4.4.5LA


 * Grade: 4Unit: 4 Week: 5** **Content: ELA Dates: 2/4-2/8**


 * Theme **** : ** Revolutionaries from the Past
 * This eight-week unit invites students to read historical fiction and poetry from America’s past—including works from the time of the American Revolution. **


 * Theme Essential Question **** : **** What life lessons can we learn from revolutionaries in fiction and nonfiction? **


 * Essential Questions: **
 * 1) How does understanding first and third person narrations assist me in comparing and contrasting the point of view in various stories?
 * 2) How does the structure (chronology, comparison, cause/effect, problem/solution) of text assist us in gaining a deeper understanding of the events, ideas, concepts and information within the text?
 * 3) How does comparing/contrasting firsthand and secondhand accounts of events or topics assist me in describing the focus and information provided?
 * 4) How does using details, reasons, and information assist me in writing an opinion piece on a topic or text?
 * 5) How does the speaker’s supportive points assist us in identifying the reasons and/or evidences?
 * 6) How does choosing flexible strategies assist in determining and clarifying the meaning of unknown, multiple-meaning words and phrases?

**RL.4.6:** Compare and contrast the point of view from which different stories are narrated, including the differences between first- and third-person narrations.
 * Standards **
 * RI.4.5: **Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
 * 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.
 * W.4.1: **Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
 * SL.4.3: ** Identify the reasons and evidence a speaker provides to support particular points.
 * L.4.4: **Determine or clarify the meaning.
 * Objectives **
 * 1) Describe the differences between firsthand accounts (primary sources) and secondhand accounts (secondary sources) in informational text.
 * 2) Order events in informational and literary text chronologically.
 * 3) Discuss and interpret the literal and figuarative meaning of idioms.
 * 4) Identify the reasons that speakers provide to support their positions (e.g, Patrick Henry and Sojourner Truth)
 * 5) Write opinion pieces about people and events explored in reading (e.g., American revolutionaries), supporting your point of view with at least two reasons.

1.Product Compare and contrast the positions of Patrick Henry and Sojourner Truth
 * Assessment **

2.Key Questions (match Standard) What is a position?

3.Observable Student Behaviors (Performance) Dividide students into debate teams. One team will support and oppose Patrick Henry’s position and the other will support and oppose Sojourner Truth’s position. Have students debate their positions in front of an audience.

Autobiography Biography First-Person Point of View Informational Text Structure Major Character Minor Character Point of View Primary Source Secondary Source Third-Person Point of View Writing Style Speech ||  ||   ||
 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * Audience


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) – Teacher Selected From Unit 4 Book List
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writing Workshop **
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)

As a class, keep a chart with the questions and categories listed here of the historical fiction stories and poems we’ve read. Use the information to talk about related information learned from literature.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * 1) **__ Literary Graphic Organizer – (HYS= S/D, S/N, N/L, C/L, and C,Q,O) (MCO=E/C,S,I/C) __**
 * Title and author
 * Text structure(s) used
 * Type of narration (first-person, third-person)
 * Character(s) (major and minor)
 * Does this character remind you of other characters? Who/why?
 * What information was changes that shows you this is historical //fiction?//
 * What did you learn from the major characters?
 * Summary

Write your response on a sticky note, on a whiteboard, or in your journal and share it with a partner before each section of the class chart is filled in. (RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6, RL.4.9)

Let’s compare and contrast the points of view from which these stories and poems are narrated. Which clues/key words provide information about the point of view? How are the narratives different? Look back for specific lines or paragraphs in order to find explicit details from the stories and poems read. (SL.4.1, RL.4.6)
 * 1) **__ Class Discussion- (HYS= S/D, S/N, C,Q,O and G,T,H) (MCO=E/C,I/M,S,R/D) __**

Choose a poem or story and change the point of view from which it is written. In other words, if the story is in first person, rewrite it in third, or if the story is in third person, rewrite it in first. Alternatively, choose a story to write in poetic form, or a poem to rewrite in story form. Discuss with a partner which style of writing you prefer and why. (RL4.6, W.4.4, L.4.1a,b,c,d,e,g; L.4.2)
 * 1) **__ Poetry/Literature Response-(HYS= S/D, S/N, C,Q,O and G,T,H) (MCO=E/C,I/M,S,R/D) __**

