CUR - Lesson 1-2015 - Content & Writing



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development. The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment. How to Use the 42005250Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:(1) Regular practice with complex text and its academic language.(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.(3) Building knowledge through content-rich nonfiction.Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.The Five WIDA English Language Development StandardsStandardAbbreviationEnglish Language Development Standard 1English language learners communicate for Social and Instructional purposes within the school settingSocial and Instructional languageEnglish Language Development Standard 2English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language ArtsThe language of Language ArtsEnglish Language Development Standard 3English language learners communicate information, ideas and concepts necessary for academic success in the content area of MathematicsThe language of MathematicsEnglish Language Development Standard 4English language learners communicate information, ideas and concepts necessary for academic success in the content area of ScienceThe language of ScienceEnglish Language Development Standard 5English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social StudiesThe language of Social StudiesStandard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:The TNCore Literacy StandardsThe TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.Shift 1: Regular Practice with Complex Text and its Academic LanguageStudent Achievement Partners Text Complexity Collection: can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection. Student Achievement Partners Academic Work Finder: can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.Shift 2: Reading, Writing and Speaking Grounded in Evidence from the TextStudent Achievement Partners Text-Dependent Questions Resources: can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.Shift 3: Building Knowledge through Content-Rich Non-fictionStudent Achievement Partners Text Set Projects Sequenced: can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 1 ELL Reader: What Happened on Maple Street Genre: Realistic Fiction Anchor TextBecause of Winn-DixieGenre: Realistic FictionPaired Selection:Because of Book EndsGenre:Informational Text Reading Complex Texts Reading Literature & Informational Text( RL.4.1,RL.4.2, RL.4.3; RL.4.4,RL.4.6, RL.4.10)Target Skill: Story Structure Target Strategy: Summarize Foundational Skills(RF.3.31, RF.4.41,RF.4.4b, RF.4.4c)Decoding: VCV Syllable Pattern Fluency: Accuracy and Self Correction Speaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1d, SL.4.2, SL.4.4)Speaking/Listening Skill: How to have a literature discussionLanguage(L.4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5c, L.4.6)Target/Academic Vocabulary: advanced, comfort, consisted, intends, mention, mood, peculiar, positive, properly, talent (L.4.6)Domain Specific Vocabulary: photography, film, darkroom, community service projectMulti-syllable Vocabulary: imagination, elderly, embarrassed, amazingVocabulary Strategies: Compound WordsGrammar Skill: What is a sentence Writing(W.4.1a, W.4.1b, W.4.1c, W.4.3b, W.4.3d, W.4.9a, W.4.10)How do you think Carla felt when she found out the stories she believed about Mrs. Quevedo were wrong? Who do you think she will act the next time she hears stories about a person? Explain your answer, giving examples from the text. (ELL BLM page 6)Writing Mode: Narrative Writing Writing Form: Descriptive ParagraphFocus Trait: Word Choice Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 2 ELL Reader: Thurgood Marshall Genre: Biography Anchor Text:My Brother Martin: A Sister Remembers Growing up with the Rev. Dr. Martin Luther King Jr.Genre:BiographyPaired Selection:Langston Hughes: A Poet and a DreamerGenre:PoetryReading Complex Texts Reading Biography(RL.4.1, RL.4.2, RL.4.4, RL.4.5, RL.4.10)Target Skill: Author’s PurposeTarget Strategy: Monitor/ClarifyFoundational Skills(RF.4.31, RF.4.4a)Decoding: Closed and open syllablesFluency: Phrasing: PausesSpeaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2)Speaking/Listening: Listing text detailsLanguage(L4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3b, L.4.4a, L.4.4b, L.4.5b, L.4.6)Target/Academic Vocabulary: captured, dream, encounters, example, injustice, nourishing, numerous, preferred, recall, segregationDomain-Specific Vocabulary: judge, civil rights, supreme court, lawyerMulti-syllable Words: segregation, nourishingVocabulary Strategies: Prefixes in- un-Grammar: What is a sentence?WritingW.4.1a, W.4.1b, W.4.1d, W.4.3a, W.4.3a, W.4.3b, W.4.c, W.4.4, W.4.8, W.4.9b, W.4.10)On page 8, the author describes how Charles Houston, a teacher at Howard University, became a strong example for law student Thurgood Marshall. Why do you think it was important for Marshall to have a role model? How do you think a strong role model inspired him to attain his goals? Explain your answer, giving examples from the biography. (ELL BLM page 6)Writing Mode: Narrative WritingWriting Form: Story ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 3ELL Reader: Helping With HousesGenre: Informational Text Anchor Text:My Librarian is a CamelGenre:Informational Text Paired Selection:From Idea to BookGenre:Informational Text Reading Complex TextsReading Informational Text(RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.10)Target Skill: Cause and EffectTarget Strategy: VisualizeFoundational Skills(RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)Decoding: The VCCV Syllable PatternFluency: AccuracySpeaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.5)Speaking and Listening: Citing text evidence to support a viewLanguageL.4.2b, L.4.2d, L.4.3b, L.4.4a, L.4.6)Target/Academic Vocabulary: access, avid, devour, extremes, impassable, isolated, obtain, preserve, remote, virtualDomain-Specific Vocabulary: hammer, wood, nails, materials, building blitzVocabulary Strategies: Using Context to determine noun/verb (example building)Grammar Skill: Quotations Writing(W.4.1d, W.4.3b, W.4.7, W.4.8, W.4.9b, W.4.10)On page 4, the author writes that the idea for partnership housing ”was a simple one.” This simple idea helped many people. What idea do you have that might help a lot of people? Would any ideas from Habitat for Humanity help you? Use