Grade 4-Unit 1 Launch Reading Workshop A Reading Life Unit Essential Question: What do good readers do? Standards: Introduce and Continue: 4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone. 4-RL.10.1- Use definitions, examples, and restatements to determine the meaning of words or phrases. 4-RL.10.2- Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes. 4-RL.10.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base. 4-RL.10.4- Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words. 4-RL.10.5- Students are expected to build upon and continue applying previous learning. 4-RL.10.6- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon. 4-RI.9.1- Use definitions, examples, and restatements to determine the meaning of words or phrases. 4-RL.13.14, RI-12.1-Engage in whole and small group reading with purpose and understanding. 2
Transcript
Grade 4-Unit 1 Launch Reading Workshop
A Reading Life
Unit Essential Question: What do good readers do?
Standards:Introduce and Continue:
4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.
4-RL.10.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.
4-RL.10.2- Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
4-RL.10.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.
4-RL.10.4- Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words.
4-RL.10.5- Students are expected to build upon and continue applying previous learning.
4-RL.10.6- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.
4-RI.9.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.
4-RL.13.14, RI-12.1-Engage in whole and small group reading with purpose and understanding.
4-C.1.1-5-Explore and create meaning by formulating questions, engaging in purposeful dialogue with peers and adults, sharing ideas and considering alternate viewpoints (1). Participate in discussions; ask and respond to questions to acquire information concerning a topic, text, or issue (2). Apply techniques of articulation, adequate
2
volume, eye contact, facial expressions, posture, gestures, and space; take one’s own turn in a respectful way (3). Engage in focused conversations about grade appropriate topics and texts; build on the ideas of others, and pose specific questions, and respond to clarify thinking and express new thoughts (4). Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges (5).
-
3
ELA Grade 4: Unit 1 Launch Reading Workshop
Unit Essential Question: What do good readers do?
ELA Grade 4: Unit 1 Launch Reading Workshop 4
LEQ:What do good readers do during Reading Workshop?
LEQ:How do readers choose what they are going to read?
LEQ:How do readers choose books from the classroom library?
Vocabulary just right, challenging, easy, purpose, background knowledge, unknown words, recommendations, skim, book summary, selection, comprehend
Vocabularyreading life, interests, genres, authors, series, book discussions, variety, purpose, pleasure reading, English Language Arts notebook/binder
Vocabularygenres, just right books, informational, literature, chapter book, and picture book, just right book bin, abandon, genre codes, basket labels/names
Lesson 3Book title:None
Lesson 2Book title:None
Lesson 4Book title:None
Lesson 1Book title:Teacher’s Choice
A Reading Life
A Reading Life
Lesson 5Book title:WolvesBy: Seymour Simon
Vocabulary
book discussion, turn and talk, partner share
LEQ:
How do good readers share their thinking through book discussions?
Unit Essential Question: What do good readers do?
ELA Grade 4-Unit 2
Genres and Central Idea
5
LEQ: How do readers show their thinking while reading? How do readers show their thinking while reading?
LEQ: What do good readers do when meaning breaks down because of unknown words?
Unit Essential Question: How do readers determine the central idea or theme using details from a variety of genres?
Standard(s): 4-RL 6.1- Determine the development of a theme within a text; summarize using key details.4-RI 6.1- Summarize multi-paragraph texts using key details to support the central idea4-RI.5.2-Students are expected to build upon and continue applying previous learning.
Grade 2 Make predictions before and during reading; confirm or modify thinking.
4-RI.8.2- Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.
4-W.2.1 b.- use information from multiple print and multimedia sources;
4-C.3.1- Compare and contrast how ideas and topics are depicted in a variety of media and formats.
Introduce and Continue:
4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.
4-RL.10.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.
4-RL.10.2- Determine the meaning of an unknown word using knowledge of base words and Greek and Latin affixes.
4-RL.10.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.
4-RL.10.4- Students are expected to continue to build upon concepts learned previously. Grade 2 Use the meanings of individual words to predict the meaning of compound words.
