Mount Vernon City School District Calendarized Fourth ...mvcsd.sharpschool.net/.../GWallaceELA/calendarizedfourthgrademap.pdf · Mount Vernon City School District Calendarized Fourth

Mount Vernon City School District

Calendarized Fourth Grade Map Expeditionary Learning Module 1

Week of: Lessons Intervention and Enrichment Activities

Lesson Modifications

September 8-12

Unit 1A Lesson 1 Lesson 2 Lesson 3

Direct Instruction/Intervention and Enrichment Activities Finding Main Idea and Details What is the Gist?

Suggestions for Standards-Based Instruction

To help students succeed with questions measuring RI.4.1, instruction can focus on building

students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

To help students succeed with questions that measure RI.4.3 in this way, instruction should focus on building students’ capacity to comprehend grade-level complex texts and using evidence to discuss and write about the ideas, concepts, and events presented within an informational piece. Students can also practice this skill by explaining the development of events across the course of a story and why these events took place or by explaining how concepts and ideas develop throughout a text.

Additional Activities

Informational Text T-Chart. Create a T-chart and on the left record text information that helps a student learn about a topic or concept. On the right record the student’s answers to the following critical thinking questions. Refer to text to support reasoning.

What is the most important information and why? What are the most important facts? Why did the author want the reader to learn these?

Lesson 1A:

(RI.4.1) (RI.4.3)SL.4.1)

Complete Opening Complete Worktime A

Ready NY CCLS Lesson:

Lesson 6: Supporting Inferences About Informational Texts Lesson 1B:

(RI.4.1) (RI.4.3)SL.4.1)

Lesson 1 Worktime B Lesson 1 Worktime C Ready NY CCLS Lesson:

Lesson 6: Supporting Inferences About Informational Texts Closing

Lesson 2:

(RI.4.1) (RI.4.3)SL.4.1)

Maintain Lesson Integrity Lesson 3A:

(RI.4.1) (SL.4.1)

Complete Opening Part A Complete Work Time A Conduct small group instruction (main idea/inference/text-based

answers)

Lesson 3B:

(RI.4.1) (SL.4.1)

Worktime B



Closing

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Ready NY CCLS Lesson: Language Handbook Lesson 1


Calendarized Fourth Grade Map Expeditionary Learning Module 1 Week of: Lessons Intervention and Enrichment Activities


September 15-19

Unit 1A Lesson 4 Lesson 5 Lesson 6

Direct Instruction/Intervention and Enrichment Activities

Text Based Evidence Context Clues Main Idea


To help students succeed with questions measuring RI.4.1, instruction can focus on building

students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on the details and examples provided and practice supporting their inferences by quoting the details or examples in the text.


The 5 W’s and H. (Who, What, Where, When, Why and How) Questions are created by journalists to find the main ideas of a story or concept that they will cover. Have students commit these questions to memory so they can be recalled readily for structuring questions. After reading a selected text, students answer the 5 W’s and H questions or differentiate by having students create questions before reading and answering them after reading. Refer to text to support reasoning.

*if you do not have the technology to facilitate the PowerPoint portion of the lesson feel free to substitute with a vocabulary game or activity* Lesson 4A:

(RI.4.1)(SL.4.1) (RI.4.7) Begin with Work Time (omit Opening)

Worktime A and B

Small Group Instruction

Ready NY CCLS Lesson: Lesson 2: Understanding Historical Texts

Lesson 4B:

(RI.4.1)(SL.4.1) (RI.4.7) Worktime C and D


Ready NY CCLS Lesson: Lesson 1: Finding Main Ideas and Details

Lesson 5:

(RL.4.11)(SL.4.2)(SL.4.1)

Maintain Lesson Integrity Small Group Instruction Ready NY CCLS Lesson:

Lesson 1: Finding Main Ideas and Details Lesson 2: Understanding Historical Texts

Lesson 6: **Assessment**

(RI.4.1) (RI.4.2)(SL.4.1)

Maintain Lesson Integrity


Calendarized Fourth Grade Map Expeditionary Learning Module 1 Grammar:

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Ready NY CCLS Lesson: Language Handbook Lesson 1

Writing: Explorations in Nonfiction: pgs. 36-37 of manual

Power Write: Summary With Headings




September 22-24

Unit1A: Lesson 7 Lesson 8 Lesson 9

Direct Instruction/Intervention and Enrichment Theme


Activities

Initial instruction can focus on building students’ capacity to comprehend grade-level complex texts, determining themes found in a grade-level text and then asking the students to analyze how the story contains specific details that support that theme. Follow up activities can require students to analyze support for a theme without asking for the theme to be articulated.

