Grade: 4th Unit Title: Transitions in Life (4 weeks) 2016-2017

ELA

Performance Task: Students will write a 3 paragraph informative essay about transition in life which required them to adapt. Students must relate to topic

by citing evidence that was discussed in the unit. (example: Ellis Island – moving somewhere new and do things a new way)

Writing Traits: Ideas and Organization

Lesson 1

1 day

Lesson 2

2 days

Lesson 3

2 days

Lesson 4

2 days

Lesson 5

3 days

Lesson 6

2 days

Lesson 7

2 days

Lesson 8

2 days

Standard(s)

RL 4.1

RL 4.2

Writing Trait:

Ideas

RL 4.2 RL 4.2 and

W 4.2 RL 4.2 RL 4.1

RL 4.1

Writing Trait:

Organization

RL 4.1

Objective Students will refer to

details and examples

in a text when making

predictions, and check

these predictions by

creating a three

column graphic

organizer.

Students will use the

one step paraphrase

strategy (1SP) to

summarize

individual

paragraphs from a

chapter book. .

Students will

summarize a

chapter from the

text, including the

most important

events sequenced in

order.

Students will

synthesize their

understanding of

key details of a

chapter by

writing a chapter

summary.

Students will identify

recurring themes and

the book’s main

theme by analyzing

their compilation of

notes, summarizing

material, and

journaling.

They must use

evidence to support

how they know this is

the theme and what

events in the story

contribute to the

recurring themes.

Students will draw

inferences by

referring to details

in the text and use

them to complete

an inference

equation.

Students will draw

inferences by

referring to details in

the text and use

them to complete an

inference sentence

stem.

Students will use

visual text clues to

draw inferences and

use them to complete

either an inference

equation or sentence

stem.

Teacher Strategies Model with a read

aloud and show how

to use the graphic

organizer through a

mini-lesson.

Shared Reading of

a chapter from The

Kid in the Red

Jacket.

Model with a

previous or new

chapter by using

already made

sentence strips that

contain significant

Model with

previous chapter

by creating a 6

panel comic strip

justifying the key

ideas you chose

Read Aloud

Duck for President

by Doreen Cronin

and discuss the

concept of theme

Model with the

section, History,

the Story of the

Past, on page 4.

Teacher will share

how to come up

Model with the

section, Elizabeth

Cady Stanton, pg.

139. Teacher will

share how to come

up with an inference

Model with using the

picture in the social

studies book. Make a

copy of the photo

only. It’s best to do

this lesson before

Questions: What do

you think is going to

happen in the story?

On what evidence do

you base your

prediction?

After closely reading

the text – Was your

prediction valid or not

valid?

Model the One

Sentence

Paraphrase Strategy

(1SP).

1.Select a section of

the text that includes

several paragraphs.

(Consider displaying

the text on a board

or screen to allow

the class to work as

a group when

learning this

strategy.)

2. Read the first

paragraph with

class.

3. Cover the

paragraph. Ask

students to write a

single sentence–

only one – that

reflects

understanding of the

paragraph.

4. Share several

sentences. Compare

similarities and

differences.

5. Repeat this

process until

students are ready to

work independently

or with partners.

and insignificant

details of the events

from the beginning

to the end of the

chapter.

Think Aloud:

On the board or

overhead put these

strips in order of

how the events

occurred in the

chapter.

Finally pull the

signifcant events

from the

sequencing activity

to create a quality

summary.

Think Aloud:

Can I reference the

text to assure

myself of the order

of events?

Why was this an

important event or

key detail in the

chapter?

How do I know this

important?

to display

through the

comic strip.

Model using the

comic strip to

explain the

summary of the

chapter.

Independent/Pa

rtner Reading.

Students read the

assigned chapter.

with the students. A

theme is a story’s

message. The theme

of a piece of fiction is

the view about life

and how people

behave. After

discussion talk about

the theme from other

read aloud and how

those themes came

about.

with an inference

using the following

equation. Text

Evidence + Prior

Knowledge =

Inference

The inference

equation can be

used the other way

too.

Inference = Text

Clues + Prior

Knowledge (What

I Already Know)

Introduce text

features

Read “Sequoyah”

Pg 193 (Social

Studies textbook)

using the sentence

stem.

I infer ________

because the author

wrote ______ and I

already know

_______.

Identify and use

text features

Read “Elizabeth

Cady Stanton”

Pg. 139 (Social

Studies textbook)

reading the chapter.

Show the captions

and rest of the

reading after students

complete drawing

inferences.

Read “A Land of

Promise – Ellis

Island”

Pg. 132 (Social

Studies textbook)

Student Strategies Three-column Graphic

Organizer

Paraphrasing Sequencing,

Sorting, and

Summarizing

Identifying Key

Details and

Summarizing

Analyzing,

Synthesizing, and

Identifying Theme

Identifying text

clues, activating

prior knowledge,

Identifying text

clues, activating

prior knowledge,

Identifying text clues

from visuals,

activating prior

and generating

inferences

and generating

inferences

knowledge and

generating inferences.

Text Read aloud text:

City Dog,

Country Frog

Mo Willems

Student text: The

Kid in the Red

Jacket by Barbara

Parks

Student and

Modeling text:

The Kid in the

Red Jacket by

Barbara Parks

Student text: The

Kid in the Red

Jacket by Barbara

Student text: The

Kid in the Red

Jacket by Barbara

Parks

Student text: The

Kid in the Red

Jacket by Barbara

Parks

Teacher Text:

Duck for

President by

Doreen Cronin

Read: Sequoyah

Pg 193 (Social

Studies textbook)

Read: Elizabeth

Cady Stanton

Pg. 139 (Social

Studies textbook)

Read: A Land of

Promise – Ellis

Island

Pg. 132 (Social

Studies textbook)

Assessment Three column

graphic organizer

with a prediction,

based on some

evidence and a

check for validity

after completion

of a chapter.

This is a

journaling

assessment that

can be used

throughout the

entire book.

Students write

one sentence that

reflects their

understanding of

a paragraph.

Ultimately

students will take

all their

paraphrased

sentences to

create a summary

of the indepently

assigned sections.

IDEA-

Mentor text:

The Kid in the

Read Jacket

Note to teacher:

It’s important for

you to have pre-

read and pre-

written your own

exmplars so you

know the

Students receive a

set of sentence

strips for another

chapter in which

they have read on

their own.

(previous chapter

if neeeded)

Students

accurately

sequence events

from beginning to

end and then

identify the

significant events.

Finally students

will write their

summary of the

chapter by using

the chose key

details.

Comic Book

Summary:

Students read an

assigned chapter

from the text.

They use key

details from the

chapter to

determine the

theme of the

chapter and create

a 6 - 8 panel

comic book

summary of the

chapter. Under

each square

(panel) students

will write why

they chose to

illustrate that key

detail from the

chapter.

Students are

evaluated on their

use of key details

to summarize the

story. Grouping:

pair/individual

Synthesis Writing

Assessment:

Students review

the compilation

of notes,

summarizing

material, and

journaling.

Students use this

material to

identify recurring

themes and the

books main

theme. They must

use evidence to

support how they

know this is the

theme and what

events in the story

contribute to the

recurring themes.

Students will

receive a copy of

the story besides

the books and

have to highlight

the key words.

Then they have to

summarize next

few paragraphs of

the reading. First,

they can share

with their

partners the

words they

highlighted and

why before

sharing with the

entire class. Then

they can

summarize their

assigned

paragraph/

paragraphs with

the class.

Students can

complete

summarizing by

themselves.

Students will

identify text clues

and activate their

prior knowledge

to come up with

inferences.

Teachers can

decide if they’d

like to use page 8,

or parts of page

10 and 11.

ORGANIZATI

ON -

Mentor text:

Houghton

Mifflin –

Elizabeth Cady

Stanton pg 139

Students will

identify text clues

and activate their

prior knowledge

to come up with

inferences using

the sentence stem

using the

paragraphs on

page 86 and 87.

Student will

identify details in

the pictures on

page 126, 128

and 130, activate

their prior

knowledge and

draw inferences.

Students will use

the inference

equation and/or

the sentence stem.

expectation of a

quality

paraphrased

sentence. This

will guide your

academic

feedback.

Science/Social Studies

Unit 1 Science - Learning Standards / Concepts and Skills & Related Topics

Term 1

Social

Studies

Science Learning Standards – Earth and Space Science

Objectives:

Analyze rock formation with time and pressure

Compare and contrast weathering with erosion

Describe how moving water, wind and ice shape land

Explain how soil is formed

Vocabulary:

weathering

erosion

deposition

soil formation

Experiments:

Weathering and Soil Study students will learn how weathering affects soil

Clay Soil Erosion Experiment experiment will show how erosion slowly changes Earth’s landscape

Landforms Post card activity will teach students how landforms are formed and the different type of landforms

Molds and Casts students will make a model of a fossil

Literature:

Houghton Mifflin Science (p. C6-C111; C26-C31; C52-C55)

Scott Foresman Regions (p 10-15)

Minerals Rocks and Soil (reading a-z book) guided reading summarizing; main idea and supporting details

Earth’s Changing Face p 13-24 (reading a-z book) main idea graphic organizer

Other Resources:

Landforms Video

Rock Cycle Video

Earth’s Place in the Universe 4-ESS1-1. Use evidence from a given landscape that includes simple landforms and rock layers to support a claim about the role of erosion or deposition in the formation of the landscape over

long periods of time.

Earth’s Systems 4-ESS2-1. Make observations and collect data to provide evidence that rocks, soils, and sediments are broken into smaller pieces through mechanical weathering and moved around through

erosion.

Grade: 4th Unit Title: Seasonal and Weather Changes Affect Our World 2016-2017

ELA

Performance Task: Students will conduct a short research report on a natural disaster (flood, hurricanes, or volcanoes). Students will create a brochure that will

include: safety procedures, facts and details, and causes and effect. (2 days)

Writing Traits: Organization and Word Choice

Lesson 1

2 days

Lesson 2

3 days

Lesson 3

2 days

Lesson 4

3 days

Lesson 5

3 days

Lesson 6

1 day

Lesson 7

3 days

Lesson 8

2 days

Lesson 9

2 days

Lesson 10

2 days

Standar

ds

RL 4.3

Describe in depth a

character, setting, or

event in a story or

drama, drawing on

specific details in

the text

RL 4.3 RL 4.3 RL 4.3 RL 4.3

RI 4.3

Explain events,

procedures, ideas, or

concepts in a historical,

scientific, or technical

text, including what

happened and why,

based on specific

information in the text.

RI 4.3

Writing Trait:

Organization

RI 4.3

Writing Trait:

Word Choice

RL 4.3 & RI 4.3

Objecti

ve

Student will

describe the

motivation of a

(major/minor)

character by citing

evidence from the

text and using

inferences.