As a class, keep a chart using the categories and questions below of information learned about historical events from the American Revolution. Read informational texts about people and events that are both firsthand (primary sources) and secondhand (secondary sources), and talk about how the differences in point of view affect understanding. Does the overall structure of the text (chronology, cause/effect,etc.) affect your understanding of events as they are presented? As the chart is filled in, use the information to talk about what we learned from nonfiction books.
 * 1) **__ Informational Text Graphic Organizer- (HYS=S/D,S/N,N/L,C/L, C,Q,O) (MCO=E/C,S, I/C) __**
 * Person or event
 * Where this took place
 * When this took place
 * What is the historical significance of this event?
 * From whose point of view is this account written?
 * What other significant information do you want to remember about this person or event?
 * Notes about text structure (chronology, cause/effect,etc.)

Following a class discussion of historical events, create a timeline of events that shows the chronology and cause/effect relationship among them. You may use a free timeline generator or make your own. (W.4.2, W.4.4, W.4.7, L.4.1a,b,c,d,e,g; L.4.2)
 * 1) **__ Timeline- (HYS=S/N, N/L,C/L,and C,Q,O) (MCO=E/C,I/M,I/C,S,R/D) __**

Select an author who writes nonfiction in the style of a story, such as Jean Fritz. Conduct research about him/her and why he/she chooses to write about historical topics; take notes in your journal. As you use online sources for your research, be sure to evaluate them for credibility. Share findings as a class. (SL.4.1, W.4.7)
 * 1) **__ Class Discussion/ Author Study-(HYS=S/N, C/L, N/L, and C,Q,O) (MCO=E/C, I/M, I/C, S) __**


 * 1) **__ Class Discussion/ Create a Class Book (HYS= S/D, S/N, N/L, and C,Q,O) (MCO=E/C,I/M, I/C, S) __**

Applying what you have learned from the speeches discussed in this unit, write your own speech expressing an opinion from the point of view of a revolutionary character. Think about the audience as well as the message when writing your speech. Be sure your opinion is supported by two pieces of evidence. Edit your work for the use of the prepositional phrases and spelling (see Standards for more details) before turning it in. You may also record your presentation using a video camera to compare the difference in impact between “seeing” and “hearing” the words. (W.4.1, W.4.7, SL.4.3, L.4.1a,b,c,d,e,g; L.4.2)
 * 1) **__ Speech Writing (Opinion) – (HYS= S/D, S/N,R/R, O/F and C,Q,O) (MCO= E/C,I/M, I/C, R/D, S) __**

After reviewing the structural elements (e.g., casts of characters, settings, descriptions, dialogue, stage directions, etc.) that are unique to drama (i.e., compared to prose), add these elements to a Reader’s Theater script of a historical story. With at least two other classmates, add at least two scenes—one before the script begins and one after the script ends—to make it a one-act, three-scene play; present it as a class. You may record and create a movie from the presentations. (RL.4.5, W.4.4)
 * 1) **__ Dramatization (Narrative) – (HYS= S/N, R/R, N/L, C/L, and C,Q,O) ( MCO=E/C, I/M, I/C, S, R/D) __**

Read and discuss the meaning of “The Flag” by an unknown author. How does the first-person point of view influence your appreciation of the poem? Perform the poem with a classmate. (RL.4.6, SL.4.5)
 * 1) **__ Poetry/ Class Discussion/ Performance- (HYS= S/D, S/N, N/L, C/L, and C,Q,O) (MCO=E/C, S, I/C) __**

Design and create a flag that simultaneously represents your family, your classroom, or your school. Explain the symbolism of the flag in your journal in a first-person narrative, similar to the presentation of “The Flag” (in activity #12) and share it with a classmate. Be sure to edit your work for the use of the prepositional phrases and spelling (see Standards for more details). (RL4.4, SL.4.4, W.4.1a,c,d, L.4.1a,b,c,d,e,g, L.4.2)
 * 1) **__ Poetry/ Writing- ( HYS=S/D, S/N, N/L, R/R) (MCO= E/C, I/M, I/C, S, R/D) __**