To help students succeed with questions like this, instruction can focus on building students’

capacity to comprehend grade-level complex texts and teaching students to summarize a text using details from its entirety and then determine a statement of theme that can be supported by that summary.


Categorizing. Create a three-column chart. Label each column with a literary form (i.e., poetry, drama, prose). Have students brainstorm the structural elements that are common to each. Encourage students to provide examples of each genre from their own reading to include on the chart. Post the chart and revisit it throughout the year to add or refine elements or to add other examples. Have students use the chart to classify pieces of literature that they read independently. The chart also can be used as a guide for setting up and running a student-led classroom library that is organized by genre. (Gill, 2007)

Students read a dramatic script and discuss the structural elements such as characters, setting, descriptions, dialogue, and stage directions. Next, they read a piece of literature on a similar topic. Finally they create a T-chart with the title of the poem on one side and the title of the literature on the other and list differences between the 2 formats. Students are evaluated on their ability to refer to the structural components of a drama and their ability to explain the major differences between the 2 pieces. Grouping: Small group, pairs, individual

Lesson 7A:

(RL.4.2) (RL.4.5)(SL.4.1)

Opening

Worktime A

Worktime B

Worktime C

(Worktime C can be done in leveled reading groups. Students needing

the most support can work with the teacher on Worktime C activities)

Ready NY CCLS Lesson: Lesson 10: Determining the Theme of a Poem

Lesson 7B:

(RL.4.2) (RL.4.5)(SL.4.1)

Worktime D


Closing

Ready NY CCLS Lesson: Lesson 10: Determining the Theme of a Poem

Lesson 8: Can be facilitated by the art teacher Lesson 9:

(W.4.9(W.4.5) (L.4.1f)(SL.4.1)

Maintain Lesson Integrity Ready NY CCLS Language handbook Lesson 6

Grammar lesson can be facilitated in small groups



Grammar lesson should be reinforced in writing across content areas. When

looking at student work teacher should assess and focus on content of writing

and sentence structure.

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Ready NY CCLS Lesson: Language Handbook • Lesson 2






September 29-October 3

Unit 1A: Lesson 9

Lesson 10 Lesson 11

Direct Instruction/Intervention and Enrichment

Organization of writing Sentence structure Word Choice Transition words for compare and contrast paragraph

Continue Lesson 9:

(W.4.9(W.4.5) (L.4.1f)(SL.4.1)

Maintain Lesson Integrity Ready NY CCLS Language handbook Lesson 6 Lesson 10:

(W.4.2) (W.4.5)(SL.4.1) Maintain Lesson Integrity Worktime D activity optional

Lesson 11:

(W.4.9(W.4.5) (L.4.1f)(SL.4.1)


*This document will be a part of the students’ portfolio.* Student

assessment and scored rubric must be attached

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Ready NY CCLS Lesson: Language Handbook 2






October 8-October 12

Unit 2

Lesson 1 Lesson2 Lesson 3

Direct Instruction/Intervention and Enrichment

Text features Main Idea Details Inferencing


To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on the details and examples provided and practice supporting their inferences by quoting the details or examples in the text.

To help students succeed with questions measuring RI.4.2, instruction can focus on building students’ capacity to comprehend grade-level complex texts, teaching students to determine a main idea of the text utilizing key details from the text, and teaching students to differentiate between supporting details and a main idea.

