Unit Plan.docx
Grade 4 Unit Plan
Module A
Unit planning provides you with a sense of direction and organization that helps the teacher and the class to achieve significant academic gains within a particular time period. “It encourages alignment between teaching practice and three interrelated goals – Acquisition (of knowledge and skills), Meaning Making (understanding of “big ideas”) and Transfer of learning.” –Wiggins and McTighe
|Grade |4 |
|Module |A |
|Unit Theme |Making Your Mark |
|Unit Summary |Students will read various texts inclusive of the theme “Making Your Mark”. Through the texts, students will analyze and discuss how characters overcome |
| |obstacles to make a difference in their lives or the lives of others. |
|Big Idea |In this module, students will study characters in ways that will build critical thinking skills. Students will concentrate on characters' thoughts, feelings, |
| |actions, traits, and motivations to make inferences and synthesize information. By analyzing characters, student will develop the ability to infer and |
| |synthesize information to understand how life’s obstacles are overcome and the effect they have on their own lives and the world. Students will support their |
| |ideas with specific information from the text. Understanding characters expands readers’ comprehension of texts and their understanding of themselves and the |
| |world. |
|Pacing |Use Journeys Unit 1 |
| |9 weeks (First Marking Period) |
|Background |In order to understand characters, students should be able to : |
| |articulate the structure of a story to analyze and make inferences about characters and determine central ideas or themes |
| |articulate the structure of a story to summarize the key details and ideas |
| |focus on characters’ thoughts, traits, motivations, actions, and feelings |
| |read texts to gather information and draw conclusions before declaring an opinion or idea |
| |articulate connections made through cause and effect, chronological, problem/solution, descriptions, or comparison/contrast structures when reading |
| |informational texts |
| |engage in meaningful classroom discussions where they speak about and listen to the analyses of characters |
| |express their thoughts on characters’ actions and motivations |
| | |
| | |
| |Note to Teacher: |
| |To understand myths, students need to understand the characteristics of the genre. |
| | |
| |Myths |
| | |
| |Definition: A story of unknown authorship that people told long ago in an attempt to answer serious questions about how important things began and occurred. |
| |They are stories that explain natural occurrences and express beliefs of right and wrong. |
| | |
| |Characteristics: |
| |Early man's desire to explain the universe |
| |Generally involve nature or the adventure of gods/goddesses and heroes |
| |The gods, goddesses, and heroes are super human in nature |
| |Magic is often present in myths |
| |The plot will most likely include plenty of action, suspense, and basic conflict |
| |Usually focuses on difficult tasks or obstacles to overcome |
| |Reflects a culture's customs, values, and beliefs |
| |Reflection of humans’ strengths, frailties, weaknesses, or imperfections |
| |Believe main character can survive all obstacles to achieve a goal |
| |Reader is lead to new insights and/or understandings |
|LEARNING |Student Goals: |
|OUTCOMES: | |
| |To show proficiency, I will: |
| |demonstrate independence |
| |use details from the text and my own knowledge to infer deeper meanings |
| |analyze to determine the central message or theme in texts |
| |use details from the text to explain how I determined the central message or theme |
| |use context clues to interpret words and phrases |
| |produce writing appropriate to task, purpose, and audience |
| | |
| |Note to Teacher |
| |Use a variety of strategies before, during, and after reading to construct, monitor, and confirm meaning, including: |
| |predicting, asking and answering text-dependent questions, summarizing, drawing conclusions, making inferences, defining words and phrases, using text |
| |features, comparing and contrasting, identifying text structure, determining point of view, determining main or central idea, discussing lesson & theme, and |
| |supporting reasons with evidence in order to understand and critically analyze the text. |
| | |
| |Use speaking and listening to interact with others for the purposes of contributing to a class discussion, sharing and explaining ideas, viewpoints, and |
| |opinions, adjusting thinking/beliefs, solving problems, completing tasks, presenting ideas and information, and recounting experiences in order to develop a |
| |deeper understanding of the text. |
