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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