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Core Knowledge Language ArtCore Knowledge Language Arts®

Scope and Sequence Speaking & Listening Strand • Grade 4

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The Core Knowledge Language Arts program is designed to help students build the language arts skills in speaking, listening, reading and writing, as well as rich knowledge and vocabulary, as called for in the Common Core State Standards - ELA. For a Unit-by-Unit Alignment of the Grade 4 CKLA objectives to the Common Core State Standards, please visit http://www.ckla.amplify.com. Each unit is comprised of: • Lessons, including Reading, Writing, Grammar, Morphology, and Spelling activities. • A Unit Assessment that evaluates students’ reading comprehension, understanding and

retention of academic and domain-specific vocabulary words, as well as the grammar and morphology skills targeted in the unit. A writing prompt is included, as is an optional fluency evaluation. The core content targeted in the domain is assessed in a separate Content Assessment. The results should guide review and enrichment offered during the end of unit Pausing Point.

• Pausing Points present opportunities to review, reinforce, or extend the content and skills taught.

Contents Speaking and Listening in Grade 4 CKLA ............................................. Error! Bookmark not defined. Unit 1: Personal Narratives (22 Days) ................................................................................................... 3

Unit 2: Middle Ages (19 Days) ............................................................................................................... 8

Unit 3: Poetry (14 Days) ...................................................................................................................... 15

Unit 4: Islamic Empires in the Middle Ages (19 Days) ......................................................................... 19

Unit 5: Eureka! Student Inventor (10 Days) ......................................................................................... 24

Unit 6: Geology (19 Days) ................................................................................................................... 28

Unit 7: American Revolution (21 Days) ................................................................................................ 34

Unit 8: Treasure Island (26 Days) ........................................................................................................ 42


Scope and Sequence Speaking & Listening Strand • Grade 4


The Speaking and Listening standards of the CCSS-ELA are key to ensuring the development of oral language skills such as vocabulary, conventions of standard English, and conversation and discussion skills. In CKLA, learning, discussing, and internalizing specific content knowledge is embedded within practice associated with these standards.

The Grade 4 CKLA program addresses the expectations of the Speaking and Listening standards by providing daily opportunities to engage in rich, structured, text-based conversations in a variety of settings and group sizes. For example, during read-aloud lessons, students engage with the text primarily by listening to and following along in the text as their teacher reads; they then integrate and evaluate that information in discussions with their classmates. The following Common Core State Standards are addressed on a daily basis throughout the CKLA program in Grade 4 in many different types of contexts and activities. STD SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

STD SL.4.1a Come to discussions prepared, having read or studied required material; explicitly draw

on that preparation and other information known about the topic to explore ideas under discussion.

STD SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles. STD SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make

comments that contribute to the discussion and link to the remarks of others. STD SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light

of the discussion. STD SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and

formats, including visually, quantitatively, and orally. STD SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.


Scope and Sequence Speaking & Listening Strand • Grade 4, Unit 1


Personal Narratives (22 Days) Reader: Childhood Memories In this unit, highlighting the personal narrative genre, students will focus on identifying, describing, and using elements of the genre both in reading and writing. These elements include stories told from the first-person point of view; stories focusing on one or more events or experiences important to the author; narrative elements of setting, characters, plot, and dialogue; and descriptive language using sensory details and figurative language. Examining the genre in this way is also designed to facilitate the students’ own practice of descriptive writing. NOTE: This unit also includes a beginning-of-year assessment to help determine whether students have adequate preparation for Grade 4 CKLA instruction. Unit Overview

Speaking and Listening

To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase narrative text during discussions − Orally recount a personal experience in an organized manner to prepare for writing a mini personal

narrative − Orally explain the use of figurative language and sensory details

Reading Comprehension

and Text Analysis Writing Language Conventions

Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend fiction text throughout this Unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the stories presented in Childhood Memories. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in several short writing projects: − Identify sensory details and

write descriptive sentences using sensory details

− Learn how to “show” rather than “tell”

− Understand parts of a paragraph

− Generate ideas and plan for writing a personal narrative

− Draft a personal narrative − Revise a personal narrative − Edit a personal narrative In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)

Vocabulary: − Academic Vocabulary (Tier 2):

audience, character, compose, dialogue, event, genre, literary, narrative, narrator, paraphrase, sequence, theme, voice

− Core Vocabulary and Word Work (Tier 2 and Tier 3 words)

*NOTE: Instruction in grammar, morphology, and spelling begins in Unit 2. Conventions of language are stressed in the Writing lessons in this unit.




Reading Comprehension and Text Analysis Writing Language Conventions

Lesson 1 Read-Aloud: “All-Ball, Part I” by Mary Pope Osborne Identify literary elements and apply that knowledge to the personal narrative genre. Identify the characters, setting, and plot of “All-Ball, Part I.” (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.6, RL.4.10) *Opportunity to assign Fluency Supplement work

Vocabulary: Define literary elements. Word Work: recoil (L.4.3, L.4.3a, L.4.3c, L.4.4a, L.4.6)

Lesson 2 Whole Group: “All-Ball, Part II” by Mary Pope Osborne Summarize the story so far and explain how the main event of the story affected the narrator. (RL.4.1, RL.4.2, RL.4.4, RL.4.6, RL.4.10)

Scan text to identify descriptive language. (W.4.4, W.4.10) (L.4.1, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Word Work: attachment (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Lesson 3 Small Group: “All-Ball, Part I” by Mary Pope Osborne Identify descriptive language from the text, including sensory details and figurative language. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Practice identifying descriptive language. Write simple descriptive language focusing on an object. (W.4.4, W.4.10) (L.4.1, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5a, L.4.6)

Word Work: precious (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)

Lesson 4 Close Reading: “All-Ball, Part II” by Mary Pope Osborne Cite examples of descriptive language. Explain the effectiveness of specific words and sentences in the story. (RL.4.1, RL.4.3, RL.4.4, RL.4.9, RL.4.10)

Use sensory details to describe an object. (W.4.4, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.5a, L.4.6)

Word Work: reluctantly (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.6)

Lesson 5 Whole Group: “Scout’s Honor, Part I” by Avi Identify the significant event in “Scout’s Honor, Part I.” (RL.4.1, RL.4.3, RL.4.4, RL.4.6, RL.4.10) *Opportunity to assess fluency

Begin keeping a writing journal. Focus on sounds in a setting and use sensory details to write a description of the experience. (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.6)

Word Work: intend (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.6)





Lesson 6 Read-Aloud: “Scout’s Honor, Part II” by Avi Identify key elements of the story’s plot. (RL.4.1, RL.4.2, RL.4.4, RL.4.7, RL.4.10) *Opportunity to assign Fluency Supplement work

Writing journal: Transform a “telling” sentence into a more descriptive “showing” sentence. (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4a, L.4.5b, L.4.5c, L.4.6)

Word Work: immense (L.4.3, L.4.3a, L.4.3c, L.4.4a, L.4.5b, L.4.5c, L.4.6)

Lesson 7 Whole Group: “Scout’s Honor, Part III” by Avi Describe how the main characters’ emotions changed from the beginning of the story to the end. (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.10)

Writing journal: Transform a “telling” sentence into a more descriptive “showing” sentence. (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Word Work: fiasco (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Lesson 8 Small Group: “Scout’s Honor, Part I” by Avi Identify examples of literary devices in the story. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Identify a “showing” sentence in text. Writing journal: Practice transforming a “telling” sentence into a more descriptive “showing” sentence. (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5a, L.4.5b, L.4.6)

Word Work: casually (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5b, L.4.6)

Lesson 9 Partner: “Scout’s Honor, Part II” by Avi Distinguish between speakers in the story’s dialogue. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Writing journal: Replace “to be” verbs with action verbs to make writing more dynamic. (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2b, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Word Work: obedient (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Lesson 10

Close Reading: “Scout’s Honor, Part III” by Avi Cite examples of descriptive language and literary devices in the text. (RL.4.1, RL.4.3, RL.4.4, RL.4.9, RL.4.10) *Opportunity to assess fluency

Identify parts of a descriptive paragraph (topic sentence, detail sentences, and concluding sentence). (W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.5a, L.4.5b, L.4.6)

Word Work: object (v.) (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.5b, L.4.6)





Lesson 11

Read-Aloud: “Food from the Outside, Part I” by Rita Williams-Garcia Discuss the meaning of the story’s title, “Food from the Outside.” (RL.4.1, RL.4.4, RL.4.6, RL.4.10) *Opportunity to assign Fluency Supplement work

Select a significant life plan for writing a mini personal narrative. (W.4.3, W.4.3a, W.4.3b, W.4.3d, W.4.3e, W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.5a, L.4.5b, L.4.6)