|Essential Questions |Enduring Understandings |
| | |
|What do readers do when they do not understand everything in a text? |Good readers employ strategies to help them understand text. Strategic readers can develop, select, and |
| |apply strategies to enhance their comprehension. |
| | |
| | |
|How do readers construct meaning |Good readers compare, infer, synthesize, and make connections (text to text / text to self / text to |
|from text? |world) to make text relevant and useful. |
| | |
| | |
|How do good writers express themselves? How does process shape the writer’s product? |Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic |
| |expression. |
|How do writers develop a well written product? | |
| |Good writers use a repertoire of strategies that enables them to vary form and style, in order to write |
| |for different purposes, audiences, and contexts. |
|How can discussion increase our knowledge and understanding of an idea(s)? | |
| |Oral discussion helps to build connections to others and create opportunities for making learning |
|How can an author show what it takes to be a leader? |concrete. |
| | |
| |Good writers develop and refine traits in characters to demonstrate their qualities. |
|How can characters’ actions inspire us to do good things? | |
| |Good readers compare, infer, synthesize, and make connections (text to text/ text to self / text to world)|
| |to make text relevant and useful to life. |
|Assessments |Formative a process used by teachers and students during |Summative cumulative evaluations used to measure |Authentic Assessment refers to assessment tasks |
| |instruction that provides explicit feedback to adjust |student growth after instruction and are generally|that require students to demonstrate their |
| |ongoing teaching and learning to improve students’ |given at the end of a course in order to determine|knowledge, skills, and strategies by creating a |
| |achievement of intended instructional outcomes. Formative |whether long term learning goals have been met. |response or a product. |
| |assessment is a method of continually evaluating students’| | |
| |academic needs and development within the classroom and | | |
| |precedes local benchmark assessments and state-mandated |State-mandated assessments | |
| |summative assessments. |DWA | |
| |3 Types of Formative Assessments: |Benchmark assessments |See Culminating Activities |
| |“In the Moment” (those that happen during a lesson) |End of Unit Tests |(Students are to select one activity of their |
| |“planned-for-interaction” (those decided before |Open-Ended Responses to texts |choice). |
| |instruction) |Published Writing Pieces | |
| |“curriculum-embedded” (embedded in the curriculum and used|On-Demand Writing | |
| |to gather data at significant points during the learning | | |
| |process). | | |
| | | | |
| |Exit Tickets | | |
| |Anecdotal Notes | | |
| |Talk Moves | | |
| |Quiz | | |
| |Quick-Writes | | |
| |Concept Map | | |
| |Think-Pair-Share | | |
| |Use of Individual Whiteboards | | |
| |Summaries & Reflections | | |
| |Text Dependent Questions | | |
|RL Standards |Built In |When Appropriate |
| |Grade Level Standard |Anchor Standard |Grade Level Standard |Anchor Standard |
| |RL.4.7 |RL.7 |RL.4.1 |RL.1 |
| |Make connections between the text of a |Integrate and evaluate content |Refer to details and examples in a text|Read closely to determine what the |
| |story or drama and a visual or oral |presented in diverse media and formats,|when explaining what the text says |text says explicitly and to make |
| |presentation of the text, identifying |including visually and quantitatively, |explicitly and when drawing inferences |logical inferences from it; cite |
| |where each version reflects specific |as well as in words |from the text. |specific textual evidence when writing|
| |descriptions and directions in the | | |or speaking to support conclusions |
| |text. | | |drawn from the text. |
| | | | | |
| | | |RL.4.2 |RL. 2 |
| |RL.4.9 |RL.9 |Determine a theme of a story, drama, or|Determine central ideas or themes of a|
| |Compare and contrast the treatment of |Analyze how two or more texts address |poem from details in the text; |text and analyze their development; |
| |similar themes and topics (e.g., |similar themes or topics in order to |summarize the text. |summarize the key supporting details |
| |opposition of good and evil) and |build knowledge or to compare the | |and ideas |
| |patterns of events (e.g., the quest) in|approaches the authors take. | | |
| |stories, myths, and traditional | |RL.4.3 |RL.3 |
| |literature from different cultures. | |Describe in depth a character, setting,|Analyze how and why individuals, |