Student will

cite evidence

from the text

to support an

in-depth

understanding

of a character.

Student will

describe the

setting of a

story by

citing

evidence

from the text.

Students will

describe how

the setting of a

story changes

over time by

citing

evidence from

the text.

Student will

describe an event

from a story in

depth by citing

evidence from

the text.

Students will

compare real

and fictional

accounts of

Hurricane

Katrina.

Student will distinguish

between cause and

effect in a text by

recording events from

the text on a graphic

organizer (T-Chart).

Student will defend

choices by citing

information from the

text.

Student will

examine and

summarize a

scientific text by

writing responses

to “what occurred”

and “why it

occurred” on a

graphic organizer

or bookmark.

Students will

explain the

correct

sequence to a

procedure in a

scientific text

by including

the cause and

effect

relationship

and evidence

from the text.

Students will be

able to explain

how events in a

literary

representation of

an Earthquake

reflect the

science of what

actually

happened and

why by rereading

and making

connections.

Teache

r

Model with a Read

Aloud

Read Aloud Read Aloud HOOK: Connect to

Shared

Reading

Shared

Reading

Model with a Read

Aloud

Model with a

Read Aloud

Shared

Reading

Read Aloud

Strategi

es

I Survived

Hurricane Katrina,

2005 by Lauren

Tarshis

Before reading the

story, ask students to

discuss the

difference between

major and minor

characters. While

reading the story,

ask guiding

questions to help

students think about

characters’

motivations (reasons

for acting a certain

way). After reading,

model for the

students how to

describe a

character’s

motivation by using

that character’s

actions, thoughts or

words as evidence in

an inference

equation.

I Survived

Hurricane

Katrina, 2005

by Lauren

Tarshis

Teacher may

use a

paragraph

from a

previous

lesson or

previous text

to model

gathering

evidence from

the text in

order to fill

out a 3-

column

graphic

organizer

labeled:

Character

Said/Character

Did/Character

Thought.

Teacher will

model how to

use the chart

to infer

character traits

(making a

distinction

between

physical and

personality

traits) in a

Think Aloud.

Provide

students with

time to

I Survived

Hurricane

Katrina,

2005 by

Lauren

Tarshis

Teacher may

use a

paragraph

from a

previous

lesson or

previous text.

Students will

listen,

visualize and

list details or

adjectives

that help

create the

setting or

picture in

their mind.

Share out

lists after

reading.

Have a class

discussion on

why those

words helped

paint a

picture and

why they

were key to

determining a

setting.

Shared

Reading

Teacher will

model how

to identify

prior learning

such as Kid in

the Red

Jacket,

referencing

the way the

setting

changed.

Model using

comic book

panels to draw

pictures of

specific

settings at

different

points in the

book Kid in

the Red

Jacket,

leaving room

underneath to

list the “where

and when” of

each

individual

setting along

with

adjectives

from the text

that helped

you identify

the setting.

Shared

Reading

Provide

students with

a blank comic

book panel

organizer. Students will

work in

I Survived

Hurricane

Katrina, 2005

Teacher will read

aloud pages 346-

347 of the story.

Teacher will

model how to

describe an event

in the story by

underlining

evidence in the

text. Teaching

will then model

how to use the

underlined

information to

describe the

event in depth.

Students will

work in partners

to read page 348-

351. As a team,

they will write

down three

specific details

from the text that

describes an

event in depth in

that section.

Students will

share with table

partners how they

and then compare

and contrast

which details

they wrote down

in their journals.

Extension:

One Survivor’s

Story- People

Magazine

Brainstorm

events from

each text in

groups.

Chart the events

on chart paper –

real vs fiction.

Discuss as a

class the impact

of these events

on the character

in the book as

well as the

individual from

the real-life

account.

Model using

evidence from

the text to write

about the impact

of the natural

disaster on the

fictional and

real-life

individuals.

Earthquakes and Other

Natural Disasters by

Harriet Griffey

Teacher will model

how to preview or

survey a text in order to

make predictions and

generate questions.

Teacher will model

using the first part on

volcanoes. As the

teacher reads, they will

actively search for

answers to their

questions. When they

have finished reading

this section of the text,

they will summarize

what they read and

review their notes to

demonstrate monitoring

and evaluating their

own comprehension.

Shared Reading

Earthquakes and Other

Natural Disasters by

Harriet Griffey

Class will read another

chapter on a different

disaster. Students will

preview the text and

generate questions

based on the pictures

and headings. Students

will actively search for

answers to their

questions while

reading. When finished

reading the passage,

students will

Earthquakes and

Other Natural

Disasters by

Harriet Griffey

Teacher will model

how to retell or

summarize the

events (what

happened and

why). Teacher will

display a T-chart

on the board. The

two columns will

be labeled: What

and Why. Teacher

will take notes

during the read

aloud, filling in

both columns.

Teacher will then

retell (explain) the

events using the t-

chart as a reference.

Teacher will

model reading

and explaining

a scientific

experiment,

Teacher will do

a think aloud

on why it’s

important to

follow a

procedure. She

will then model

how to identify

the cause and

the effect the

science

experiment.

Teacher will

model writing

in sequence by

using transition

words to put

events in order

or steps.

Student will

write the order

of a topic in a

reading

response

journal.

Students then

respond with a

basis from the

text as to why

the events took

place in the

order in which

they occurred.

Teacher will read

or re-read the

section of

Earthquakes and

Other Natural

Disasters by

Harriet Griffey

on hurricanes.

Teacher will

model sequencing the

stages of a

hurricane on one

side of a T-chart,

then finding the

corresponding

event in

Earthquake

Terror by Peg

Kehret that lines

up with the first

stage by

skimming and

scanning the text.

Be sure to discuss

how it is possible

the fictional

account may not

be scientifically

or historically

accurate.

Shared Reading

Partners will

work together to

complete the T-

chart find the

corresponding

events in the

fictional account

that align with

practice this

strategy with a

partner and

provide them

with support.

specific

words in the

text that

helps to

describe the

setting.

Teacher will

list words

and phrases

in the text

that correlate

to setting.

Students will

work in

partners to

read another

chapter or

excerpt. As a

team, they

will write

down three

specific

details from

the text.

Students will

share with

table partners

how they

visualized the

setting and

then compare

and contrast

which details

they wrote

down in their

journals.

partners to

read another

chapter or

excerpt of I

Survived

Hurricane

Katrina, 2005

and complete

at least two

panels

showing how

the setting in

the text has

changed/evolv

ed over time.

How does this

specific event

add value to the

story?

Why do you

think the author

chose to include

that event within

the sequence of

events?

summarize what they

have read and review

their notes to

demonstrate monitoring

and evaluating their

own comprehension.

the other stages

of a Hurricane.

Guiding

Questions:

Can you tell me

how these ideas

or concepts are

the same?

Can you tell me

how they are

different?

Think about these

two texts. How

are they

connected?

Are there any

parts of the novel

that are

inaccurate?

Student

Strategi

es

Drawing Inferences

Citing evidence

Justifying

Graphic

Organizer

List what

characters did,

said, and

thought

(3 Column

Chart)

Journaling

Sequential

Comic Panel

Organizer

Citing evidence

Justifying

SQ3R (Survey,

Question, Read, Recite,

Review) Using this

strategy, students

1. Survey (or preview)

a text to make

predictions, then

they

2. Generate questions

to help direct their

reading.

3. As students read,

they actively search

for answers to their

questions, and, when

they have finished

reading, they

summarize (recite)

what they have read

and review their

notes.

This process helps

students monitor and

evaluate their own

comprehension.

Summarizing

Writing

Examining

Explaining

Writing

Sequencing

Explaining

Citing evidence

Writing

Sequencing

Explaining

Rereading

Making

Connections

using a T-chart

Text I Survived

Hurricane Katrina,

2005

Chapter 1 (up to

teacher discretion)

I Survived

Hurricane

Katrina, 2005

(up to teacher

discretion)

I Survived

Hurricane

Katrina,

2005

(up to teacher

discretion)

I Survived

Hurricane

Katrina, 2005

(up to teacher

discretion)

I Survived

Hurricane

Katrina, 2005

I Survived

Hurricane

Katrina, 2005

AND

One Survivors

Story- People

Magazine

http://www.peo

ple.com/people/

article/0,,11028

41,00.html

Earthquakes and

Other Natural

Disasters

by Harriet Griffey

Earthquakes and

Other Natural

Disasters

by Harriet Griffey

AND

Article from

“Time for Kids”

http://www.timefor

kids.com/news/case

-missing-

bees/11806

Earthquakes

and Other

Natural

Disasters

by Harriet

Griffey

And

Earthquake

Terror

by Peg Kehret

Assess

ment

Character

Students choose to

read an excerpt from

I Survived

Hurricane Katrina,

2005. Student

creates a dialogue

(writing from a

character’s point of

view) describing

their motivation for

acting a certain way

during a key event

in the story, drawing

on specific details

from the text.

Teacher may

encourage students

to pick a character

other than the

narrator/main

character.

As an extension,

students will also

need to determine if

their character is a

major or minor

character and justify

their answers.

Students will present

to the class.

Students are

evaluated based on

their ability to draw

on specific details

from the text to

describe a

character’s

motivation.

Most

Interesting

Character

Debate

Students read

a Realistic

Fiction story

(I Survived

Hurrican

Katrina, 2005)

and are

assigned a

character to

defend as

exhibiting a

specific

character trait

the most

(selfish,

kindest,

wisest, etc…).

Students will

use explicit

details from

the text to

prepare a

defense of

their character

by writing a

paragraph.

Groups then

debate using

their

information as

to who is the

most

___________

__.

Students are

evaluated on

their ability to

Setting

Students

choose to

read an

excerpt from

I Survived

Hurricane

Katrina,

2005. Using

a graphic

organizer,

with the

setting in the

middle, they

describe how

the setting

relates to

specific

details in the

text by

drawing on

evidence and

key phrases.

They may

use

illustrations

as well as

words to

describe the

setting.

Students are

evaluated on

their ability

to draw on

specific

details from

the text to

describe the

setting.

individual

Setting

Students are

provided with

an excerpt

from I

Survived

Hurricane

Katrina, 2005

to reread.

They will

identify one

change in

setting and

describe how

time and/or

place changed

and what

changed about

them. Students

must provide

at least 3

adjectives or

detail from the

text that

helped them

identify each

setting.

individual

Event

Students draw on

specific details to

describe an event

(action) from the

story. They will

write a

description and

create a visual

design of the

event chosen.