Word Work: refine (L.4.3, L.4.3a, L.4.3c, L.4.5b, L.4.6)

Lesson 12

Partner: “Food from the Outside, Part II” by Rita Williams-Garcia Explain the risk that the main character took and why she took it. (RL.4.1, RL.4.2, RL.4.4, RL.4.10)

Write a topic sentence about a significant life event and write detail sentences to support a main idea. (W.4.3, W.4.3a, W.4.3b, W.4.3d, W.4.3e, W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5c, L.4.6)

Word Work: forbid (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5c, L.4.6)

Lesson 13

Whole Group: “Food from the Outside, Part III” by Rita Williams-Garcia Summarize the entire story “Food from the Outside.” (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.9, RL.4.10)

Write a concluding sentence and draft a mini personal narrative. (W.4.3, W.4.3a, W.4.3b, W.4.3d, W.4.3e, W.4.4, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5a, L.4.6)

Word Work: jubilant (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.6)

Lesson 14

Close Reading: “Food from the Outside, Part I” by Rita Williams-Garcia Cite examples of descriptive language and literary devices in the text. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Use a rubric to revise a mini personal narrative. (W.4.3, W.4.3a, W.4.3b, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.5a, L.4.6)

Word Work: speculation (L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4c, L.4.5, L.4.6)

Lesson 15

Read-Aloud: “Food from the Outside, Part II” by Rita Williams-Garcia Cite examples of descriptive language and literary devices in the text. (RL.4.1, RL.4.4, RL.4.6, RL.4.9, RL.4.10) *Opportunity to assess fluency

Use an editing checklist to edit a mini personal narrative and incorporate edits into a neatly written final draft. (W.4.3, W.4.3a, W.4.3b, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.9a, W.4.10) (L.4.1, L.4.1f, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.5, L.4.5a, L.4.5b, L.4.6)

Word Work: relent (L.4.3, L.4.3a, L.4.3c, L.4.5, L.4.5b, L.4.6)





Beginning-of-Year Assessment (3 days)

BOY Assessment: Reading Comprehension (to measure preparedness for Grade 4 CKLA) BOY Assessment: Fluency (to measure preparedness for Grade 4 CKLA) BOY Assessment: Word Reading in Isolation (to measure decoding ability and preparedness for Grade 4 CKLA)

BOY Assessment: Grammar (to measure preparedness for Grade 4 CKLA) BOY Assessment: Morphology (to measure preparedness for Grade 4 CKLA)

Pausing Point (4 days)

*Opportunity for enrichment and/or remediation in content and reading comprehension

*Opportunity for enrichment and/or remediation in writing

*Opportunity for enrichment and/or remediation in vocabulary




Middle Ages (19 Days) Reader: Knights, Castles, and Chivalry The Big Idea of this unit is that the period known as the Middle Ages was an important time in the history of Europe. Many of the developments that occurred during that time still influence Western society today. This unit orients students to historical events and developments following the fall of the Roman Empire, such as the rise in power of the Christian Church, the development of the feudal system, the Norman Conquest, the growth of towns and the subsequent weakening of feudal ties, the creation of modern legal concepts, and the Black Death. The content in this unit will serve as the basis for studying medieval life in the Eastern Europe, Asia, and Africa in Unit 4. It also serves as a basis for units in Grade 5 about the Renaissance and the Reformation. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase nonfiction text during discussions − Discuss with peers the societal roles of the Middle Ages to plan for writing a persuasive paragraph







Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4c) Students orally apply their knowledge of language and vocabulary during Reading lessons in this unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in Knights, Castles, and Chivalry. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in an extended writing project: − Use a graphic organizer to

take notes on information presented in the Reader

− Paraphrase information from a text

− Assess information to form an opinion

− Draft a persuasive paragraph In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)


brief, category, consequence, explanatory, fact, highlight, indicate, informational book or text, informative, link, negative, positive, quotation, reflect, relevant, specific


Grammar: − Review parts of speech taught

in earlier grade levels (nouns, adjectives, verbs, and adverbs)

− Make connections between adjectives and the nouns they describe, adverbs and the verbs they modify, and the way subjects and predicates are combined to form complete sentences

− Learn the difference between action verbs and verbs that do not convey action (linking verbs, auxiliary verbs, and modal auxiliaries)

Morphology: − Prefixes un–, non–, and en– − Root arch Spelling: − Content-related words from

Knights, Castles, and Chivalry − Words with un–, non–, en–,

arch

Lesson 1 Read-Aloud: Chapter 1 “Welcome to the Middle Ages” Explain background information relevant to a study of the Middle Ages. Describe some of the events that led to the Middle Ages. (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.10) *Opportunity to assign Fluency Supplement work

Word Work: transform (L.4.3, L.4.3a, L.4.4c, L.4.6)





Lesson 2 Whole Group: Chapter 2 “To the Manor Born” Explain that in the Middle Ages serfs worked and fought for lords who, in return, provided protection and the use of land. Describe some differences between the life of a lord and the life of a serf in the Middle Ages. (RI.4.1, RI.4.3, RI.4.4, RI.4.7, RI.4.10)

Writing: Scan text to take notes on relevant information using a graphic organizer. (W.4.2b, W.4.2d, W.4.7, W.4.9)

Word Work: rival Grammar: Identify nouns and adjectives and the relationship between them in sentences. Morphology: Distinguish between root words and words with the prefixes un— and non— and use those words correctly in sentences. (L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5c, L.4.6)

Lesson 3 Close Reading: Chapter 2 “To the Manor Born” Explain that in the Middle Ages serfs worked and fought for lords who, in return, provided protection and the use of land. Describe some differences between the life of a lord and the life of a serf in the Middle Ages. Explain that feudalism refers to a way of life based on land ownership and land use that existed during the Middle Ages. (RI.4.1, RI.4.3, RI.4.4, RI.4.10)

Identify elements of an informative paragraph. (W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e)

Word Work: loyal (L.4.1, L.4.3, L.4.3a, L.4.4a, L.4.4c, L.4.5, L.4.5a, L.4.6)

Lesson 4 Small Group: Chapter 3, “Gloomy Castles and Jousting Knights” Explain the link between violence in the Middle Ages and the need for soldiers, including those called knights. Describe the concept of chivalry and explain its importance to knights. Describe the general layout of a castle and identify it as a place built more for protection than for comfort. (RI.4.1, RI.4.4, RI.4.5, RI.4.7, RI.4.10)

Paraphrase direct quotations from text. (W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9, W.4.10)

Word Work: influential Grammar: Identify nouns and adjectives in sentences and identify the relationship between nouns and adjectives in sentences. Morphology: Distinguish between root words and words with the prefixes un— and non— and use those words correctly in sentences. (L.4.1, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)





Lesson 5 Explain that towns developed during the Middle Ages as a result of increasing trade among people. Describe some of the positive and negative aspects of life in a town in the Middle Ages. *Opportunity to assess fluency (RI.4.1, RI.4.3, RI.4.4, RI.4.7, RI.4.10)

Use notes to draft an informative paragraph. (W.4.2, W.4.2a, W.4.2b, W.4.2d, W.4.4, W.4.5, W.4.10)

Word Work: fuel (L.4.1, L.4.2, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.6)

Lesson 6 Read-Aloud: Chapter 4, “Merchants, Markets, and Mud: Towns in the Middle Ages” Explain that towns developed during the Middle Ages as a result of increasing trade among people. Explain that a middle class, which included merchants and craftsmen, emerged during the Middle Ages. Explain that, with the growth of towns during the Middle Ages, the importance of feudalism began to decline. *Opportunity to assign Fluency Supplement work *Opportunity for Mid-Unit Content Assessment (RI.4.1, RI.4.3, RI.4.4, RI.4.7, RI.4.8, RI.4.9, RI.4.10)

Word Work: emerge Grammar: Identify verbs and adverbs in sentences, identify the relationship between verbs and adverbs in sentences, and change adjectives to adverbs to correctly complete sentences. Morphology: Explain how adding the prefix en– changes a root word and to correctly use words with the prefix en– in sentences. Spelling: Practice spelling content-related words from Knights, Castles, and Chivalry. (L.4.2d, L.4.3, L.4.3a, L.4.4c, L.4.5, L.4.5c, L.4.6)

Lesson 7 Whole Group: Chapter 5, “The Power of the Church” Explain the importance of the Church in the everyday lives of Europeans in the Middle Ages. Describe the power and wealth of the church during the Middle Ages and its influence over kings and political decisions. Describe the architectural features of medieval cathedrals. (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.9, RI.4.10)