| | | |or event in a story or drama, drawing |events, and ideas develop and interact|
| |RL.4.10 | |on specific details in the text (e.g., |over the course of a text. |
| |By the end of the year, read and |RL.10 |a character's thoughts, words, or | |
| |comprehend literature, including |Read and comprehend complex literary |actions). | |
| |stories, dramas, and poetry, in the |and informational texts independently | | |
| |grades 4-5 text complexity band |and proficiently. |RL.4.4 | |
| |proficiently, with scaffolding as | |Determine the meaning of words and |RL. 4 |
| |needed at the high end of the range. | |phrases as they are used in a text, |Interpret words and phrases as they |
| | | |including those that allude to |are used in a text, including |
| | | |significant characters found in |determining technical, connotative, |
| | | |mythology (e.g., Herculean). |and figurative meanings, and analyze |
| | | | |how specific word choices shape |
| | | | |meaning or tone. |
|RI Standards |Built In |When Appropriate |
| |Grade Level Standard |Anchor Standard |Grade Level Standard |Anchor Standard |
| |RI.4.6 |RI.6 |RI.4.1 |RI.1 |
| |Compare and contrast a firsthand and |Assess how point of view or purpose |Refer to details and examples in a text|Read closely to determine what the |
| |secondhand account of the same event or|shapes the content and style of a text.|when explaining what the text says |text says explicitly and to make |
| |topic; describe the differences in | |explicitly and when drawing inferences |logical inferences from it; cite |
| |focus and the information provided. | |from the text. |specific textual evidence when writing|
| | | | |or speaking to support conclusions |
| |RI.4.7 | | |drawn from the text. |
| |Interpret information presented |RI.7 |RI.4.2 | |
| |visually, orally, or quantitatively |Integrate and evaluate content |Determine the main idea of a text and |RI.2 |
| |(e.g., in charts, graphs, diagrams, |presented in diverse media and formats,|explain how it is supported by key |Determine the main idea of a text and |
| |time lines, animations, or interactive |including visually and quantitatively, |details; summarize the text. |explain how it is supported by key |
| |elements on Web pages) and explain how |as well as in words. | |details; summarize the text. |
| |the information contributes to an | |RI.4.3 | |
| |understanding of the text in which it | |Explain events, procedures, ideas, or | |
| |appears. | |concepts in a historical, scientific, |RI.3 |
| | | |or technical text, including what |Analyze how and why individuals, |
| |RI.4.8 | |happened and why, based on specific |events, and ideas develop and interact|
| |Explain how an author uses reasons and | |information in the text. |over the course of a text. |
| |evidence to support particular points |RI.8 | | |
| |in a text. |Delineate and evaluate the argument and| | |
| | |specific claims in a text, including |RI.4.4 | |
| | |the validity of the reasoning’s well as|Determine the meaning of general | |
| | |the relevance and sufficiency of the |academic and domain-specific words or | |
| | |evidence. |phrases in a text relevant to a grade 4| |
| |RI.4.10 | |topic or subject area. |RI.4 |
| |By the end of year, read and comprehend| | |Interpret words and phrases as they |
| |informational texts, including |RI.10 | |are used in a text, including |
| |history/social studies, science, and |Read and comprehend complex literary | |determining technical, connotative, |
| |technical texts, in the grades 4-5 text|and informational texts independently | |and figurative meanings, and analyze |
| |complexity band proficiently, with |and proficiently. | |how specific word choices shape |
| |scaffolding as needed at the high end | | |meaning or tone. |
| |of the range. | | | |
|Writing Standards |Built In |When Appropriate |
| |Grade Level Standard |Anchor Standard |Grade Level Standard |Anchor Standard |
| |W.4.1 |W.1 |W.4.3 |W.3 |
| |Write opinion pieces on topics or |Write arguments to support claims in an|Write narratives to develop real or |Write narratives to develop real or |
| |texts, supporting a point of view with |analysis of substantive topics or |imagined experiences or events using |imagined experiences or events using |
| |reasons and information. |texts, using valid reasoning and |effective technique, descriptive |effective technique, well-chosen |
| |a Introduce a topic or text clearly, |relevant and sufficient evidence. |details, and clear event sequences. |details, and well-structured event |
| |state an opinion, and create an | |a Orient the reader by establishing a |sequences. |
| |organizational structure in which | |situation and introducing a narrator | |
