete it for homework.
d. Students will receive full credit (10 points) if they are able to create a
poem using 2 characters from the book (6 stanzas or more).
D. Day 4
i. Review chapter 3 and predict chapter 4 (5 minutes)
a. In a quick discussion, ask students what the main plot of chapter 3 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 4. What do they think will
happen and why?
ii. Share poems (10 minutes)
a. Ask if anyone would like to share. Those who do, can come up to the
makeshift stage (a small elevated platform). Once finished, the other
students can snap (because this is a poem reading) and give praise,
comments, and/or constructive feedback.
iii. Read chapter 4 (20 minutes)
a. Based on their reading ability, they will be pre-grouped into either
independent reading, group reading with the teacher or aid, or
partner/small group reading. Make sure to consider who is in which
group (i.e. could anyone be pushed to move from group read to partner
read? Is there anyone who is tired of reading independently for the last 2
days?).
b. The students will also be stopping to write down any unknown words
they come across, copying the format from the last two days.
c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
iv. Comprehension activity (15 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
 b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. Why is Mom angry when Fudge got hurt? Did this ever happen to
you? Have you ever been blamed for something you didn’t do?
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
v. Vocabulary instruction (10 minutes)
a. Ask students to call out words they put in their vocabulary packet.
Quickly write them on the board and put a tally next to ones that are
called more than once. Once everyone quiets down, see which words
were called out the most (pick 3-5). Once picked, ask a student what the
definition of the word is.
b. Ask who wants to make the word wall cards (one student per word).
Keep track of who volunteers so that every student can make a card.
This will be their homework (the instructions for how to make one is in
the vocabulary instruction packet).
c. Possible words for chapter 3 and 4: impressed, brilliant, motioned,
monkey business, relieved, mugged, recognize, pollution, imitate,
handkerchief, inspecting, appointment
vi. Homework: read chapter 5 and continue recording vocabulary words in their
packets.
E. Day 5
i. Review chapter 4 and 5 (5 minutes)
a. In a quick discussion, ask students what the main plot of chapter 5 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 6. What do they think will
happen and why?
ii. Read chapter 6 (25 minutes)
a. Based on their reading ability, they will be pre-grouped into either
independent reading, group reading with the teacher or aid, or
partner/small group reading. Make sure to consider who is in which
group (i.e. could anyone be pushed to move from group read to partner
read? Is there anyone who is tired of reading independently?).
b. The students will also be stopping to write down any unknown words
they come across, copying the format from the last two days.
c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
 ii. Comprehension activity (15 minutes)
a. Provide writing prompts one at a time and allow students time to
formulate and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. We know that Fudge looks up to Peter as a big brother/ role model.
What would others look up to you for as a role model?
2. What does the idiom “chip off the old block” mean?
3. What are loafers? What are sandals? Describe them and then
explain which one you would pick.
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
iii. Vocabulary instruction (10 minutes)
a. Ask students to call out words they put in their vocabulary packet.
Quickly write them on the board and put a tally next to ones that are
called more than once. Once everyone quiets down, see which words
were called out the most (pick 3-5). Once picked, ask a student what the
definition of the word is.
b. Ask who wants to make the word wall cards (one student per word).
Keep track of who volunteers so that every student can make a card.
This will be their homework (the instructions for how to make one is in
the vocabulary instruction packet).
c. NOTE: see if any student wants to lead this!
d. Possible words from chapter 5 and 6: supervised, innocent, ceiling,
patience, dashed, naughty, noticed, temper tantrum, impossible
F. Day 6
i. Review chapter 6 and last week (5 minutes)
a. In a quick discussion, ask students what the main plot of chapter 6 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 7. What do they think will
happen and why?
ii. Read chapter 7 aloud (20 minutes)
a. Just like day 1, stop before a word you think the students will not know.
Ask them if anyone can read it for you and then if they can infer a
prediction based on the context clues. Quickly look up the definition in
the dictionary and have the students write it down in their vocabulary
packets.
 iii. Comprehension activity (15 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. How did Peter feel when Fudge ruined what he was working on?
How do you know? Use evidence from the book!
2. Describe a school project that you have done that you were proud
of.
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
iv. Guest speakers (20 minutes)
a. Preplan for a mom or dad and a younger sibling of one of the students to
come in.
b. Have that student introduce them to the class and then sit on the stage.
Ask them the following questions (these are just baseline questions.