Scan text to take notes on specific information using a graphic organizer. (W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9, W.4.9b, W.4.10)

Word Work: devote (L.4.1, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5c, L.4.6)





Lesson 8 Close Reading: Chapter 5, “The Power of the Church” Explain the importance of the Church in the everyday lives of Europeans in the Middle Ages. Describe the role of monks in the Middle Ages. Explain the process one went through to become a monk in the Middle Ages. (RI.4.1, RI.4.4, RI.4.10)

Organize notes in preparation for writing an opinion paragraph. (W.4.1b, W.4.4, W.4.5, W.4.8, W.4.9, W.4.10)

Word Work: destined (L.4.2d, L.4.3, L.4.3a, L.4.4a, L.4.4c, L.4.5, L.4.6)

Lesson 9 Whole Group: Chapter 6, “1066: The Battle that Changed History” Identify William the Conqueror as the victor in the Battle of Hastings in 1066. Explain that the Battle of Hastings helped bring about a change in the English language. (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.10)

Word Work: determination Grammar: Practice identifying verbs and adverbs in sentences and identify the difference between using adjectives and adverbs in sentences. Morphology: Practice distinguishing between root words and words with the prefix en– and use those words correctly in sentences and apply knowledge of the prefix en– to define and use unfamiliar words. Spelling: Practice spelling content-related words from Knights, Castles, and Chivalry. (L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)

Lesson 10

Partner: Chapter 6, “1066: The Battle that Changed History” Identify William the Conqueror as the victor in the Battle of Hastings in 1066. Explain that the Battle of Hastings helped bring about a change in the English language. Identify the Bayeux Tapestry as a tapestry that tells, in text and picture form, the events of the Battle of Hastings. *Opportunity to assess fluency (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.10)

State an opinion and create a plan for writing a persuasive paragraph. (W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.5, W.4.10)

Word Work: pursue Spelling: Spell targeted words containing roots learned in previous units. (L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5c, L.4.6)





Lesson 11

Whole Group: Chapter 7, “Henry II and Law and Order” Identify King Henry II as an important English king who ruled during the Middle Ages. Explain that King Henry II made major reforms in the judicial system. Describe the causes and consequences of the murder of Thomas Becket in Canterbury Cathedral. *Opportunity to assign Fluency Supplement work (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.10)

. Word Work: restore Grammar: Identify subjects and predicates in sentences. Morphology: Identify the meaning of words with the root arch and use these words correctly in sentences. Spelling: Practice spelling targeted words containing prefixes un–, non–, en–. (L.4.1, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5, L.4.5c, L.4.6)

Lesson 12

Close Reading: Chapter 7, “Henry II and Law and Order” Identify King Henry II as an important English king who ruled during the Middle Ages. Explain that King Henry II made major reforms in the judicial system. Describe the causes and consequences of the murder of Thomas Becket in Canterbury Cathedral. (RI.4.1, RI.4.3, RI.4.4, RI.4.8, RI.4.10)

Write reasons to support an opinion. (W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.4, W.4.5, W.4.9b, W.4.10)

Word Work: acquire (L.4.1, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6)

Lesson 13

Read-Aloud: Chapter 8, “The Wayward King: King John and Magna Carta” Describe the relationship between King John and the nobles during his reign. Explain the significance of Magna Carta. (RI.4.1, RI.4.3, RI.4.4, RI.4.8, RI.4.10)

Draft a persuasive paragraph. (W.4.1b, W.4.1c, W.4.4, W.4.5, W.4.7, W.4.9b, W.4.10)

Word Work: inevitable (L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4c, L.4.6)





Lesson 14

Small Group: Chapter 9, “A Changing World” Explain the importance of the Hundred Years’ War. Describe the unique contributions Joan of Arc made to the Hundred Years’ War. Explain the cause and consequences of the plague in Europe in the Middle Ages. Identify the Middle Ages as a time of transformation. (RI.4.1, RI.4.4, RI.4.8, RI.4.9, RI.4.10)

Word Work: indeed Grammar: Practice identifying parts of speech, subjects, and predicates in sentences. Morphology: Use words with the root arch in sentences. Spelling: Practice spelling targeted words containing prefixes un–, non–, en–. (L.4.1, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5c, L.4.6)

Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency (RL.4.1, RL.4.4, RL.4.10, RI.4.1, RI.4.3, RI.4.4, RI.4.8, RI.4.10)

*Writing Prompt (within Unit Assessment) (W.4.1, W.4.1a, W.4.1b, W.4.1c, W.4.1d, W.4.4, W.4.5, W.4.9b, W.4.10)

Grammar: − Parts of speech taught in

earlier grade levels (nouns, adjectives, verbs, and adverbs)

− Make connections between adjectives and the nouns they describe, adverbs and the verbs they modify, and the way subjects and predicates are combined to form complete sentences

− Know difference between action verbs and verbs that do not convey action (linking verbs, auxiliary verbs, and modal auxiliaries)

Morphology: − Prefixes un–, non–, and en– − Root arch Spelling: Spell targeted words containing un–, non–, en–, arch. (L.4.1, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.6)


*Opportunity for End-of-Unit Content Assessment *Opportunity for enrichment and/or remediation in content and reading comprehension


*Opportunity for enrichment and/or remediation in vocabulary, grammar, morphology, and spelling




Poetry (14 Days) Reader: Poet’s Journal This unit focuses on introducing students to poetry and poetic devices. It gives students tools and strategies for approaching poetry, training them in the methods and devices poets use and equipping them to read and interpret both formal and free verse poems. Throughout the unit, students practice close reading and writing. They learn about many of the formal elements of poetry as they identify those elements arising organically from the text. It gives them continual opportunities to create poems themselves, allowing them to practice what they have learned. This allows them to demonstrate their understanding and analysis of the poems through creative application and become detailed writers. In turn, this bolsters their ability to analyze others’ writing. These activities offer students a number of tools with which to approach poetry, building their confidence to interpret poems and their engagement in the task. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: -‐ Read dialogue aloud -‐ Participate in Think-Pair-Share activities with peers -‐ Paraphrase text during discussions -‐ Read original poems to a peer -‐ Offer feedback on a peer’s poem



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend poems throughout this unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4b) Students orally apply their knowledge of language and vocabulary during Reading lessons in this unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the poems presented. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in writing several poems: − Employ poetic devices

such as figurative language, alliteration, repetition, and others

− Plan, draft, revise, and polish their work

− Explain the rationale for their choices

In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)

Vocabulary: − Literary vocabulary − Core vocabulary





Lesson 1

Read-Aloud: Roald Dahl’s “Little Red Riding Hood and the Wolf” Define the poetic structures dialogue, stanza, stanza break, line, and rhyme.

Identify these poetic structures within a poem.

Identify rhyming words from the poem.

Recognize rhyming pattern and represent that pattern visually. (RL.4.1, RL.4.3)

Lesson 2

Whole Group: Harryette Mullen’s “Ask Aden” & Norman Ault’s “Wishes” Define the poetic devices repetition and alliteration.

Identify these poetic devices within the structure of a poem. (RL.4.2)

Compose questions and assemble them into an original poem.

Create original work using alliteration and drawing on the style of the source material. (W.4.1, W.4.4, W.4.10)

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely. (L.4.2, L.4.3A)

Lesson 3

Whole Group: Nikki Giovanni’s “My First Memory (of Librarians)” Define and identify first- and third-person points of view. Use pronoun clues to determine if a sentence is written in first- or third-person point of view. Use textual details from a poem to visualize its setting. (RL.4.1, RL.4.3, RL.4.6)

Write an original poem using sensory detail and rich description. (W.4.4, W.4.9, W.4.9A, W.4.10)

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely. (L.4.2, L.4.3A)

Lesson 4

Close Reading: Langston Hughes’s “Harlem” Define figurative language, literal language, and simile.

(RL.4.4)

Craft figurative language following the form of Langston Hughes’s poem “Harlem.” (W.4.4, W.4.10)

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely Interpret figurative language in context. (L.4.2, L.4.3A, L.4.5)





Lesson 5

Close Reading: Langston Hughes’s “Harlem” Define figurative language, literal meaning, and simile.

Make connections between biographical information about the poet’s life to analyze the central theme of a poem using supporting details in response questions. (RL.4.1, RL.4.2, RL.4.4, RI.4.1, RI.4.2)

Incorporate teacher feedback to revise and improve previous work. (W.4.1, W.4.4, W.4.9, W.4.10)

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely. Identify similes in context and accurately interpret their meaning.