| |related ideas are grouped to support | |and/or characters; organize an event | |
| |the writer's purpose. | |sequence that unfolds naturally. | |
| |b Provide reasons that are supported by| |b Use dialogue and description to | |
| |facts and details. | |develop experiences and events or show | |
| |c Link opinion and reasons using words | |the responses of characters to | |
| |and phrases (e.g., for instance, in | |situations. | |
| |order to, in addition). | |c Use a variety of transitional words | |
| |d Provide a concluding statement or | |and phrases to manage the sequence of | |
| |section related to the opinion | |events. | |
| |presented. | |d Use concrete words and phrases and | |
| | | |sensory details to convey experiences | |
| |W4.2 | |and events precisely. | |
| |Write informative/explanatory texts to |W.4.2 |e Provide a conclusion that follows | |
| |examine a topic and convey ideas and |Write informative/explanatory texts to |from the narrated experiences or | |
| |information clearly. |examine and convey complex ideas and |events. | |
| |a |information clearly and accurately | | |
| |Introduce a topic clearly and group |through the effective selection, | | |
| |related information in paragraphs and |organization, and analysis of content. | | |
| |sections; include formatting (e.g., | | | |
| |headings), illustrations, and | | | |
| |multimedia when useful to aiding | | | |
| |comprehension. | | | |
| |b | | | |
| |Develop the topic with facts, | | | |
| |definitions, concrete details, | | | |
| |quotations, or other information and | | | |
| |examples related to the topic. | | | |
| |c | | | |
| |Link ideas within categories of | | | |
| |information using words and phrases | | | |
| |(e.g., another, for example, also, | | | |
| |because). | | | |
| |d | | | |
| |Use precise language and | | | |
| |domain-specific vocabulary to inform | | | |
| |about or explain the topic. | | | |
| |e | | | |
| |Provide a concluding statement or | | | |
| |section related to the information or | | | |
| |explanation presented. | | | |
| | | | | |
| |W.4.4 | | | |
| |Produce clear and coherent writing in | | | |
| |which the development and organization |W.4 | | |
| |are appropriate to task, purpose, and |Produce clear and coherent writing in | | |
| |audience. (Grade-specific expectations |which the development, organization, | | |
| |for writing types are defined in |and style are appropriate to task, | | |
| |standards 1-3 above.) |purpose, and audience. | | |
| | | | | |
| |W.4.5 | | | |
| |With guidance and support from peers | | | |
| |and adults, develop and strengthen |W.5 | | |
| |writing as needed by planning, |Develop and strengthen writing as | | |
| |revising, and editing. (Editing for |needed by planning, revising, editing, | | |
| |conventions should demonstrate command |rewriting, or trying a new approach. | | |
| |of Language standards 1-3 up to and | | | |
| |including grade 4.) | | | |
| | | | | |
| |W.4.6 | | | |
| |With some guidance and support from | | | |
| |adults, use technology, including the |W.6 | | |
| |Internet, to produce and publish |Use technology, including the Internet,| | |
| |writing as well as to interact and |to produce and publish writing and to | | |
| |collaborate with others; demonstrate |interact and collaborate with others. | | |
| |sufficient command of | | | |
| |keyboarding skills to type a minimum of| | | |
| |one page in a single sitting. | | | |
| | | | | |
| |W.4.7 | | | |
| |Conduct short research projects that |W.7 | | |
| |build knowledge through investigation |Conduct short as well as more sustained| | |
| |of different aspects of a topic. |research projects based on focused | | |
| | |questions, demonstrating understanding | | |
| | |of the subject under investigation. | | |
| | | | | |
| |W.4.8 |W.8 | | |
| |Recall relevant information from |Gather relevant information from | | |
| |experiences or gather relevant |multiple print and digital sources, | | |
| |information from print and digital |assess the credibility and accuracy of | | |
| |sources; take notes and categorize |each source, and integrate the | | |
| |information, and provide a list of |information while avoiding plagiarism. | | |
| |sources. | | | |
| | |W.9 | | |
| | |Draw evidence from literary or | | |
| | |informational texts to support | | |
| |W.4.9 |analysis, reflection, and research. | | |
| |Draw evidence from literary or | | | |
| |informational texts to support | | | |
| |analysis, reflection, and research. | | | |
| |a Apply grade 4 Reading standards to | | | |
| |literature (e.g., "Describe in depth a | | | |
| |character, setting, or event in a story| | | |
| |or drama, drawing on specific details | | | |