Have the students come up with others). During this discussion, students
do not need to write anything. All they need to do (and what you
explained before the guest speakers arrived) is to actively listen, ask
questions, and compare their family dynamic to Fudge’s family.
1. Does your younger brother bother or annoy you at home?
2. What is something crazy that your younger brother did?
3. Do you have a pet? Who takes responsibility for him/her?
vii. Homework: read chapter 8 and continue recording vocabulary words in their
packets.
G. Day 7
i. Review chapter 7 and 8 (5 minutes)
a. In a quick discussion, ask students what the main plot of chapter 8 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 9. What do they think will
happen and why?
ii. Read chapter 9 (20 minutes)
a. Students can find a comfy spot around the room and read independently.
While they read, the teacher will be circulating to make sure students
stay on task and helping any student that seems to be struggling
b. The students will also be stopping to write down any unknown words
they come across, copying the format from the last two days.
 c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
iii. Comprehension activity (15 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. How is Peter a good brother to Fudge?
2. How did Peter save the day again? What does this show about
him? (Hint: What characteristic trait does this show about Peter?)
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
iv. Vocabulary instruction (5 minutes)
a. Ask students to call out words they put in their vocabulary packet.
Quickly write them on the board and put a tally next to ones that are
called more than once. Once everyone quiets down, see which words
were called out the most (pick 3-5). Once picked, ask a student what the
definition of the word is.
b. Ask who wants to make the word wall cards (one student per word).
Keep track of who volunteers so that every student can make a card.
This will be their homework (the instructions for how to make one is in
the vocabulary instruction packet).
c. NOTE: see if any student wants to lead this!
1. Possible words from chapter 7 and 8: committee, traffic,
congestion, expensive, monorail, practical, ruin, flung, threatened,
agency, nibbled, familiar, beckoned
v. Guest speaker reflections (15 minutes)
a. Ask students to share some important take aways from yesterday’s guest
speaker.
b. Ask the students to write a paragraph in their writer’s notebook about
how their family dynamics reflect the novel. They can talk about the
relationship between their family/siblings, what responsibilities they
have, how they are growing up, etc.
c. If the students are not finished, assign it for homework.
H. Day 8
i. Review chapter 9
 a. In a quick discussion, ask students what the main plot of chapter 9 was
(i.e. give a summary). Ask multiple students.
b. Then have students read the title of chapter 10. What do they think will
happen and why?
ii. Read chapter 10 (25 minutes)
a. Based on their reading ability, they will be pre-grouped into either
independent reading, group reading with the teacher or aid, or
partner/small group reading. Make sure to consider who is in which
group (i.e. could anyone be pushed to move from group read to partner
read? Is there anyone who is tired of reading independently?).
b. The students will also be stopping to write down any unknown words
they come across, copying the format from the last two days.
c. If students finish reading early, they can either free write, read an
independent book, or play an ELA game on their tablet/Chromebook.
iii. Comprehension activity (15 minutes)
a. Provide writing prompts 1 at a time and allow students time to formulate
and write their answer in their writer’s notebook.
b. Beforehand, review with the students your expectations: correct
punctuation, close spelling, nice handwriting, and thought-out responses,
about a paragraph per question.
1. How does living in New York City make Peter's childhood unique
and interesting?
2. Why do you think Fudge decides to swallow Dribble?
3. How do you think Peter felt when he realized that Dribble
wouldn’t live?
4. Peter tells his Dad he likes the omelet when he doesn’t like it at all.
Motive? Right/wrong choice?
c. When the students finish, they can partner up with a peer (if they are not
already working with someone) and share their responses with them.
During this time, the teacher should rotate around the room and
conference with group.
d. Students will keep their notebooks at school and the teacher will read
over the student responses. This formative assessment measures if the
students comprehended and reflected upon the last chapter read.
iv. Vocabulary instruction
a. Ask students to call out words they put in their vocabulary packet.
Quickly write them on the board and put a tally next to ones that are
called more than once. Once everyone quiets down, see which words
were called out the most (pick 3-5). Once picked, ask a student what the
definition of the word is.
b. Ask who wants to make the word wall cards (one student per word).
Keep track of who volunteers so that every student can make a card. This
 will be their homework (the instructions for how to make one is in the
vocabulary instruction packet).
c. NOTE: see if any student wants to lead this!
d. Possible words from chapters 9 and 10: concentrated, aisle, conclusion,
omelet, ingredients, beamed, moaned, kneeled, peer, whisked, attendants,
emergency, dreary, miserable
v. Introduce the project
a. Beforehand, create a rubric and very clear guidelines and instructions.