(L.4.2, L.4.3A, L.4.5)

Lesson 6

Close Reading: From Sherman Alexie’s “Why We Play Basketball” Define the term tone. Use textual details to infer tone and meaning. Identify repetition in language and poetic language to evaluate the speaker’s tone. (RL.4.1)

Compose a poem based on a personal anecdote, compiling specific important details and selecting a method of repetition to emphasize tone. (W.4.4, W.4.9, W.4.10)

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely. Use reference materials to determine meanings of words. Identify similes in context and accurately interpret their meaning.

(L.4.2, L.4.3, L.4.3A, L.4.4C, L.4.5, L.4.5A)

Lesson 7

Read-Aloud: Walt Whitman’s “I Hear America Singing” Make defensible statements about an author based on his poetry. (RL.4.1)

Write a poem employing techniques used by Whitman in “I Hear America Singing.” (W.4.1, W.4.4, W.4.10)

Use knowledge of language and its conventions. Demonstrate understanding of figurative language, word relationships, and nuance in word meanings. (L.4.3A, L.4.5)

Lesson 8

Whole Class: from Joy Harjo’s “She Had Some Horses” Identify how a poem’s structure affects its meaning.

Define, identify, and write using anaphora. (RL.4.1)

Write original poems modeled on “She Had Some Horses.” (W.4.3, W.4.3D, W.4.4, W.4.5, W.4.10)





Lesson 9

Close Reading: Pat Mora’s “Words Free as Confetti” Review, identify, and construct examples of alliteration.

Review and explore several examples of similes in depth. (RL.4.4)

Compose original descriptions of a single topic using the five senses. (W.4.3, W.4.3D, W.4.4, W.4.8, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking.

Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Choose words and phrases precisely. Identify similes in context and accurately interpret their meaning.

(L.4.1, L.4.2, L.4.3, L.4.3A, L.4.5, L.4.5A)

Lesson 10

Whole Class: Carl Sandburg’s “Fog” & Ernest Lawrence Thayer’s “Casey at the Bat” Identify extended metaphors. (RL.4.1)

Construct original poems containing extended metaphors. (W.4.3, W.4.3D, W.4.4, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. (L.4.1)

Lesson 11

Close Reading: Ernest Lawrence Thayer’s “Casey at the Bat” Identify poetic devices and explain their effectiveness in a particular poetic context. (RL.4.1, RL.4.2, RL.4.4, RL.4.5)

Write original narrative poems in the spirit of Thayer’s work and consider how to use poetic devices to make their poems engage readers. (W.4.3, W.4.3A, W.4.3B, W.4.3D, W.4.3E, W.4.4, W.4.9, W.4.9A, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language appropriately when writing, speaking, reading, or listening. (L.4.1, L.4.2, L.4.2D, L.4.3, L.4.3A)

Lesson 12

Group Work: from Kshemendra’s Kavikanthabharana Articulate the responsibilities of a poet.

Identify the tools used by effective readers and writers of poetry.

(RL.4.1, RL.4.2, RL.4.4)

Brainstorm writing prompts for future poems.

Write original advice poems for new readers of poetry. (W.4.10)

Construct sentences and lines for meaning, reader/listener interest, and style. (L.4.3A)








Islamic Empires in the Middle Ages (19 Days) Reader: Scholars, Traders, and Warriors: The Rise of an Empire This unit focuses on historical events in the part of the world that is now called the Middle East. The Middle Ages in Europe and Islamic Medieval Empires have always been companions in the fourth grade sequence because their subjects are highly related. The units are tied by a common past (the decline of the Roman Empire) and intersecting events such as the Crusades and the movement of knowledge, philosophy, and science from Greek to Arabic and Latin. This unit specifically highlights the history of the Middle East, including Muhammad’s life and the religious and political systems emerging from and affected by it. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase nonfiction text during discussions − Give oral presentations that include information from nonfiction text



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4c) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in Scholars, Traders, and Warriors: The Rise of an Empire. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in several writing projects: − Take notes on quotations

from a source − Paraphrase material from a

source − Incorporate source material

into written work − Compose informative

paragraphs − Compose historical fiction In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)

Grammar Morphology Spelling Vocabulary: − Core Vocabulary (Tier 2 and

Tier 3 words)





Lesson 1

Read-Aloud: Chapter 1, “Arabia” Explain the dissolution of the Roman Empire. Additionally, students will be able to describe the wars between the Byzantine and Persian Empires and the impact of these wars on Arabia. (RI.4.1, RI.4.3, RI.4.4, RI.4.7)

Use context as a clue to the meaning of a word or phrase. (L.4.4A)

Lesson 2

Small Group: Chapter 2, “The Birth of a New Religion” Describe the early life of Muhammad. (RI.4.1)

Identify quotations from a text about a particular topic. (W.4.4, W.4.8, W.4.8, W.4.9)

Grammar: Identify sentence fragments and correct them by adding a subject or predicate. Morphology: Identify the prefixes un-, non-, and en- and describe how they change the meaning of root words. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.3)

Lesson 3

Partner: Chapter 2, “The Birth of a New Religion” Describe Muhammad’s revelations and the rapid spread of Islam during his lifetime. (RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7)

Turn quotes into notes for paraphrasing and identify the elements of an informative paragraph. Practice paraphrasing. (W.4.2B, W.4.8, W.4.9)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language appropriately when writing, speaking, reading, or listening. (L.4.1, L.4.2, L.4.2D, L.4.3)

Lesson 4

Whole Group: Chapter 3 (Part 1), “The first caliph: Abu Bakr,” “The second caliph, Umar,” “The story of Umar’s conversion to Islam,” “Politics, not religion,” “Uthman,” “The codification of the Qur’an,” and “From the lips to the pen” Describe the military and political accomplishments of the first three caliph. (RI.4.1, RI.4.3, RI.4.8)

Paraphrase quotes from the text. (W.4.8, W.4.9, W.4.10)

Grammar: Identify and correct run-on sentences. Morphology: Define the root word arch. (L.4.1F, L.4.2, L.4.4B)





Lesson 5

Close Read: Chapter 3 (Part 2), “The Battle of Yarmouk” Describe the victory of the Muslims over the Byzantines at the Battle of Yarmouk. (RI.4.1, RI.4.3)

Write an informative paragraph about Muhammad’s childhood. (W.4.2, W.4.2B, W.4.2C, W.4.2D, W.4.2E, W.4.4, W.4.5, W.4.8, W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language appropriately when writing, speaking, reading, or listening. (L.4.1, L.4.1F, L.4.2, L.4.2D, L.4.3, L.4.3A)

Lesson 6

Close Read: Chapter 3, “The Battle of Yarmouk” (Days 1-6) Interpret diagrams. Describe the strategy of the Muslim army that led to victory at the Battle of Yarmouk. (RI.4.1, RI.4.3, RI.4.7)

Grammar: Identify the four sentence types. Morphology: Define the root word graph. Spelling: Practice spelling targeted words. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3B, L.4.4B)

Lesson 7

Partner: Chapter 4 (Part 1), “The Civil War” Explain the origin of the two major branches of Islam and describe the civil war between these two branches. (RI.4.3)

Identify five important elements of a story. Scan a text to find details of time and place to include in writing. (W.4.8)

Lesson 8

Small Group: Chapter 4 (Part 2), “The Civil War” Identify cultural and political accomplishments of the Umayyad dynasty. (RI.4.1)

Write a short work of historical fiction. (W.4.3, W.4.3A, W.4.3B, W.4.3C, W.4.3D, W.4.3E, W.4.4, W.4.5, W.4.9)

Lesson 9

Whole Class: Chapter 5 (Part 1), “The Classical Age” Describe the Islamic Classical Age and identify important features of classical Islamic architecture. (RI.4.9)

Grammar: Identify different sentence types. Morphology: Correctly use words that contain the root graph in a sentence. Spelling: Practice spelling target words. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2B, L.4.2D, L.4.3A, L.4.3B, L.4.4B)





Lesson 10

Whole Class: Chapter 5 (Part 2), “The Classical Age” Provide examples of innovations in mathematics and medicine during the Islamic Classical Age. Describe the city of Baghdad under the Abbasid Caliphate. (RI.4.1, RI.4.3, RI.4.7)

Take notes from a text. (W.4.8, W.4.9)

Spelling: Assessment; demonstrate knowledge of spelling target words. (L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3A)

Lesson 11

Whole Group: Chapter 6, “The Crusades” Describe the major causes and events of the Crusades. Identify Richard the Lionheart and Saladin as opposing leaders in the Third Crusade. (RI.4.1, RI.4.3)

Take notes from a text. Draft the opening statement of an oral presentation. (W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language appropriately when writing, speaking, reading, or listening. (L.4.1, L.4.1F, L.4.2, L.4.3A)