Lesson 1A:

Lesson 1B: Complete Worktime C Complete Worktime D Optional Small group instruction Ready NY CCLS Lesson:22 Interpreting Visual Information

Lesson 2:

(RI.4.1)(RI.4.2) (W.4.8)

Complete Worktime A This section of the lesson skims context clues and vocabulary acquisition. Teachers may need to extend this portion of the lesson for students or continue instruction in small groups

Complete Worktime B and C.. Complete Worktime D and E. It is optional to complete these tasks

independently or in small groups.

(RI.4.1) (RI.4.7)

Facilitate lesson and activity on text features and their importance

Complete Worktime A Complete Worktime B Ready NY CCLS Lesson:22 Interpreting Visual Information


Calendarized Fourth Grade Map Expeditionary Learning Module 1 Additional Activities

QAR. QAR is a cognitive strategy that can also be applied to traditional text in an anthology or a

chapter in a textbook in other content areas. This strategy is especially useful when students are asked to read something and answer questions about it (Raphael and Au, 2005. Teachers model the four types of questions:

Right There, Think and Search, Author and Me, and On My Own). Right There --Pose a question to the class that may be answered by looking in one location in the text. Ask students how they figured out the answer to the question Think and Search --Ask a question that may be answered by looking in more than one location of the text. Author and Me--Pose a question that requires “reading” the text and using knowledge that is in your head. On My Own--Ask a related question that can be answered without having to read the text. These are usually higher level critical thinking questions.

Prove it! This strategy suggests that students read a page selected by the teacher. The teacher then selects an idea from the page and students locate one or two statements of evidence from the text which support the statement. An adaptation is to provide small groups with four or five main ideas from the same text. It is the small group’s responsibility to determine that these statements are main ideas. The students then locate one or two statements of evidence from the text which support these main ideas. Once students finish finding proof.

Lesson 3:

(RI.4.1)(RI.4.1)(RI.4.2)(W.4.8)

Work Time A,B, C, and D: Completed in Guided Reading Groups (At this point students should be familiar with find thing gist and main idea of texts. Students have completed these steps in a number of lessons. Utilize this time for small group instruction and as a formative assessment.) Lesson 3B: Complete Worktime E

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Ready NY CCLS Lesson: Language Handbook

Lesson 3

Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Explorations in Nonfiction:pgs.122-125 Extended Writing Unit: Informational Narrative

Lesson:1 Identifying the Purpose and Features of an Information Lesson 2: Citing Sources




October 14-17 Unit 2 Lesson 4 Lesson 5 Lesson 6 Lesson 7

Mini-Lesson Main ideas Details Inferencing

Suggestions for Standards-Based Instruction To help students succeed with questions measuring RI.4.1, instruction can focus on building

students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on details and examples provided and practice supporting their inferences by quoting the details or examples in the text.




Question Quandary. Ask students to answer the following questions as they notice important details and the main idea of a text.

What words in this sentence, line or paragraph are the most important and why?

Lesson 4:

(RI.4.1)(RI.4.2) (W.4.8)

Begin with Work Time A as a do now Complete Work Time B and C Small group instruction Ready NY CCLS Lesson: Language Handbook

Lesson 16

Lesson 5:

(RI.4.1) (RI.4.2)(RI.4.1)(W.4.8) (W.4.2) (W.4.5)

Maintain Lesson Integrity Small group instruction for writing support Ready NY CCLS Lesson: Language Handbook

Lesson 16

Lesson 6:

(RI.4.1) (RI.4.2)(RI.4.1)(W.4.8)

Maintain Lesson Integrity Small group instruction

Lesson 7:

(RI.4.1) (RI.4.2)(RI.4.1)(W.4.8)

Complete Worktime A Worktime B Optional Small group instruction


Calendarized Fourth Grade Map Expeditionary Learning Module 1 • If you could choose one idea from this page as the most important one, which would it be and why? • How can you tell the author thinks a certain idea is the most important and why? • What is the most important idea you’ve gotten from the text and why?

After reading a selected text students create a 3, 2, 1. They provide 3 key details, 2 supporting ideas and the 1 main idea. Partner or individual

Grammar: Grammar:

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.