Student will

explain why this

event was

selected and why

it is critical to the

story. Student is

evaluated on the

ability to draw on

specific details

from the text to

describe the

event (action) in

the story.

individual

Connecting

Literature and

Informational

Text

Quickwrite:

Did Lauren

Tarshis research

hurricanes in

order to write

her book? Make

an inference to

explain how you

know.

(utilize sentence

stems to

differentiate)

Extension:

Why is it

valuable to use

informational

text when

writing fictional

stories?

individual

Cause and Effect

Students will

independently re-read

the passage.

Students use a cause

and effect chart to

record events from the

text. Students record

events that occurred

(effect) and the reason

they occurred (cause).

They may then share

their chart with other

students and defend

their choices based on

information from the

text by writing a

paragraph to validate

their choice.

Individual and small

group

Explaining and

summarizing

As students read a

text (article), they

make notes on a

bookmark that have

the words what and

why on it. Students

can also underline

and highlight key

details in the text.

After completing

the reading, each

student retells what

occurred in the text,

using only his/her

bookmark as a

reference.

Partner, individual

ORGANIZATIO

N-

Mentor Text:

Article from

“Time for Kids”

“Case of the

Missing Bees”

and

Earthquakes and

Other Natural

Disasters

by Harriet Griffey

Sequence

Students read

through a

procedural text

and then create

a quick draw or

doodle art,

showing

through

illustrations

and words, the

correct

sequence to

achieve the

task.

Students then

explain their

work in a

paragraph form

and then share

with a partner

or small group.

Small group,

partner

individual

WORD

CHOICE –

Mentor text:

Houghton

Mifflin text

book for

Science

Experiment

Connecting

Literature and

Informational

Text

Quickwrite:

Did Peg Kehret

research

earthquakes in

order to write her

book? Make an

inference to

explain how you

know.

(utilize sentence

stems to

differentiate)

Extension:

Why is it

valuable to use

informational text

when writing

fictional stories?

individual

Science/Social Studies

Unit 2 Science - Learning Standards / Concepts and Skills & Related Topics

Term 1

reference to

explicit details

and examples

in the text as

well as their

inferences

drawn from

those details.

*Make sure to

model your

expectations

for the

students

(especially for

debate teams).

For example,

two details,

two inferences

and a

complete

paragraph

(Introduction,

body,

conclusion)

*Teacher may

need to

differentiate

by using

sentences

stems.

Extension:

Students will

answer the

following

prompt in

complete

sentences:

Describe how

the setting

relates to the

characters

actions,

thoughts or

words.

Social

Studies

Science

Objectives:

Identify on a map where Earthquakes are more likely to occur

Compare and contrast the different types of natural disasters

Analyze how hurricanes and snow storms are formed

Describe what happens to Earth’s surface after a volcano, landslide, and earthquake

Vocabulary:

faults

richer scale

precipitation

magma

lava

Learning Standards – Earth and Space Science

Experiments:

Plotting Earthquakes students will map earthquakes and connect how earthquakes happen along fault lines

Flood in a Lower Ground teacher demo will provide a hands-on activity to show the connection between elevation

and floods and show how floods affect lower ground

Hurricane in a Bowl experiment will demonstrate how warm ocean water mixes with energy and the wind to create

hurricane

Create a Volcano students will create a volcano and learn the effects of a volcanic eruption

Snowstorm in a jar experiment will show students how snow storms are formed

Literature:

Houghton Mifflin (C14-19)

Earth’s Changing Face p 4-12 (reading a-z book) Drawing inferences and conclusions with citing evidence

Natural Disaster National Geographic Books Text features; elements of a nonfiction

Earthquakes, Tsunamis, Floods and Hurricanes ( Reading a-z) cause and effect; questioning

( Research, summarize; cause and effect)

Other Resources:

Earthquakes

Hurricanes

Natural Disasters

Flood in a Lower Ground Experiment

Hurricane in a Bowl Experiment

Snow Storm in a Jar

Earth’s Systems 4-ESS2-2. Analyze and interpret maps of Earth’s mountain ranges, deep ocean trenches, volcanoes, and earthquake epicenters to describe patterns of these features and their locations

relative to boundaries between continents and oceans.

Earth and Human Activity 4-ESS3-2. Evaluate different solutions to reduce the impacts of a natural event such as an earthquake, blizzard, or flood on humans.* Clarification Statement:

Examples of solutions could include an earthquake-resistant building or a constructed wetland to mitigate flooding.

Grade: 4th Unit Title: Animals are Characters Too 2016-2017

Essential Questions: How are animals portrayed in stories and real life?

ELA

Performance Task: Students will prepare a five- paragraph animal research report to contribute to newspaper.

Students will also write a narrative (real or imagined) about the animal they researched, using descriptive details and clear event sequences.

Writing Task: Sentence fluency and conventions

Introductio

n to Unit

Lesson 1

1 day

Lesson 2

1 day

Lesson 3

2 days

Lesson 4 – 1 day

Lesson 5 – 1 day

Lesson 6 – 1 day (last lesson before winter

break)

Charlotte’s Web

10 days

Lesson 7 Lesson 8 Lesson 9 Lesson 10

Obj

ecti

ve

Through this

introductory

lesson

students will

be able to

describe the

way animals

have been

personified

through text

and media

by reading

an

information

al article

and an

excerpt from

The Mouse

and the

Motorcycle.

Students will

be able to

sort drama,

prose and

poetry by

identifying

the attributes

of each type

of literature.

Students will

be able to

describe how

mice are

personified

through prose

(stories) by

reading Mouse

and the

Motorcycle and

completing a

character trait

web.

Writing Trait:

Sentence

Fluency

Students will

be able to

describe why

horses are

considered

heroes by

identifying

the main idea

and details of

different

parts of

Horse

Heroes.

Student will

describe the

way the author

Anna Sewell

personifies

horses by

reading

excerpts from

Black Beauty

Students will

be able to

identify how

informational

text depicts

wild horses by

finding the

main idea and

supporting

details of an

informational

article.

Intro lesson:

Students will categorize

the animals from

Charlotte’s Web using

prior knowledge of

negative and positive

personification.

Last lesson:

Students will analyze

the evolution of a

character.

Students will

identify rhyme,

meter, and

rhythm, by

reading a

limerick and

then creating

their own

limerick.

Writing Trait:

Conventions

Students will

identify the

structural elements

of drama by

analyzing and

reading scenes

from Cyberpigs.

Student will

compare and

contrast

drama and

prose by

completing a

t-chart and

examining

the

differences

between

elements of a

dramatic

script and

story

selection.

Students will

explain the

difference

between

poetry, drama,

and prose by

discussing

structural

elements of

each learned

throughout the

unit..

Tea

che

r

Stra

tegi

es

Present the

essential

question:

How are

animals

portrayed in

stories and

real life?

Hook:

Movie Clips

from

YouTube:

- Chronicles

of Narnia:

Azlan

- Mice In

Cinderella

- Hyenas in

Lion King

-Boa in

Jungle Book

-Horse in

Tangled

-Sharks in

Nemo

In our

culture, we

tend to

personify

animals in

certain ways

Class

Discussion

(Create a

Class Chart

to be added

to

Inquiry

Based

Activity:

Present

students

with

multiple

examples of

prose

(stories),

poems, and

drama.

Model one

example of

the sort,

model the

think aloud

process of

categorizing

information.

Materials:

collect six

examples of

these texts

for student

sort:

-Poetry about

Animals

-Prose about

Animals

-Reader’s

Theater about

Animals

Think

Aloud: What

are the

differences

you found

between your

Shared

Reading

Teacher will

read a loud and

chorally read a

Chapter from

Ralph and the

Motorcycle.

Model how to

complete the

graphic

organizer of

characterizatio

n based on

selected

passages from

novel.

Characterizatio

n Graphic

Organizer Pg

2f

Shared

Reading

Youtube

“Cavalia”cli

p:

http://www.

youtube.com

/watch?v=2

H8EHprnnL

4

How are

horses

usually

personified

stories/movi

es/news

articles?/

What

characteristi

cs do

authors tend

to focus on?

Read Horse

Heroes:

Against All

Odds

Model

Finding the

Main Idea of

the Story

and

Identifying

Supporting

Details.

Model with a

Read Aloud

Teacher will

model

identifying

details from the

story where the

author

personifies

horses through

positive

character traits.

Through the

use of

characterizatio

n maps the

teacher will

identify three

traits that Black

Beauty

possesses.

Model

identifying

details/evidenc

e align with the

characterizatio

n of Black

Beauty using

the graphic

organizer.

Characterizatio

n Graphic

Organizer Pg

2f

Model with a

Shared

Reading

Read Wild

Horses

Before reading

the article, ask

students how

horses have

been

personified in

cartoons,

stories, and

movies. What

characteristics

do they

portray? (ie

loyal,

hardworking,

friendly) While

reading the

article please

complete a

main idea and

supporting

details

regarding how

colts behave in

the wild.

1st lesson:

Using the graphic

organizer students will

fill in the animals and

whether they think they

will be negatively or

positively personified

in the book and why.

As they read the book,

they will fill in the last

column with evidence

to support their

predictions.

Last lesson:

Using Templeton as an

example, discuss how

his character evolved

throughout the story

from a negative

personification to a

more positive one.

Shared

Reading

-LINK

ANIMAL

LIMERICKS-

Teacher will

read aloud one

of the animal

limericks and

display it on the

smart board.

Model identifying the

rhyming words

and which

sentences create

the rhyming

scheme

(AABBA).

Model reading

fluently the

metric rhythm of

the poem.

(Possibly read

without the

proper meter

and discuss the

effect this has

on reading

poetry).

Students will

read a limerick

and identify the

rhyme of the

poem. They will

then read the

poem fluently

with the metric

Model with a

Read Aloud

Story Town Book

Harcourt

Cyberpigs

p.216-233

Teacher will

discuss the drama

elements while

previewing the

script in the book.

Teacher will model

how to identify and

use these elements

properly in the first

half of the story by

filling in a graphic

organizer.

Shared Reading

Students will work

together with the

second half of the

script to fill out a

graphic organizer

where they are

identifying the

following: setting,

cast of characters,

descriptions,

dialogue, scenes,

and stage direction.

Model with

a Read

Aloud

Charlotte’s

Web Play

(teacher

selects the

scene that

correlates to

the chapter

chosen)

Charlotte’s

Web chapter

book.

(teacher can

select the

chapter of

their choice)

Teacher will

model closely re-

reading a

scene from

the

Charlottes

Web play and

a chapter that

correlates to

this. They

will discuss

the structural

elements

such as

character,

setting,

description,

dialogue,

stage

directions,

cast, and

Shared

Reading

Text: Use any

and all past

material that

students have

seen

throughout the

unit. Copy

excerpts from

Ralph S.

Mouse,

Charlotte’s

Web, readers

theaters, and

any poems

from The

complete

Nonsense of

Edward Lear.