Lesson 12

Close Read: Chapter 6, “The Crusades: Describe the major causes and events of the Crusades. Additionally, they will be able to identify Richard the Lionheart and Saladin as opposing leaders in the Third Crusade. (RI.4.1)

Grammar: Identify adjectives and adverbs, correct sentence fragments and run-ons, and identify and punctuate the four sentence types. Morphology: Affix the suffix –y to a root word. Spelling: Practice spelling targeted words. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3, L.4.3B)

Lesson 13

Partner: Chapter 7, “Kalila and Dimna” Describe the plot of “The Crane and the Crab” (RL.4.1, RL.4.3)

Plan an oral presentation on the Islamic Classical Age. Order sentences and draft a conclusion. (W.4.4, W.4.9A, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Use knowledge of language appropriately when writing, speaking, reading, or listening. (L.4.1, L.4.3C)

Lesson 14

Close Read: Chapter 7, “Kalila and Dimna” Describe the features of a fable. (RL.4.1, RL.4.2, RL.4.3)

Grammar: Identify parts of speech, correct sentence fragments and run-on sentences, and write each of the four sentence types. Morphology: Use the suffix –y_ Spelling: use and spell the targeted words. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3, L.4.3B, L.4.3C)





Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) (RL.4.1, RL.4.2, RL.4.4, RL.4.9, RL.4.10, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.8, RI.4.10) *Opportunity to assess fluency

*Spelling Assessment: Spell targeted words containing roots learned in previous units. *Grammar Assessment (within Unit Assessment) − Identify nouns and the

adjectives they describe. − Construct correct sentences. − Identify sentence types. *Morphology Assessment (within Unit Assessment) − Use words appropriately in

sentences. − Define words and identify their

roots. (L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3, L4.4A, L4.4B, L4.5C, L.4.6)








Eureka! Student Inventor Quest (10 Days) Reader: Eureka! Files In the Eureka! Student Inventor Quest, students read a range of texts about inventors, inventions, and the process of creation, eventually becoming inventors themselves. As well as texts, students analyze objects and situations in the world around them, identifying problems and creating evidence-based solutions, observing and communicating (through writing and speaking), and persuading others of their opinions. They practice informative and opinion writing, close reading, speaking and listening, and working in teams with defined roles and agreed-upon rules. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Give oral presentations consisting of a brief persuasive argument − Constrict oral presentations with appropriate facts and details − Use dialogue in narrative presentations − Take notes on oral presentations − Participate in group and whole-class discussions



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4c) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in Eureka! Files. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in several writing projects: − Write pitches for great

inventions − Produce creative and

persuasive texts − Write for a variety of purposes

and audiences In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during Writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)

Academic Vocabulary





Lesson 1

Write a letter explaining the use of a guideline in lab work. (W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language appropriately when writing, speaking, reading, or listening. Define invention. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3)

Lesson 2

Close Read: Inventor biographies Identify evidence and textual detail to describe inventors and their work. (RI.4.1, RI.4.2)

Take notes on textual evidence. (W.4.9)

Lesson 3

Close Read: Eureka Files! Gather evidence from technical and complex informational texts to describe the significance of various inventions. (R1.4.1, RI.4.3, RI.4.4)

Use textual evidence to advocate for the importance of various inventions. (W.4.1, W.4.1A, W.4.1B, W.4.1D, W.4.4, W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D)

Lesson 4

Close Read: “Louis Braille” Identify evidence and textual detail to describe the inventor and his work. (RI.4.1)

Take notes consisting of evidence from source material to prepare oral pitches. (W.4.9)

Lesson 5

Close Read: Eureka! Files Identify evidence and textual detail to describe various scientific concepts, such as the inclined plane. Explain scientific and technical concepts. (RI.4.1, RI.4.3)

Write a letter that describes how to use the Eureka! inventions to solve a transportation problem. (W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its convention when writing, speaking, reading or listening. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3, L.4.3A)





Lesson 6

Write an informative piece that includes diagrams to convey technical or mechanical information. (W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its convention when writing, speaking, reading or listening. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3)

Lesson 7

Plan revision. Write an informative letter describing the role of failure in the creative process. (W.4.1, W.4.1A, W.4.1B, W.4.1D, W.4.4, W.4.9, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its convention when writing, speaking, reading or listening. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.3)

Lesson 8

Take notes to plan an original invention. (W.4.5)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its convention when writing, speaking, reading or listening. (L.4.1F, L.4.2, L.4.2A, L.4.3)

Lesson 9

Describe the specific function and the details of an original invention. (W.4.1, W.4.1A, W.4.1B, W.4.1D, W.4.4, W.4.5, W.4.10)

Follow the conventions of standard English grammar and usage when writing or speaking. Follow the conventions of standard English capitalization, punctuation, and spelling when writing. Use knowledge of language and its convention when writing, speaking, reading or listening. (L.4.1, L.4.1F, L.4.2, L.4.2A, L.4.2D, L.4.3)





Lesson 10

Make a new inventor card to reflect the original invention’s creator. (W.4.4)

Follow the conventions of standard English grammar and usage when writing or speaking. (L.4.1)




Geology (19 Days) Reader: The Changing Earth The Big Idea of this unit is that the earth is composed of layers that, through heat and pressure, cause movements that result in geological features above and below the earth’s surface. Tectonic plate theory explains how mountains, volcanoes, and trenches are created on land and under the sea. Information about the rock cycle, weathering, and erosion also explains how the earth is continually changing. This unit explores the relationships between these different geological processes and how they affect the landscape and related environments of the earth. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Contribute prior knowledge to a discussion about geology in the Core Connections lesson − Participate in Think Pair Share activities with peers − Contribute to a class display (evidence collector’s chart) by reporting on specific topics



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4c) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in The Changing Earth. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in several short writing projects: − Examine and explain similes − Draft an informational

pamphlet about tsunamis − Write a wiki entry about a

specific volcano − Write a descriptive paragraph

about a type of rock or item in the rock cycle, incorporating literary devices they have encountered in previous Grade 4 units (alliteration, personification, and simile)


Vocabulary: − Academic Vocabulary:

analyze, apply, cause, distinguish, effect, evidence, observe, process, review

− Content-related Core Vocabulary and Word Work (Tier 2 and Tier 3 words)

Grammar: − Use commas in dates,

addresses, city and state, and items in a series.

− Use quotation marks and commas when copying information verbatim from a source and when writing dialogue.

− Identify types of adjectives and correctly sequence multiple adjectives in a sentence.

Morphology: − Suffixes –ly and –y − Roots graph and rupt Spelling: − Content-related words from

The Changing Earth





Lesson 1 Read-Aloud: Chapter 1, “Earth’s Changing Surface” Identify different areas of study about the earth and ask the types of questions geologists ask about the earth. Describe observations scientists made that provide evidence of changes on Earth’s surface. Explain the continental drift hypothesis, including the existence of Pangaea. (RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7) *Opportunity to assign Fluency Supplement work

Vocabulary: Define geology as the study of the makeup of the earth and the processes that shape and change it. Word Work: dense (RI.4.4, L.4.4c, L.4.6)

Lesson 2 Whole Group: Chapter 2, “Earth’s Layers and Moving Plates” Identify Earth’s layers and explain the characteristics of each. Explain the theory of plate tectonics and describe the different ways tectonic plates move. Explain how seafloor spreading causes mid-ocean ridges and ocean trenches. (RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5 RI.4.7, RI.4.10)

Explain similes related to geology concepts. (W.4.2d, L.4.5, L.4.5a)

Word Work: crust Grammar: Identify the correct location of commas in dates, addresses, city and state, and items a series. (L.4.2, L.4.2a, L.4.2b) Morphology: Distinguish between root words and words with the suffix –ly and use those words correctly in sentences. (L.4.4b)

Lesson 3 Close Reading: Chapter 2, “Earth’s Layers and Moving Plates” Identify Earth’s layers and explain the characteristics of each. Explain the theory of plate tectonics and describe the different ways tectonic plates move. Explain how seafloor spreading causes mid-ocean ridges and ocean trenches. (RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.8, RI.4.10)

Write a detailed explanation of a simile. (W.4.2d, W.4.4, W.4.5, W.4.9, W.4.10, L.4.5, L.4.5a)

Word Work: exert





Lesson 4 Whole Group: Chapter 3, “Earth’s Shakes and Quakes” Describe faults and the role they play in earthquakes. Describe two ways scientists measure the intensity of earthquakes. Explain how earthquakes and tsunamis are related. (RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7, RI.4.8, RI.4.10)