6
4-RL.10.5- Students are expected to build upon and continue applying previous learning.
4-RL.10.6- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.
4-RI.9.1- Use definitions, examples, and restatements to determine the meaning of words or phrases.
4-RI.9.2- Determine the meaning of an unknown word using knowledge of base words and
Greek and Latin affixes.
4-RI.9.3- Students are expected to build upon and continue applying previous learning. Grade 2 Use a base word to determine the meaning of an unknown word with the same base.
4-RI.9.4- Students are expected to build upon and continue applying previous learning.
4-RI.9.5- Acquire and use general academic and domain-specific words or phrases that signal precise actions, emotions, and states of being; demonstrate an understanding of nuances and jargon.
4-RL.13.1- Engage in whole and small group reading with purpose and understanding.
4-RL.13.2- Read independently for sustained periods of time to build stamina.
4-RL.13.3- Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
4-RI.12.1- Engage in whole and small group reading with purpose and understanding.
4-RI.12.2- Read independently for sustained periods of time.
4-RI.12.3- Read and respond according to task and purpose to become self-directed, critical readers and thinkers.
7
4-RL.12.1- Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.
4-C.5.2- Employ hyperbole, imagery, personification, idioms, adages, and proverbs when appropriate to convey messages.
ELA Grade 4: Unit 2, Week18Genres and Central Idea
Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?
9
LEQ: How do readers summarize a multi-paragraph texts using key details to support the central idea?
How do readers determine the development of a theme within a text?
DAY FOURBook:The Story of Jumping Mouse by John Steptoe
LEQ: How do readers determine the meaning of unknown words in context and use them appropriately?
4-RI.9.2
VocabularyPhraseRelevantContext cluesMonitor reread fix-up strategies visualize connections key ideas defineDAY THREEBook:The Story of Jumping Mouse by John Steptoe
ELA Grade 4: Unit 2, Week 3
Unit Essential Question: How do readers determine the central idea or theme using a variety of genres?
11
LEQ: How do readers summarize a multi-paragraph text using key details to support the central idea?
How do readers determine the development of a theme within a text?
LEQ: : How do readers recognize the genre of a text and use it to form expectations?
Fundamentals of Reading (FOR)
VocabularyDrama entertainAudience PerformStage directionsDialoguePlotSettingSceneCast of charactersDAY FOURBook: JourneysHoderi the Fisherman TE page 324-326
LEQ: How do readers recognize the genre of a text and use it to form expectations?
LEQ: How do readers recognize the genre of a text and use it to form expectations?
Fundamentals of Reading (FOR) VocabularyInformational textExpositoryNarrativeNon-narrativeFactualOrganizational structureCategories of informationText features
DAY TWOBook: Powwow by George Ancona
LEQ: How are text features used to determine main idea in an informational text?
Unit Essential Question: How do good readers make inferences while reading literary texts?
4-RL 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.4-RL.5.2- Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.
4-RL 11.1- Compare and contrast first and third person points of view; determine how an author’s choice of point of view influences the content and meaning.
4-RL.11.2- Students are expected to build upon and continue applying concepts learned previously.4-RL 7.1- Explore similarities and differences among textual, dramatic, visual, or oral presentations.4-RL.8.1- Use text evidence to:
a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and
b. explain the influence of cultural, historical and social context on characters, setting, and plot development.
4-RL.12.2- Determine characteristics of crafted text structures and describe why an author
uses this structure.
4-RL.9.1- Identify and explain how the author uses imagery, hyperbole, adages, or proverbs to shape meaning and tone.
16
ELA Grade 4: Unit 3, Week 1
Unit Essential Question: How do good readers make inferences while reading literary texts?
ELA Grade 4: Unit 3, Week 2
11
LEQ: How do readers use previous learning and information from the text to make inferences and draw conclusions?
How do readers support inferences using evidence from the text and previous learning?
4-RL 5.2
VocabularyPrevious learningSchemaInferencesDrawing conclusionsExamplesExplicitlyDetailsClues ConfirmModifyDay TwoJumanji by Chris Van Allsburg
LEQ: How do readers ask and answer questions to make inferences and analyze a text?
