Midland ISD ELAR Scope and Sequence Grade 4 Unit 6 ......MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 6-Understanding Persuasive Techniques & Media 2 R=Readiness Standard S=Supporting

Midland ISD ELAR Scope and Sequence Grade 4

Unit 6-Understanding Persuasive Techniques & Media 24 Days Unit Dates: 4/30/12 to 6/1/12 Unit Assessment:

R=Readiness Standard S=Supporting Standard

Whole Group Reading

Day 1 Day 2 Day 3 Day 4

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Students explain how the author uses language to present information to influence the reader.

Make inferences about text and use textual evidence to support understanding (Fig 19D) R&S

Explain how an author uses language to present information to influence what the reader thinks or does (4.12A)









Explain how an author uses language to

present information to influence what the

reader thinks or does (4.12A)

E L P S 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G:

Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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Note: You will need to select a grade appropriate persuasive essay. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate persuasive editorial. Please see the last page of this document for resources.

Note: You will need to select a grade

appropriate music, movie, or book review.

Please see the last page of this

document for resources.

Note: You will need to select a grade

appropriate advertisement. Please see the

last page of this document for

resources.

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Unit 6, Exemplar Lesson 1 Shared Reading, Day 1 http://midland.nerdeveloper.net/index.cfm




Teacher Notes

http://midland.nerdeveloper.net/index.cfm








MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 6-Understanding Persuasive Techniques & Media

2 R=Readiness Standard S=Supporting Standard

Whole Group Word Study


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Use context clues to determine the

meaning of unfamiliar words or multiple

meaning words.

Use the context of the sentence (e.g., in-sentence example of definition) to determine the meaning of unfamiliar words or multiple meaning words (4.2B) R

Identify the meaning of common idioms.

Identify the meaning of common

idioms (4.2D)

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2B: Recognize English sound system in new vocabulary 3A: Practice using English sound system in new vocabulary 4A: Learn relationships between sounds and letters 5A: Learn relationships between sounds and letters when writing

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E Unit 6, Exemplar Lesson 1

Word Study, Day 1 http://midland.nerdeveloper.net/index.cfm

Unit 6, Exemplar Lesson 1 Word Study, Day 3 http://midland.nerdeveloper.net/index.cfm

Teacher Notes

Direct teach Word Study lessons will occur in every other Daily Lesson during Unit 4A, 4B, Unit 5, and Unit 6. Based on the needs of the class, teachers should explicitly teach Word Study

related standards in the context of reading and writing through whole or small group instruction.

The following are suggestions for integrating Word Study into reading and writing:

Discuss examples of the roots and affixes of words read in context

Demonstrate how to use context clues to determine the meaning of unknown and multiple meaning words while reading or writing

Create analogies to better understand words from texts

Identify the meaning of idioms used in text

Model how to appropriately use a dictionary of thesaurus while reading and writing

Discuss and apply spelling rules and patterns while writing

Word Study can also be incorporated into the other content areas as applicable.







Whole Group Writing


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Students generate ideas about which to write a persuasive essay.

Write persuasive essays for appropriate audiences that establish a position and use supporting details (4.19A)

Students choose an idea and generate a plan for a persuasive essay using a graphic organizer.


Students generate facts or examples for each reason that supports their position.


Students develop their persuasive essay draft that establishes a position and uses supporting details.


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3A: Practice using English sound system in new vocabulary 3C: Speak using a variety of sentence structures 3G: Express opinions, ideas, and feelings 4A: Learn relationships between sounds and letters 5G: Narrate, describe, and explain in writing

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Unit 6; Exemplar Lesson 1, Writing Day 1




Unit 6: Exemplar Lesson 1, Writing Day 3




As you get the Texas Write Source materials, you may supplement the CSCOPE Writing lessons with those resources. Be sure to use the TEKS and form of writing from the Scope and Sequence to select resources.

Teacher Notes

You will need an autobiography or biography to read aloud for this lesson. See last page for resources.