Describe an informational pamphlet and identify its purpose and intended audience. (W.4.2d, W.4.4)

Word Work: fault Grammar: Practice using commas in dates, addresses, city and state, and items in a series. (L.4.2, L.4.2a, L.4.2b) Morphology: Practice distinguishing between root words and words with the suffix –ly and using those words correctly in sentences. (L.4.4b)

Lesson 5 Small Group: Chapter 3, “Earth’s Shakes and Quakes” Describe faults and the role they play in earthquakes. Describe two ways scientists measure the intensity of earthquakes. Explain how earthquakes and tsunamis are related. (RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.8, RI.4.10) *Opportunity to assess fluency

Use paraphrased notes to draft an informational pamphlet about tsunamis. (W.4.2, W.4.2a, W.4.2b, W.4.2d, W.4.4, W.4.5, W.4.9, W.4.9b)

Word Work: trigger

Lesson 6 Whole Group: Chapter 4, “Earth’s Fiery Volcanoes” Explain what occurs above and below Earth’s surface to form volcanoes. Describe the differences between active, dormant, and extinct volcanoes. Explain what occurs above and below Earth’s surface to form geysers. Explain why volcanoes, geysers, and hot springs are common along plate boundaries and above hotspots. (RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.7, RI.4.10)

Word Work: fine Grammar: Identify the correct locations of commas and quotation marks in sentences that contain direct speech or quotations from text, specifically in cases of split quotations. Morphology: Identify the meaning of words with the root rupt and use these words correctly in sentences. Spelling: Practice spelling targeted words containing roots learned in previous units.





Lesson 7 Read-Aloud: Chapter 5, “Mythic Volcano Spirits” Explain that myths helped explain unpredictable natural events. Describe how myths were used in early civilizations to explain volcanic activity. (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.7, RL.4.9, RL.4.10) *Opportunity for Mid-Unit Content Assessment

Explain the purpose and features of a wiki entry and take notes to plan for writing a wiki entry.

Word Work: lofty

Lesson 8 Small Group: Chapter 6, “Earth’s Building Blocks” Identify rocks as naturally occurring nonliving solids made of minerals. Describe the formation and characteristics of igneous, sedimentary, and metamorphic rocks. Explain how the rock cycle accounts for the changes that occur in rocks over very long periods of time. (RI.4.1, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.10)

Paraphrase text to take notes using a graphic organizer and draft a wiki entry.

Word Work: class

Lesson 9 Close Reading: Chapter 6, “Earth’s Building Blocks” Identify rocks as naturally occurring nonliving solids made of minerals. Describe the formation and characteristics of igneous, sedimentary, and metamorphic rocks. Explain how the rock cycle accounts for the changes that occur in rocks over very long periods of time. (RI.4.1, RI.4.3, RI.4.4, RI.4.10)

Word Work: compact Grammar: Practice identifying the correct locations of commas and quotation marks in sentences that contain direct speech or quotations from text, and write sentences containing direct speech that demonstrate correct use of commas and quotation marks. Morphology: Practice using words with the root rupt in sentences. Spelling: Practice spelling targeted words containing roots learned in previous units.





Lesson 10 Whole Group: Chapter 7, “Earth’s Powerful Forces of Change” Identify weathering and erosion as two powerful forces that reshape Earth’s surface. Explain how physical weathering, chemical weathering, and erosion occur. Identify geologic features that provide evidence of weathering and erosion. (RI.4.1, RI.4.3, RI.4.5, RI.4.7, RI.4.8, RI.4.10) *Opportunity to assess fluency

Revise and edit writing using a writing rubric and editing checklist as guides.

Word Work: state *Spelling Assessment: Spell targeted words containing roots learned in previous units.

Lesson 11 Close Reading: Chapter 7, “Earth’s Powerful Forces of Change” Identify weathering and erosion as two powerful forces that reshape Earth’s surface. Explain how physical weathering, chemical weathering, and erosion occur. Identify geologic features that provide evidence of weathering and erosion. (RI.4.1, RI.4.3, RI.4.4, RI.4.8, RI.4.10) *Opportunity to assign Fluency Supplement work

Word Work: deposit Grammar: Identify and use multiple adjectives in the correct sequence. Morphology: Review the meanings and uses of the suffixes –ly and –y and the roots graph and rupt. Spelling: Practice spelling targeted words related to The Changing Earth.

Lesson 12 Small Group: Chapter 8, “Earth’s Mighty Mountains” Explain how the movement of tectonic plates can create different kinds of mountains. Identify different types of mountains and key features of each. Identify and locate major mountain ranges on Earth’s continents. (RI.4.1, RI.4.2, RI.4.3, RI.4.5, RI.4.8, RI.4.10)

Plan a descriptive paragraph about a rock or other item in the rock cycle.

Word Work: sheer





Lesson 13 Read-Aloud: Chapter 9, “Earth’s Undersea World” Describe the seafloor features hydrothermal vents and seamounts. (RI.4.1, RI.4.2, RI.4.3, RI.4.4)

Using a plan, draft a descriptive paragraph about a type of rock or item in the rock cycle.

Word Work: expedition

Lesson 14 Partner: Chapter 9, “Earth’s Undersea World” Describe the seafloor features hydrothermal vents and seamounts. (RI.4.1, RI.4.3, RI.4.5, RI.4.10)

Word Work: firsthand Grammar: Practice identifying and using multiple adjectives in the correct sequence. Morphology: Practice using words with the suffixes –ly and –y and words with the roots graph and rupt in sentences. Spelling: Practice spelling targeted words related to The Changing Earth.

Lesson 15 (Assessment)

*Reading Comprehension Assessment (within Unit Assessment) (RL.4.1, RL.4.2, RL.4.4, RL.4.9, RL.4.10, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.8, RI.4.10) *Opportunity to assess fluency

*Writing Prompt (within Unit Assessment)

*Grammar Assessment: − Use commas in dates,

addresses, city and state, and items in a series.

− Use quotation marks and commas when copying information verbatim from a source and when writing dialogue.

− Identify types of adjectives and correctly sequence multiple adjectives in a sentence.

*Morphology Assessment: − Suffixes –ly and –y − Roots graph and rupt *Spelling Assessment: Spell targeted words containing roots learned in previous units.








American Revolution (21 Days) Reader: The Road to Independence The Big Idea of this unit is that disagreements about principles of government led the colonists to seek independence from Great Britain. Students will read complex texts describing the causes, major figures, and consequences of the American Revolution, with a focus on main events and figures. Students will focus on what caused the colonies to break away and become an independent nation and the significant ideas and values that are at the heart of the American Revolution. Unit Overview


To address CCSS-ELA standards SL.4.1−SL.4.6 throughout this unit, students will: − Participate in Think Pair Share activities with peers − Paraphrase nonfiction and narrative text during discussions



Unit Overview

Students use Phonics and Word Recognition skills to decode, fluently read, and comprehend nonfiction text throughout this Unit. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4c) Students orally apply their knowledge of language and vocabulary during Reading lessons in this Unit. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to the information presented in The Road to Independence. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will review the stages of the writing process and engage in an extended writing project: − Enact and record key

information from vignettes − Plan and write a five

paragraph cause and effect essay related to information highlighted in the vignettes



alter, essential, incorporate, recall, relate, series, source


Grammar: − Use the verb to be and modal

auxiliaries − Noun and pronoun subject-

verb agreement with both action and to be verbs

Morphology: − Root port − Prefixes im– and in– − Suffixes –able and –ible Spelling: − Content-related words from

The Road to Independence − Words with –y, –ly, im–, in–





Lesson 1 Read-Aloud: Chapter 1, “Bills to Pay” Interpret information presented visually (timeline) and explain how the information contributes to an understanding of the text. Explain that by defeating the French in the French and Indian War, the British established themselves as the dominant power in North America. Identify changes in British policy toward the colonies, including the increased taxation as a result of the French and Indian War. *Opportunity to assign Fluency Supplement work

Word Work: conflict

Lesson 2 Whole Group: Chapter 2, “Trouble Is Brewing” Identify changes in British policy toward the colonies and increased taxation as results of the French and Indian War. Explain that changes in British policy toward the colonies and increased taxation contributed greatly to the discontent that the colonists felt toward Great Britain. Explain that, with each move by the British government and countermove by the colonists, the colonies came closer to declaring their independence.

Identify cause and effect in example scenarios.

Word Work: boycott Grammar: Review the correct use of commas and quotation marks. Morphology: Identify the meaning of words with the root port and use these words correctly in sentences.