examples from the test to explain your idea. (ELL BLM page 6)Writing Mode: Narrative WritingWriting Form: DialogueFocus Trait: VoiceResearch/Media Literacy Skills: Take Notes and Categorize Information Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 4ELL Reader: Friends on a Field TripGenre: Play Anchor Text:The Power of W.O.W.!Genre:PlayPaired Selection:The Kid’s Guide to MoneyGenre:Informational Text Reading Complex Texts Reading a Play(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.7, RL.4.9, RL.4.10)Target Skill: ThemeTarget Strategy: Analyze/Evaluate Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)Decoding: VCV and VCCV Syllable Pattern Fluency: Intonation Speaking and Listening Skill(SL.4.1c, SL.4.2, SL.4.4, SL.4.6)Speaking/Listening Skill: Recount an ExperienceLanguage(L.4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.6)Target/Academic Vocabulary: assist, burglaries, innocent, scheme, regretfully, misjudged, suspect, favor, speculated, priorDomain Specific Vocabulary: Braille, sight-impaired, wildlife, conservatory, chaperoneMulti-syllable Vocabulary: innocent, regretfullyVocabulary Strategies: Prefixes non-, mis- Suffixes –ness, -lyGrammar Skill: Fragments and Run-On Sentences Writing(W.4.2b, W.4.3a, W.4.4, W.4.5, W.4.6, W.4.9a, W.4.10)On page 9, Syd says that “people are afraid of things that are different or not familiar.” How does this idea relate to Tracey being uneasy or afraid of the field trip with sight-impaired students? How do you think Tracey will act in the future when she encounters someone or something with which she is not familiar? Explain your answer giving examples from the story. (ELL BLM page 6)Writing Mode: Narrative Writing Writing Form: Fictional Narrative: PrewriteFocus Trait: Ideas Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 5ELL Reader: The Amazing BalinaGenre: Tall Tale Anchor Text:StormalongGenre:Tall TalePaired Selection:Hoden the FishermanGenre:Play/Folk Tale Reading Complex Texts Reading Tall Tale(RL.41, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL.4.9, RL.4.10)Target Skill: Understanding CharactersTarget Strategy: Infer/Predict Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Homophones Fluency: Expression Speaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1c, SL.4.2, SL.4.3, SL.4.4, SL.4.6)Speaking/Listening Skill: Literature DiscussionLanguageL.4.2a, L.4.2b, L.4.2d, L.4.4a, L.4.4c, L.4.6)Target/Academic Vocabulary: betrayed, condition, foaming, horrified, memorable, outcast, seafaring, shortage, tidal, yearningDomain Specific Vocabulary: seaweed, marine, harbor, tugboatMulti-syllable Vocabulary: condition, horrified, memorable, seafaringVocabulary Strategies: Reference MaterialsGrammar Skill: Proper Nouns Writing(W.4.1a, W.4.1b, W.4.1d, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9a, W.4.10)In what ways are the illustrations in this tall tale an important part of its humor? How do they add to the humor of the text? What kinds of things do they show you about the characters and settings that are not explained by the text and captions alone? Give examples from the tale to support your answers. (ELL BLM page 6)Writing Mode: Narrative Writing Writing Form: Imaginative Story: Draft, Revise, Edit, PublishFocus Trait: Organization Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning Guide Quarter 1 Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Lesson 6ELL Reader: The Amazing GameGenre: PlayAnchor Text:Invasion From MarsGenre:PlayPaired Selection:The History of RadioGenre:Informational Text Reading Complex Texts Reading Play(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.5, RL.4.6, RL.4.7, RL.4.10)Target Skill: Story StructureTarget Strategy: Infer/Predict Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Consonant Patterns: Digraphs Fluency: Expression Speaking and Listening Skill(SL.4.1c, SL.4.2, SL.4.3, SL.4.6)Speaking/Listening Skill: Listen to a RecordingLanguage(L.4.1f, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5b, L.4.5c, L.4.6)Target/Academic Vocabulary: alarmed, awe, conferring, convey, daring, extraordinary, fade, indescribable, luminous, reactedDomain Specific Vocabulary: time zones, machines, explorerMulti-syllable Vocabulary: Two-syllable WordsVocabulary Strategies: Suffixes, -y, -ous, -lyGrammar Skill: Verbs Writing(W.4.1a, W.4.1b, W.4.1d, W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.3a, W.4.3c, W.4.3e, W.4.4, W.4.5, W.4.8, W.4.9a, W.4.10)At the end of the play, Eddie says that coming to school was a success. Why do you think it was a success for Eddie? (ELL BLM page 6)Writing Mode: Informative WritingWriting Form: News ReportFocus Trait: Ideas Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. Quarter 1Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 7ELL Reader: Making MoviesGenre: Informational Text Anchor Text:Coming Distractions:Questioning MoviesGenre:Informational Text Paired Selection: How Do They Do That? Genre:Informational Text Reading Complex Texts Reading Informational Text(RL.4.2, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.9, RI.4.10)Target Skill: Fact and OpinionTarget Strategy: Summarize Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)Decoding: Common Consonant Patterns: Clusters Fluency: Punctuation Speaking and Listening Skill(SL.4.1a, SL.4.1c, SL.4.2, SL.4.3, SL.4.4, SL.4.5)Speaking/Listening Skill: Identifying Supporting ReasonsLanguage(L.4.1f, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5a, L.4.5b, L.4.5c, L.4.6)Target/Academic Vocabulary: advertise, angles, critics, entertaining, focus, generated, jolts, promote, target, thrillingDomain Specific Vocabulary: special effects, projector, negative, frames, HollywoodMulti-syllable Vocabulary: advertise, entertaining, generated, Edison, Aguste LumiereVocabulary Strategies: Greek and Latin Word Parts : phon, photo, graph, auto, teleGrammar Skill: Verb Tenses Writing(W.4.1a, W.4.1b, W.4.2a, W.4.2b. W.4.2d, W.4.2e, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9a, W.4.9b, W.4.10)Do you think newer movies are more exciting than older movies? Why or why not? Do you think inventions will allow movies in the future to be better than they are now? Why or why not? Explain your answer, giving examples from the text. (ELL BLM page 6)Writing Mode: Informative Writing Writing Form: Informational ParagraphFocus Trait: Word ChoiceResearch/Media Literacy Skills: Gather Relevant