Teacher will

lead students in

a gallery walk

where the

teacher posts

examples of

poetry, drama,

and prose

around the

room. Each

group moves

from post to

post writing 2-

3

characteristics/

elements at

each post.

Students rotate

to the next

position adding

to what is

throughout

unit):

How are the

following

animals

usually

personified?

How do we

generally

personify

certain

animals?

For this

lesson we

will start

with mice

and rats:

-Mice

(Mickey

Mouse,

Cinderella

mice,

Despereaux,

Stuart Little)

-Rats

(Ratatouille,

Templeton,

Teenage

Mutant

Ninja

Turtles)

three

categories?

Similarities?

What do the

types of texts

have in

common?

AFTER

STUDENT

SORT:

Introduce the three

literature

genres: prose,

poetry, and

drama and

their

essential

elements to

create an

anchor chart that will be

referred to

throughout

the unit.

rhythm of that

poem.

Finally the

teacher will

Model creating

their own

limerick by

using the

structure of the

poem that they

previously

analyzed.

Students will

use a graphic

organizer to

help create their

own limerick.

Teacher Notes:

Limericks are

five lines and

follow the

AABBA rhyme

scheme.

Limericks are

generally

humorous.

formatting of

each

selection.

Next the

teacher will

model

creating a t-

chart with the

title ‘drama’

on one side

and ‘prose’

on the other,

and list

difference

between the 2

formats.

already there.

At the last post,

it is the groups’

responsibility

to summarize

the report to the

class. Have

each group of

students use a

marking pen of

a different

color from the

other groups.

The teacher

leads a whole

class discussion

on the

differences

between

poetry, drama,

and prose –

refer back to

anchor chart

used in the

opening lesson

seed and

added to

overtime.

Stu

den

t

Stra

tegi

es

Students

will also

read Time

For Kids

article: Rats!

Students

will answer

Students will

categorize

the different

types of text.

They will

identify the

differences

using a three

Students will

read teacher

selected

excerpts from

Mouse and the

Motorcycle.

They will

gather evidence

Students will

then read

another

subsection of

Horse

Heroes and

identify the

main idea

Students will

read teacher

selected

excerpts from

Black Beauty.

They will

gather evidence

to support the

Students will

find adequate

details that

support the

main idea that

horses can be

violent and

Analyzing:

rhyme, meter,

and rhythm

Application:

creating a

limerick by

Analyzing drama

elements

Using a graphic

organizer

Identifying script

formatting

Comparing

and

contrasting

Identifying

structural

elements of a

Writing

Explaining

Justifying

the

following

questions:

1) How are

rats

portrayed

in this

article?

2) How do

these types

of articles

lead to our

personific

ation of

rats?

Students

will also

read an

excerpt from

The Mouse

and the

Motorcycle

and answer

the

following

questions:

How is

the

mouse

personifie

d in this

story?

Is this

similar or

different

to how

mice are

usually

personifie

d in other

stories

column T-

Chart. As a

result, the

students will

be able to

create the

three

different

categories

and be able

to support

that with

elements they

found similar

or different in

their

categories.

Ex:

Drama: cast

of characters,

dialogue,

stage

directions,

settings,

descriptions.

Prose:

setting,

characters,

conflict/resol

ution, plot

(Revisit from

Unit 1)

Poetry:

rhyming

words,

to support the

traits they

believe belong

to Ralph.

and

supporting

details using

a graphic

organizer.

traits they

believe belong

to Black

Beauty and use

textual

evidence to

support the

traits they

selected.

dangerous in

the wild.

Identifying

relevant/

irrelevant

information.

personifying an

animal.

drama and

prose

Examining

Explaining

and

Media?

stanzas,

length.

Tex

t

Time For

Kids article

“Rats!”

http://www.t

imeforkids.c

om/news/rat

s/34351

The Mouse

and The

Motorcycle

by Beverly

Cleary

Part of

Teacher

Selected

Chapter

For Teacher:

Wikipedia

Article

Stereotypes

of Animals

http://en.wik

ipedia.org/w

iki/stereotyp

es_of_anima

ls

Poetry:

Prose (story):

Drama:

Teacher

Selected

Excerpts from

The Mouse and

the Motorcycle

Horse

Heroes

Black Beauty

excerpts

Wild Horses

Article.

Word

Document

Animal

Limericks

Story Town Book

Harcourt

Cyberpigs

p. 216 - 233

Charlotte’s

Web Play

(teacher

selects the

scene that

correlates to

the chapter

chosen)

Charlotte’s

Web chapter

book.

(teacher can

select the

chapter of

their choice)

Text: Use any

and all past

material that

students have

seen

throughout the

unit. Copy

excerpts from

Ralph S.

Mouse,

Charlotte’s

Web, readers

theaters, and

any poems

from The

complete

Nonsense of

Edward Lear.

Assess

ment

Personificatio

n

Of Animals

End of Lesson

Evaluation:

Can students

apply their

knowledge of

personificatio

n to another

animal?

Ex: Look at

the following

images of

crocodiles (or

any other

animal you

choose) in

movies and

popular

stories. How

has this

animal been

personified?

Attributes of

Poetry, Prose,

Drama

Exit Ticket:

Students will be

presented with

three different

examples of

poetry, prose,

and drama be

able to describe

3 attributes for

each.

Mouse and the

Motorcycle

Students will

analyze their

characterizatio

n maps for

Ralph based on

read excerpts.

They will then

answer the

question:

Quick Write

How are mice

being

personified

through the

novel Ralph S.

Mouse? Is it

mostly negative

or positive?

Use details

from your

graphic

organizer to

justify your

answer.

SENTENCE

FLUENCY-

Identifying the

Main Idea and

Supporting

Details

Provide students

with a

paragraph/short

informational

piece on horse

heroes.

Students should

be able to

identify the

supporting details

that support the

main idea that

horses can be

heroes.

Personification

of Horses in

Literature

Teacher will

provide students

with a specific

excerpt from

Black Beauty.

The students

will have to

identify a

character trait

they believe

Black Beauty

has and justify

that answer

through specific

details from the

story.

Quick Write

Students will

respond in a

quick write:

How do wild

horses behave in

the wild? How is

this different than

the way they

have been

personified in

movies, cartoons,

and stories such

as Black Beauty?

Poetry Elements

Students create

their own limerick

by personifying an

animal of their

choice. Students

must follow the

structure of a

limerick and

include all

elements.

CONVENTIONS:

Mentor text:

Animal Limericks

Drama Elements

Students will

independently read a

READERS

THEATER from

Harcourt levels

readers, and complete

a graphic organizer of

the drama elements

independently.

Students will be

assessed on their

ability to identify

these elements within

their own levels

book.

Partner, individual

Explaining and

Comparing

Students read a

different chapter

and scene

selection and

create their own t-

chart with the

titles drama and

prose. They must

list two

differences

between the

formats. Students

will then be

evaluated on their

ability to refer to

the structural

components of a

drama and their

ability to explain

the major

differences

between the 2

pieces.

Partner,

individual

Writing Summary

Students write a

final summary of

their learning for

this unit. Students

will be evaluated

on their ability to

explain at least 2

major differences

for each type of

writing: drama,

prose, and poetry.

Students can use

examples from the

gallery walk, or

past lessons to help

support their

understanding of

the major

differences

between the three.

individual

Science/Social Studies

Unit 3 Science - Learning Standards / Concepts and Skills & Related Topics

Term 2

Social Studies

Science Learning Standards – Life Science

Objectives:

Characterize a flower; their parts and explain how they’re pollinated

Identify the roots, stems and leaves and learn their function

Explore the role of sunlight and water in the growth of a plant

Observe how animas respond to a stimuli

Synthesize how animals meet their basic needs using the environment

Vocabulary:

xylem

phloem

fibrous root

tap root

simple leaves

traits

adaptations

stimuli

Mentor text:

The Mouse

and the

Motorcycle

Experiments:

What’s Needed experiment will show what plants need for survival

Plant Journal ( observe kidney beans) students will keep a plant journal and make daily observations

Animals and their camouflage hands on activity in which students analyze how camouflage helps organisms survive in the

wild

Bird Beak Adaptations experiment enables students to use different types of beaks to gather different foods

Does a Layer of blubber help Keep Animals Warm? Experiment student will place bare hand and a hand in blubber and

compare the differences

Other Resources:

Brain Pop Animals Videos

Animal and their Camouflage Experiment

Bird Beak Adaptation Experiment

Literature:

Habitats and their Environments (Science A-Z) main idea, supporting details, graphic organizer

Animal sounds (Science A-Z)Organize in a T-chart

Houghton-Mifflin Science (P. A18-21; A90-95 s A.100-A103)

Life Science 4-LS1-1. Construct an argument that animals and plants have internal and external structures that support their survival, growth, behavior, and reproduction.

Grade: 4 Unit 4: Changes in Society 2016-2017

Essential Question: What life lessons learn from revolutionaries in fiction and non-fiction?

ELA

Performance Task: Students will research four key individuals studied in this unit (Ruby Bridges, Cesar Chavez, Abe Lincoln, MLK). They will choose one individual that they feel has had the biggest

impact on society. They will then write an opinion essay with supporting reasons and key details from research and/or the text read in class.

Writing Trait: Word Choice and Organization

Lesson 1

2 days

Lesson 2

3+ days

Lesson 3

3 days

Lesson 4

2 days

Lesson 5

3 days

Lesson 6

1 day

Lesson 7

2 days

Lesson 8

2 days

Lesson 9

2 days

Lesson 10

1 day

Objecti

ve

I can analyze

the question

“What life

lessons have we

learned from

past

revolutionaries?

” by drawing

conclusions and

making

connections to a

text.

I can evaluate the

fight for equality

by analyzing the

text structure of

an informational

text.

Sub Objective: I

can navigate and

locate specific

information by

using text

features.

I can compare

and contrast

firsthand and

secondhand

accounts of

Martin’s Big

Words by

analyzing the text

and answering

questions.

I can compare and

contrast firsthand

and secondhand

accounts of a past

revolutionary by

analyzing the

differences in focus

and information

within a biography

and an

autobiography.

Revolutionaries

aren’t just Ruby,

Rosa, and MLK

I can write a

secondhand account

of a past

revolutionary by

citing evidence from

a secondary source,

selecting a specific

text structure to

build my own

informational

paragraph.

I can identify the

point of view of a text

by analyzing for the

pronouns me, and

him, her, them.

I can identify the

theme of a story by

creating a lesson

learned foldable.

I can identify the

character traits of

individuals by

analyzing dialogue,

actions, narrations, or

illustrations.

I can analyze how

characters solve

their conflicts by

sequences the major

events in their

pursuit to change

society.