Lesson 3

Writing: *This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached

Explorations in Nonfiction:pgs.126-129 Extended Writing Unit: Informational Narrative

Lesson 3: Organizing Facts Lesson 4: Crafting an Inviting Lead




October 20-24 Unit 2 Lesson 8 Lesson 9

Lesson 10

Mini-Lesson The writing process Organization Word Choice


To help students succeed with questions measuring RI.4.1, instruction can focus on building students’ capacity to understand grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask students to make inferences based on details and examples provided and practice supporting their inferences by quoting the details or examples in the text.



Additional Activities Accept or reject. The teacher lists several statements that could be the main idea of the

assigned text. Before reading, students predict which statement is the main idea and defend their choice. (Use white boards).Students then read the text and either keep their first choice or change to a different main idea, indicating it on their white board. Students will defend their

Lesson 8:

(RI.4.1) (RI.4.2)(RI.4.1)(W.4.8

Complete Worktime A Worktime C is optional Small Group Instruction Ready NY CCLS Lessons:

Lesson 24: Integrating Information from Two Sources

Lesson 9:

(RI.4.1) (RI.4.9)(SL4.4) (L.4.1)

Complete Worktime A Worktime B/Grammar Lesson can be done in small groups Continue to focus on sentence structure in writing across the content

areas Ready NY CCLS Lessons:

Lesson 24: Integrating Information from Two Sources

Lesson 10:

(RI.4.1) (RI.4.9)(SL4.4) (L.4.1)


Small group instruction

Ready NY CCLS Lessons: Lesson 24: Integrating Information from Two Sources

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


Calendarized Fourth Grade Map Expeditionary Learning Module 1 choices with information from the text. Suggestion: include some key details that are in the story, but not the main idea. Small group

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).


Lesson 4

Writing:

*This document will be a part of the students’ portfolio.* Student assessment and scored rubric must be attached Explorations in Nonfiction:pgs.130-133 Extended Writing Unit: Informational Narrative

Lesson 5:Supporting Main Ideas with Strong Details Lesson 6:Showing the Passage of Time

Assessment Administer Common Assessment Number 1 Forward answer sheets to Office of Curriculum and Instruction Attn: Lori Renna




October 27-October 31

Unit 2 Lesson 11 Lesson 12

Mini-lesson: Explorations in Nonfiction Writing Lessons


Students use a variety of sources (minimum of two) to find the answers to these questions as well as additional information. Students need to document these sources and their notes. They then create a two to three minute presentation for the class on their topic and present it to the class. Pair, individual

Small groups discuss the differences and similarities between texts they have read and videos

they have watched and create a chart outlining the information. Students then share the information created in their groups. Individuals could complete an exit slip about their learning for the activity.

Lesson 11: Optional

(RI.4.1) (RI.4.9)(SL4.4) (L.4.1)

Work Time A can be done in independent work or guided practice Work Time B and C-Maintain Lesson Integrity

Lesson 12: Assessment

(RI.4.1) (RI.4.9)(SL4.4) (L.4.1)

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).


Lesson 4

Writing: Catch up on Explorations in Nonfiction Lessons




November 3-7 Unit Lesson 1 Lesson 2 Lesson 3

Mini Lessons

Metaphors Comparing and Contrasting Media vs Print




Students use a variety of sources (minimum of two) to find the answers to these questions as well as additional information. Students need to document these sources and their notes. They then create a two to three minute presentation for the class on their topic and present it to the class. Pair, individual

Small groups discuss the differences and similarities between texts they have read and videos

they have watched and create a chart outlining the information. Students then share the information created in their groups. Individuals could complete an exit slip about their learning for the activity.

Lesson 1

(SL.4.2) (SL4.1)

Maintain Lesson Integrity Teachers may need to show video twice to students Small Group Instruction

Lesson 2:

(SL.4.2) (SL4.1)

Maintain Lesson Integrity Teachers may need to show video twice to students Small Group Instruction Ready NY CCLS Lesson: Language Handbook

Lesson L4.5

Lesson 3:

(SL.4.1) (RI.4.2) (RI.4.9)

Maintain Lesson Integrity Small Group Instruction

Grammar: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Form and use prepositional phrases.