How do readers support inferences and conclusions using examples from the text and previous learning?
4-RL 5.1
VocabularyPrevious learningSchemaInferencesDrawing conclusionsExamplesExplicitlyDetailsClues AnalyzeDay OneJumanji by Chris Van Allsburg
LEQ: How do readers recognize the genre of a text and use it to form expectations?
LEQ: How do readers use evidence from the text to explain how characters change?
How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?
4-RL 8.1
VocabularyInternalExternalConflict
Day FourFly Away Home? by Eve Bunting
Making Inferences from Literary Texts
LEQ: How do readers use evidence from the text to explain how characters change?
How do readers explain the influence of cultural, historical, and social context on characters, setting, and plot development?
4-RL 8.1
VocabularyAttitudesSettingInfluenceImpactEffect EventsPlotProblemSolutionConflictResolutionClimaxRising actionFalling action Day FiveFly Away Home? by Eve Bunting
ELA Grade 4-Unit 4:
Making Inferences for Informational Texts
Unit Essential Question: How do good readers make inferences while reading informational texts?
Standards:4-RI 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.4-RI.5.2 -Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.
4-RI 11.1- Apply knowledge of text structures to describe how structures contribute to meaning.4-RI.11.2 -Explain how an author uses reasons and evidence to support particular points.4-RI.8.1 -Determine how the author uses words and phrases to shape and clarify meaning.
4-RI.8.2 -Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.
4-RI.6.1- Summarize multi-paragraph texts using key details to support the central idea
15
ELA Grade 4: Unit 4 Week 1
Unit Essential Question: How do good readers make inferences while reading informational texts?
ELA Grade 4: Unit 4 Week 216
Making Inferences from Informational Texts
LEQ: How do readers apply knowledge of text features to gain meaning?
How do readers summarize a multi-paragraph text using key details to support the central idea?
LEQ: How do readers apply knowledge of text features to gain meaning?
How do readers summarize a multi-paragraph text using key details to support the central idea?
How do readers make predictions before and during reading?
4-RI.8.2, 4-R1.6.1, 4-R.11.2, 4-RI.5.2
VocabularyCentral IdeaDetailsText featuresHeadings SubheadingsCaptionsInterpretVisuallyOrallyQuantitativelyPredictionsDay ONEYou Wouldn’t Want to Be at the Boston Tea Party! by Peter Cook
LEQ: How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?
Day One and Two“Snakes” article from Zoobooks and “Why Pluto is No Longer a Planet”
LEQ
Vocabulary
Day
LEQ:
Vocabulary
Day
LEQ:
Vocabulary
Day
ELA Grade 4: Unit 4 Week 4
Unit Essential Question: How do good readers make inferences while reading informational texts?
19
Making Inferences from Informational Texts
LEQ: How do readers use text features to infer important information?
How can readers infer what type of overall text structure the writer uses in informational text?4-RI.5, 4-R1.7VocabularyHeadingSubheadingIllustrationText structure ChronologyComparisonCause/effectProblem/solution
Days 3 and 4A Drop of Water: A Book of Science and Wonder by Walter Wick
LEQ: How do readers apply knowledge of text features to gain meaning?
How can readers infer what type of overall text structure the writer uses in informational text and how it contributes to its meaning?
4-RI.8.2, 4-RI.11.1
VocabularyHeadingSubheadingIllustrationText structure ChronologyComparisonCause/effectProblem/solutionEventsIdeasDays 1 and 2Island: A Story of the Galapagos by Jason Chin
LEQ:
Vocabulary
Day
LEQ:
Vocabulary
Day
LEQ:
Vocabulary
Day
ELA Grade 4: Unit 4 Week 5Making Inferences from Informational Texts
Unit Essential Question: How do good readers make inferences while reading informational texts?
Re
20
LEQ: How do readers determine the meaning of figurative language in context?
How do authors use words and phrases to clarify meaning in a text?