| |in the text [e.g., a character's | | | |
| |thoughts, words, or actions]."). | | | |
| |b Apply grade 4 Reading standards to | | | |
| |informational texts (e.g., "Explain how| | | |
| |an author uses reasons and evidence to | | | |
| |support particular points in a text"). | | | |
| | | | | |
| |W.4.10 |W.10 | | |
| |Write routinely over extended time |Write routinely over extended time | | |
| |frames (time for research, reflection, |frames (time for research, reflection, | | |
| |and revision) and shorter time frames |and revision) and shorter time frames | | |
| |(a single sitting or a day or two) for |(a single sitting or a day or two) for | | |
| |a range of discipline-specific tasks, |a range of tasks, purposes, and | | |
| |purposes, and audiences |audiences. | | |
| | | | | |
| | | | | |
| | | | | |
| |Content Standards |
|Speaking and Listening Standards |Grade Level Standard |Anchor Standard |
| |SL.4.1 |SL.1 |
| |Engage effectively in a range of collaborative discussions (one-on-one, in |Prepare for and participate effectively in a range of conversations and |
| |groups, and teacher-led) with diverse partners on grade 4 topics and texts, |collaborations with diverse partners, building on others’ ideas and expressing|
| |building on others' ideas and expressing their own clearly. |their own clearly and persuasively. |
| |a Come to discussions prepared, having read or studied required material; | |
| |explicitly draw on that preparation and other information known about the topic| |
| |to explore ideas under discussion. | |
| |b Follow agreed-upon rules for discussions and carry out assigned roles. | |
| |c Pose and respond to specific questions to clarify or follow up on | |
| |information, and make comments that contribute to the discussion and link to | |
| |the remarks of others. | |
| |d Review the key ideas expressed and explain their own ideas and understanding | |
| |in light of the discussion. | |
| |SL.4.2 | |
| |Paraphrase portions of a text read aloud or information presented in diverse | |
| |media and formats, including visually, quantitatively, and orally. |SL.2 |
| |SL.4.3 |Integrate and evaluate information presented in diverse media and formats, |
| |Identify the reasons and evidence a speaker provides to support particular |including visually, quantitatively, and orally. |
| |points. |SL.3 |
| |SL.4.4 |Evaluate a speaker’s point of view, reasoning, and use of |
| |Report on a topic or text, tell a story, or recount an experience in an |evidence and rhetoric |
| |organized manner, using appropriate facts and relevant, descriptive details to |SL.4 |
| |support main ideas or themes; speak clearly at an understandable pace. |Present information, findings, and supporting evidence such that listeners can|
| |SL.4.5 |follow the line of reasoning and the organization, development, and style are |
| |Add audio recordings and visual displays to presentations when appropriate to |appropriate to task, purpose, and audience |
| |enhance the development of main ideas or themes. |SL.5 |
| |SL.4.6 |Make strategic use of digital media and visual displays of data to express |
| |Differentiate between contexts that call for formal English (e.g., presenting |information and enhance understanding of presentations. |
| |ideas) and situations where informal discourse is appropriate (e.g., | |
| |small-group discussion); use formal English when appropriate to task and |SL.6 |
| |situation. |Adapt speech to a variety of contexts and communicative tasks, demonstrating |
| | |command of formal English when indicated or appropriate. |
|Language Standards |L.4.1 |L.1 |
| |Demonstrate command of the conventions of standard English grammar and usage |Demonstrate command of the conventions of standard English grammar and usage |
| |when writing or speaking. |when writing or speaking. |
| | | |
| |L4.2 |L.2 |
| |Demonstrate command of the conventions of standard English capitalization, |Demonstrate command of the conventions of standard English capitalization, |
| |punctuation, and spelling when writing. |punctuation, and spelling when writing. |
| | | |
| |L.4.3 |L.3 |
| |Use knowledge of language and its conventions when writing, speaking, reading, |Apply knowledge of language to understand how language functions in different |
| |or listening. |contexts, to make effective choices for meaning or style, and to comprehend |
| | |more fully when reading or listening. |
| | | |
| | |L.4 |
| |L.4.4 |Determine or clarify the meaning of unknown and multiple-meaning words and |
| |Determine or clarify the meaning of unknown and multiple-meaning words and |phrases by using context clues, analyzing meaningful word parts, and |