As an individual and as a class, keep an index card file of new words learned in this unit (i.e., revolution, revolutionary, revolt, etc.). Keeping the words on index cards will allow you to use and sort the words by spelling features, root words, prefixes, and suffixes add clues to the meaning of the words. Consult reference materials to confirm pronunciations and clarify the meaning of the words and phrases. (//Note:// This will be an ongoing activity all year long.) (L.4.4a,b,c)
 * 1) **__ Word Study- (HYS=S/D, S/N, C/L, G-TH, C,Q,O) (MCO= E/C, I/C, S) __**

As a class, summarize what was learned in this unit as it relates to the essential question (“What life lessons can we learn from revolutionaries in fiction and nonfiction?”). Following the class discussion, individually write a response in your journal. Work with a partner to edit your work for the use of the prepositional phrases and spelling (see Standards for more details), and strengthen the content before turning it in to your teacher. Your teacher may ask you to type your essay and respond to a poll about the unit on the classroom blog. (W.4.9a, W.4.9b, W.4.4, W.4.5, L.4.1a,b,c,d,e,g, L.4.2)
 * 1) **__ Class Discussion/ Reflective Essay- (HYS= S/D, S/N, C/L, C,Q,O) (MCO=E/C, I/M, I/C, S, R/D) __**

As a class, generate a list of the most common prepositions. Your teacher will give you a worksheet of sentences that contain prepositional phrases. (Example: The girl with the blue scarf sang first.) First, circle the preposition and underline the entire phrase. On the next day, your teacher will give you simple sentences (i.e., “The girl sang first.”) and you will work with partners to create prepositional phrases to expand them. Finally, find simple sentences in your own writing and add prepositional phrases to add more details. (L.4.1e)
 * 1) **__ Grammar and Usage- (HYS= S/N, H/P, C/L, and C,Q,O) (MCO=E/C, I/M, I/C, S, R/D) __**

As a class, continue adding to the Mechanics/Grammar bulletin board started in Unit One. Remember, once skills are taught in a mini-lesson and listed on the bulletin board, you are expected to edit your work for these elements before publication. (L.4.1, L.4.2, L.4.3)
 * 1) **__ Mechanics/Grammar Wall- (HYS= S/D, S/N, H/P, R/R, and C,Q,O) (MCO= E/C, I/M, I/C, S, R/D) __**

As a class, continue adding to the Vocabulary Word Wall bulletin board where, throughout the year, you will add and sort words as you learn them in each unit of study. (L.4.4) Compare Copley’s and Wood’s portrayals of Paul Revere. How are they different? Do they have anything common-aside from both showing Revere? Students should think about what they know about Revere and his famous ride as they consider the works. What do you see first in each image? Is it Revere or something else? Each artist meant to tell a story through his painting-can you describe this story? (SL.4.1, SL.4.3, L.4.3)
 * 1) **__ Vocabulary/ Word Wall- (HYS= S/D, S/N, H/P, R/R, and C,Q,O) (MCO= E/C, I/M, I/C, S, R/D) __**
 * 1) **__ Art/Class Discussion-(HYS- S/D, S/N, R/R, N/L, O/F, C,Q,O) (MCO= E/C, I/M, I/C, S, R/D) __**

Write a speech supporting something you believe in
 * Homework **

Audience-a group of people assembled to watch and listen to a show, concert, movie, or speech
 * Terminology for Teachers **

Autobiography-an account of somebody's life written by that person

Biography-an account of somebody's life written by that person

First-person point of view-somebody's opinion or judgment on something or particular way of interpreting or thinking about something

Informational text structure-to organize or arrange something into a whole

Major character-the main person or people portrayed in a book, play, or movie

Minor character-one of the people portrayed in a book, play, or movie

Point of view- The attitude or outlook of a narrator or character in a piece of literature, a movie, or another art form.

Primary source-provide first-hand testimony or direct evidence concerning a topic under investigation. They are created by witnesses or recorders who experienced the events or conditions being documented.

Secondary source-a secondary source of information is one that was created //later // by someone who //did not // experience first-hand or participate in the events or conditions you’re researching

Third-person point of view-The third person point of view is a form of storytelling in which a narrator relates all action in third person, using third person pronouns such as "he" or "she."