You will need a tall tale to read aloud for this lesson. See last page for resources











Whole Group Reading


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Students explain how various design techniques positively and/or negatively impact a consumer.


Explain the positive and negative impacts of advertisement techniques used in various genres of media to impact consumer behavior (4.14A)

Explain how various design techniques used in media influence the message (4.14B)









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2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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Note: You will need to select a grade appropriate brochure. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate newspaper or magazine advertisement. Please see the last page of this document for resources.

Note: You will need to select grade appropriate product labels/packages. Please see the last page of this document for resources.

Note: You will need to select a grade appropriate flyer/direct mail advertisement. Please see the last page of this document for resources.

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Teacher Notes













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Review roots derived from Latin, Greek,

or other linguistic roots and affixes.

Determine the meaning of grade-

level academic English words

derived from Latin, Greek, or other

linguistic roots and affixes (4.2A) R

Edit persuasive essays for spelling and

grammar.

Edit drafts for ….spelling using a teacher-developed rubric(4.15D) R

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Teacher Notes

















Whole Group Writing


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Students draft their persuasive essay that establishes a position and uses supporting details.


Students revise drafts for coherence, organization, use of simple and compound sentences and audience.

Revise drafts for coherence, organization, use of simple and compound sentences and audience (4.15C) R


Students edit their persuasive essays for capitalization and punctuation.

Edit drafts for grammar, mechanics

and spelling using a teacher

developed rubric (4.15D) R


Students publish and share their persuasive essay.


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Teacher Notes











Whole Group Reading


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Explain how various design techniques used in media influence the message

(4.14B).

ELPS 2D: Monitor understanding and seek clarification ; 4F: Use visual and textual supports to read text; 2I: Demonstrate listening comprehension; 4I: Show comprehension through basic reading skills; 2G: Understand general meaning, main points, and details; 4J: Show comprehension through inferential skills; 3B: Use new vocabulary in stories, descriptions, and classroom communication

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H Note: Select a grade-appropriate

television commercial. Please see the last page of this document for resources.

Note: Select a grade-appropriate television commercial. Please see the last page of this document for resources.

Note: Select a grade-appropriate collection of web advertisements. Please see the last page of this document for resources

Note: Select a grade-appropriate radio commercial. Please see the last page of this document for resources

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Teacher Notes













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Review the rules for adding -s and –es to

nouns and words that are irregular when

plural.

Spell words with plural rules (e.g., words ending in f as in leaf, leaves; adding –es) (4.22Ai)

Spell words with irregular plurals (e.g., man/men, foot/feet, child/children) (4.22Aii)

Read and spell commonly used

homophones along with determining

meaning using context clues

Spell commonly used homophones (e.g., there, they’re, their; two, too, to) (4.22C)

Use the context of the sentence (e.g., in-sentence example of definition) to determine the meaning of unfamiliar words or multiple meaning words (4.2B) R

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Teacher Notes

















Whole Group Writing


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Students generate ideas for writing.

Plan a first draft by selecting a

genre appropriate for conveying the

intended meaning to an audience

and generating ideas through a

range of strategies (4.15A) R

Students plan for their draft by organizing ideas and/or information into a graphic organizer.

Plan a first draft by selecting a genre

appropriate for conveying the intended

meaning to an audience and

generating ideas through a range of

strategies (4.15A) R


Develop drafts by categorizing ideas

and organizing them into paragraphs

(4.15B) R

Students develop drafts by categorizing ideas and organizing them into paragraphs.



(4.15B) R

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Teacher Notes











Whole Group Reading


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Students explain how various design techniques positively and/or negatively impact a consumer





Students explain how various design techniques positively and/or negatively impact a consumer





Students explain how various design techniques influence a message.





Students explain how various design techniques influence a message.






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H Note: Select a collection of grade-

appropriate advertisements. Please see the last page of this document for resources.

Note: Students will create an advertisement for a product. Please see the last page of this document for resources.