I can write a

speech detailing

their position on

child migrant

worker laws.

Standar

d

RL.4.2:

Determine a

theme of a

story, drama, or

poem from

details in the

text; summarize

the text.

RI.4.5: Describe

the overall

structure (e.g.,

chronology,

comparison,

cause/effect, and

problem/solution)

of events, ideas,

concepts, or

information in a

RI.4.6: Compare

and contrast a

firsthand and

secondhand

account of the

same event or

topic; describe

the differences in

focus and the

RI.4.6: Compare

and contrast a

firsthand and

secondhand account

of the same event or

topic; describe the

differences in focus

and the information

provided.

RI.4.6: Compare and

contrast a firsthand

and secondhand

account of the same

event or topic;

describe the

differences in focus

and the information

provided.

RL 4.6 Compare and

contrast the points of

view from which

different stories are

narrated including the

difference between

first- and third-

person narrations.

RL 4.2 Determine a

theme of a story,

drama, or poem from

details in the text.

RL 4.3 Describe in

depth a character,

setting or event in a

story or drama drawing

on specific details in

the text.

RL 4.1: Refer to

details and

examples in a text

when explaining

what the text says

explicitly and when

drawing inference

W. 4.1 Write an

opinion piece on

topics or text

supporting a point

of view with

reasons and

information.

text or part of a

text.

information

provided.

Writing Trait:

Word Choice

RI.4.5: Describe the

overall structure

(e.g., chronology,

comparison,

cause/effect, and

problem/ solution) of

events, ideas,

concepts, or

information in a text

or part of a text.

Writing Trait:

Organization

Teacher

Strategi

es

Hook: As

students walk in

on the first day

back from

winter break –

give each of

them a different

color star.

On the board

have it written

that:

Blue Stars; sit

in the back on

the floor – with

no pencil

Yellow stars:

may not talk

unless spoken

to

Red Stars: Sit

up front in

desks, and can

talk whenever

Green Stars:

Get to write

with fancy new

Hook:

Black History

Timeline

Activity

Pass out the

timeline cards

and have students

get in order

without talking

and then place

them on a large

piece of butcher

paper (as to create

your own

timeline)

Next, hand

students pictures

and see if they

can attach the

pictures to certain

parts of the

timeline (add this

to your butcher

paper timeline).

Shared Reading

Hook: Think-

Pair- Share.

Have student ‘A’

tell a story about

something that

happened on the

playground.

Student ‘B’ must

retell the story to

their table group.

Call students

back to question

and analyze how

the stories

changed, how

they sounded

different, and the

difference in

wording

(pronouns).

Direct

Instruction:

Link to Teacher

Notes

Hook Quick Write – What is the

difference between

the emotion and

focus when

someone is telling

the story and

someone is re-

telling a story?

Read Aloud and

Shared Reading

Through my Eyes

By: Ruby Bridges

Ruby Bridges

By: Madeline

Donaldson

Teacher will read

aloud the first page

of Through my Eyes

(the preface) model

by completing a

venn diagram on

chart paper.

Include: identifying

Hook:

Find song or poem

that touches on this

question…

How have the people

referenced in the

song made waves

and changes in

society; similar to

those figures we

have learned about?

Shared Reading

Abraham Lincoln

Reading A-Z

From Cabin to White House

Shared Reading

Read with students

the informational

text and discuss.

Shared Reading

Hook:

Teacher will present

the question:

Ask them if they

know where the

ingredients came

from or who might

have harvested them.

Students will

complete a quick

write to answer the

question above.

Present

Instructional

Content:

Teacher will present

instructional content

on 1st and 3rd person

point of view.

Teacher will model

identifying

Read Aloud

Hook:

Complete chart on

life lessons learned

from revolutionaries

in Lessons 1-4.

Ex: MLK, Ruby

Bridges, Rosa Parks.

Teacher will read

aloud:

Harvesting Hope by

Kathleen Krull.

Class Chart:

Together, teacher

and students will

write down the main

events that occur in

the story.

Shared Reading:

Hook:

“The Prize” video

YouTube

Guiding Questions for

Brave Trailer:

What actions does

Merida show?

What does she say/not

say that helps explain

her character?

Teacher Model

Students will refer to

the previous reading of

Harvesting Hope and

Complete a Character

Card for Cesar

Chavez. (Use teacher

selected portions of the

book to complete close

reading)

Use the Read Write

Think model of the

trading card

framework to model

Shared Reading:

Hook:

Fingers to the

Bone – Child farm

workers in

America YouTube

video

What are some

conflict/problems

that the children

who work on fields

are facing?

What are some

possible solutions?

Teacher will model

using a identifying

conflict, describing

how plot events

lead to resolutions,

and the final

outcome

(resolution) to the

conflict of Side By

Side focusing on

Cesar Chaves by

using Conflict

Writing

Hook:

Children in the

Fields – YouTube

video

Teacher will

model choosing a

stance on the

topic: Should

Children 12 years

and older be

allowed to work in

farms? Why or

why not? Use

information or

details to justify

your stance.

pencils and

stand in the

front of the line

Orange Stars:

do what you

normally do.

Direct

Instruction: during the

beginning of

the lesson keep

to the scenario

with the stars

while you

Read Aloud:

Ron’s Big

Mission by

Rose Blue and

Corinne J.

Naden

Lead a

discussion on

drawing

conclusions

about Ron and

what makes

him important

to the story.

Work together

to write a short

summary of the

story.

Ask students to

talk with each

other about how

they are feeling

about the new

A-Z book: Nelson

Mandela:

Freedom for All

Guide students

through

previewing the

text by using

specific text

features and

filling out a

graphic organizer

THIEVES

strategy- Look

this up

Teacher will read

with students.

You can have

students mouth

the words as you

read, table read,

or partner read.

During this time

make sure to

always talk about

how the text

features help you

to understand the

new information

you are reading.

(NOTE: You will

not read all these

pages in one day.

Space out the

readings in your

own way).

Teacher

Strategy:

Read Aloud

Martin’s Big

Words

Read aloud the

story and stop

after each page or

so to analyze

how the author

jumps between

firsthand accounts

and secondhand

accounts of

Martin Luther

King’s

experiences. Use

student’s previous

think-pair-share

stories to help

support their

personal

connection and

understanding of

a firsthand vs.

secondhand

account.

Guided Practice:

Martin's

BigWords_First

_Secondhand_A

ccounts.pdf

Teacher

strategy: Model and guide how to

identify pronouns

and analyze

differences

between the

the pronouns used,

the emotions,

quotes that help

show who is telling

the story.

Next: Teacher can

guide students to

read the

introduction of

Ruby Bridge.

(students should be

able to read this on

their own or with

support of a partner.

After reading the

introduction

students should be

able to help you fill

in the other side of

the Venn diagram.

Lead a class

discussion on the

similarities and

differences of each

text. Using the

Venn, discuss the

differences between

the emotion and

focus when

someone is telling a

story versus

someone re-telling

a story.

Questions to think

about:

Model how to build

your own paragraph

by selecting a

specific text

structure to re-tell

about Lincoln in

your own words.

Use key words, and

specific parts of the

text structure

selected. For

example, if you are

using sequence be

sure to model using

dates, times, and

sequencing

transitional words.

pronouns, the

purpose of each

POV, and an

example by creating

a foldable and

reading teacher

selected parts of The

Circuit (1st Person)

and book such as La

Mariposa or A Day’s

Work (3rd Person)

on the board how to

identify traits of

characters by citing

different examples

from the text to

complete a character

card for different

revolutionary leaders

of the labor movement.

Trading Card

Creator from

ReadWriteThink

Resolution Graphic

Organizer.

star system in

our classroom.

Have the same

colored stars

work together

to talk about if

they should or

can do anything

about this new

system.

Discuss Ron

Mcnair and

DEFINE him as

a revolutionary,

introducing the

word and

definition.

Define the

words: impact

and life lesson

Model/Review

analyzing the text

structures by self-

questioning and

looking at key

words. For

example the text

structure is

descriptive.

firsthand and

secondhand

accounts of the

selected passages.

What is the author

emphasizing mostly

in the firsthand

account?

What is the author

emphasizing mostly

in the secondhand

account?

Student

Strategi

es

Student to

student

interaction:

-Evaluating

-Discussing

- Thinking

practically

-Drawing

Conclusions

Analyzing

Evaluating

Self-Questioning

Identifying Text

Structures and

Features.

Compare and

Contrast

Identify Pronouns

Analyze

Firsthand/Second

hand accounts

Compare and

Contrast

Identify Pronouns

Analyze

Firsthand/Secondha

nd accounts

Written Response

Synthesize

Analyze Secondhand

Accounts and how to

write their own

Evaluate their own

ability to use text

structures

Guided Practice

Students will analyze

different sections of

the book and identify

the POV the author

uses, justify their

answer by using

examples and

pronouns used by the

author.

Guided Practice:

As a class the

students will

generate ideas on

possible themes of

Harvesting Hope.

Guided Practice:

Students will complete

a trading card for one

of the following:

-Characters from the

Following:

-Dolores Huerta by

Sarah E Warren

- Emma from That’s

Not Fair by Carmen

Tafolla

-Francisco from La

Mariposa

-Roberto from The

Circuit

Guided Practice:

Students will

identify conflict,

describing how plot

events lead to

resolutions, and the

final outcome

(resolution) to the

conflict of Side By

Side focusing on

Dolores Huerta by

using Conflict

Resolution

Graphic

Organizer.

Guided Practice:

Students will use

the Migrant Child

Farm Workers

Graphic

Organizer to

assist in their

creation of a mini

speech detailing

their stance on

Child Farm

Workers.

Text

Ron’s Big

Mission by

Rose Blue and

Corinne J.

Naden

A-Z book: Nelson

Mandela:

Freedom for All

Martin’s Big

Words by Doreen

Rappaport

Through my Eyes

by Ruby Bridges

Ruby Bridges by

Madeline

Dondaldson

Read Aloud:

From Cabin to

White House

Assessment:

Sitting Down to take

a Stand Time for

Kids

Honoring King

(ReadWorks)

Ron’s Big Mission

American Sports

Legends Reading A-

Z Level W

Nelson Mandela

Time for Kids

1) The Circuit by

Francisco Jimenez

2)A Day’s Work by

Eve Bunting

3)La Mariposa by

Francisco Jimenez

1) Harvesting Hope

by Kathleen Krull

2) The Circuit by

Francisco Jimenez

1)La Mariposa by

Francisco Jimenez

2) The Circuit by

Francisco Jimenez

3) Dolores Huerta by

Sara E. Warren

Side by Side by

Monica Brown

Child Farm

Worker Article

Science/ Social Studies

Ass

essm

ent

Headlines:

Have students

create a

headline that is

most

appropriate for

the day’s

lesson.

