4.4.8LA


 * Grade: 4Unit: 4 Week: 8** **Content: ELA Dates: 2/25-3/1**


 * 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.
 * 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) Compare and contrast first- and third-person narrations.
 * 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 reasons.

1.Story/Poem: Students are to chose a poem/story to write in the opposite format. They can write a poem in a story format or a story in a poetic format. They have the option of choosing and discussing their ideas with other students in order to gain feedback for their writing. 2.Key Questions 3.Observable Student Behaviors
 * Assessment **
 * 1) How can I change a poem into a story?
 * 2) How can I change a story into a poem?
 * 3) What events can be used to enhance my writing?
 * 1) Students are focused on writing
 * 2) Students are using the writing process.

Autobiography Biography First-person point of view Informational text structure Major character <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Minor character <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Point of view <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Primary source <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Secondary source <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Third-person point of view <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Writing style <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">Speech ||  ||   ||
 * Vocabulary **
 * ** ELA ** ||  ||   ||
 * <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 11px; vertical-align: top;">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)

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">LITERARY GRAPHIC ORGANIZER ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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) **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">INFORMATIONAL TEXT GRAPHIC ORGANIZER ** <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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) **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">SPEECH APPRECIATION ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">SPEECH WRITING (OPINION) ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">WORD STUDY ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">CLASS DISCUSSION/REFLECTIVE ESSAY ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">MECHANICS/GRAMMAR WALL ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">VOCABULARY/WORD WALL **
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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.
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Title and author
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Text structure(s) used
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Type of narration (first-person, third-person)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Character(s) (major and minor)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Does this character remind you of other characters? Who/why?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">What information was changed that shows you this is historical fiction?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">What did you learn from the major characters?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Summary
 * <span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">POETRY/LITERATURE RESPONSE **
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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.
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Person or event
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Where this took place
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">When this took place
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">What is the historical significance of this event?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">From whose point of view is this account written?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">What other significant information to dyou want to remember about this person or event?
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Notes about text structure (chronology, cause/effect, etc.)
 * <span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 14px;">TIMELINE **
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">Listen to your teacher read Sojourner Truth's "Ain't I a Woman?" and discuss the message. Then, look online to find Frances D. Gage's memories of listening to Sojourner Truth's speech. Compare the text of the speech with what Gage remembers. What are the similarities and differences? Do the points of view differ? How do Gage's memories enhance your understanding of the speech? Share your answers to these questions with a partner before participating in a class discussion. (RI.4.6, SL.4.3) (HYS: SD, SN, CL, CQO MCO: EC, IM, IC, S, RD)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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) (HYS: SD, SN, RR, CQO, OF MCO: EC, IM, IC, S, RD)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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) (HYS: SD, SN, CL, CQO MCO: EC, IC, IM, S, RD)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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, S, RD)
 * <span style="color: #595959; font-family: 'Verdana','sans-serif'; font-size: 11px;">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, S, RD)


 * 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 //<span style="font-family: 'Arial','sans-serif';">later // by someone who //<span style="font-family: 'Arial','sans-serif';">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 **

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

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Poems ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Stories **
 * Literary Texts **
 * <span style="color: #595959; font-family: Verdana,sans-serif; font-size: 15px; vertical-align: top;">“A Tragic Story” (William Makepeace Thackeray)
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">John Henry: An American Legend //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;"> (Ezra Jack Keats) Weeks 7 - 8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Navajo Long Walk //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(The Council for Indian Education) (Nancy M. Armstrong and Paulette Livers Lambert) Weeks 7-8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Poor Richard's Almanack //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;"> (Benjamin Franklin) (Read Aloud) Weeks 1-8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Trail of Tears //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Step-Into-Reading, Step 5) (Joseph Bruchac) Weeks 7 - 8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">War Comes to Willy Freeman //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Arabus Family Saga) (James and Christopher Collier) Weeks 7 - 8

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Biographies **
 * Informational Texts **
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Abigail Adams: Girl of Colonial Days //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Childhood of Famous Americans Series) (Jean Brown Wagoner) **Weeks 1-8**


 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Sojourner Truth: Ain't I a Woman? //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Scholastic Biography) (Patricia C. and Frederick McKissack) Weeks 1-8 **

<span style="font-family: Georgia,serif; font-size: 15px; vertical-align: top;">**Suggested activity: use these books for Guided Reading/Literature Circles.** <span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Speeches **
 * ** //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Susan B. Anthony: Champion of Women's Rights //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Childhood of Famous Americans Series) (Helen Albee Monsell) ** Weeks 1-8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Crispus Attucks: Black Leader of Colonial Patriots //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Childhood of Famous Americans) (Dharathula H. Millender and Gary Morrow) **Weeks 1-8**
 * ** //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Molly Pitcher: Young Patriot //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">(Childhood of Famous Americans) (Augusta Stevenson) ** Weeks 1-8
 * //<span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Aint I a Woman? (May 29,1851, Sojourner Truth) Week 7 & 8 //

**<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Art ** **<span style="color: #842a30; font-family: 'Georgia','serif'; font-size: 15px;">Media **
 * Art, Music, and Media **
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Grant Wood, //Midnight Ride of Paul Revere// <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;"> (1931)
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">John Singleton Copley, //Paul Revere// <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;"> (1768) <span style="color: black; font-family: Verdana,sans-serif; font-size: 15px; text-decoration: none;">[|1]
 * <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;">Rock and Revolution, <span style="color: black; font-family: Verdana,sans-serif; font-size: 15px;">“Too Late to Apologize” <span style="font-family: 'Verdana','sans-serif'; font-size: 15px;"> (2010)


 * 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 ** @http://www.uniqueteachingresources.com/Fry-1000-Instant-Words.html

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">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 **
 * <span style="color: black; font-family: 'Calibri','sans-serif'; font-size: 15px;">AEGOM Lesson EG4-022 **

<span style="font-family: 'Calibri','sans-serif'; font-size: 15px;">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 **

Abolitionist vs. Suffragists
 * @http://exchange.smarttech.com/details.html?id=31427b16-176a-4244-9791-822338b4b8af

@http://www.ouramericanrevolution.org/ @http://edtech.kennesaw.edu/web/amrevol.html
 * Other Activities, etc. **
 * Lesson Plan with activities for use with Sojourner Truth @http://teacherlink.ed.usu.edu/tlresources/units/byrnes-famous/sojourn.html
 * This American Revolution (Colonial Williamsburg) webpage has podcasts that are clearly narrated as well as additional multi-media activities.
 * Through Our Fathers' Eyes: Using Art & Primary Sources to Explore Causes of the American Revolution - 4th Grade Lesson Plan @http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/113/Through%20Our%20Fathers%20Eyes%20%20Using%20Art%20and%20Primary%20Sources%20to%20Explore%20Causes%20of%20the%20American%20Revolution.pdf
 * The American Revolution - Lesson plans, a@http://www.mce.k12tn.net/revolutionary_war/american_revolution.htmctivities, quizzes, and many links to other A.R. Web sites. @http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm
 * American Revolution Website with various links for activities and ideas about the American Revolution.

@http://www.history.com/topics/american-revolution
 * The History Channel has many video clips depicting specifics of the American Revolution.
 * Scientific Inquiry Episode 1 (Discovery.com)
 * Scientific Inquiry Episode 2 (Discovery.com)

[|Lesson Plan]


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