Also create or look up an example of either choice as a model.
b. Tell the students they have 2 options for this end of unit project: comic
strip or flip books. Hand out the rubric and guidelines sheet.
c. Explain both options:
1. Comic strip: students will either electronically create, or hand
create a comic strip of any scene they want. This must have full
color, text boxes, and be at least 6 boxes. In addition, students can
either type or hand write a two-paragraph response. The first
paragraph will be a summary of the novel and the second
paragraph will be a reflection of the author’s purpose and theme.
2. Flip books: students will create a flip book out of construction
paper. The sections will include setting, theme, author’s purpose,
characters, and summary/plot. Students have a choice of
handwriting their information or typing, printing, and glueing it
instead.
I. Day 9
i. Continue project work (60 minutes)
a. Before the students arrive, set out all the materials and hand out any
projects that were started yesterday.
b. Once the students arrive, briefly explain the expectations again and
make sure everyone has their rubric.
c. Let the students work for the rest of class. While they work, conference
with each student on how their project is going, what they thought of the
novel, and if they had any questions and comments. Jot down anything
important or thought-provoking you want to remember or ask the class
later.
J. Day 10
i. End of novel reflection questions
a. These questions will be asked one at a time orally. Responses will be
whole class discussion-based so that each students can hear different
responses and viewpoints.
1. Do you think that Mr. Hatcher is a good dad?
2. What is a "fourth grade nothing," and why does Peter want to
avoid this fate?
 3. Why does Peter need boundaries from Fudge? Is it only to protect
his stuff?
4. Identify a theme that was prevalent throughout the novel. Give
specific examples that support your answer.
ii. Share projects
a. Beforehand, prepare some balloons and a small snack (maybe ask a
parent to provide this).
b. Let students celebrate the end of another great book.
c. Once they all have their food, bring them back to their desks.
d. Those who want to share their projects will come to the stage and
present. After a student is finished, his/her peers now have a change to
critique, ask questions, and give praise to that student.
e. At the end of the designated ELA time, each student will turn in their
projects for the teacher to grade.
K. Adaptations
i. If you find that students are not finishing the work in class, rethink the block
plan and eliminate some activities or comprehension questions to provide
more teachable moments.
ii. If there are behavior problems, like talking out and not staying focused, try
using a talking stuff animal and other resources to keep the students engaged
(i.e. wiggle chair, fidget). Make sure to talk with the coop about what she uses
to help control these misbehaviors.
iii. If a student has a developmental delay or has trouble writing this much,
provide them the opportunity to type it or go out in the hallway and do speech
to text.
V. Evaluation Instruction and Methods
A. Formative:
i. Recap/summarization at the beginning of each lesson not only allows
students’ brains to get thinking, but it allows the teacher to quickly assess
what information the students retained and how good are their summarization
skills.
ii. Writer’s notebook responses (comprehension questions) measures what the
students understood and took away from that chapter as well as how well they
were able to analyze the information.
iii. Other activities (poem from two voices, guest speaker reflections, and
vocabulary packets) assess the students’ ability to take the information they
read and apply it and reflect upon it in different ways.
B. Summative
i. Flip books or comic strips project will asses the students’ comprehension of
the book as well as their ability to show the behaviors of a writer while
completing comprehension and analysis skills (i.e. summarization, theme,
author’s purpose)
VI. Evaluation (answer these questions every day focusing on a specific example)
 A. Did the students meet the objective?
B. What went well and what did not?
C. What would I change if I completed this less on again?
VII. Resources
A. https://www.penguin.com/static/images/yr/pdf/FourthGradeNothinglessonplans.pdf
B. https://www.superteacherworksheets.com/book-tales-of-a-fourth-grade-nothing.html
C. https://www.teachingbooks.net/media/pdf/BF/TalesofaFourthGradeBG.pdf
D. http://filipfrontier.weebly.com/uploads/6/8/4/8/6848134/tales_of_a_4th_grade_nothin
g_questions_ch_7.pdf
E. http://nallen.npsd.org/tales-of-the-fourth-grade-nothing
F. http://www.teachingfirst.net/wordwallact.htm
VIII. Appendix
A. Unit Plan _ Poem for 2 Voices.docx
B. Unit Plan _ Vocabulary Packet.docx
C. Unit Plan _ End of Unit Project.docx