Information Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning Guide Quarter 1Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 8ELL Reader: A Gift For GrandpaGenre: Realistic Fiction Anchor Text:Me and Uncle RomieGenre:Realistic FictionPaired Selection:Sidewalk ArtistsGenre:Readers’ Theater Reading Complex Texts Reading Realistic Fiction(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.6, RL.4.7, RL.4.9, RL.4.10, RI.4.3, RI.4.5, RI.4.7)Target Skill: Understanding CharactersTarget Strategy: Visualize Foundational Skills(RF.4.3, RF.4.4a, RF.4.4b)Decoding: Stressed and Unstressed Syllables Fluency: Stress Speaking and Listening SkillSL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.6)Speaking/Listening Skill: Hold a Literature DiscussionLanguageL.4.1b, L.4.1f, L.4.2d, L.4.3b, L.4.3c, L.4.5a, L.4.5b, L.4.6)Target/Academic Vocabulary: concerned, feast, glorious, model, ruined, schedule, smeared, streak, studio, yankedDomain Specific Vocabulary: jazz, stereo, notes, tuneMulti-syllable Vocabulary: outside, homework, keyboardVocabulary Strategies: affixesGrammar Skill: Progressive Verb Tenses Writing(W.2.2a, W.4.2b, W.4.2e, W.4.3d, W.4.5, W.4.7, W.4.8, W.4.9a, W.4.10)On page 8, when Quentin is upset, he says, “Let’s listen to the song again.” What do Quentin and Martin learn by listening to the music? How does it help them play the music? How do you think listening to music can help someone learn to play music better? Explain your answer, giving examples from the story. (ELL BLM page 6)Writing Mode: Informative WritingWriting Form: Book ReportFocus Trait: Organization Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. ESL Grade 4 Planning GuideESL Grade 4 Planning Guide Quarter 1 Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?Lesson 9 ELL Reader: Sisters Play SoccerGenre: Realistic Fiction Anchor Text:Dear Mr. WinstonGenre: Realistic FictionPaired Selection:Field Guide to Snakes of the SouthwestGenre:Informational Text Reading Complex Texts Reading Realistic Fiction(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL.4.10; RI.4.1, RI.4.2, RI.4.3, RI.4.7, RI.4.9, RI.4.10)Target Skill: Conclusions and GeneralizationsTarget Strategy: Question Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)Decoding: Beginning Syllables Fluency: Accuracy Speaking and Listening Skill(SL.4.1a), SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.5)Speaking/Listening Skill: Identifying Text EvidenceLanguageL.4.2a,L.4.2c, L.4.2d, L.4.4a, L.4.5c, L.4.6)Target/Academic Vocabulary: apologize, borrow, fainted, fault, genuine, insisted, local, proof, reference, slimyDomain Specific Vocabulary: referee, shin guards, soccer pillow, sweatpants, headbandMulti-syllable Vocabulary: apologize, insisted, reference, genuineVocabulary Strategies: AntonymsGrammar Skill: What is a sentence Writing(W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.4 W.4.5, W.4.6, W.4.7, W.4.8, W.4.9a, W.4.9b, W.4.10)Do you think Sharon had a right to be angry? Why or why not? How do you think the girls will get along in the future? Explain your answer, giving examples from the text. (ELL BLM page 6)Writing Mode: Informational WritingWriting Form: Explanatory Essay: PrewriteFocus Trait: OrganizationResearch/Media Literacy Skills: Investigate a Topic Writing To Texts Routine Writing ?Two column notes ?Story summaries ?Constructed responses to teacher questions Narrative Writing ?Explanations of processes (e.g., a science experiment, learning log) Analyses (Opinion) ?In the story Because of Winn-?‐Dixie, Miss Franny and Opal, who seem so different from one another, become friends. Write a paper stating your opinion about why they decide to become friends. Use evidence from the text to support your inference. ?In the story The Horned Toad Prince, a girl makes a deal with a horned toad but she doesn’t keep her end of the deal. Write a paper supporting the opinion that Reba Jo is an ill-?‐mannered girl. Use evidence from the text to support your opinion. For Reading and Writing in Each ModuleCite evidenceAnalyze contentStudy and apply grammarStudy and apply vocabularyConductDiscussionsReportFindingsEveryQuarterRL1, RL3Cite evidence from text when speaking or writing about texts.RI1, RI2, RI5Carefully examine what is said in a text before speaking or writing about it.L1, L2, L4, L5Edit and revise writing for errors in language conventions.Use correct grammar when speaking.L4, L5Use a variety of learned strategies to derive word meaning in context.SL1, SL2, SL6Develop and practice classroom routines and procedure.Participate actively in classroom discussions.Summarize texts read aloudSL1, SL2, SL4, SL6Oral presentation of research reportReading Foundational SkillsPhonics and Word RecognitionFluencyRF 4.3-?‐Apply phonics and word analysis skills when reading and spelling.?VCCV pattern?word structure for prefixes and suffixes,?long vowels,?adding –s and –es,RF 4.4-?‐Read grade level text with fluency, accuracy, expression, and comprehensionBy the end of the nine weeks, read 100-?‐110 WCPM*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.NOTE: The following additions to original K-5 curriculum guides are provided in order to give teachers resources, which will address WIDA standards 3-5 pertaining to Math, Science, and Social Studies. Teachers will be able to draw upon these resources in order to identify and teach tier 2 words more effectively.Grade 4 Unit 1 - Lesson: 1Overarching Questions:Question 1–How can animals contribute to a human beings physical or emotional health?Question 2–How can diverse friendships build better communities?Question 3–How do society’s norms (agreed upon rules) determine what pets we have?Text 1 – Lesson 1Text 2 – Lesson 1Additional Resources/ LinksELL Reader“What Happened on Maple Street” by Marybeth HartELL BLM #1Scholastic Lesson Plan Starter 4th Grade Reading Anchor“Because of Winn Dixie”by Kate Di CamilloJourneys ELA Reading BookReading A-Z“Owen and the Tortoise” by Katie KnightHarcourt School MathMath Connection - Summarize Strategy4th Grade Science Book “The Animal Kingdom”Chapter 2 - Lessons #1-2: Tennessee Science – A Closer LookMcMillian/McGraw-HillSocial Studies and Science Links for building background, guided practice, independent centers, and .Vocabulary Reader #1Vocabulary BLM #1Language Support Card #1Struggling Readers #1Grammar Practice ParkFlocabulary - Story StructureWhat am I learning? RL.4.3I am learning to analyze story structure—Why am I learning this? RL.4.2So that I can understand the elements of story structure and briefly summarize important details of the text in my own words. Study Zone - Story SummaryGenre: Realistic FictionWhat am I learning? GLE 407.5.1I am learning to classify animals according to their physical adaptations.Why am I learning this? SPI 0407.5.1So that I can determine how a physical or behavioral adaptation can enhance chances of survival.GLE0407.Inq.5 I can organize data into tables, graphs, drawings, or diagrams.World AtlasAnimal Planet - Popular PetsNational Geographic -Taming Wild Animals*The Tortoise and the Eagle (Assessment)Scholastic Vertebrates Slideshow Scholastic Invertebrate Slideshow Study Jams – Choose the Right GraphMr. Nussbaum's Pie Chart Maker *Article for planning is listed, but teachers may need to use excerpts for the students, as well as a Read Aloud—depending on the students’ levels.Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT infer why some animals have become extinct. SWBAT use a Venn Diagram or another comparable graphic organizer to compare the specific breeds of dogs that are most often considered household pets. SWBAT write three to five sentences comparing vertebrates to invertebrates. SWBAT use details from the readers to summarize the story structure and plot by using a graphic organizer.Task 1: What societal and environmental issues are making some animals extinct?Task 2: According to research, which dogs are the best household pets? What traits make animals suitable as in-house pets? Task 3: In your opinion, would an invertebrate or vertebrate animal be more suitable as a pet for your family? Explain your answer.Task 4: Summarize, in one-paragraph, “What Happened on Maple Street,” (ELL),” or “The Mystery on Maple Street“(Struggling Reader).Task 5: Using the Plot Summary graphic organizer, outline the setting, character, and plot of “Check Out the Library,” (Vocabulary Reader).Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. SWBAT reflect upon question prompts and answer comprehensibly.Task 1: Reflect on the A-Z text, “Owen and the Tortoise.” Summarize (orally) the story structure and plot in a two-minute recording.Task 2: After listening to your teacher read the Tortoise and the Eagle, practice it. Record yourself reading it after three practice days.Task 3: Look at the world atlas. Find the continent of Africa and then find the country of Kenya. Jot down notes about how someone could locate these places mentioned in the story. Record the steps. What famous American’s father was born in Kenya?Task 4: Describe your most unlikely or unusual friendship. In your recording, explain how you became friends with this person.Grade 4 Unit 1 - Lesson: 2Overarching Questions:Question 1–How do biographies prompt us to think about how we live our own lives?Question 2–What similar obstacles could immigrants from Latin America face this year?Question 3–If all living things are made of cells, is it possible that all humans are related?Text 1 – Lesson 2Text 2 – Lesson 2Additional Resources/ LinksELL Reader “Thurgood Marshall ” by Darlene RamosELL BLM #2Scholastic Lesson Plan Starter4th Grade Reading Anchor“My Brother Martin” by Christine King Farris Journeys ELA Reading BookReading A-Z“Cesar Chavez: Migrant Hero” by Terry L. ScottSocial Studies link: Q3, Weeks 1-3:Revolutions are based on ideas and change.4th Grade Science Book“From Cells to Systems”p. 26-27Tennessee Science – A Closer LookMcMillian/McGraw-Hill Science Connection - Web LessonSocial Studies and Science Links for building background, guided practice, independent centers, and .Note: All readers (Anchor, ELL, A-Z and Vocabulary are different levels)Vocabulary Reader #2Vocabulary BLM #2Language Support Card #2 w/login Struggling Reader #2Grammar Practice ParkScholastic Lesson Extension - Ruby BridgesWhat am I learning? RI.4.I am learning to analyze and evaluate text details (monitor and clarify),Why am I learning this? RI.4. RI.4.So that I can figure out the author’s purpose (the author’s reason for writing).And, so that I can explain events, ideas, or concepts in a historical text, including what happened and why. Study Zone - Author's PurposeGenre: Informational Text (Historical)What am I learning? GLE 407.1.1I am learning to recognize that cells are the building blocks of all living things.Why am I learning this? SPI 0407.1.1So that I can comprehend that humans share important background cells and organs.What can I produce? GLE0407.Inq.5 I can organize data into appropriate tables, graphs, drawings, or diagrams.Read Aloud - "White Socks" Geography Map GamesTeacher's Notes - Author's PurposeStudy Jams – Choose the Right GraphVenn Diagram MakerCulminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. At the writing and research center, students will read resource excerpts and research information online. SWBAT use a Venn Diagram or another comparable graphic organizer to compare the biographies of two Human Rights leaders. SWBAT use details from the selected readers to discuss historical events in text. SWBAT opine about historical texts. SWBAT think beyond the text and infer about similar events.Task 1: Did the authors of “My Brother Martin” and “Cesar Chavez” write for the same reason? Show (Venn) your answer and their purpose. Task 2: What incident from “Separate Worlds,” “My Brother Martin,” Thurgood Marshall,” or “Cesar Chavez” bothered you most? Why?Task 3: Read “Equality for All,”(Struggling Reader). Do you think it Is important to read about historical events? Explain why or why not.Task 4: Ruby Bridges is a heroine of the South and desegregation. Write a description of Ruby as a young girl, using as many applicable adjectives as you can. Thinking beyond the text, can you imagine events similar to this happening today? Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20 or a recorder. SWBAT to reflect upon question prompts and respond comprehensibly. Task 1: Read the A-Z text, “Cesar Chavez.” Was he a hero? What was his greatest achievement? Record your opinion in two minutes.Task 2: After your teacher reads the Vocabulary Reader, Separate Worlds, practice it. Record it and let a partner assess your reading skills.Task 3: Look at an actress read White Socks Only. Summarize it in a two-minute recording. Grade 4 Unit 1 - Lesson: 3Overarching Questions:Question 1–Explain how helping or giving to others positively impacts the “giver.”Question 2–What are the most important charitable organizations in your community?Question 3–Why is the nationally acclaimed St. Jude’s Research Hospital one of the biggest recipients of community support in Memphis (Shelby County), Tennessee?Text 1 – Lesson 3Text 2 – Lesson 3Additional Resources/ LinksELL Reader “Helping with Houses” by Gary Miller ELL BLM #3Read-Write-Think Lesson Plan Starter4th Grade Reading Anchor“My Librarian is a Camel”by Margriet RuursJourneys ELA Reading BookReading A-Z“The Inuit: Northern Living” by David MessinerSocial Studies Connection “Inuits in Nunavut”4th Grade Science Book “The Animal Kingdom”Chapter 2 - Lessons #1-2: Tennessee Science – A Closer LookMcMillian/McGraw-HillSocial Studies and Science Links for building background, guided practice, independent centers, and .Vocabulary Reader #3Vocabulary BLM #3Language Support Card #3 w/LoginStruggling Reader #3Struggling BLM #3Grammar Practice ParkWhat am I learning? SPI.04.5.6I am learning to visualize sequence of events and describe the overall structure of a text, Why am I learning this? RI.4.5So that I can analyze patterns of cause and effect in stories or informational text. Study Zone - Cause and EffectInformational TextGLE 407.5.1What?I am learning to classify animals according to their physical adaptations.SPI 0407.5.1Why?So that I can determine how a physical or behavioral adaptation can enhance chances of survival.GLE0407.Inq.5 I can organize data into appropriate tables, graphs, drawings, or diagrams. “How does mankind adapt to physical circumstances in order to survive?” World Map GamesDuckster - The Inuit PeopleQuick Quiz - The InuitTeaching Ideas - My LibrarianGraphing Library Book CheckoutsScholastic - Graphic OrganizerCulminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT use details from the selected readers to create a cause and effect chart. SWBAT infer the societal and environmental impact of Habitat for Humanity. SWBAT describe cause and effect within nature, as it relates to human and animal survival. SWBAT use maps, itineraries, and flight price lists to calculate the cost of travel. SWBAT analyze indigenous habitats and communal survival in remote areas.Task 1: Complete a “Cause and Effect Chart” with examples of cause and effect from “My Librarian is a Camel” or of “Helping with Houses.”Task 2: What societal or environmental problems does Habitat for Humanity (Struggling Readers) address? (Explain in 3-5 sentences).Task 3: Describe cause and effect as it relates to life among animals, insects, and nature.Task 4: a. Visualize being in a new habitat such as that of the Native Americans in “The Inuit: Northern Living” (A-Z). b. Estimate the cost of visiting one of their polar habitats. c. After reading “Planes, Trains, and Snowmobiles” (Vocabulary Reader), explain why trains might find the tundra climate there almost impassable. d. In “Nunavut” what is unique in Inuit habitats--homes, food, and clothing? (Harcourt Grace) Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. SWBAT reflect upon question prompts and respond comprehensibly.Task 1: Reflect on the A-Z text, “The Inuit: Northern Living.” What cause and effect examples did you read? How have Inuit people adapted to their habitat? Record your thoughts using . (1-2 minutes)Task 2: Look at pictures of the parka, kayak, and igloo—three Inuit words that we use. Create and record a sentence using each word.Grade 4 Unit 1 - Lesson: 4 Overarching Questions:Question 1–Why might it be important to plan before spending or raising money?Question 2–Why are many of our English allusions and idioms based on Greek myths?Question 3–In what way is finding the theme of a story similar to finding the main idea of an informational text?Text 1 – Lesson 4Text 2 – Lesson 4Additional Resources/ LinksELL Reader “Friends on a Field Trip” by Natalie BeharELL BLM #4Lesson Plan Starter #4Theme E-reading Lessons4th Grade Reading Anchor“The Power of W.O.W.”by Crystal HubbardJourneys ELL ReaderHoughton MifflinReading A-ZTheme PoemsTanya’s Money Problems by Ned Jensen (Level U) (A-Z login)Multiply with Simple Mathematics “Budget Lesson”4th Grade MathematicsHarcourt - Add & Sub Money Bags4-Digit Mystery - What's MissingMath, Social Studies and Science Links for building background, guided practice, independent centers, and Vocabulary Reader #4Vocabulary BLM #4Language Support Card #4 w/loginStruggling Readers BLM #4Grammar Practice ParkHarcourt Game - MultiplicationHarcourt Math GlossaryWhat am I learning? SPI 0401.6.1I am learning to read closely, Why am I learning this? SPI 0401.3.7 So that I can determine the theme and the supporting details of a story, poem, or play. RL.4.5 I can explain the major differences between drama, stories, and poems.Study Zone - Compare Stories to Plays Genre: DramaWhat am I learning? HYPERLINK "" 4.OA.A.3, HYPERLINK "" 4.OA.B.4, 4.NBT.B.4, HYPERLINK "" 4.NF.C.5I am learning to use the four operations Why am I learning this? SPI 0406.2.10So that I can solve contextual problems using whole numbers, fractions, and decimals.Scholastic - Budget - WorksheetTeaching PlaywritingMarina's Guide to BrailleYou've Got BrailleQuizlet Journeys 4th-4Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. At the writing and research center, students will read excerpts from the oral histories about Louisiana hurricanes. SWBAT analyze two budget scenarios and choose a viable option. SWBAT draw conclusions about the family budgeting process. SWBAT infer at least five needed steps to begin a fundraising initiative. SWBAT create theme-based poems. SWBAT create a message in Braille and test its validity.Task 1: Complete the budget practice sheet with your think-pair-share partner.Task 2: Reflect upon how has completing a budget made you think about how your family budgets? (Three to five sentences.)Task 3: Create a mock fundraising effort for a Braille Bookmobile. Create a list of five steps that you would take to make it successful. What is the cause? What is the first decision you would make? Who would you invite to join you? From whom would you request funds?Task 4: After analyzing the A-Z Theme Poems, create your own shape-based theme poem. Create another theme poem of your choosing. Task 5: Study “Marina’s Guide to Braille.” Make your own Braille ABC chart. Notice the patterns. Work with a partner to create a braille message. See if your message is correct, by writing your message in “You’ve Got Braille,” which will translate your message. Compare. Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. SWBAT respond to the question prompts comprehensibly.Task 1: a. Read the theme poem you wrote in your writing and research center. Enunciate your words and use your voice to convey the mood of the poem. b. Explain how your poem relates to the shape that you chose.Task 2: How is the dialogue in the play similar to the dialogue that you have with your friends? Plan your response with a Venn Diagram.Grade 4 Unit 1 - Lesson: 5 Overarching Questions:Question 1–Do students at your school mistreat others because of their differences (size, height, origin, age, or color)?Question 2–Why do authors tell and write unbelievable stories or Tall Tales?Question 3–Does an author’s use of hyperbole and similes aid a reader’s enjoyment?Question 4-How do North American Tall Tales reflect geography and customs?Text 1 – Lesson 5Text 2 – Lesson 5Additional Resources/ LinksELL Reader “The Amazing Balina” by Michael Sandler ELL BLM #5 (Level P)Lesson Plan Starter #54th Grade Reading Anchor“Stormalong” by Mary Pope OsborneJourneys ELL ReaderHoughton MifflinReading A-Z “On Eagle River” (Level Q)by Ruth Siburt“Close Reading Pack “Stormalong”” by Reading A-Z4th Grade Math Customary Measurement Conversions”Houghton Mifflin - Customary MeasurementMath, Social Studies and Science Links for building background, guided practice, independent centers, and Vocabulary Reader #5 Vocabulary BLM #5Language Support Card #5 w/loginStruggling BLM #5 (Level Q)Grammar Practice ParkCustomary Measurement VideoWhat am I learning? SPI 04.I am learning to read closely, analyzing and evaluating what I read,Why am I learning this? SPI 04.So that I can predict story events, as well as and infer and draw conclusions before, during, and after I read. Study Zone - Tall TalesStudy Zone - Making PredictionsGenre: Tall TaleWhat am I learning? SPI 406.4.7,HYPERLINK ""CCSS.Math.Content.4.MD.A.2I am learning to determine appropriate sizes of units of measurement Why am I learning this? SPI 406.4.7So that I can solve word and math problems involving length, capacity, or weight.Cups to Quarts Measurement GameInches to Feet Measurement GameFeet to Yards MeasurementMetric Measurement Game U.S. Map GamesCapacity - ExamplesCulminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT convert standard units of measurement. SWBAT research and apply knowledge regarding foreign or domain-specific units of measurement. SWBAT pull out examples of figurative language from a story or text.Task 1: Reference – “Stormalong.” Calculate how many feet are in 100 yards of Chinese silk is. Calculate how many cups and how many quarts make up 100 gallons of whale soup.Task 2: Research the measurement “fathom.” The baby in “Stormalong” was “three fathoms long.” How many feet is a fathom? How many yards is a fathom? Who, or what profession, normally uses the word “fathom?” (It is a homograph).Task 3: Find three examples of hyperbole and three examples of simile in “The Amazing Balina” or “The Golden Age of Sail” (Vocabulary Reader). In what way do these examples add or confuse your understanding of the story?Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students use note cards to formulate their thoughts and then respond to teacher-prepared questions or text prompts using or a recorder. SWBAT plan and respond to the prompt comprehensibly.Task 1: How did Stormalong or Balina feel at the beginning, the middle, and the end of the story? Plan and record your conclusions.Task 2: In “The Amazing Balina,” how did knowing what Balina was thinking and feeling impact your feelings about her? Did you feel sorry for her? Proud of her? Did your feelings change? Explain how you felt in one paragraph—five to six sentences.Task 3: What things did you figure out about Stormy or Balina that were not stated by the author?Grade 4 Unit 2 - Lesson: 6 Overarching Questions:Question 1–What are strategies for keeping events in chronological order while reading? Question 2–What is the relationship of the planet Mars to the mythical Greek god, Ares?Question 3–There are many strategies for analyzing and evaluating a text, why should a student practice more than one comprehension strategy?Text 1 – Lesson 6 ELL Reader “The Amazing Game” (Level S )by Barbara WeldonELL BLM #6Lesson Plan Starter #6Lesson Plan Prezi #6Destination Game - Visualization 4th Grade Reading Anchor“Invasion From Mars”by Howard KochJourneys ELL ReaderHoughton MifflinText 2 – Lesson 6 Reading A-Z (Level W)“Curiosity on Mars” by John Perritano (Fluency Focus: Expression)The Planets and Mars - A-Z Practice Sets4th Grade Math Calculate Distances from the SunCCSS.MATH.CONTENT.4.MD.A.2Math ADV Challenge - Escape from Planet X4th Grade ScienceMcMillian Science Text OnlineChapter 4.1, 4.2, and4.3Additional Resources/ LinksMathematics and Science Links for building background, guided practice, independent centers, and Vocabulary Reader #6 Vocab BLM #6Language Support Card #6Struggling Reader #6Grammar Practice - VerbsVocabulary Practice #6(Vocabulary Focus: Suffixes -ily,-ly, and -y )What am I learning? RI.4.7 SPI 0401.5.1I am learning to infer and predict by using text clues to figure out what is not exactly stated,Why I am I learning this? RI.4.3So that I can give details about the characters, the setting, and the plot (story structure). Study Zone - Story StructureGenre: Drama/Play“What is a play? A play tells a story through the words and actions of its characters.”What am I learning? GLE 0407.T/E.1I am learning how tools, technology, and inventions help to answer questions and solve problems,Why am I learning this? SPI 0407.62So that I can understand more about the moon, the sun, the planets, and the stars.Author's Craft - HyperboleNews Break Article - MarsNews ELA Article - Woman Going to MarsTeacher PD - APK and Text CluesTeacher Note:Students could be prompted to consider a challenge: a week without all T.V. and social media—except radio. It could be used as a fundraiser or simply as a contest to help children realize how dependent they are on electronic media. What would happen if students didn’t watch T.V. for a week?Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT discuss and chart key differences between the genre of plays and other genres. SWBAT define and evaluate the key elements of story structure and determine the author’s purpose for writing. SWBAT to think beyond the text and form opinions about current events.Task 1: Students will partner in pairs to create a poster-sized comparison and contrast of play and another genre of their choosing.Task 2: Ask and answer questions about “The Amazing Game.” Who do you think was the author’s primary audience and what was his purpose for writing? Compare it to the author’s purpose in the Vocabulary Reader, “Golden Age of Radio.” Is it the same?Task 3: Read the article about the woman who is going to Mars--even though she knows she may not return. What is your opinion about opening up space travel to ordinary citizens who have no NASA background? (One paragraph, level 2; two paragraphs, level 3-4.) Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. SWBAT plan their thoughts and then record comprehensibly.Task 1: Homework: Practice the “The Amazing Game,” running record. Focus on fluency and rate. Record and get a peer review; submit.Task 2: Pronunciation practice: with a partner, review this week’s vocabulary along with the lists of planets. Take turns recording; submit.Task 3: Summarize the A-Z story, “Curiosity on Mars” make a three-minute presentation; include similarities between earth and mars.Task 4: Explain what you have learned about decoding diagraph consonant patterns and vowel sounds short /u/, long /u/yoo/, and/oo/. Grade 4 Unit 2 – Lesson 7Overarching Questions:Question 1–Why do movie studios show different commercials to different audiences? Question 2–Should movies reflect life as it is or life as it should be?Question 3–How can movies negatively affect the norms and standards of communities?Text 1 – Lesson 7ELL Reader “Making Movies” by Joanne MatternELL BLM #7 (Level T)Lesson Plan Starter #7 Lesson Plan Prezi #7 4th Grade Reading Anchor“Coming Distractions: Questioning Movies” (audio)by Frank W. BakerJourneys ELL ReaderHoughton MifflinText 2 – Lesson 7Reading A-Z “Pie Chart ” (Fluency Focus: Phrasing per Punctuation)Can You Act? Memorize This! Students can take “parts” and present for class or video delivery. It’s a great way to practice pronunciation.4th Grade Math ConnectionVideo Rentals - PictographMultiply Two-Digit NumbersAdditional Resources/ LinksMath and Science Links for building background, guided practice, independent centers, and Vocabulary Reader #7 (Level P)Vocab BLM #7Language Support Card #7 Struggling Reader #7 (Level T)Struggling BLM #7 Verb Tense Train Grammar Practice - Verb TensesVocabulary Practice - Unit 2 Lesson 7(Focus: Greek and Latin Word Parts) Teacher PD – Greek and Latin VocabularyWhat am I learning? RI.4.3I am learning to summarize important parts of the text in my own words,Why I am I learning this? RI.4.5W4.1.A, W4.1.BSo that I can decide if an idea can be proved as fact or if it is a belief or opinion. I am learning to write my own examples.Study Zone – Fact and OpinionGenre: Informational TextWhat is informational text? Informational text gives facts and examples about topics.What am I learning? SPI 0406.2.7I am learning to add and subtract proper fractions with like and unlike denominations,Why am I learning this? SPI 0406.210So that I can solve contextual problems using whole numbers, fractions, and decimals.Math Strategy Selection 4th Grade Math ActivityStudents will create an imaginary movie budget in which they must use the four operations to pay personnel and marketing costs. They will have to determine which parts of the budget can be allotted to different aspects of movie production. Students must use a pie chart to present their budget to the studio.Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.SWBAT use a graphic organizer and compare facts and opinion from a text. SWBAT summarize key elements of an informational text and identify technical, domain-specific vocabulary. SWBAT should be able to infer about elements of science and art that impact movies.Task 1: Choose two of our five texts from this week. Look for examples of facts and opinion in each, and detail them in a graphic organizer.Task 2: a. The anchor text, “Coming Distractions,” has domain-specific vocabulary and technical jargon. Summarize the text. b. Make a chart of the words you learned that are movie jargon and explain them—CGI, dub—etc.Task 3: Use your voice; write an opinion paragraph. Do movies today have a positive or negative influence on you and your peers? Explain.Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.Task 1: Read or listen to Compare Print Vs. Non-Print Info. Plan a response to the author’s position and “give accountable talk” feedback.Task 2: How can lighting and music change the mood and tempo of a movie?Task 3: Name some elements of science that go into the making of movies, based on the external reading links. Task 4: Explain what you have learned about decoding clusters (common consonant patterns) and the vowel sound /oo/.Grade 4 Unit 2 – Lesson 8Overarching Questions:Question 1– How can understanding your own character traits help you understand the character traits in others?Question 2–In what way might an artist’s work be considered as a “self-reflection?”Question 3–Is there a “right” way to interpret someone else’s artistic or musical work?Text 1 – Lesson 8ELL Reader “A Gift for Grandpa” by Joanne MatternELL Reader #8 Lesson Plan Starter #8Lesson Plan Prezi #84th Grade Reading Anchor“Me and Uncle Romie”by Claire HartfieldJourneys ELL ReaderHoughton MifflinText 2 – Lesson 8Reading A-Z“Jazz Greats”by Linda Johns(Fluency Focus: Stress) Huffington - Poetry and Rap4th Grade Math Link Reference Story from “Multiplying Makes Me Sick”*by Linda Owens* This story is mentioned in our understanding characters review, and it has multiplication as the theme.Birthday Math ChallengeAdditional Resources/ LinksMath, Music, Art, and Science Links for building background, guided practice, independent centers, and **Shared workspace for classes to record – free! Vocabulary Reader #8 Vocabulary BLM #8 (Level R) Language Support Card #8 Struggling Reader #8 Struggling BLM #8 (Level S)Teacher Tips - ConjunctionsGrammar Practice - ConjunctionsVocabulary Practice(Vocabulary Focus: Figurative Language)What am I learning? RL4.10 I am learning to read, visualize, and comprehend grade-level literature. Why I am I learning this? RL4.3 So that I can understand and compare characters, setting, and event details to present-day life.Study Zone - Point of ViewStudy Zone – Characters