4.5.4LA


 * Grade: 4Unit: 5 Week: 4** **Content: ELA Dates: 4/1-4/5**

Grade: 4 Unit: 5 Week: 4 Content: ELA Dates: 4/1-4/5

Theme: Stories of the Earth and Sky This four-week unit pairs Native American stories with informational text about the earth and sky.

Theme Essential Question: How are the earth and sky portrayed in fiction and nonfiction?

Essential Questions:
 * 1) How does my knowledge of language and its conventions assist me when writing, speaking, reading or listening?
 * 2) How does comparing and contrasting the treatment of similar themes and topics help me understand stories, myths, and traditional literature from different cultures.
 * 3) How does interpretation of information presented visually, orally and quantitatively assist me in understanding the text?
 * 4) How does developing real or imagined experiences or events using effective technique, descriptive details, and clear event sequences assist me in writing narratives?
 * 5) How can using appropriate facts and details assist me in reporting on a topic or text, tell a story, or recount an experience in a clear understandable speaking pace?

Standards 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 from different cultures. RI.4.7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears. W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Objectives
 * 1) Explain how knowledge of a topic (e.g., Native American mound builders, the earth, the sun, the moon, and the stars) increases understanding of literature that addresses the topics (e.g., Native American stories).
 * 2) Summarize information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) using appropriate facts and descriptive details.
 * 3) Write a story based on a painting (e.g., Vincent van Gogh’s Starry Night; El Greco’s View of Toledo) incorporating factual information and stylistic techniques used by authors.

Assessment 1.Product Students will research and create a three-diminsional model showing how they understand the essential questions and theme. This product could be a model of the Native cultures studied or of what is learned about space. Key Questions (match Standard)


 * 1) Summarize information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) using appropriate facts and descriptive details.


 * 1) Observable Student Behaviors (Performance) Students will write and read/recite their findings to the class.

Vocabulary

Artistic license Details Facts Legend Lore Myth Narrative writing Research Theme Word choice

Literacy Block Reading Workshop Writing Workshop
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) The Mission Possible Mystery at Space Center Houston (Real Kids, Real Places) (Carole Marsh)
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * Writer’s talk/Mini Lesson (10 minutes)
 * Independent Writing/Guided Writing/Investigations (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)

Suggested Activities [see Legend to highlight MCO and HYS]

INTRODUCTORY ACTIVITY/CLASS DISCUSSION Included in the unit are various books about Native American traditions and cultures. While reading some of these books, notice instances in which the Native Americans’ respect for the earth and sky is described or inferred. Your teacher will ask you to write, on sticky notes or in your journal, how the earth and sky are described in Native American literature and to compare the portrayals with what you already know about these optics. Do you have any stories about the earth or sky that you were told by your family when you were young? (RL.4.3, RL.4.9, SL.4.1, SL.4.2, L.4.3) (HYS: SD, SN, CQO MCO: EC, IC, RD)

LITERARY GRAPHIC ORGANIZER As a class, keep a chart of information learned about constellations using the categories below. With a partner, research a constellation on the Internet. Be sure to evaluate your sources for credibility, citing only the sources that gave you the most relevant and useful information. In your journal, write what you learn, as well as where you found the information, in case you need to go back to find a reference. Present your findings to the class. As a class, complete the class chart of all the constellations. (SL.4.2, SL.4.3, SL.4.4, W.4.7, RI.4.1, RI.4.3, RI.4.7, RI.4.8, RI.4.9) (HYS: SD, SN, NL, CL, CQO MCO: EC, S, IC)
 * Constellation Name
 * Where does the name come from?
 * What is the definition of a constellation?
 * What is unique about this constellation?
 * What does it look like? (Draw a picture.)

WRITING ABOUT A FAVORITE STORY (OPINION WRITING) Of the stories read in this unit, which was your favorite, and why? Choose a story about which to write a well-developed essay. Support your opinion by citing details from the favorite text. Edit your work for complete sentences, punctuation, and use of language and conventions (see Standards for more details) before turning it in to your teacher. Your teacher may ask you to type your opinion paper for publication on a class blog about the books read in this unit. (W.4.1, L.4.3, L.4.5, L.4.1, L.4.2, L.4.3) (HYS: SD, SN, RR, OF, CQO MCO: EC, IC, RD, IM, S) CLASS DISCUSSION Read and discuss the meaning of the poem “Indian Names” by Lydia Howard Huntley Sigourney. What is the message of the poem? Locate the rivers from the poem on a map of the United States. Discuss additional names of places whose names may have Native American origins, especially local places, and keep an ongoing list in your journal. Divide the poem into stanzas, and, with a group of three other classmates, perform the poem as a quartet. Record the readings using a video camera to compare the similarities and differences in expression used by different groups. (RL.4.4, SL.4.1, SL.4.4c, L.4.3) (HYS: SD, SN, OF, CQO, GTH MCO: EC, IM, S, RD)