| |phrases based on grade 4 reading and content, choosing flexibly from a range of|consulting general and specialized reference materials, as appropriate. |
| |strategies. | |
| | |L.5 |
| | |Demonstrate understanding of figurative language, word relationships, and |
| |L.4.5 |nuances in word meanings. |
| |Demonstrate understanding of figurative language, word relationships, and | |
| |nuances in word meanings. |L.6 |
| | |Acquire and use accurately a range of general academic and domain-specific |
| |L.4.6 |words and phrases sufficient for reading, writing, speaking, and listening at |
| |Acquire and use accurately grade-appropriate general academic and |the college and career readiness level; demonstrate independence in gathering |
| |domain-specific words and phrases, including those that signal precise actions,|vocabulary knowledge when encountering an unknown term important to |
| |emotions, or states of being (e.g., quizzed, whined, stammered) and that are |comprehension or expression. |
| |basic to a particular topic (e.g., wildlife, conservation, and endangered when | |
| |discussing animal preservation). | |
|Reading Foundations Standards |RF.4.3 | |
| |Use combined knowledge of all letter-sound correspondences, syllabication | |
| |patterns, and morphology (e.g., roots and affixes) to read accurately | |
| |unfamiliar multisyllabic words in context and out of context. |N/A |
| | | |
| |RF.4.4 | |
| |Read with sufficient accuracy and fluency to support comprehension. | |
|Teaching Tasks-Reading |Extended Text(1) (Grade appropriate text including but not limited to the texts listed |Tasks (see appendix for definitions) |
| |below) | |
| |The Secret Garden -Lexile 970 |Guided Reading |
| |Themes: |Close Reading |
| |-overcoming obstacles |Cooperative Learning groups |
| |-change |Centers |
| |-loss |Answering Text dependent questions |
| |Alice’s Adventures in Wonderland- Lexile 860 |Readers workshop |
| |Themes: |Read Aloud |
| |-cleverness |Shared reading |
| |-creativity |Learning log |
| |-manners/conduct |Exit Tickets |
| |Where the Mountain Meets the Moon- Lexile 820 |Jigsaw |
| |-determination |Reflection |
| |-perseverance | |
| |Short Texts (5-9) | |
| |Greek Myths- by John Rearick | |
| |Tanglewood Tales- by Nathaniel Hawthorne | |
| |Favorite Greek Myths-Bob Blaisdell | |
| |Greek Myths for Children-Flora J. Cooke | |
| |Social Studies | |
| |Journeys Texts: | |
| |Knowing Noses (by Ellen Gold) | |
| |Because of BookEnds by John Korba | |
| |Science | |
| |Journeys Text: | |
| |Pizza Pizzazz by Peter Sylvia | |
|Teaching Tasks-Writing |Text |Genre |Task |
| |Lucy Calkins Units of Study-Narrative Bend I |2-3 Narratives |Writer’s Workshop |
| |Write Source(teacher resource) |Responses to Literature |Journal Writing |
| |6+1 Writing Traits (teacher resource) |3-4 Analyses focused on Opinion |On Demand Writing Independent |
| | |writing |Shared |
| |Sample Opinion Essay Topics |1 Research Project |Reflection |
| | | | |
| |Is television detrimental to children? | | |
| |A response to literature (i.e./ In the text, Freckle Juice, do you think Andrew learned| | |
| |a lesson? Do you think it was fair of Sharon to sell Andrew a recipe for Freckle Juice?| | |
| |) | | |
| |Storyworks debates | | |
| |What qualities make a true hero? | | |
| |Should you be allowed to stay up two hours later? | | |
| | | | |
| |Sample Narrative Topics | | |
| |For ideas, students can use: | | |
| |heart maps | | |
| |writing territories | | |
| |writer’s notebooks | | |
| | | | |
| |Sample Informative Topics (Research Project) | | |
| |Animals | | |
| |Biographies | | |
| |Life in Ancient Greece or Rome | | |
| |Historical Events | | |
| |Author Study | | |
|Culminating Activity |Write and perform an ancient Greek Myth |
| |Create a modern day myth using the classic characters from Roman and Greek mythology or create your own “superhero” characters |
| | |
| |Design a mythology game (either interactive or a board game) |
| |Create a presentation showing how mythology has influenced our language (drawing upon myth-oriented adjectives and/or idioms) [i.e.: atlas, labyrinth, Midas, |
| |Achilles heel] |
| |Videotape a panel discussion on the nature of heroism: Tales from the past generally equate heroism with physical strength and raw courage in the face of |
| |danger (see the stories of Hercules, Theseus and Bellerophon). Recently, however, new definitions of heroism and new kinds of heroes have emerged. To many, |
| |research scientist Jonas Salk, astronaut John Glenn and civil rights leader Martin Luther King are contemporary heroic types. They do not slay monsters or |