Days 1 and 2Ubiquitous: Celebrating Nature’s Survivors by Joyce Sidman
LEQ:
Vocabulary
Day
LEQ:
Vocabulary
Day
LEQ:
Vocabulary
Day
ELA Grade 4-Unit 5
Novel Study
Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?
Standard(s): 4-RL7.2- Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.4-RL7.1- Explore similarities and differences among textual, dramatic, visual, or oral presentations.4-RL.8.1- Use text evidence to:
a. explain how conflicts cause the characters to change or revise plans while moving toward resolution; and
b. explain the influence of cultural, historical and social context on characters, setting, and plot
development.
4-RL.9.2- Explain how the author’s choice of words, illustrations, and conventions combine to
create mood, contribute to meaning, and emphasize aspects of a character or setting.4-RL 11.1- Compare and contrast first and third person points of view; determine how an author’s choice of point of view influences the content and meaning.4-RL.12.1- Explain how a series of chapters, scenes, or stanzas fit together to provide the
overall structure of a particular story, drama, or poem.
21
ELA Grade 4: Unit 5, Weeks 1and 2
Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?
22
LEQ:
How do readers use text evidence to explain how conflicts cause characters to change?
How do readers use text evidence to explain the influence of cultural, historical, and social context on characters, setting, and plot development?
How do readers explain author’s craft in a literary text?
How do readers compare and contrast first and third person points of view?
How do readers determine how an author’s point of view influences the text?
How do readers the overall structure of a literary text?
4-RL.8.1, 4-RL.9.2, 4-RL.11.1, 4-RL.12.1Vocabularyevidence, infer, conflict, change, revise, resolution, influence, cultural, historical, social, character, setting, plot developmentexplain, author’s craft, words, illustrations, conventions, mood, meaning, aspects of a character/setting compare, contrast, point of view, first person, third person, influenceexplain, chapters, scenes, stanzas, overall structure, story, drama, poemDAYS ONE-TENBook:City of Ember by Jeanne DuPrau
Novel Study
ELA Grade 4: Unit 5, Week 3
Unit Essential Question: How can a reader synthesize story elements in order to better understand the author’s message when reading and interpreting meaning from a novel?
ELA Grade 4-Unit 6
23
LEQ:
How do readers compare and contrast treatment of similar themes in text and diverse media?
How do readers explore similarities and differences between text, drama, visual, or oral presentations?
4-RL7.1, 4-RL7.2
Vocabularycompare, contrast, theme, text, diverse media, drama, visual, oral
DAYS ONE-FIVEBOOK:City of Ember by Jeanne DuPrau
Novel Study
Author’s Claim
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?Standard(s): 4-RI11.2- Explain how an author uses reasons and evidence to support particular points4-RI8.2- Apply knowledge of text features to gain meaning; describe the relationship between these features and the text.4-RI 5.1- Ask and answer inferential questions to analyze meaning beyond the text; refer to details and examples within a text to support inferences and conclusions.4-RI.5.2 -Students are expected to build upon and continue applying previous learning. Grade 2 Make predictions before and during reading; confirm or modify thinking.
4-RI.7.1 -Compare and contrast how events, topics, concepts, and ideas are depicted in primary and secondary sources.
4-RI.10.1- Identify and describe the difference between a primary and secondary account of the same event or topic.
4-C.3.1- Compare and contrast how ideas and topics are depicted in a variety of media and formats.