Lesson 3 Partner: Chapter 2, “Trouble Is Brewing” Identify changes in British policy toward the colonies and increased taxation as results of the French and Indian War. Explain that changes in British policy toward the colonies and increased taxation contributed greatly to the discontent that the colonists felt toward Great Britain. Explain that, with each move by the British government and countermove by the colonists, the colonies came closer to declaring their independence.

Draft an introductory paragraph for a cause and effect essay.

Word Work: accurate

Lesson 4 Whole Group: Chapter 3, “The Fight Begins” Explain that the new laws called the Intolerable Acts contributed to the discontent the colonists felt toward Great Britain. Explain that the colonists sent representatives from twelve of the thirteen colonies to Philadelphia to meet at the First Continental Congress. Explain that the Revolutionary War began in Concord and Lexington in April 1775.

Draft an introductory paragraph for a cause and effect essay.

Word Work: intolerable Grammar: Use to be verbs in sentences. Morphology: Use words with the root port correctly.

Lesson 5 Close Reading: Chapter 3, “The Fight Begins” Explain that the new laws called the Intolerable Acts contributed to the discontent that the colonists felt toward Great Britain. Explain that the colonists sent representatives from twelve of the thirteen colonies to Philadelphia to meet at the First Continental Congress. Explain that the Revolutionary War began in Concord and Lexington in April 1775. *Opportunity to assess fluency

Write a reflective prompt to serve as notes for the first body paragraph.

Word Work: revolutionary





Lesson 6 Whole Group: Chapter 4, “Shots and Speeches” Explain that, with each move by the British government and countermove by the colonists, the colonies came closer to declaring their independence. Identify a timeline for the fighting at Lexington, Concord, and Bunker Hill. Explain that the battles at Lexington, Concord, and Bunker Hill occurred before the formal Declaration of Independence and organization of an army. Identify Thomas Jefferson as the main writer of the Declaration of Independence. Identify the Declaration of Independence as a key document in American history. *Opportunity to assign Fluency Supplement work

Word Work: fortify Grammar: Use modal auxiliaries to convey various conditions. Morphology: Distinguish between root words and words with the prefixes im– or in– (meaning “not”) and use those words correctly in sentences. Spelling: Practice spelling content-related words from The Road to Independence.

Lesson 7 Small Group: Chapter 4, “Shots and Speeches” Explain that, with each move by the British government and countermove by the colonists, the colonies came closer to declaring their independence. Identify a timeline for the fighting at Lexington, Concord, and Bunker Hill. Explain that the battles at Lexington, Concord, and Bunker Hill occurred before the formal Declaration of Independence and organization of an army. Identify Thomas Jefferson as the main writer of the Declaration of Independence. Identify the Declaration of Independence as a key document in American history.

Perform a vignette. Complete a graphic organizer to plan for writing a cause and effect essay.

Word Work: implication





Lesson 8 Read-Aloud: Chapter 5, “It’s War!” Identify a timeline for the fighting at Trenton, Valley Forge, and Saratoga. Explain that the Continental Army faced many challenges and defeats in the years following the Declaration of Independence. Describe the concerns George Washington expressed in a letter to Continental Congress in December 1777 to request more military support.

Write a reflective prompt to serve as notes for their third body paragraph.

Word Work: morale

Lesson 9 Close Read: Chapter 5, “It’s War!” Identify a timeline for the fighting at Trenton, Valley Forge, and Saratoga. Explain that the Continental Army faced many challenges and defeats in the years following the Declaration of Independence. Describe the concerns George Washington expressed in a letter to Continental Congress in December 1777 to request more military support.

Word Work: confront Grammar: Use to be verbs and modal auxiliary verbs correctly in sentences. Morphology: Distinguish between root words and words with the prefix im– or in– and use those words correctly in sentences. Spelling: Practice spelling content-related words from The Road to Independence.





Lesson 10 Whole Group: Chapter 6, “From Valley Forge to Yorktown” Identify a timeline for the French Alliance, the Continental Army’s departure from Valley Forge, the Battle of Yorktown, the British surrender, and the Treaty of Paris. Explain that the Continental Army benefitted from the assistance of several individuals from different European countries during the war. Explain that a German by the name of von Steuben trained the Continental Army at Valley Forge, helping them secure their first decisive victory against the British at the Battle of Yorktown three years later. Explain that the alliance with France was pivotal in the Americans winning the war. *Opportunity to assess fluency

Draft a paragraph for the body of a cause and effect essay.

Word Work: impress *Spelling Assessment: Spell targeted words related to content from The Road to Independence.

Lesson 11 Small Group: Chapter 6, “From Valley Forge to Yorktown” Identify a timeline for the French alliance, the Continental Army’s departure from Valley Forge, the Battle of Yorktown, the British surrender, and the Treaty of Paris. Explain that the Continental Army benefitted from the assistance of several individuals from different European countries during the war. Explain that a German by the name of von Steuben trained the Continental Army at Valley Forge, helping them secure their first decisive victory at the Battle of Yorktown three years later. Explain that the alliance with France was pivotal in the Americans winning the war. *Opportunity to assign Fluency Supplement work

Word Work: fleet Grammar: Make a noun subject and action verb agree in the present tense. Morphology: Distinguish between root words and words with the suffix –able or –ible and use those words correctly in sentences. Spelling: Practice spelling targeted words containing –y, –ly, im–, in–.





Lesson 12 Read-Aloud: Chapter 7, “Heroes and Villains” Explain that the Continental Army benefitted from the assistance of several individuals from different European countries during the war.

Draft three body paragraphs from notes previously taken for a cause and effect essay.

Word Work: defiant

Lesson 13 Whole Group: Chapter 8, “The Legend of Sleepy Hollow” Explain the mysterious disappearance of the main character in “The Legend of Sleepy Hollow,” Ichabod Crane.

Draft a concluding paragraph for a cause and effect essay.

Word Work: dread

Lesson 14 Partner: Chapter 8, “The Legend of Sleepy Hollow” Identify literary elements and devices used in “The Legend of Sleepy Hollow,” including characters, setting, and theme.

Word Work: formidable Grammar: Make a pronoun subject and action verb agree in the present tense. Morphology: Practice distinguishing between root words and words with the suffix –able or –ible, and use those words correctly in sentences. Spelling: Practice spelling targeted words containing –y, –ly, im–, in–.

Lesson 15 Whole Group: Chapter 9 “Rip Van Winkle” Identify the historical context for Washington Irving’s ”Rip Van Winkle.” *Opportunity to assess fluency

Constructively share writing with a group, setting goals for revision.

Word Work: console *Spelling Assessment: Spell targeted words containing –y, –ly, im–, in–.

Lesson 16 Close Reading: Chapter 9, “Rip Van Winkle” Compare two portions of the text through a close rereading.

Use an editing checklist to edit a cause and effect essay.

Word Work: revered Grammar: Make subjects and to be verbs agree in the present tense. Morphology: Practice distinguishing between root words and words with the suffix –able or –ible and use those words correctly in sentences.





Lesson 17 (Assessment)

*Reading Comprehension Assessment (within Unit Assessment) *Opportunity to assess fluency

*Writing Prompt (within Unit Assessment)

*Grammar Assessment: − Use the verb to be and modal

auxiliaries − Noun and pronoun subject-

verb agreement with both action and to be verbs

*Morphology Assessment: − Root port − Prefixes im– and in– − Suffixes –able and –ible *Spelling Assessment: Spell targeted words containing –y, –ly, im–, in–.








Treasure Island (26 Days) Reader: Treasure Island This unit focuses on character development, setting, and plot, as well as literary devices, while reading an abridged version of Robert Louis Stevenson’s popular adventure story. Students will have the opportunity to read a longer work of fiction and trace the development of plot, characters, and literary elements over the course of a novel. NOTE: This unit also includes an End-of-Year Assessment to help determine whether students have adequate preparation for CKLA Grade 5 instruction. Unit Overview


To address CCSS–ELA standards SL.4.1−SL.4.3 throughout this unit, students will: − Participate in Think-Pair-Share activities with peers − Paraphrase narrative text during discussions − Present an original adventure story to their peers



Unit Overview

Students use phonics and word recognition skills to decode, fluently read, and comprehend fiction text. (RF.4.3, RF.4.3a, RF.4.4, RF.4.4a, RF4.4b) Students orally apply their knowledge of language and vocabulary during reading lessons. They ask and answer literal, inferential, and evaluative questions and engage in discussions related to Treasure Island. (L.4.1, L.4.3, L.4.4, L.4.5, L.4.6)