Students must

give two – three

pieces of

evidence to

support their

decision.

Finally have

students

respond to the

essential

question for the

unit:

“What life

lessons have we

learned from

past

revolutionaries?

”

They can use

Ron as a point

of reference.

Exit Ticket

The student will

evaluate teacher

selected pages by

completing a

graphic

organizer:

identifying the

cause and effect .

Exit TICKET:

Martin's

BigWords_First_

Secondhand_Acc

ounts.pdf

Students will use

the worksheet to

answer questions

and identify the

difference

between a

passage from

Martin’s Big

Words.

EXTENSION idea for close

reading: (this

would be the next

day)

Connect the

reading to writing

by asking

children to read

again and copy

all the big words

they read. Have

them use these

words to create a

secondhand

account FOUND

POEM (click the

link to see how a

found poem is

created)

Exit Ticket: Photocopy an

excerpt that has

already been read

from Through My

Eyes and give

students a page

number from the

Ruby Bridges book.

(the topics/subjects

should be

connected) Students

will read these

passages and

complete a Venn

diagram comparing

and contrasting the

firsthand account

and second hand

account.

Use page number 8

in RI Fourth Grade

Common

Core….LINK.

Written

Paragraph:

Students work

together in partners

and select one of

five passages (or

books) to read about

revolutionaries who

aren’t as well

recognized as others

may be. Students

must select a text

structure to write

about their selected

person and follow

that text structure by

using key words

specific to the

structure. Students

will make sure to use

proper pronouns for

sharing a

secondhand account.

Finally students can

share their

paragraphs with

another group,

asking that group to

identify the text

structure they

selected.

Exit Ticket

Students will be able

to analyze a teacher

selected text and

identify the POV and

justify their answer

using examples from

the text.

Quickwrite

Students will

complete a quickwrite

describing the theme

to a teacher selected

short story from The

Circuit by Francisco

Jimenez using details

from the story to

support the theme

they described.

Exit Ticket

Students will

complete the

Character Traits Exit

Ticket where they

read situations and

identify the character

trait that matches the

situation.

TSW complete

the Conflict

Resolution

Graphic

Organizer

Quickwrite:

Steps to creating

change

quickwrite.

Speech: Completion of

Speech with a clear

stance and 3

justifying details or

supporting

evidence.

Unit 4 Science - Learning Standards / Concepts and Skills & Related Topics

Term 2

Social

Studies

Science Learning Standards – Earth and Human Activity

Objectives:

Differentiate potential and kinetic energy

Analyze the speed of an object relates to the energy of that object.

Construct and redesign a tubular glide

Hypothesize results and design an experiment that show changes in energy that occur when objects collide.

Vocabulary:

potential energy

kinetic Energy

cylindrical shape

incline plane

Experiments:

Ramps with Different Heights experiment in which students slide cars down ramps of different inclines and evaluate and

connect the slop with the speed of the car

Dancing Raisins students will use raisins and ginger ale and differentiate potential from kinetic energy

Tubular Glider

Egg Drop In groups students will use various materials to design a contraption that will allow an egg to drop

and not crack or break

Literature:

Houghton Mifflin

Electric Cars History and the Future (reading a-z book) sequencing/ comparing and contrasting

Force in Motion (science a-z book) Identifying Text Structures

Other resources

Dancing Raisins

Egg Drop

Earth and Human Activity 4-ESS3-1. Obtain information to describe that energy and fuels humans use are derived from natural resources and that some energy and fuel sources are renewable and some are not.

Energy 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2. Make observations to show that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. 4-PS3-4. Apply scientific principles of energy and motion to test and refine a device that converts kinetic energy to electrical energy or uses stored energy to cause motion or produce light or sound

Grade: 4 Unit 5: Stories of the World 2016-2017

Essential Question: How does background information about our world help us appreciate stories from around the world?

ELA

Performance Task: Students will write a personal narrative from the perspective of one of the cultures studied in this unit. (3 days)

Writing Task: Word Choice and Ideas

Intro to Folklore

2 days

Irish Cultures and Folktales

1 day 2 days 3 days

Chinese Culture and Fairy Tales

1 day 3 days 1 day

Danish Culture and Hans Anderson Fairy Tales

2 days 2 days

Lesson 1:

Introduction to

Genres

Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Objecti

ve

I can identify the

genre of literature

and its critical

attributes.

I can analyze the

purpose of

folklore within a

culture.

I can analyze and

evaluate the

purpose of graphics

and visuals used in

an informational

text by reading and

exploring A True

Book: Ireland.

I can identify and

provide evidence

for the theme of a

folktale by creating

a t-chart and citing

evidence from the

text.

I can draw

conclusions

and make

connections

between

informational

text about

Ireland and

legendary

Irish folktales

by completing

a group

activity and

quick write.

I can analyze and

evaluate the purpose

of text features by

reading A True

Book: China and

completing task

cards

I can compare

the similarities

and differences

between two

stories from

different

cultures on the

same theme by

identifying key

features of a

“Cinderella”

story.

I can make

connections

between a non-

fiction text

about China

and the

fictional story

Yeh-Shen by

completing a

graphic

organizer.

I can analyze figurative and

descriptive language in

folklore and its effect on the

reader’s visualization of a

setting.

Sub-objective: I can identify

a simile and metaphor.

I can identify descriptive

language.

I can identify language that

helps readers visualize the

setting and events of a story.

I can interpret

information visually

and quantitatively to

comprehend

informational text by

reading the world

atlas.

I can identify the

connection between

the geographic

location of the

Denmark and how

this influenced

Andersen to write a

story set in the ocean.

Stand

ard

S.L. 4.1 Engage

effectively in a

range of

collaborative

discussion on grade

level topics and

texts.

Recount stories

including folktales

and fables from

diverse cultures

telling the moral

and lesson learned.

RI.4.7: Interpret

information

presented visually,

orally, or

quantitatively (e.g.

in charts graphs,

diagrams, time

lines, or

animations, or

interactive

elements on web

pages) and explain

how the

information

contributes to an

understanding of

the text in which it

appears.

RL.4.9: Compare

and contrast the

treatment of similar

themes and topics

(e.g. opposition of

good and evil) and

patterns of events

(e.g. the quest) in

stories, myths, and

traditional

literature.

Writing Trait:

Ideas

RL.4.9: Compare and

contrast the

treatment of

similar themes

and topics

(e.g.

opposition of

good and evil)

and patterns of

events (e.g.

the quest) in

stories, myths,

and traditional

literature.

RI.4.7:

Interpret

information

presented

visually,

orally, or

quantitatively

(e.g. in charts

graphs,

diagrams, time

lines, or

animations, or

interactive

elements on

web pages)

and explain

how the

information

contributes to

an

understanding

of the text in

which it

appears.

RI.4.7: Interpret

information

presented visually,

orally, or

quantitatively (e.g.

in charts graphs,

diagrams, time lines,

or animations, or

interactive elements

on web pages) and

explain how the

information

contributes to an

understanding of the

text in which it

appears.

RL.4.9: Compare and

contrast the

treatment of

similar themes

and topics (e.g.

opposition of

good and evil)

and patterns of

events (e.g. the

quest) in

stories, myths,

and traditional

literature.

RI 4.7 and RL

4.9

RL. 4.5. Structural Elements

of Prose (Imagery, similes,

and metaphors)

Writing Traits – Word

Choice

RI 4.7 Interpret

information presented

visually…and explain

how the information

contributes to an

understanding of

the text in which

it appears.

Teach

er

Strate

gies

This lesson begins

with an Interactive

Read Aloud and

transitions to a

shared reading and

independent reading

activity.

Read “The Fox and

The Crow” and use

SMARTBoard slides

to introduce

vocabulary and

literature genre

chart.

SMARTBoard

Presentation Link

Shared Reading

Introduction to

New Material:

Present the critical

attributes of

folktales, fables, and

fairy tales.

Fun with

Fairytales,

Folktales, and

Fables (pages 4,5,6

for visuals)

Define the words

theme, topics, moral,

Model using the

literature genre table

to help track the

different readings

and critical

attributes of each of

the three genres.

Hook: Present an

informational

paragraph/excerpt

from the book A

True Book: Ireland.

Do not attach any

pictures, visuals,

or graphics.

Then, present the

same information

with visuals

pertaining to the

paragraph.

Ask students to

Turn and Talk to

their partners about

the difference

between the two

slides. Which one

did they like better

and why?

Shared Reading

A True Book:

Ireland

Choose which

pages you would

like to read with

your class. Explain

to students: Your

purpose for reading

today is to

understand the

“author’s craft and

structure”. Why did

the author select

specific visuals and

how did those

visuals help you

Hook: Turn and

talk with your

partner about what

you learned from

your informational

text about Ireland.

How will our

knowledge of facts

about Ireland help

us better

understand Irish

Folktales?

Read Aloud: Great

Irish Legends for

Children

Pg.4 “The King

with Donkey’s

Ears” (make a

copy of story if

you’d like)

(Note: this folktale

is a famous story

about a King

passed down for

hundreds of years

in Ireland)

Before Reading:

Define: widow,

barber, and druid.

Redefine and talk

about theme:

Theme is the

central idea or

message and

usually inferred.

The theme is

revealed by the way

characters change

Shared

Reading and

Read Aloud

Shared

Reading:

A True Book:

Ireland

Pg.18, 22 and

23

Set a purpose

for reading

these pages.

This

information

will set the

foundation for

our objective,

which will

allow us to

make

connections to

the origin and

influences of

legendary

Irish

Folktales.

Model making

connections

on page 18

with the

previous story

read, “King

with Donkey

Ears”. This

page will

explain the

origin of

Druids.

Model making

a connection

Shared Reading

Hook: Display a

map of the world.

Draw a line from

Ireland to China.

Discuss with the

students that we are

now taking a

journey to a new

land and learning

about a different

culture.

Show a few pictures

of important places

in China.

Display two texts on

the same topic, one

with text features,

one without.

Discuss: Which one

provides more

information?

Review text features

and their purposes

within text.

Read aloud/Share

read (close read)

different sections of

the book.

While reading,

discuss similarities

and differences

between Ireland and

China.

Discuss different

text features in the

text and how they

are useful to readers.

Shared

Reading

Hook: Show a

short

Cinderella

video clip.

YouTube_Clip

___Cinderella

“What makes a

Cinderella

Story?”

Create a class

chart to

brainstorm

what features a

“Cinderella”

story has.

(good/evil

characters)

Discuss how

different

cultures have

their own

versions of the

“Cinderella

Story”. (have a

few different

versions

available to

show the

students. i.e.

