4.4.4LA


 * Grade: 4Unit: 4 Week: 4** **Content: ELA Dates: 1/28-2/1**


 * 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. 1.Product Students will collect first and secondhand accounts of an event that has happened within their family. Students will compare and contrast each account and then write about the event from either perspective.
 * Standards **
 * 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) Compare and contrast first- and third-person narrations.
 * 4) Discuss and interpret the literal and figurative meaning of idioms.
 * Assessment **

Key Questions (match Standard) How do firsthand accounts differ from secondhand accounts? What point of view do I use when writing from a primary sources point of view? What point of view do I use when wrting from a secondary sources point of view?

Observable Student Behaviors (Performance) Students will present their writings to class and answer three questions from audience about their family event. 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 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)

**__ Class Discussion/Create A Class Book __**
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Benjamin Franklin coined a number of phrases still used today, and they are found in //Poor Richard’s Almanac//.What did Ben Franklin hope people would learn from these phrases? Compile these illustrations into a class book to share (e.g., with younger students), and try to incorporate the phrases you learned into your daily writing and speaking.(RL.4.1, SL.4.1, L.4.5b) ** IC, S **** HYS: S/N, R ** /**R**, **H/P, N-L,** **CL,** **O/F, C,Q,O**


 * __ Speech Writing/Opinion __**


 * Revolutionaries aren’t always popular during the time that they live, but they believe in something so poasionately that they are willing to go out on a limb to express their beliefs. Think about a curent event that you believe everyone should understand. Write a speech, supported by two pieces of evidence, about your thoughts and ideas, and present it to the class. Edit your work for the use of prepositional phrases and spelling (see Standards for more details) before turning it in. You **may** record your presentation using a video camera. (W.4.1, W.4.4, W.4.5, W.4.6, W.4.8, SL.4.5, L.4.1a,b,c,d,e,g; L.4.2, L.4.5) IC, S, E/C HYS: S/N, H/P, O/F

(RL.4.7, RL.4.9, RI.4.7, RI.4.9, SL.4.1) ** IC, S **** HYS: S/N, R ** /**R**, **H/P, N-L,** **CL,** **O/F, C,Q,O**
 * __ Media/Class Discussion __**
 * Independently or as a class, view the video “Too Late to Apologize”(see Art, Music, and Media). The first time, talk about the meaning and historical significanceof the words. Then view the video a second time, stopping to discuss the images used and how they represent America’s past in a contemporary manner. Optional extension: create or remix your own music video to accompany your speech (from activity #14).

**__ Class Discussion/Letter Writing (Informational/Explanatory) __** **__ Media/Class Discussion __** **__ Word Study __** **__ Mechanics and Grammar Wall __** **__ Vocabulary/Word Wall __**
 * With a partner, discuss the message of Patrick Henry’s speech “Give Me Liberty or Give Me Death.” Then, discuss the message of his speech as a class within the context of learning about the American Revolution. Does knowing historical information change your understanding of the message? Why or why not? Then, individually, write a letter to Patrick Henry, explaining your reactions to the message of his speech. Be sure to support your opinion by referring back to a specific line or quotation from his speech. Edit your work for the use of the prepositional phrases and spelling (see Standards for more details) before turning it in. (W.4.1, SL.4.1, SL.4.3, SL.4.4, L.4.1a,b,c,d,e,g, L.4.2) ** E ** /**C**, **IC**, **S**, **HYS:** **R**/**R**, **S**/**N, CL, O**/**F**
 * Independently or as a class, view the video “Too Late to Apologize” (see Art, Music, and Media). The first time, talk about the meaning and historical significance of the words. Then view the video a second time, stopping to discuss the images used and how they represent America’s past in a contemporary manner. Optional extension: create or remix your own music video to accompany your speech (from activity #14). (RL.4.7, RL.4.9, RI.4.7, RI.4.9, SL.4.1) ** E ** /**C, IC**, **S,** **R**/**D** ** HYS: ** **S**/**N, R**/**R** ** H ** /**P,** **CL,** **O**/**F,**
 * 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) ** E ** /**C** **I**/**M,** **IC, S,** ** HYS: ** **R**/**R,** **H**/**P,** **CL,** **O/F**
 * 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) ** E ** /**C** **I**/**M,** **IC, S,** ** HYS: ** **R**/**R,** **H**/**P,** **CL,** **O/F**
 * 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) ** EC **, ** IC, S ** , **R**/**D** **HYS: R**/**R,** **H**/**P,** **CL,** **O/F**

**__ Grammar and Usage __**
 * 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 theblue scarf sang first.) First, circle the preposition and underline the entire phrase. On thenext day, your teacher will give you simple sentences (i.e., “The girl sang first.”) and youwill 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) ** E ** /**C,** **IC,** **S,** ** HYS ** : ** R ** /**R, H**/**P,** ** CL O ** /**F**, ** C ** , **Q**, **O**

Have students create a timeline of their lives
 * 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 ** ** 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)

**Suggested texts for Guided Reading/Literature Circle grouping.
 * Literary Texts **
 * // Heroes of the Revolution // (David A. Adler and Donald A. Smith) week 3
 * // Poor Richard's Almanack // (Benjamin Franklin) (Read Aloud) weeks 1-8
 * // The American Revolutionaries: A History in Their Own Words 1750-1800 // (Milton Meltzer) weeks 3-4
 * // 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//
 * // 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//


 * Informational Texts **
 * // If You Lived At The Time Of The American Revolution // (Kay Moore and Daniel O’Leary) //weeks 3-4//
 * // Where Was Patrick Henry on the 29th of May? // (Jean Fritz and Margot Tomes) //week 3//
 * // The Secret Soldier: The Story Of Deborah Sampson // (Scholastic Biography) (Ann McGovern, Harold Goodwin, and Katherine Thompson) //week 4//


 * Art, Music, and Media **
 * School House Rock, AMERICA ROCKS

** under additional resources see readwritethink lesson
 * Manipulatives **


 * Games **


 * Videos **

Video: Writing Activities for Elementary Students | eHow.com

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 **


 * American Revolution Timeline@http://exchange.smarttech.com/details.html?id=a561f488-c9c9-46d7-a346-582378c103b5
 * The Road to Revolution @http://exchange.smarttech.com/details.html?id=94ba93d4-3f85-480a-aa70-6df313d7de2e
 * Causes of the Revolutionary War @http://exchange.smarttech.com/details.html?id=d897dc59-9b4c-49fd-98e9-e19a0f8878e1


 * Other Activities, etc. **


 * “George Washington” (Rosemary and Stephen Vincent Benet) Poetry
 * “Give Me Liberty or Give Me Death” (Patrick Henry, March 23, 1775) Speech
 * 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
 * School House Rock: The Shot Heard Round the World
 * School House Rock: Fireworks
 * School House Rock: No More Kings
 * @http://teacher.scholastic.com/writewit/speech/writeit.htm
 * @http://www.readwritethink.org/classroom-resources/lesson-plans/vote-developing-writing-evaluating-414.html **
 * Scientific Inquiry Episode 1 (Discovery.com)
 * Scientific Inquiry Episode 2 (Discovery.com)

Lesson Plan


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