| |engage in bloody battles, but they have captured the imagination of many Americans. What qualities of heroism, redefined, do they possess? |
| |Create a Greek or Roman mythology art exhibit: Students create interactive presentations on the architecture, sculpture, painting, pottery, metalwork, jewelry,|
| |weaving and/or embroidery found in mythology. |
| |Wall of Quotes: Students create a wall of quotes from real people that relate to the gods and goddesses |
| |Interview: Have students videotape themselves or a peer conducting an interview with a god or goddess. Students must create engaging questions! |
| |Mythology Comic Book: Have students create an issue of a comic book centered around several favorite gods and/or goddesses |
| |“A Mythical Obit”: Students create obituaries of mythical characters ensuring to include details of the heroes’ lives and accomplishments. |
|Skills and Definitions |PARCC TERMS |
| |Performance Based Assessment-Performance-based assessment is an alternative that is designed to encompass a better overall representation of student |
| |progress to gather a demonstration of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a |
| |selection of questions. |
| |Summative Assessment-Summative assessments are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a |
| |course in order to determine whether long term learning goals have been met.( State-mandated assessments ,District benchmark or interim assessments, |
| |End-of-unit or -chapter tests) |
| |Formative Assessment-Formative assessment is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing |
| |teaching and learning to improve students’ achievement of intended instructional outcomes. Formative assessment is a method of continually evaluating students’|
| |academic needs and development within the classroom and precedes local benchmark assessments and state-mandated summative assessments. |
| |Authentic Assessment- refers to assessment tasks that require students to demonstrate their knowledge, skills, and strategies by creating a response or a |
| |product (conducting research and writing a report, developing a character analysis, debating a character's motives, creating a mobile of important information |
| |they learned, dramatizing a favorite story, drawing and writing about a story). |
| |Literary Analysis Task (LAT)-This task will allow students to carefully consider literature worthy of close study and compose an analytic essay. |
| |Research Simulation Task (RST)-In this task students will analyze an informational topic presented through several articles or multimedia stimuli. Students |
| |will engage the text by answering a series of questions and synthesizing information from multiple sources in order to write two analytic essays. |
| |Narrative Task (NT)-In this task, students may be asked to write a story, detail, a scientific process, write a historical account of important figures, or to |
| |describe an account of events, scenes or objects, for example. |
| |OTHER TERMS |
| | |
| |reading strategies: purposeful, cognitive actions that students take when they are reading to help them construct and maintain meaning. Reading successfully |
| |goes well beyond fluency and word recognition and relies heavily upon comprehension of text. |
| |monitor: is the ability of a reader to be aware, while reading, whether a text is making sense or not. |
| |using and creating schema: making connections between the new and the know, building and activating background knowledge |
| |asking questions: generating questions before, during, and after reading that lead you deeper into the text. |
| |determining importance: deciding what matters most, what is worth remembering |
| |making inferences: to figure out something the author does not say. |
| |using sensory and emotional images: creating metal images to deepen and stretch meaning |
| |synthesizing: creating an evolution of meaning by combing understanding with knowledge from other texts/sources |
| |plot- the sequence of story events, including a problem and solution. |
| |conflict- the story problem or struggle, which affects events in a plot. |
| |resolution- the way the main character solves the problem. |
| |author’s purpose- the reason or reasons the author wrote the selection. |
| |infer- to figure out something that is not stated directly. |
| |author’s viewpoint- the way the author thinks or feels about something; the author’s attitude toward his or her writing. |
| |affix- a suffix or prefix attached to a base word, stem, or root that changes the meaning of the word. |
| |theme- the lesson or message of a story. |
| |analyze-to study the parts of something. |
| |evaluate- to think carefully about something. |
| |character traits- show what a character is like. |
