Responsive Curriculum Design for Fourth Grade English ...



Responsive Curriculum Design for Fourth Grade English Language Arts

|Standards for this Unit: |

|Informational Text |

|4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. |

|4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or historical text, including what happened and why, |

|based on specific information from the text. |

|4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |

|Foundational Skills |

|4.4.a: Read on-level text with purpose and understanding. |

|4.4.c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |

|Speaking and Listening |

|4.1: Engage effectively in a range of collaborative discussions (1:1, in groups, and teacher-led) with diverse partners on grade 4 |

|topics and texts, building on others’ ideas and expressing their own clarity. |

|4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,|

|and orally. |

|Language |

|4.1 a-c: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, |

|choosing flexibly from a range of strategies (e.g., context through definitions, examples or restatements; common grade-appropriate |

|Greek and Latin affixes and roots; consult reference materials) |

|Central Issue for This Unit |

|What does it take to be an entrepreneur? |

|Formative Assessments |Summative Assessments |

|Weekly conferences for goal-setting self-assessment |Presentation rubric on entrepreneurs |

|Text evidence checklist |End-of-unit essay |

|Exit slips and quickwrites |Informal reading inventory |

|Richly Detailed Source Materials |

|Wulffson, D. (2000). Toys! Amazing stories behind some great inventions. New York:Henry Holt. |

|Websites of child entrepreneurs (e.g, developed by three teens to sell magnetic new driver notification |

|signs to be attached to the car door). |

|Digital slideshow called “Inventions by Kids” () |

|Interrelated Daily Lesson Sequence and Instructional Purposes |

|Day 1: Introduction to entrepreneurs, using Invention by Kids website (establishing purpose) |

|Day 2: “Play-Doh” close reading and discussion (modeling and thinking aloud) |

|Day 3: “Slinky” close reading and discussion (modeling and thinking aloud) |

|Day 4: Small groups meet to read and discuss “Seesaw” and “Lego”; journal writing (guided instruction and collaborative learning) |

|Day 5: Small groups meet to read and discuss “Tops,” “Mr. Potato Head,” and “Playing Cards” (guided instruction and collaborative |

|learning) |

|Days 6-10: Students read remainder of book independently, others confer with teacher and set goals; journal writing (guided instruction |

|and independent learning) |

|Day 11: Students reconvene small groups to discuss remainder of group; journal writing (guided instruction, collaborative learning, and |

|independent learning) |

|Day 12: Classwide discussion of key ideas and introduction of presentation rubric (collaborative and independent learning) |

|Days 13-14: Research and development of group presentations (collaborative learning) |

|Days 15-20: Student presentations and essay development (collaborative learning and independent learning) |

|Culminating Projects |

|Group presentation on analysis of literary devices used in assigned reading. |

|Literacy analysis essay critiquing the three readings and comparing authors’ craft across the three. |

|Grouping Considerations: |Grouping Considerations: |

|Homogeneous groups for guided instruction (List student groups) |Heterogeneous groups for collaborative learning (List student |

| |groups) |

|Focus on Diverse Learners |

|English Learners |Students with Disabilities |Advanced Learners |

|Additional guided instruction on general |Use parallel texts during independent reading|Use parallel texts to supplement independent |

|academic and domain specific vocabulary. |Discuss written production with assistive |reading |

|Pair with language brokers during |technology specialist |Discuss alternative presentation modes with |

|collaborative learning. |Use Bookshare resources for audio support of |TAG specialist |

|Push-in support with bilingual specialist. |three readings. |Expand research to include a research on |

| | |“near-miss” inventions (e.g., Walter Hunt |

| | |invents the safety pin but sells his patent |

| | |before ever profiting from it.) |

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