Genre: Realistic Fiction“What is realistic fiction? It’s a present-day story that could take place in real life.” What am I learning? SPI 0406.2.4 SPI 0406.2.11I am learning to find factors, multiples, and common multiples of two numbers, Why am I learning this? SPI 0406.2.10So that I can solve problems using whole number multi-digit multiplication, and solve contextual problems using whole numbers, fractions, and decimals. HYPERLINK ""Engagement Idea: Story Scroll ExampleOne Grain of Rice - Lesson Plan (cultural story)One Grain of Rice - ResourceRealistic Fiction - Extended ReadingTeacher notes: a. Explain to students that the ELL title is not correct, as it should be “Uncle Romie and I.” However, this informal language is used to keep the mood of the setting and character. b. This is a good weekly lesson to introduce poetry, as figurative language is a focus. Help students find their poetic voice through word choice exemplifying figurative language.Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT use a graphic organizer to analyze the characters. SWBAT work collaboratively and infer challenges of moving away from one’s native environment. SWBAT should be able to talk about the culture of the immediate community.Task 1: Analyze your own character traits. This is not what others say about you, but according to your point of view. Choose an organizer and analyze the main characters in “A Gift for Grandpa,” “Multiplication Makes Me Sick” and “One Grain of Rice.” Explain the similarities.Task 2: Partner-Pair-Share. a. Under what circumstances do you imagine yourself moving from the place of your birth to another city? Pick a city, pretend that you are moving there. What difficulties would you expect to find? b. If you have moved from another country or city, you may share how you felt about moving and what may difficult—share only what is comfortable for you. Task 3: a. What aspects of life define the culture of your immediate community? b. Write a short poem that reflects your culture. c. What idioms are popular in your culture? (Name two that you hear (or use) often or that you have learned this week.)Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.Task 1: Plan and record a three-minute literature discussion with a partner. Discuss realistic fiction and one of this week’s stories. Task 2: Record multiplication facts (without looking) starting with 7 through 12. Self-assess your proficiency. Can you improve?Task 3: Explain what you have learned about decoding stressed and unstressed syllables and about vowel sounds /ou/ and/?/.Grade 4 Unit 2 – Lesson 9Overarching Questions:Question 1–What is a “proper” apology in your culture? How do norms for apologies differ by culture?Question 2–In what ways are snakes useful and important to our environment?Question 3–What are common generalizations about snakes?Text 1 – Lesson 9ELL Reader “Sisters Play Soccer” by Barbara Roenz ELL Reader #9 (R)Lesson Plan Starter #9Lesson Plan Prezi #94th Grade Reading Anchor “Dear Mr. Winston” (audio)by Ken RobertsJourneys ELL ReaderHoughton MifflinText 2 – Lesson 9Reading A-Z“ Snakes Alive! - Fluency Practice ”(Fluency Focus: Accuracy)Teacher PD - Fluency and Self-CorrectionReading A-Z“Ricardo’s Dilemma”by Lara Henderson Megard4th Grade Math LinkMaking Line Graphs - Soccer4th Grade Science LinkThe Ecosystem McMillan Science TextAdditional Resources/ LinksSocial Studies and Science Links for building background, guided practice, independent centers, and **Shared workspace for classes to record – free! Vocabulary Reader #9 Vocabulary BLM #9 (Level O) HYPERLINK "" Language Support Card #9 Struggling Reader #9 Struggling BLM #9 (Level S) Grammar Practice - CommasVocabulary Practice - Unit 2-Lesson 9 (Vocabulary Focus: Antonyms) What am I learning? RL4.1 I am learning to question details and examples, Why I am I learning this? RL4.7So that I can make inferences and draw valid generalizations and conclusions based on text or graphic cues.Study Zone – Drawing ConclusionsStudy Zone – InferenceGenre: Realistic Fiction“What is realistic fiction? Realistic Fiction is a present-day story that could take place in real life.”What am I learning? SPI 0407.3.1I am learning to distinguish how diverse life forms in different in environments (deserts, forests, tundra, grasslands, and wetlands) function in terms of their location in an energy pyramid,Why am I learning this? SPI 0407.4.1So that I can understand how adaptations in physical structure or behavior may improve an organism’s chance for survival and reproduction. - "Catching the Moon"(Read by a Hollywood Actor and a child.)TN Wildlife RefugeGrammar Snap - Compound SentencesGrammar Snap - Complex SentencesTeacher note:Some students will have a visible and visceral reaction to seeing pictures of snakes or discussing snakes. Please allow them to focus on other Readers, or on the A-Z texts.Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts. SWBAT create a habitat project that shows producers and consumers within the environment. SWBAT write sequential steps for a project. Suggestion 1: Plan a model; consider elements that will make it realistic. How will you plan your habitat? Make a sequential list of steps you will take. What resources will you need? Use natural resources when possible—they are free and easily obtained.Suggestion 2: Consider peer perspectives. What can you do differently, based on peer feedback and self-assessment?Suggestion 3: Plan a one-page paper (organize with a prewrite) that describes your habitat and your process. Proof and polish your paper.Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using or a recorder. SWBAT plan their thoughts and then record comprehensibly.Task 1: Assemble a team of two classmates to ask questions about your habitat. Listen and respond to their inquiries, recording everyone.Task 2: Why do you think that your project is (or is not) a good representation of a habitat? How did peer feedback help you improve it?Task 3: You learned the Spanish word, “habitación,” which can mean “room.” Why is there a similarity between “habitat” and this word? Task 4: What is “repetition” in literature, and how is it used? Discuss at least two examples of repetition used in any of the Reader stories.Task 5: Explain what you have learned about decoding common beginning syllables and vowel + /r/ sounds. ................
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