| |relationships- ways characters act and feel toward each other. |
| |evidence: evidence comes from within the text itself, not from the reader’s opinion or experience. |
| |critically analyze: to study the parts of something in-depth |
|Graphic Organizer |Main idea Chart (see attached) |
| |Lesson/Moral Chart (see attached) |
| |Inquiry Chart (see attached) |
| |Knowledge/Question/Response (see attached) |
| |Self Questioning Chart (see attached) |
|Differentiation |Content |Process |
|(see Appendix for definitions and examples) |KUD (“Know-Understand-Do”) Graphic Organizer |RAFTs |
| |Visual Organizer/Summarizer |Cubing,Think Dots |
| |Parallel Reading with Teacher Prompt |Choices ( by intelligences) |
| |Split Journals (DoubleEntry–Triple Entry) |Centers |
| |Books on Tape |Tiered lessons |
| |Highlights on Tape |Guided Reading |
| |Digests/“CliffNotes” | |
| |Notetaking Organizers | |
| |Varied texts | |
| |Varied Supplementary Materials | |
| |Highlighted Texts | |
| |Think--‐Pair--‐Share/Preview--‐Midview--‐Postview | |
|Technology | |
| |storyworks. |
| | |
| | |
| | |
|Resources |Teacher Resources |Student Resources |
| | | |
| |This website is full of free content designed to help educators understand and | |
| |implement the Common Core State Standards. It includes practical tools designed|Collection of Norse Myths |
| |to help students and teachers see their hard work deliver results. | |
| | | |
| |The best of the humanities on the web! |This machine was built to help you come up with ideas to write a myth of your |
| | |own. Follow the directions, use your imagination, and have fun! |
| |Integration of technology into learning to , include blended learning, | |
| |project-based learning, self-directed learning, and the role of play in | |
| |learning while also supporting existing K-20 educators as they seek to improve |Mysteries and Myths of the Ancient World – A 75 minute workshop at Newark |
| |their own craft in practice today. |Museum where students become archaeologists to discover what life was like in |
| | Greece and Rome. |
| |=myths | |
| |Engaging lessons on myths! |
| | |-E371-3DF56021613A/includeHeader/true/layout/default |
| |Collection of Greek myths |Get ready for a journey to Ancient Greece! On this board, you will spend 5 |
| | |days exploring what life was like in Ancient Greece. You will explore the |
| | Greek and |hills; find a job as a ship builder; tour the Parthenon; and visit the |
| |Latin roots |Birthplace of Democracy! |
| | | |
| |Information on the Vikings (related to Norse mythology) | |
| | |Background knowledge on ancient Greece |
| | | |
| |A video showcase—on the Internet and TV—of inspiring and effective teaching | |
| |practices in America's schools. |Collection of Greek myths |
| | | |
| |Journeys companion website. Provides all Journeys materials including TEs, | |
| |Student Editions, Reproducibles, Leveled Readers, Assessments, Interactive |Go behind the scenes to see how the 45 foot statue of Zeus was created. |
| |Whiteboard Lessons, etc. | |
| | | |
| |Classroom Resources, Professional Development, Parent & Afterschool Resources, |Various videos on Greek mythology |
| |Learning Objectives, Lesson Plans, Resources by Grade Level/Genre/Theme/Topic | |
| | | |
| |High quality, dynamic, digital content to accelerate student achievement by | |
| |capturing the minds and imaginations of students | |
| | |
| |or-elementary-students/ | |
| |(Activities to introduce the Greek gods. Only week 1 activities recommended for| |
| |grade 4) | |
| | | |
| |Dictionary of mythological characters | |
| | | |
| |Birth and death of a star | |
| | | |
| |The constellations | |
| | |
| |rict | |
| |Offers an encyclopedia, dictionary, atlas, homework help, study aids, and | |
| |curriculum guides. | |
| | | |
| |Offers a complete lineup of classroom- and library-focused, subscription-based | |
| |research tools. Many of these education solutions offer elementary, middle, and| |
| |high schools content that is reading level-linked (lexiled), supports | |
| |21st-century information literacy, and helps differentiate instruction across | |
| |all K-12 curriculum areas. | |
|Authors |Jenelle Stokes, Germaine Tarver, Gianna Pasceri |
|Contact |Germaine Tarver tarverge@orange.k12.nj.us |
|Evaluation/Reflection |Module Reflection (Please email your responses to Germaine Tarver at the end of the marking period) |
| | |
| |When thinking about your practice: |
| | |
| |What worked? |
| |What do you think could have been done more effectively in your lessons and instruction? |
| |What do I need to learn more about? |
| |What resources were helpful? |
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