CLASS DISCUSSION Let’s compare and contrast how the earth and sky are treated in Native American stories and other texts. Look back in the stories and poems we’ve read for specific lines or paragraphs in order to find specific details. (SL.4.1; RL.4.9, L.4.3) (HYS: SD, SN, OF, CQO, GTH MCO: EC, IM, S, RD)

ART, SPEAKING AND LISTENING View Stieglitz’s and Celmins’s works closely. Ask students to guess which work is a photograph and which one a drawing. What is happening in each image of the sky? How has the artist depicted the sky? What types of artistic techniques has he or she employed? Is one depiction more mysterious than the other? (SL.4.1, SL.4.3) (HYS: SD, SN, HP, RR, CQO MCO: EC, IC, IM, R, SD)

ART, INFORMATIVE WRITING, ORAL PRESENTATION Study Millet’s and Constable’s works closely. Note that they both include earth and sky and an individual figure. Students should compare and contrast the two works, answering questions such as: What different choices did each painter make to distinguish between the earth and sky, land and air—colors, textures, light? What role does the figure play in the work? Next, students should write a short essay outlining their responses. Have students present the works, along with their essay, to the class. (SL.4.1, SL.4.3, L.4.3) (HYS: SD, SN, HP, RR, CQO MCO: EC, IC, IM, R, SD)

INFORMATIONAL TEXT GRAPHIC ORGANIZER As a class, keep a chart with the categories listed here of the Native American and other stories the class read about the earth and sky. As the chart is completed, use the information to talk about what the class learned from literature. Code your book with sticky notes, or write your response on a whiteboard or in your journal, before each section of the class chart is filled in. (RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.9) (HYS: SD, SN, NL, CL, CQO MCO: EC, S, IC)
 * Title and author
 * Which culture is this story from?
 * What role does the earth or sky play in this story? (e.g., personified character, setting, etc.)
 * What is important about the character’s interaction with the earth or sky?
 * Summary
 * Theme of the story
 * What is unique about this story’s portrayal of the earth and/or sky?

MECHANICS/GRAMMAR WALL 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) (HYS: SD, SN, HP, RR, CQO, MCO: EC, IC, IM, R, SD)

JOURNAL WRITING Following partner presentations about constellations (see Reading Informational Text, Research, Oral Presentation activity), write a summary of what you learned, using appropriate facts and descriptive details. (W.4.2, W.4.4, W4.7, L.4.1, L.4.2, L.4.3) (HSY: SD, SN, CL, CQO MCO: EC, IC) WORD STUDY Let’s examine words that describe the earth and sky. As an individual and as a class, keep an index card file of new words learned in this unit (i.e., astronaut, astronomer, constellation, eclipse, etc.). Keeping the words on index cards will allow you to use and sort the words by spelling feature, root words, prefixes, and suffixes. Find prefixes (astro-) and suffixes (-ologist, -ology) and discuss how the prefixes and suffixes add clues to the part of speech and 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.) In addition, you may be asked to create an individual semantic map of related words in order to help you explore understanding of the interconnectedness of words related to the earth and sky. (L.4.4a,b,c) (HYS: SD SN, CL, CQO, GTH MCO: EC, IC, S)

CLASS DISCUSSION AND INFORMATIVE/EXPLANATORY WRITING As a class, summarize what was learned in this unit as it relates to the essential question (“How are the earth and sky portrayed in fiction and nonfiction?”). Following the class discussion, write your response in your journal. Work with a partner to edit and strengthen your writing. Shape your response into an informative/explanatory essay before sharing with 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.4.1, L.4.2; L.4.3) (HYS: SD, SN, CL, CQO MCO: IC, S)

GRAMMAR AND USAGE Read a book such as Eats, Shoots, and Leaves by Lynne Truss as a class and discuss how the placement of the comma changes the meaning of the sentences. Make a list of times when commas are used for effect (i.e., after an introductory phrase: After she went to the movie, she wanted to read the book.) Choose a piece of your own writing and circle punctuation used (reviewing periods, exclamation points, and question marks in addition to commas). Read your writing aloud to a partner and decide if the punctuation used gives the desired effect. Revise as necessary. (L.4.3b) (HYS: SD, SN, HP, RR, CQO MCO: EC, IC, IM, R, SD)

VOCABULARY/WORD WALL 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) (HYS: SD, SN, HP, RR, CQO MCO: EC, IC, IM, R, SD)

Homework Students began their research about a Native American Tribe from the state of Arkansas in order to create a multimedia presentation during week 3. Homework should be the creation of the multimedia or visual representation of the written work.