Rough Faced

Girl, Mufaro's

Beautiful

Daughters)

Introduce the

book Yeh- Shen

and the

background

information

Discussion

Hook: Review

previous two

lessons.

Discuss what

students have

learned about

China as well as

the story Yeh-

Shen.

Discuss how

learning about a

culture can help

you to

understand their

stories and why

they have been

written and

passed down.

Shared Reading:

Introduce the terms: simile,

metaphor, and sensory

language.

Use the guided notes

handout.

Read Aloud the beginning

of The Little Mermaid which

has exceptional examples of

descriptive language. As you

read, stop to focus and

identify the language the

author purposely uses to

describe the setting of The

Little Mermaid.

Use the following Guiding

Questions:

How does the author

describe the depth of the

ocean?

How does the author

describe the Little

Mermaid’s appearance?

What similes/ metaphors/

descriptive language does

the author use?

Why do you think the

author selected these

words?

Shared Reading:

Teacher will introduce

the National

Geographic World

Atlas.

Use Guided Notes

to assist with the

introduction of

new material.

Identify the genre

of reference materials,

their purpose, what

information is

available, and real-life

reasons why we

would

need to use it.

The lesson should

focus on using this

atlas to identify the

answer to the end

assessment question:

How does

informational

text help you

understand the

inspiration behind

fairy tales like

The Little Mermaid?

better understand

the text?

Useful Graphics

and Visuals-

Ireland-U5L2

Use the graphic

organizer to guide

students through

the text. Ask

students to work in

partners to see the

connections

between the visuals

and graphics used

in the book.

in a story, conflicts

in the story, and

statements made by

the narrator or

characters.

Understanding

theme involves

understanding plot,

characters, and

setting.

Before and After

Reading: Students

create a T-chart

with "Theme" on

the left side and

"Evidence from the

Text" on the right

side. As the story is

read, students

should note the

theme on the left

side, and provide

evidence from the

story that supports

it on the right side.

to how Druids

are used in the

story.

Read Aloud

The King With

Horse’s Ears

and Other

Irish Folktales

Pg. 59

“Paying the

Rent”

As you read,

have students

pause and

discuss critical

attributes they

can remember

about the

culture and

history of

Ireland.

about this

version.

Share Read Yeh-Shen.

Guide students

as they

complete the

Cinderella-

Plot and

Setting Check

List

After reading:

TSW reflect on

how a plot

element can

seem quite

different yet

accomplish the

same purpose

in the narrative.

Lead class

discussion

about the

features of the

Chinese

“Cinderella”.

Chart

answers.(i.e.

who is the

prince/

princess, who

is the evil

character, what

is the problem,

story solution.)

Stude

nt

Strate

gies

TSW partner read a

fairy tale and

identify the critical

elements by reading

Analyze

Evaluate

Discuss

Analyze

Cite Evidence

Draw Conclusions

Make

connections

Evaluate

Analyze

Think critically

Evaluate

Analyze

Evaluate

Analyze

Visualize while reading

Draw a picture

TSW use

organizational

structures of

Cinderella from the

Fujikawa book and

identify the

attributes of fairy

tales by completing

the chart as a whole

group with guidance

from teacher.

Then, complete the

same for folktales.

Use either Golden

Flute (Reading A-Z

Level Q) or Caribou

Man (Reading A-Z

Level T).

Make connections

Draw Conclusions

Analyze

Cite Evidence

Compare

TSW create a

T-chart with

the titles “Irish

folktales” on

one side and

“History/Cultu

re of Ireland”

on the other.

TSW record

information in

each column.

Compare and

contrast

Compare and

contrast

TSW complete

the graphic

organizer

Making

Connections

informational text to

help identify the

landforms in northern

Europe, the climate

patterns, and the

geographic location of

Denmark by

answering

questions in complete

sentences.

Guided Notes sheet

Text

Resou

rce

Aesop’s Fables

A Pop Up Book of

Classic Tales by

Kees Moerbeek

Fairytales and

Fables by Fujikawa

Folktales and

Assessments

A True Book:

Ireland by Libby

Koponen

Great Irish

Legends for

Children by Carroll

and Lawrie

Pg.4

The King with

Horse’s Ears

and Other

Irish Folktales

by Batt Burns

Pg. 59

A True Book: China

by Mel Friedman

Also use Read

Works for important

place in China- no

visual.

Yeh-Shen by

Ai-Ling Louie

A True Book:

China by Mel

Friedman

Yeh-Shen by Ai-

Ling Louie

Hans Andersen’s Fairy

Tales

Puffin Classics Translated

by Naomi Lewis

National Geographic

Kids World Atlas:

Fourth Edition

Hans Andersen’s

Fairy Tales pg 30

Puffin Classics

Translated by

Naomi Lewis

Asses

sment

Folktale and

Assessment

Visual clues

assessment

Quick Write:

Identify and

describe the main

idea of “The King

with Donkey Ears”

IDEAS:

Mentor text:

“Great Irish

Legends or

Children” – The

King with Donkey

Ears

Quick Write:

TSW respond

to one of these

questions with

a 5 sentence

paragraph.

How does the

history and

culture of

Ireland relate

to the

development

of Irish

Folktales?

How did the

author’s

choice of

visuals in the

informational

text help you

to understand

the topic

better?

Students

should use

their texts to

respond to the

questions.

Non-Fiction Text

Features Task

Cards.

-or-

Useful Graphics

and Visuals-China

Students will

write a short

response about

the similarities

and differences

between the

more well-

known version

of Cinderella

and the

Chinese

version.

Students will

complete the

graphic

organizer

Making

Connections

Quick-write Assessment:

How does the author use

metaphors/similes/and

sensory words to describe

the human world?

WORD CHOICE –

Mentor Text: Hans

Andersen’s “Little

Mermaid”

How does

informational text

help you

understand the

inspiration behind

fairy tales like

The Little Mermaid?

Guided Notes sheet

Science/Social Studies

Unit 5 Science - Learning Standards / Concepts and Skills & Related Topics

Term 3

Social

Studies

Science Learning Standards – Physical Science

Objectives:

Assess how energy causes change and explore different forms of energy

Identify three ways energy is transferred from place to place

Characterize how light interacts with different types of matter

Identify what creates sound energy

Analyze how thermal energy travels and effects of thermal energy with different types of matter

Vocabulary:

Sound, thermal, and light energy

Waves

Crest

through

Amplitude

Reflection

Refraction

Abosrbtion

Learning Standards – Physical Science

Experiments:

Sound Sandwich students will create a sound sandwich with popsicle sticks and learn how vibrations create

sound

Balloon Bath teacher demo will show students how thermal energy travels

Penny In a Cup Experiment In this experiment students will differentiate reflection from refraction

Create own Text Language Activity experiment will introduce students to morse code

Literature:

Houghton Mifflin (E54-E61; F12-F17; F20-F25)

Force in Motion (science a-z book) Identifying Text Structures

Other resources

Brain Pop Energy

Waves and Information Transfer 4-PS4-1. Develop a model of a simple mechanical wave (including sound) to communicate that waves (a) are regular patterns of motion along which energy travels and (b) can cause objects to move. 4-PS4-2. Develop a model to describe that light must reflect off an object and enter the eye for the object to be seen.

4-PS4-3. Develop and compare multiple ways to transfer information through encoding, sending, receiving, and decoding a pattern.*

Grade: 4 Unit Title: Celebrated & Unsung Heroes, Real and Imagined 2016-2017

Essential Question: How does circumstance influence our own ability to make heroic choices?

ELA

Performance Task: Students will conduct a short research report on a real hero. Students will create a photo album for the hero and then prepare and present a

speech as the hero. Students will dress and act like the hero in the class wax museum.

Writing Traits: Voice and Ideas

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9

Objective I can determine

the meaning of

words and

phrases as they

are used in

Hercules: The man, the myth, the Hero by using

context clues.

I can analyze an

author’s words

choice in the story

Lou Gehrig,

Luckiest Man –

Houghton Mifflin

by brainstorming

synonyms that create

an emotional

response from the

reader.

I can explain

how an author

uses reasons

and evidence to

support their

perspective in a

text by

analyzing and

citing evidence.

I can explain

how an author

uses evidence

in Today’s

Army Heroes to

support their

perspective in a

text by

analyzing and

citing evidence.

I can evaluate

the structure

and vocabulary

in a text by

analyzing how

they are used

to influence a

reader.

I can read and

comprehend an

informational text

proficiently by

creating a summary

about the information

presented.

I can determine the

meaning of words

and phrases as they

are used in Wonder

by using context

clues.

I can analyze the

characterization of

August by

comparing

different character

viewpoints of him

in the story

Wonder.

I can write a

narrative about a

real experience

related to heroic

choices by using

effective word

choice and clear

sequencing

Standard RL.4.4:

Determine the

meaning of

words and

phrases as they

are used in a text,

including those

that allude to

significant

characters found

in mythology

RL.4.4: Determine

the meaning of

words and phrases

as they are used in a

text, including those

that allude to

significant

characters

RI.4.8:

Explain how an

author uses

reasons and

evidence to

support a

particular point

in a text.

RI.4.8:

Explain how an

author uses

reasons and

evidence to

support a

particular point

in a text.

RI.4.8:

Explain how

an author uses

reasons and

evidence to

support a

particular point

in a text.

RI.4.10

By the end the year, read and comprehend information texts, including history/social studies, science, and technical texts, in the grade 4-5 text complexity band proficiently, with

RL.4.4: Determine

the meaning of

words and phrases

as they are used in a

text, including those

that allude to

significant

characters found in

mythology

RL.4.6

Compare and

contrast the point

of view from

which different

stories are narrated,

including the

difference between

first and third

person narrations.

W.4.3: Write

narratives to

develop real or

imagined

experiences or

events using

effective

technique,

descriptive

details, and clear

sequences.

Writing Trait -

Voice

scaffolding as needed at the high end of the range

Writing Trait: Ideas

Focus

Question

How do good

readers use context

clues to gain a better

understanding of

what they are

reading?

How does an

author’s word

choice impact

a story?

How does

analyzing text

evidence help

identify an

author’s

perspective?

How does analyzing

text evidence help

identify an author’s

perspective?

Why might an

author choose a

specific structure

when writing their

stories?

What are the

characteristics of

a good summary?

How do the context

clues help us

understand what we

are reading?

How do multiple

perspectives help

you understand the

characterization of

August?

How can my

choice of words

as a writer

influence my

reader?

Teacher

Strategies

Hook: Dress up as

Hero

Students complete a

WHAT IS A

HERO

ORGANIZER.

(glue this in their

reading notebooks so

they can always

come back to it)

(anchor chart created

– with student input)

Discuss elements of

mythology and how

there were many

heroes. One famous

hero was Hercules

etc.

