4.5.3LA


 * Grade: 4 Unit: 5 Week: 3 Content: ELA Dates: 3/25-3/28 **


 * 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? **

**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.
 * Standards **
 * 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.

1.Product: 2.Key Questions (match Standard) 3.Observable Student Behaviors (Performance)
 * Assessment **
 * Students will do a research project on the Sun, Moon, and Earth. They will find facts on each of the solar bodies and write them in a index card flip chart. This can be done in class as well as at home.
 * ** How does interpretation of information presented visually, orally and quantitatively assist me in understanding the text? **
 * ** 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? **
 * Students will work in groups to create a wiki page/webquest or other interactive project (powerpoint etc…) to show understanding of the Sun, Moon and Earth.


 * Vocabulary **

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


 * Literacy Block **
 * 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)
 * Reading Workshop **
 * Book Talk/Mini Lesson (10 minutes)
 * Independent Reading – Guided Reading – Literature Study (45 minutes total)
 * Sharing/Reflection/Feedback (5 minutes)
 * 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)

** Introductory Activity/Class Discussion ** ** LITERARY GRAPHIC ORGANIZER ** 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) ** 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, CQO, OF; MCO: IC, 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) ** INFORMATIONAL TEXT 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) ** JOURNAL WRITING ** Following partner presentations about constellations (in Informational Text Graphic Organizer 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) (HYS: SD, SN, CL, CQO; MCO: IC, EC) ** Reading Literature, Opinion Writing ** Choose one of the stories about the earth or sky, such as those in //Butterfly Eyes and Other Secrets of the Meadow// by Joyce Sidman and Beth Krommes or //A Pride of African Tales// by Donna L. Washington and James Ransome. Compare how the facts we know about the earth and sky are modified in order to make a good story. This is called taking “artistic license.” Keep an ongoing T-chart in your journal with two columns—Fact and Fiction—to track the amount of artistic license taken in each book we read. Write a response to this question in your journal: “Why do you think the author changed some facts and kept others?” (RL.4.9, RL.4.1, W.4.4) (HYS: SD, SN, HP, RR, CQO MCO: EC, IC, IM, R, SD) ** 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)  ** 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, S, RD) ** 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, S, RD)
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Children of the Earth and Sky is a book about Native American traditions and cultures. While reading this book, 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 decribed in Native American literature and to compare the protaryals with what you already know about these topics. 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, HP, RR, CQO; MCO: EC, IC, IM, S, RD)
 * 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.
 * 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?
 * 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.)

Students will begin research about a Native American Tribe from the state of Arkansas in order to create a multimedia presentation at the end of week 4. Students may need class time to conduct research on the computer or in the library. Homework should be organization of information gathered along with the actual writing portion of the project.
 * Homework **

** 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
 * Terminology for Teachers **

** 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)


 * __ Literary Text __**

** Poems ** ** Stories ** ** Informational Texts ** ** Nonfiction Books **
 * // A Pizza the Size of the Sun // (Jack Prelutsky)
 * // Butterfly Eyes and Other Secrets of the Meadow // (Joyce Sidman and Beth Krommes)
 * // Ming Lo Moves the Mountain // (Arnold Lobel)
 * // The Earth Under Sky Bear’s Feet // (Joseph Bruchac)
 * // The Mission Possible Mystery at Space Center Houston // (Real Kids, Real Places) (Carole Marsh)
 * // The Sun // (Seymour Simon)
 * // The Sun // (True Books) (Elaine Landau)


 * 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 **
 * Identify gravity as the force that keeps everything in orbit without slamming into each other.

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 ** []

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

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

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 * Smart Response question set (Clicker activity)

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 * Identify the sun as a major energy source. Examine it's role in living and nonliving cycles.

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 * Sun and other stars

[|http://exchange.smarttech.com/search.html?q=sun&subject=Mathematics&subject=Cross-curricular&subject=English+Language+Arts&subject=Science&grade=Grade+6&grade=Grade+4&grade=Grade+5&region=en_US#page=3]
 * Covers fourth grade space skills. Includes video clips, interactive features, & weblinks. Discusses scale, distance, Sun, Moon, moon phases, rotation, revolution, Moon missions, and early Astronomers,


 * 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//]


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


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