24
ELA Grade 4: Unit 6, Week1
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
25
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.11.2/4-RI.5.2
VocabularyClaim PointEvidenceSupportReasonsArgumentsValidMessagePoint of viewExplain
DAY ONEBook:Energize Research Reading and Writing by Christopher Lehman
Author’s Claim
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.11.2/4-RI.5.2
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of viewExplain
DAY TWOBook:One Tiny TurtleBy Nicola Davies
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.11.2/4-RI.5.2VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of viewExplain
DAY FOURBook:Interrupted JourneyBy Kathryn Lasky
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.11.2/4-RI.5.2VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of viewExplain
DAY THREEBook:One Tiny TurtleBy Nicola Davies
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY FIVEBook:Interrupted JourneyBy Kathryn Lasky
ELA Grade 4: Unit 6, Week 2
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
26
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.I.11.2/4-RI.5.2VocabularyClaim schemaPointEvidenceSupportReasonsArgumentsValidMessagePoint of viewAngleobjectiveDAY ONEBook:“Butterflies” from Zoobooks
Author’s Claim
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.I.11.2/4-RI.5.2VocabularyClaim schemaPointEvidenceSupportReasonsArgumentsValidMessagePoint of viewDAY TWOBook:Wolves by Seymour Simon
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.I.11.2/4-RI.5.2VocabularyClaim PointEvidenceSupportReasonsArgumentsValidMessagePoint of viewschemaDAY FOURBook:The Wolves are Back by Jean George
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.I.11.2/4-RI.5.2VocabularyClaim PointEvidenceSupportReasonsArgumentsValidMessagePoint of viewschema
DAY THREEBook:Wolves by Seymour Simon
VocabularyClaim PointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY FIVEBook:The Wolves are Back by Jean George
ELA Grade 4: Unit 6, Week 3
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
27
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
4-RI.8.2/4-RI.5.2VocabularyClaim journalPoint photographsEvidence captionsSupport schemaReasonsArgumentsValidMessagePoint of viewAngleObjectiveText features
DAY ONEBook:Antarctic Journal by Jennifer Dewey TE pg. 158
LEQ: How does an author use reasons and evidence to support points or claims in a text?
How do readers support inferences using evidence from text and previous learning?
DAY FOURBook:Antarctic Journal by Jennifer Dewey TE pg. 158The Coolest Marathon! by Misha Herendger (Journeys)
LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?
How do readers support inferences using evidence from text and previous learning?
VocabularyClaim journalPoint photographsEvidence captionsSupport schemaReasonsArgumentsValidMessagePoint of viewAngleObjectiveText features DAY THREE
Book:Antarctic Journal by Jennifer Dewey TE pg. 158The Coolest Marathon! by Misha Herendger (Journeys)
Author’s Claim
ELA Grade 4: Unit 6, Week Four
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
28
LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?
How do readers support inferences using evidence from text and previous learning?
4.RI.7.1/4-RI.5.2VocabularyAccountDepictedPrimary sourceSecondary sourcesCompareContrastschemaDAY ONEBook:The Travels of Marco Polo by Rustichello da Pisa (from “Read Alouds and Primary Sources” S.S. Scott Foresman)
LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?
How do readers support inferences using evidence from text and previous learning?
DAY FOURBook: I, Columbus by Christopher Columbus and excerpt from Where Christopher Columbus? By Jean Fritz (from “Read Alouds and Primary Sources” S.S. Scott Foresman)
LEQ: How can a reader compare and contrast ideas represented in primary and secondary sources?
How do readers support inferences using evidence from text and previous learning?VocabularyAccountDepictedPrimary sourceSecondary sourcesCompareContrastschemaDAY THREEBook: I, Columbus by Christopher Columbus and excerpt from Where Christopher Columbus? By Jean Fritz (from “Read Alouds and Primary Sources” S.S. Scott Foresman)
Author’s Claim
ELA Grade 4: Unit 6, Week 5
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
ELA Grade 4: Unit 6, Week 6
29
LEQ: How does an author use reasons and evidence to support points or claims in a text?
4-RI.11.2
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY ONEArticle “Sneaky SSnakes”
LEQ: How does an author use reasons and evidence to support points or claims in a text?
4-RI.11.2
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY TWOArticle “Scientists Few Spread of Exotic Snake”
LEQ: How do readers ask and answer questions to make inferences and analyze a text?
DAY THREEArticles: “Sneaky SSnakes” and “Scientists Few Spread of Exotic Snake”
Author’s Claim
Unit Essential Question: How does an author use reasons and evidence to support points or claims in a text?
Grade 4-Unit 7: ELA
Comparing Theme30
LEQ: How does an author use reasons and evidence to support points or claims in a text?