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Teacher Notes













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Review the spelling rules of double

consonants.

Spell words with double consonants in middle of words (4.22Aiii)

Review the spelling rules for silent letters.

Spell words with silent letters (e.g., knee, wring) (4.22Av).

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Teacher Notes

















Whole Group Writing


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Develop drafts by categorizing

ideas and organizing them into

paragraphs (4.15B) R




Plan a first draft by selecting a genre

appropriate for conveying the intended

meaning to an audience and

generating ideas through a range of

strategies (4.15A) R




(4.15B) R

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Whole Group Reading


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Students compare various written conventions used for digital media.

Compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-based news article) (4.14C)




Compare various written conventions used for digital media (e.g. language in an informal e-mail vs. language in a web-

based news article). (4.14C)




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H Note: Select grade-appropriate

examples of informal digital media (emails, texts, etc.)

Note: Select a grade-appropriate example of an informal email..

Note: Select grade-appropriate examples of formal digital media (formal e-mail, web-based news article, websites, etc.)

Note: Select a grade-appropriate examples of a formal email

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Teacher Notes













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Review how to spell base words and

roots with affixes and determine the

meaning of the words using the roots

and affixes.

Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes(4.2A)

Spell base words and roots with affixes (e.g., -ion, -ment, -ly, dis-, pre) (4.22B)

Review the spelling rules of words

containing /sh/

Spell words with other ways to spell sh (e.g., -sion, -tion, -cian) (4.22Aiv)

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Teacher Notes







Whole Group Writing


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Develop drafts by categorizing

ideas and organizing them into

paragraphs (4.15B) R



Students edit their persuasive essays for grammar, spelling, capitalization and punctuation.

Edit drafts for grammar, mechanics

and spelling using a teacher

developed rubric (4.15D) R

Students publish and share their writing

Revise final draft in response to

feedback from peers and publish

written work(4.15E).

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Teacher Notes











Whole Group Reading


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These blank days may be placed anywhere within the unit, as needed

These blank days may be placed anywhere

within the unit, as needed


within the unit, as needed. These blank days may be placed anywhere

within the unit, as needed.


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Teacher Notes





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These blank days may be placed anywhere within the unit, as needed

These blank days may be placed anywhere within the unit, as needed.

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Teacher Notes



Whole Group Writing


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These blank days may be placed

anywhere within the unit, as needed


within the unit, as needed





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Teacher Notes



Ongoing TEKS for Reading: Fig 19A, Fig 19B, Fig 19C, 4.1A, 4.4A, 4.5A, 4.8A, 4.9A, 4.10A, 4.18C, 4.27A, 4.28A, 4.29A Ongoing TEKS for Word Study: 4.2E Ongoing TEKS for Writing: 4.15A, 4.15E, 4.18C, 4.20A, 4.20Ai, 4.20Aii, 4.20Aiii, 4.20Aiv, 4.20Av, 4.20Avi, 4.20Avii, 4.20Aviii, 4.20B, 4.20C, 4.21A, 4.21B, 4.21Bi, 4.21Bii, 4.22A, 4.22Ai, 4.22Aii, 4.22Aiii, 4.22Aiv, 4.22Av, 4.22C, 4.22D

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Small group lessons are the individualized sessions in which you help children develop as readers based on their needs, challenges, and sometimes their

preferences. Select text according to your children’s instructional level. You may use the books suggested in the teacher’s guide, select from the Leveled Readers Database (pages 112-123 of the CLLG), or your campus’ guided reading library.

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Independent Reading: Independent literacy work includes meaningful and productive activities for children to do while you work with small groups. This is an

opportunity for your students to build mileage as readers, to develop good independent work skills, to collaborate with others, and to work at their own pace. The Suggested Weekly Focus for each lesson provides options for independent work that expand on the week’s instruction. (Fountas, CLLG p6) Read independently for a sustained period of time and summarize or paraphrase what the reading was about, maintaining meaning and logical order. (4.9A) See Independent Reading in CSCOPE Exemplar Daily Lessons for additional ideas. http://midland.nerdeveloper.net/index.cfm




Text Resources: You may use these resources to select texts, or use additional campus resources / texts.