Terminology for Teachers Details: all of the individual parts that together make up a whole Facts: something that can be shown to be true, to exist, or to have happened Legend: a story that has been passed down for generations, especially one that is presented as history but is unlikely to be true Lore: acquired knowledge or wisdom on a subject such as local traditions, handed down by word of mouth and usually in the form of stories or historical anecdotes Myth: a set of often idealized or glamorized ideas and stories surrounding a particular phenomenon, concept, or famous person Narrative writing: a story or an account of a sequence of events in the order in which they happened Research: methodical investigation into a subject in order to discover facts, to establish or revise a theory, or to develop a plan of action based on the facts discovered Theme: a distinct, recurring, and unifying quality or idea Word choice: making a conscious choice of words in writing

Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination High Yield Strategies Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice | Non-Linguistic representation | Cooperative Learning | Objectives/Feedback | Generating-Testing Hypothesis | Cues, Questions, Organizers || ||
 * || Multicultural Concepts

Resources

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

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)

Literary Texts
 * Space Explorers (The Magic School Bus Chapter Book, No. 4) (Eva Moore and Ted Enik)
 * G Is for Galaxy (Janis Campbell, Cathy Collison, and Alan Stacy)

Informational Texts
 * Space: A Nonfiction Companion to Midnight on the Moon (Magic Tree House Research Guide, No. 6) (Mary Pope, Wil Osborne and Sal Murdocca)
 * Can You Hear A Shout In Space? Questions and Answers About Space Exploration (Scholastic Question and Answer) (Melvin Berger, Gilda Berger and Vincent Di Fate) (EA)

Art, Music, and Media Art
 * Albert Pinkham Ryder, Seacoast in Moonlight (1890)
 * Alfred Stieglitz, Equivalents (1923)
 * El Greco, View of Toledo (c. 1595)
 * Jean-François Millet, Landscape with a Peasant Women (early 1870s)
 * John Constable, Hampstead Heath, Looking Towards Harrow at Sunset (1823)
 * John Constable, Study of Clouds (1822)
 * Louisa Matthíasdóttir, Gul (1990)
 * Piet Mondrian, View from the Dunes with Beach and Piers (1909)
 * Vija Celmins, Untitled #3 (Comet) (1996)
 * Vincent van Gogh, The Starry Night (1889)

Manipulatives

Games

Videos

Sight Words Fry’s List [] The expectation for fourth grade is for students to learn the fifth 100 words by the end of the year.

Smartboard Lessons, Promethean Lessons AEGOM Lesson EG5-019 Summarize and Paraphrase Students will be able to distinguish between quoting, summarizing, and paraphrasing.

AEGOM Lesson EG6-014 Irrelevant Information Students will be able to identify irrelevant information included in a passage or text.

[]
 * Introduces students to all the inner and outer planets.

[|http://exchange.smarttech.com/search.html?q=space&subject=Mathematics&subject=Cross-curricular&subject=English+Language+Arts&subject=Science&grade=Grade+6&grade=Grade+4&grade=Grade+5&region=en_US#type=smart%20notebook%20lessons&page=2]
 * This lesson was designed to go with a space unit. It describes the importance of the Sun, differentiates the the planets by their location and composition, reviews the importance of Earth's movements and introduces asteroids, constellations.


 * 4th grade solar system lessons using graphic organizers called "Thinking Maps".

[]

Other Activities, etc.
 * [|Our Earth as Art Gallery (NASA, Goddard Space Flight Center)]
 * [|Star Bright, Starry Night (artLibrary)]
 * [|NASA: Spirit of Discovery, Stars and Constellations (Southeast Missouri State University)]
 * [|Native American Lore]
 * [|Constellation Myth Project (MiddleSchoolScience.Com)] (W4.3)
 * [|Science Writer Seymour Simon was Born in 1931 (ReadWriteThink)] (W.4.7)
 * [|Earth Verse: Using Science in Poetry (ReadWriteThink)] (RL.4.5)
 * [|Integrating Literacy Into the Study of the Earth’s Surface (ReadWriteThink)] (W.4.7)
 * [|"Somebody-Wanted-But-So”] (West Virginia Department of Education)
 * [|Educator’s Guide to Eats, Shoots & Leaves]

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