4-RI.8
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY ONEArticle “Colonization and Revolutionary War-Jamestown”
LEQ: How does an author use reasons and evidence to support points or claims in a text?
4-RI.8
VocabularyClaimPointEvidenceSupportReasonsArgumentsValidMessagePoint of view
DAY TWOArticle“Jamestown”
LEQ: How do readers ask and answer questions to make inferences and analyze a text?
4-RI.5.1
VocabularyConnectionsAuthor’s claimEvidenceReasonsCompareContrastAuthor’s styleTopicsynthesizeDAY FOURArticles“Colonization and Revolutionary War-Jamestown” and “Jamestown”
LEQ: How do readers ask and answer questions to make inferences and analyze a text?
4-RI.5.1
VocabularyConnectionsAuthor’s claimEvidenceReasonsCompareContrastAuthor’s styleTopicsynthesizeDAY THREEArticles“Colonization and Revolutionary War-Jamestown” and “Jamestown”
Author’s Claim
Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?Standards:
4-RL.6.1- Determine the development of a theme within a text; summarize using key details.
4-RL.7.2 -Compare and contrast the treatment of similar themes, topics, and patterns of events in texts and diverse media.
ELA Grade 4: Unit 7, Week1
31
Comparing Theme
Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?
ELA Grade 4: Unit 7, Week 2
Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?
32
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularysynthesizethemeproblemsolutionuniversal themeinferencenarrativehistorical fictionsummarizedetailsdevelopment
DAY ONEBook:The Other Sideby Jacqueline Woodson
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularysynthesizethemeproblemsolutionuniversal themeinferencenarrativehistorical fictionsummarizedetailsdevelopment
DAY TWOBook:The Other Sideby Jacqueline Woodson
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularysynthesizethemeproblemsolutionuniversal themeinferencenarrativehistorical fictionsummarizedetailsdevelopment
DAY FOURBook: Freedom Summer by Deborah Wiles
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularysynthesizethemeproblemsolutionuniversal themeinferencenarrativehistorical fictionsummarizedetailsdevelopment
DAY THREEBook: Freedom Summer by Deborah Wiles
LEQ: How can a reader compare and contrast themes in different text?
4-RL7.2
Vocabularysynthesizethemeproblemsolutionuniversal themeinferencenarrativehistorical fictioncomparecontrasttreatment of themepattern of eventsDAY FIVE:Books:The Other Side and Freedom Summer
Comparing Theme
ELA Grade 4: Unit 7, Week 3
Unit Essential Question: How does a reader compare and contrast the treatment of theme in literary texts?
33
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularyuniversal themethemeinference summarizesynthesizelife eventsbiographyobstaclesadversitieschallengesdetermination
DAY ONEBook:Wilma Unlimitedby Kathleen Krull
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularyuniversal themethemeinference summarizesynthesizelife eventsbiographyobstaclesadversitieschallengesdetermination
DAY TWOBook:Book:Wilma Unlimitedby Kathleen Krull
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularyuniversal themethemeinference summarizesynthesizelife eventsbiographyobstaclesadversitieschallengesdetermination
DAY FOURBook: Lou Gehrig: The Luckiest Man by David A. Adler
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1Vocabularyuniversal themethemeinference summarizesynthesizelife eventsbiographyobstaclesadversitieschallengesdetermination
DAY THREEBook: Lou Gehrig: The Luckiest Man by David A. Adler
LEQ: How can a reader compare and contrast themes in different text?
4-RL7.2
Vocabularysynthesizethemelife eventuniversal themeinferencebiographycomparecontrasttreatment of themepattern of events
DAY FIVE:Books:Wilma Unlimited and Lou Gehrig: The Luckiest Man
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1
Comparing Theme
LEQ: How do the details in a text and inferences help the reader to determine and summarize the development of the theme of a literary text? 4-RL.6.1
LEQ: How can a reader compare and contrast themes in different text?
4-RL7.2
LEQ: How can a reader compare and contrast themes in different text?