CSCOPE Resources: Grade-appropriate persuasive texts Local or National Newspapers (Op-ed pages) Children’s magazines such as Junior Scholastic, Scope, Faces, Time for Kids, Weekly Reader http://ftc.gov/bcp/edu/microsites/admongo/ Daily Lesson 1

Persuasive Essay: Texas Write Source pgs. 195-196; 226-227; 246-247

Daily Lesson 2 Persuasive Editorial: Texas Write Source pgs. 195-196; 226-227; 246-247 http://www.usatoday.com/news/opinion/story/2011-10-16/Campaign-Commercial-Free-Childhood/50796254/1 http://www.usatoday.com/news/opinion/editorials/story/2011-10-16/food-marketing-to-kids/50796334/1 Daily Lessons 3 Music, movie or book review http://www.commonsensemedia.org/book-reviews/neversink http://www.spaghettibookclub.org/title.php http://www.commonsensemedia.org/movie-reviews/level http://www.lights-camera-jackson.com/movie-reviews.php Daily Lessons 4 Advertisement http://pbskids.org/dontbuyit/buyingsmart/ http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml http://www.youtube.com/watch?v=5Jlv1c-3JeM http://www.kelloggs.com/en_US/home.html Daily Lesson 5 Brochure http://www.themeparkbrochures.net/main.html http://www.sceg.com/NR/rdonlyres/C811F384-A11D-4007-BB81-823F935847FD/0/protectingmothernature.pdf http://www.nasa.gov/pdf/157263main_NKC_Brochure.pdf Daily Lesson 6 Advertisement from a Magazine or Newspaper http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml Daily Lesson 7 Product Label/Package http://pbskids.org/dontbuyit/buyingsmart/ http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml Daily Lesson 8 Flyer/Direct Mail Advertisement http://www.directcreative.com/samples.html Daily Lesson 9 Advertisement http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml

http://ftc.gov/bcp/edu/microsites/admongo/

http://www.usatoday.com/news/opinion/story/2011-10-16/Campaign-Commercial-Free-Childhood/50796254/1

http://www.usatoday.com/news/opinion/editorials/story/2011-10-16/food-marketing-to-kids/50796334/1

http://www.commonsensemedia.org/book-reviews/neversink

http://www.spaghettibookclub.org/title.php

http://www.commonsensemedia.org/movie-reviews/level

http://www.lights-camera-jackson.com/movie-reviews.php

http://pbskids.org/dontbuyit/buyingsmart/

http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml

http://www.youtube.com/watch?v=5Jlv1c-3JeM

http://www.kelloggs.com/en_US/home.html

http://www.themeparkbrochures.net/main.html

http://www.sceg.com/NR/rdonlyres/C811F384-A11D-4007-BB81-823F935847FD/0/protectingmothernature.pdf

http://www.nasa.gov/pdf/157263main_NKC_Brochure.pdf


http://pbskids.org/dontbuyit/buyingsmart/


http://www.directcreative.com/samples.html




Daily Lesson 10 Advertisement http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml Daily Lesson 11 Advertisement http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml Daily Lesson 12 Radio Commercial http://www.bestradiocommercials.com/demos/melissar_happy.mp3 Daily Lesson 13 & 14 Advertisement http://ftc.gov/bcp/edu/microsites/admongo/ad-library.shtml



http://www.bestradiocommercials.com/demos/melissar_happy.mp3


Documents

Midland ISD ELAR Scope and Sequence Grade 4 Unit 6 ......MIDLAND ISD Scope & Sequence Grade 4 ELA –Unit 6-Understanding Persuasive Techniques & Media 2 R=Readiness Standard S=Supporting