4.4.2LA


 * Grade: 4 Unit: 4 Week: 2 Content: ELA Dates: 1/14-1/18 **


 * 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. ** 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
 * Standards **
 * 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) Compare and contrast first- and third-person narrations.
 * 4) Discuss and interpret the literal and figurative meaning of idioms.

1.Product Students will illustrate the literal and figurative meaning of two idioms from //Poor Richard’s Almanack// by Benjamin Franklin. 2.Key Questions (match Standard) What is an idiom? What is the difference between literal and figurative? 3.Observable Student Behaviors (Performance) Students may explain their illustrations or act out the two idioms for an audience.
 * Assessment **


 * Vocabulary **

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


 * Literacy Block **
 * Familiar Reading (15 minutes)
 * Phonics/Word Study (30 minutes)
 * Read Aloud (15 minutes) teacher selection
 * 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. 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) (HYS: SD, SN, NL, CL, CQO; MCO: EC, S, IC)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * LITERARY GRAPHIC ORGANIZER **
 * Title and author
 * Text structure(s) used
 * Type of narration (first-person, third-person)
 * Character(s) (major and minor)
 * Does the character remind you of other characters? Who/Why?
 * What information was changed that shows you this is historical fiction?
 * What did you learn from the major characters?
 * Summary

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) (HYS: SD, SN, CQO, GTH; MCO: EC, IM, S, RD)
 * CLASS DISCUSSION **

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. (RL.4.6, W.4.4, L.4.1a,b,c,d,e,g; L.4.2) (HYS: SD, SN, CQO, GTH; MCO: EC, IM, S, RD)
 * POETRY/LITERATURE RESPONSE **

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. 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. (SL.4.3, RI.4.1, RI.4.2, RI.4.5, RI.4.6, RI.4.7, RI.4.9) (HYS: SD, SN, NL, CL, CQO; MCO; EC, S, IC) ** TIMELINE ** 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 online 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) (HYS: SN, NL, CL, CQO; MCO: EC, IM, IC, S, RD) ** CLASS DISCUSSION/AUTHOR STUDY ** 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) (HYS: SN, CL, NL, CQO; MCO: EC, IM, IC, S)  ** CLASS DISCUSSION/CREATE A CLASS BOOK ** Benjamin Franklin coined a number of phrases still used today, and they are found in //Poor Richard’s Almanac//. Illustrate the literal and figurative meaning of two idioms that enhance understanding of the foundations of our country. (RL.4.1, SL.4.1, L.4.5b) (HYS: SD, SN, NL, CQO; MCO: EC, IM, IC, S)  ** WORD STUDY ** As an individual and as a class, keep an index card file of new words learned in this unit. You may also have a nonsense word section where you make up words for animals (based on Scranimals) using new prefixes and suffixes learned until this point in the year. Each index card should include the word, a definition, the word in a sentence, and, for the nonsense words, an illustration. Keeping the words on index cards will allow you to use and sort the words by meaning and spelling features. (Note: This will be an ongoing activity all year long.) (L4.4a, L4.4b) (HYS: SD, SN, CL, CQO, GTH; MCO: EC, IC, S)  ** 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, IM, IC, S, RD) ** 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, IM, IC, S, RD)
 * INFORMATIONAL TEXT GRAPHIC ORGANIZER **
 * 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 to dyou want to remember about this person or event?
 * Notes about text structure (chronology, cause/effect, etc.)

Create a class almanac and assign students the task of creating different parts in order to create a complete almanac
 * 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

** 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 **

Resources

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

// 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)

** Stories ** // Poor Richard's Almanack // (Benjamin Franklin) (weeks 1-8) // The Mystery on the Freedom Trail // (Real Kids, Real Places) (Carole Marsh) (week 2)
 * Literary Texts **

** Biographies ** // Abigail Adams: Girl of Colonial Days // (Childhood of Famous Americans Series) (Jean Brown Wagoner)** (weeks 1-8) // Susan B. Anthony: Champion of Women's Rights // (Childhood of Famous Americans Series) (Helen Albee Monsell)** (weeks 1-8) ** Nonfiction Books ** // Crispus Attucks: Black Leader of Colonial Patriots // (Childhood of Famous Americans) (Dharathula H. Millender and Gary Morrow)** (weeks 1-8) // Molly Pitcher: Young Patriot // (Childhood of Famous Americans) (Augusta Stevenson)** (weeks 1-8) // The Revolutionary War // (True Books: American History) (Brendan January) (week 2) // Why Don't You Get a Horse, Sam Adams? // (Jean Fritz and Trina Schart Hyman)(week 2) ** Suggested texts for guided reading/literature circles
 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **

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 ** []

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.
 * AEGOM Lesson EG7-010 **

Supporting Details Students will be able to identify the supporting details of a passage or text.
 * AEGOM Lesson EG5-014 **

American Revolution Timeline [] The Road to Revolution [] Causes of the Revolutionary War []

[|Scientific Inquiry Episode 2 (Discovery.com)]
 * 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
 * Lesson plan using //Why Don’t You Get a Horse, Sam Adams?// []
 * [|School House Rock: The Shot Heard Round the World]
 * [|School House Rock: Fireworks]
 * [|School House Rock: No More Kings]
 * [|Scientific Inquiry Episode 1 (Discovery.com)]

Click here for Word document. Click cancel when asked for a username and password.


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Matrix ||=  ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||= Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||
 * = ===Math=== ||= [[image:commoncorepcssd3/Actions-insert-table-icon.png link="commoncorepcssd3/4_1MMatrix"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]