Writing style- the manner in which an author chooses to write to his or her audience

Speech- a talk given to an audience

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers ||
 * ** Multicultural Concepts **

** Effective Literacy for Grades 2- 4 ** (ISBN#)
 * Resources **
 * Professional Texts **
 * Professional Texts for 2011-2013 **

// Bringing Words to Life // by Beck et al (9781572307537) // Guiding Readers and Writers Grades 3-6 // by Fountas and Pinnell (9780325003108) // Is That A Fact? Teaching Nonfiction Writing, K-3 // by Tony Stead (1571103317) // Strategies That Work, 2nd edition // by Harvey and Goudvis (9781571104816) // Teaching for Comprehending and Fluency; Thinking, Talking, and Writing About Reading, K-8 by Fountas and Pinnell (0-325-00308-4) // // Teaching for Deep Comprehension // by Dorn and Soffos (9781571104038) // Teaching Reading Sourcebook, 2nd Edition // by Honig, Diamond, and Gutlohn (978-1-57128-457) // The Fluent Reader // by Rasinski (9780439332088) // The Writing Workshop: Working Through The Hard Parts (and They’re All Hard Parts) // by Katie Wood Ray (0-8141-1317-6) // Words Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction, // 4th Edition by Bear, Invernizzi, Templeton, and Johnston (978-0-13-2239684)

// The Secret of Sarah Revere // ( Ann Rinaldi)
 * Literary Texts **

// And Then What Happened, Paul Revere? // (Jean Fritz and Margot Tomes) // Paul Revere (In Their Own Words) // (George Sullivan)
 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **

Sojourner Truth’s “Ain’t I a Women” performed by Kerry Washington
 * Videos **
 * http://www.history.com/topics/sojourner-truth/videos#aint-i-a-woman

The expectation for fourth grade is for students to learn the fifth 100 words by the end of the year.
 * Sight Words **
 * Fry’s List ** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

Narrative Point of View Students will be able to identify and distinguish between a first person, second person, third person limited, and third‐person omniscient narrator.
 * Smartboard Lessons, Promethean Lessons **
 * AEGOM Lesson EG4-022 **

Organizational Patterns Students will be able to define and identify organizational patterns of texts, including cause and effect, comparison and contrast, sequential, problem and solution, and descriptive patterns.
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">AEGOM Lesson EG7-010 **

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">Supporting Details Students will be able to identify the supporting details of a passage or text.
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">AEGOM Lesson EG5-014 **

Biographies and Writing Leads @http://exchange.smarttech.com/details.html?id=7badd606-b12b-4305-ade5-d3cbf283c29d

Idioms @http://exchange.smarttech.com/details.html?id=9a7aac45-4aa4-435d-a39f-29a40771b1ac


 * Other Activities, etc. **
 * Meet the Author: Jean Fritz (Houghton Mifflin Reading)
 * Featured Author: Jean Fritz (Carol Hurst’s Children’s Literature Site)
 * “Indians in the American Revolution” (Wilcomb E. Washburn, speech) (AmericanRevolution.Org)
 * African Americans in the American Revolution (Buzzle.Com)
 * The American Revolution: Lighting Freedom’s Flame (National Parks Service)
 * // In Their Own Words series // (Scholastic)
 * // Readers Theatre for American History // (Anthony D. Fredericks)
 * // Spotlight On America: Extraordinary Women // (Teacher Created Resources) (Robert W. Smith).
 * History Comes Alive: Using Fluency and Comprehension Using Social Studies (ReadWriteThink) (RL.4.5)
 * Looking for the History in Historical Fiction: An Epidemic for Reading (ReadWriteThink) (RI.4.9)
 * Learning About Research and Writing Using the American Revolution (ReadWriteThink) (W.4.7)
 * American Colonial Life in the Late 1700s: Distant Cousins (National Endowment for the Humanities) (RI.4.7)
 * Slave Narratives: Constructing U.S. History Through Analyzing Primary Sources (National Endowment for the Humanities) (RI.4.6)
 * Houghton Mifflin Social Studies Arkansas Studies Chapter Four
 * Scientific Inquiry Episode 1 (Discovery.com)
 * Scientific Inquiry Episode 2 (Discovery.com)

[|Lesson Plan]


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