Lesson 5


Calendarized Fourth Grade Map Expeditionary Learning Module 1 Writing:

Explorations in Nonfiction: pgs. 133-137 Extended Writing Unit: Informational Narrative

Lesson 7:Revising for Word Choice Lesson 8:Revising for Sentence Fluency ***** FIND PICTURES OF QUILTS*********




November 10-14

Unit 2 Lesson 4 Lesson 5 Lesson 6

Mini Lessons Theme Symbolism


Initial instruction can focus on building students’ capacity to comprehend grade-level complex texts,

determining themes found in a grade-level text and then asking the students to analyze how the story contains specific details that support that theme. Follow up activities can require students to analyze support for a theme without asking for the theme to be articulated.

Instruction can focus on building students’ capacity to comprehend grade-level complex texts and teaching

students to summarize a text using details from its entirety and then determine a statement of theme that can be supported by that summary

To help students succeed with questions that measure RI.4.9 in this way, instruction should focus on building students’ capacity to comprehend grade-level complex texts and using evidence to incorporate the ideas and concepts presented. Students can also practice this skill by explaining, in speech or in writing, the development of details across the course of more than one text and how these details pertain to details in other texts. Students can also describe how different texts that approach the same topic compare in their textual details.

Additional Activities One Sentence Paraphrase (1SP). 1. Select a section of text that includes several paragraphs. Consider using a method to display the text on the board or screen to allow the class to work as a group when learning this strategy. 2. Read the first paragraph with the class. Cover the paragraph. Ask students to write one sentence—and only one sentence—that reflects their understanding of the paragraph 3. Share several sentences, looking for similarities and differences. 4. Read the next paragraph and continue the process. 5. After students feel comfortable with the process, have them work independently. (Lawwill, 1999)

Lesson 4:

(RL.4.2) (W.4.8)

Maintain Lesson Integrity You may want to let students share the extra copies of this text to

refer back to answer questions from the text if needed. Small group instruction

Lesson 5:

(RL. 4.9) (W.4.11)

Maintain Lesson Integrity partner with art teachers on the quilt

Lesson 6:

(RI.4.1) (W4.2)(W.4.9) (W.4.10) (SL.4.1) (L.4.4)

Maintain Lesson Integrity Small Group Instruction Ready NY CCLS Lesson: Language Handbook

Lesson 16 Lesson 7:

(RI.4.1) (W4.2)(W.4.9) (W.4.10) (SL.4.1) (L.4.4)



Lesson 16


Calendarized Fourth Grade Map Expeditionary Learning Module 1 Theme Hunt. A theme is a story’s message. It is what the author of a piece of text wants the reader to remember most. The theme of a fable is the moral. The theme of a parable is the teaching. The theme of a piece of fiction is the view about life and how people behave. A good place to start when learning how to identify theme is to look at Aesop’s Fables. In fables, students can identify the theme of the text right away, because the author explains it to the reader. Students read several versions of fables and summarize the theme in each story. Collect poems that represent various themes, making sure there are several poems for each theme, and have students categorize them in a station or center. (Lesesne, 2000) Comic Book Summary. Students read an assigned story. They use key details from the text to determine the theme of the story and create a 6 – 8 panel comic book summary of the story. Students are evaluated on their use of key details to summarize the story and its theme. Grouping: Pair, individual

Grammar:

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking.Form and use prepositional phrases.


Lesson 5

Writing: Explorations in Nonfiction:pgs.138-141 Extended Writing Unit: Informational Narrative

Lesson 9:Editing with a Focus on Verbs Lesson 10: Publishing and Adding Visuals




November 17-21

Unit 3 Lesson 7

Mini-lesson: Explorations in Nonfiction Writing Lessons

Lesson 7:

(RI.4.1) (W4.2)(W.4.9) (W.4.10) (SL.4.1) (L.4.4)


Grammar:

Demonstrate command of the conventions of standard English grammar

and usage when writing or speaking. Form and use prepositional phrases.


Lesson 5

November 24-26

ENSURE COMPLETION OF MODULE 1

Documents

Mount Vernon City School District Calendarized Fourth ...mvcsd.sharpschool.net/.../GWallaceELA/calendarizedfourthgrademap.pdf · Mount Vernon City School District Calendarized Fourth