Students will engage in an extended writing project and review the stages of the writing process: − Draft a character sketch − Write, publish, and share an

original adventure story In this unit, students are expected to consistently apply their knowledge of language conventions and vocabulary during writing lessons. (L.4.1, L.4.2, L.4.4, L.4.3, L.4.5, L.4.6)


analogy, excerpt, figurative language, inference, portray


Grammar: − Review to be verbs and modal

auxiliary verbs − Use relative pronouns − Use common conjunctions Morphology: − Roots bio and port − Prefixes im– and in– − Suffixes –ful and –less Spelling: − Content-related words from

Treasure Island − Words with –y, –ly, im–, and

in–





Lesson 1 Read-Aloud: Chapter 1, “The Old Seadog and the Black Spot” Identify geographical points, historical events, characteristics and behaviors of pirates in the 1700s and 1800s, and ship terms in preparation for reading Treasure Island. Identify narrator and setting of Treasure Island. Identify characters introduced in the first chapter. (RL.4.1, RL.4.3, RL.4.4) *Opportunity to assign Fluency Supplement work

Word Work: driving (L.4.1, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)

Lesson 2 Whole Group: Chapter 2, “The Sea Chest and the Blind Man” Identify and describe the main events of the chapter. (RL.4.1, RL.4.2, RL.4.3, RL.4.4)

Identify the features of an adventure story. (W.4.5, W.4.10)

Word Work: ransack Grammar: Review the correct use of to be verbs and modal auxiliary verbs. Morphology: Identify the meaning of words with the root bio and correctly use them in sentences. (L.4.1, L.4.1c, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5, L.4.5a, L.4.5c, L.4.6)

Lesson 3 Partner: Chapter 2, “The Sea Chest and the Blind Man” Identify key moments in the plot and explain how figurative language is used in a story. (RL.4.1, RL4.3, RL.4.4)

Brainstorm and create a character. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: stun (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.5b, L.4.6)

Lesson 4 Small Group Chapter 3, “The Real Adventure Begins” Discuss the upcoming voyage and the character of Long John Silver in depth. (RL.4.1, RL.4.3, RL.4.4, RL4.10)

Use descriptive details to write about a character. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: brim Grammar: Use the relative pronouns who, whom, and whose correctly in sentences. Morphology: Practice using words with the root bio in sentences. (L.4.1, L.4.1a, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.6)





Lesson 5 Close Reading: Chapter 3, “The Real Adventure Begins” Understand how descriptive language helps create a memorable plot and interesting characters. (RL.4.1, RL.4.4, RL.4.10) *Opportunity to assess fluency

Write about a character using descriptive details. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: captivate (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.5, L.4.5b, L.4.5c, L.4.6)

Lesson 6 Small Group Chapter 4, “What I Heard in the Apple Barrel” Explain what Jim Hawkins hears while hiding in the apple barrel and how it impacts the story. (RL.4.1, RL.4.3, RL.4.4, RL.4.10) *Opportunity to assign Fluency Supplement work

Word Work: predicament Grammar: Use the relative pronouns that, which, and whose correctly in sentences. Morphology: Review the meanings and uses of the prefixes im– and in– and the roots port and bio. Spelling: Practice spelling words related to the content of the Reader. (L.4.1, L.4.1a, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.3b, L.4.3c, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.6)

Lesson 7 Close Reading: Chapter 4, “What I Heard in the Apple Barrel” Cite examples of descriptive language and literary devices in the text. (RL.4.1, RL.4.2, RL.4.4, RL.4.10)

Plan an original adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: duplicity (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.5, L.4.5a, L.4.5b, L.4.6)

Lesson 8 Small Group: Chapter 5, “The Man on the Island” Summarize significant events that occur in the chapter and distinguish between trustworthy and untrustworthy characters. (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.10)

Write an introduction to an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: scout (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)





Lesson 9 Read-Aloud: Chapter 6, “The Plan” Summarize significant events that occur in the chapter and express opinions supported by evidence from the text about relationships between characters. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Word Work: craft Grammar: Practice using the relative pronouns who, whom, which, and whose in sentences. Morphology: Practice using words with prefixes im– and in– and words with the roots port and bio. Spelling: Practice spelling targeted words. (L.4.1, L.4.1a, L.4.2, L.4.2a, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.6)

Lesson 10

Small Group: Chapter 7 “‘Shiver Me Timbers’” Discuss how and why significant events take place. (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.10) *Opportunity to assess fluency

Incorporate dialogue into an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: collide *Spelling Assessment: Spell targeted words related to content of the Reader. (L.4.1, L.4.2, L.4.2a, L.4.2b, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.5b, L.4.6)

Lesson 11

Small Group: Chapter 8, “My Life Hangs in the Balance” Explain how Long John Silver persuades Jim to bargain with him and how Silver convinces the pirates to stay loyal to him. (RL.4.1, RL.4.4, RL.4.10) *Opportunity to assign Fluency Supplement work

Word Work: express Grammar: Correctly use coordinating conjunctions in sentences with appropriate punctuation. Morphology: Distinguish between root words and words with the suffix –ful or –less and use the words correctly in sentences. Spelling: Practice spelling targeted words related to suffixes studied in morphology lessons. (L.4.1, L.4.2, L.4.2a, L.4.2c, L.4.2d, L.4.3, L.4.3a, L.4.3c, L.4.4, L.4.4a, L.4.4b, L.4.4c, L.4.5b, L.4.5c, L.4.6)

Lesson 12

Partner: Chapter 8, “My Life Hangs in the Balance” Identify figurative language and literary devices and explain how the author uses them in the chapter. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Begin to draft an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: astonishment (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6)





Lesson 13

Small Group: Chapter 9, “The Adventure Comes to an End” Share opinions supported by evidence about the successfulness of the voyage to Treasure Island. Explain and discuss key points about the climax and resolution of the story. (RL.4.1, RL.4.3, RL.4.4, RL.4.10)

Draft the body and revise the introduction of an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.4, W.4.5, W.4.10)

Word Work: superstitious (L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4c, L.4.5, L.4.6)

Lesson 14

Close Reading: Chapter 9, “The Adventure Comes to an End” Explain how literary devices and vocabulary are used to wrap up the story. (RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.10)

Word Work: well-being Grammar: Practice using coordinating conjunctions in sentences with appropriate punctuation. Morphology: Practice distinguishing between root words and words with the suffix –ful or –less and using these words in sentences. Spelling: Practice spelling targeted words. (L.4.1, L.4.2, L.4.2a, L.4.2c, L.4.2d, L.4.3, L.4.3a, L.4.4, L.4.4a, L.4.4b, L.4.5, L.4.5a, L.4.5b, L.4.5c, L.4.6)

Lesson 15

*Reading Comprehension Assessment (within Unit Assessment) (RL.4.4, RL.4.10) *Opportunity to assess fluency

*Writing Prompt (within Unit Assessment) (W.4.4)

*Grammar Assessment: − Complete sentences using the

correct form of to be and modal auxiliary verbs.

− Use relative pronouns appropriately.

− Identify coordinating conjunctions and use appropriate punctuation.

*Morphology Assessment: − Roots bio and port − Prefixes im– and in– − Suffixes –ful and –less *Spelling Assessment: Spell targeted words. (L.4.1, L.4.1a, L.4.1b, L.4.2, L.4.2a, L.4.2c, L.4.2d, L.4.3, L.4.3a, L.4.6)





Lesson 16

Revise the body of a story, identify the features of an effective conclusion, and draft a conclusion for an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.10)

(L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.5)

Lesson 17

Create an effective title and revise and edit an adventure story. (W.4.3, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.10)

(L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a, L.4.5)

Lesson 18

Publish an adventure story. (W.4.4, W.4.6, W.4.10)

(L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a)

Lesson 19

Share an adventure story and listen and comment effectively on the stories presented by their peers. (W.4.4, W.4.5, W.4.6, W.4.10)

(L.4.1, L.4.2, L.4.2a, L.4.3, L.4.3a)

End-of-Year Assessment (3 days)

EOY Assessment: Reading Comprehension (to measure progress in CKLA Grade 4 and preparedness for Grade 5 CKLA) EOY Assessment: Fluency (to measure progress in CKLA Grade 4 and preparedness for Grade 5 CKLA) EOY Assessment: Word Reading in Isolation (to measure progression in decoding ability during CKLA Grade 4 and preparedness for Grade 5 CKLA)

EOY Assessment: Grammar (to measure progress in CKLA Grade 4 and preparedness for Grade 5 CKLA) EOY Assessment: Morphology (to measure progress in CKLA Grade 4 and preparedness for Grade 5 CKLA)





Documents

Core Knowledge Language ArtCore Knowledge Language Arts ...s3.amazonaws.com/amplify-assets/regional/CKLA_G4... · Speaking and Listening To address CCSS-ELA standards SL.4.1−SL.4.6