Shared Reading:

Hercules: The man, the myth, the Hero

Hook: Show

one

newspaper

article title

that uses

emotional

words etc –

Ask students

how does it

make you feel

Read Aloud: Lou Gehrig,

Luckiest Man

– Houghton

Mifflin

Before

Reading: How does

words choice

impact your

desire to keep

reading a

book?

Student

Connection:

Hook: Display

multiple

images of past

revolutionaries

or well-known

heroes. Ask

students what

these people

have in

common.

Define:

Celebrate;

what does the

word mean to

you?

What if we said

Martin Luther

King was a

celebrated

hero.

What is a

celebrated

hero?

Hook: Army Medal

of Honor

Discuss: What

choice was this

soldier faced with

before he took

action?

How did this choice

make him a hero?

Shared Reading:

Read the first story

up to page 8,

through cloze

reading. Discuss the

facts the author

included in this

secondhand account

about Sgt. Petry and

how these facts

support the Author’s

Claim: These

amazing acts of

courage created

heroes.

Hook:

SU-HU-PU

What are some

famous children

heroes that we

celebrate today?

Define:

Circumstance

Read Aloud:

Choose a

particular Child

Hero that you

think your

students will

relate to most.

Read aloud the

text while noting

the point of view,

the structure of

the text, and how

the word choice

influences you as

a reader.

Hook: Kids

Tsunami Hero

Ask students what

circumstance was

this girl in that

allowed her to

make a heroic

choice?

Read Aloud:

Read Early

Warning System

page 74. And

summarize

through using a

graphic organizer.

Discuss what

makes a good

summary etc.

Hook:Wonder

Trailer

Define the word

bystander

Shared Reading:

Wonder

Begin reading the

text and pre-plan to

stop at certain words

that cause

questioning or

misunderstanding.

Model analyzing the

sentences around

them and clues that

help us understand it

better.

After Reading: use

a passage to fill out

WONDER

CONTEXT

CLUES and model

choosing a word in

the text and using

Hook: Quick

Write:How do you

think others view

you or see you?

Define the words

perspective or

viewpoint.

Shared Reading:

Wonder

Strategy:

Connections

While reading the

text model making

connection to

yourself, world, or

maybe other texts

read in this unit.

Allow students to

then make some

connections as

well. Try to keep

your connections

closely related to

Hook: Share with

students your own

personal heroic

event. An

ordinary event

where maybe you

stood up for

somebody or

something.

Read Aloud: Stand in My Shoes: Kids Learning About Empathy

Define EMPATHY

Discuss how the

character in this

story can relate to

us and how

empathy is

something we feel

under certain

circumstances that

Begin reading the

text and pre-plan to

stop at certain words

that cause

questioning or

misunderstanding.

Model analyzing the

sentences around

them and clues that

help us understand it

better.

After Reading: use

a passage to fill out

HERCULEAN

CONTEXT

CLUES and model

choosing a word in

the text and using

context clues to help

you understand it.

We Do: have

students help you for

your next one

What about

when I read

your writing?

How do you

keep your

reader

interested?

While

Reading:

Purposely (on

page2)

substitute the

following

words or

phrases:

extraordinary

=good,

adoring =

nice,

wherever they

played = play.

Next read

pageagain

without

substitutions.

Ask students

to talk with a

partner about

which version

of the page

would make

them want to

keep reading

and why?

(you can

choose other

pages of the

story to

analyze and

change as

well)

Define:

Perspective

Read Aloud:

From 50

American

Heroes Kids

Should Know;

read about

Walt Disney.

Discuss how

the author’s

words help us

understand the

point or

perspective of

the author.

Model

completing the

GRAPHIC

ORGANIZER for the text.

Model analyzing the

text by completing

the same graphic

organizer from

lesson seed 3

EXTRA: Discuss

the choices these

soldiers made and

how its impacts our

view of them as

heroes.

The author of this

book was very

intentional in how

they presented the

content. We want

to make students

aware of why the

author would

choose to

structure the text

in such a way.

EXTRA: Discuss

what

circumstances

lead to this child’s

heroic actions?

Present students

with an

alternative to that

circumstance, and

if they think the

result would be

the same.

Photo copy table

of contents and

have students

choose one kids to

read and then

write about on

their own.They

must create a

summarized

poster about their

heroic event.

context clues to help

you understand it.

We Do: have

students help you

for your next one

viewpoint or

perspective.

Questions to

consider while

reading: What

would it take to

stand up for

August?

Are there any

bystanders in this

chapter?

What are the

circumstances the

students at school

are faced with?

After reading

model completing

the first section of

the graphic

organizer POINT

OF VIEW: HOW

OTHERS SEE

THINGS by going

back and re-reading

then filling it out

through thinking

aloud.

Student will then

re-read on their

own and complete

the organizer with a

partner.

help us make

heroic choices.

Model: The

writing process

for a personal

narrative by using

your own

personal

experience.

Visit the website

Heroes In the

Crowd and share

with students that

we will submit

their stories to

these authors for

consideration in

their book. You

can explore the

site further and

challenge students

to brainstorm

what we can do as

a class to fight

bullying in our

school. Then we

can write about

that and send it to

them as well.

Teachers choice.

After

Reading: Go

back and talk

about the

author’s word

Asking

students to

point out

words that

cause feeling

or emotion?

How would

the text be

different if

other words

were used?

Student

Strategies

Evaluating

Drawing

Conclusions

Analyzing

Justifying

Analyze

Improving

Solutions

Making

Connections

Comparing

Analyze

Citing

Evidence

Justifying

Looking at

Author’s

Craft/Structure

Drawing

Conclusions

Analyze

Citing Evidence

Justifying

Looking at Author’s

Craft/Structure

Drawing

Conclusions

Evaluate

Identify Key

Information

Justify

Analyze

Practical

Thinking

Summarizing

Comprehending

Creating

Citing Evidence

Evaluating

Drawing

Conclusions

Analyzing

Justifying

Comparing

Analyzing

Evaluating

Justifying

Citing Evidence

Inferencing

Writing

Drawing

Conclusion

Creating

Connections

Practical

Thinking

Text

Resource

Hercules: The man, the myth, the Hero

Lou Gehrig,

Luckiest Man

– Houghton

Mifflin

50 American Heroes Kids Should Know

By: Dennis Denenberg & Lorraine Roscoe

Partner Work: Photocopy from the 50 American Heroes book: provide students with text for analyzing. Possible Choices:

Today’s Army

Heroes

By: Joyce Markovics

The Barefoot Book of Heroic Children

By: Rebecca Hazell

Real Kids, Real

Stories, Real

Change:

Courageous

Actions Around

the World

By: Garth

Sundem

Wonder (B&N

Exclusive Edition)

By: R. J. Palacio

Wonder (B&N

Exclusive Edition)

By: R. J. Palacio

Stand in My Shoes: Kids Learning About Empathy

By: Bob Sornson

Harriet Tubman, Jackie Robinson, Rosa Parks, Martin Luther King Jr, Abraham Lincoln, George Washington Carver, Cesar Chavez.

Assessment Exit Ticket:

GRAPHIC

ORGAZNIER

HERCULES

CONTEXT

CLUES

Students complete

the organizer using

the text to help

them identify

unknown words

using context clues.

Quick Write: How

do good readers

use context clues to

gain a better

understanding of

what they are

reading?

Exit Ticket:

Photocopy

one page of

the text – your

choice.

Have students

circle one

specific word

or statement

that uses

emotion.

Have students

justify why

they chose

this words,

and why they

think the

author chose

this word.

Student can

also extend

their thinking

by identifying

a synonym

that might be

more

appealing to

the reader.

VOICE –

mentor text:

Lou Gehrig,

Independent

Partner

Practice:

Students will

read a

photocopied

passage of their

choice with a

partner and

complete the

same organizer

you modeled

with

GRAPHIC

ORGANIZER

WHAT IS

THE

AUTHORS

POINT

Independent

Practice: Students

read the next

chapter on their own

and analyze using

the same

GRAPHIC

ORGANIZER

WHAT IS THE

AUTHORS

POINT.

Quick Write: How

does analyzing text

evidence help

identify an author’s

perspective?

Partner Work: Xerox another

child hero from

the book and have

students mark on

the page

analyzing the

structure of the

text, circling

words that are

‘emotional,’ and

then have them

come up with a

response to the

focus questions

together:

Why might an

author choose a

specific structure

when writing their

stories?

Quick Write

DAY ONE:

What are the

characteristics of

a good summary?

SUMMARY

QUICK WRITE

Independent

Practice THE

NEXT DAY:

Give students a

copy of the person

they chose to read

and write about.

They will

complete the

EVERDAY KID

HERO POSTER

PLANNING

GUIDE. Which

they will then turn

into a poster

presentation to

share with the

class.

IDEAS-

Mentor text:

Real Kids, Real

Stories, Real

Change:

Courageous

Exit Ticket:

GRAPHIC

ORGAZNIER

WONDER

CONTEXT

CLUES

Students read the

next chapter and

complete the

organizer using the

text to help them

identify unknown

words using context

clues.

Independent

Practice:

POINT OF

VIEW: HOW

OTHERS SEE

THINGS

Students will re-

read the chapter we

read and fill out the

organizer to help

them keep track of

how August views

himself and how

feel feels others

view him.

Quick Write: How

do multiple

perspectives help

you understand the

characterization of

August?

Performance

Task: I can write

a narrative about a

real experience

related to heroic

choices by using

effective word

choice and clear

sequencing

Luckiest Man

– Houghton

Mifflin

Quick Write: How does an

author’s word

choice impact

a story?

Actions Around

the World

Science/Social Studies

Unit 6 Social Studies and Science - Learning Standards / Concepts and Skills & Related Topics

Term 3

Social

Studies

Science Learning Standards – Science and Technology

Objectives:

Appraise a real world problem that can be addressed by using creative engineering designs

Analyze the most effective methods of demonstrating a real world problem

Create a building that can withstand an Earthquake

Vocabulary:

Gear

Ratio

Blueprint

Engineer

Experiments:

Gear Ratios

Gumdrop Design

Kite Experiment

Literature:

Albert Einstein (reading a-z) guided reading questing, sequencing

Ben Franklin (reading a-z book) elements of a biography

Thomas Edison (reading a-z book) summarizing

Engineering Design Process (packet) go over the steps to design process

Other resources

Ben Franklin Video

Albert Einstein Video

Thomas Edison Video

Engineering and Design

4.3-5-ETS1-3. Plan and carry out tests of one or more design features of a given model or prototype in which variables are controlled and failure points are

considered to identify which features need to be improved. Apply the results of tests to redesign a model or prototype.*

4.3-5-ETS1-5(MA). Evaluate relevant design features that must be considered in building a model or prototype of a solution to a given design problem.*