READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit ... grade 1st quarter 2016... · 3-5-ETS1-3 Plan and carry out fair tests in ... the conventions of standard English capitalization,

GRADE 4 Curriculum Map: Literacy & Integrated Content

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DS=The Daily 5 HMH= Houghton Mifflin Harcourt CLLG=HMH Comprehensive Language & Literacy Guide WSG=Word Study Guide VR= Vocabulary Reader CCSS=Common Core State Standards SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the CCSS TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy Department Grade 4 Curriculum: Literacy & Integrated Content Revised 2016

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 1 Lesson 1

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CC4RL3 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). CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good and evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Webpages) & explain how the information contributes to an understanding of the text in which it appears.

COMPREHENSION/FLUENCY Skill: Story Structure Strategy: Summarize Compare/Contrast Genre: Realistic Fiction & Informational Text Establish Rituals and Routines

Anchor Lesson Story Structure CLLG p. 40 Because of Winn-Dixie, Read aloud from HMH Student Book, Lesson 1 Introduce classroom library using suggested books related to social studies topics including the Northeast region of United States. In this lesson books on the U.S. Constitution such as Shh! We are Writing the Constitution by Jean Fritz and If You Were There When They Signed the Constitution by Elizabeth Levy can be shared., Establish Classroom Environment/Procedures Social Studies Word Wall Vocabulary Cards Lesson 1-5 4th Grade Book List Suggestions Fluency: (Copy of resources should be in each building.) Primary Source Fluency Activities: (Use to guide in creation of Classroom Constitution.)

Preamble to the Constitution p. 87-91

The First Ten Amendments p. 92-99 Daily 5 (Days 1-10) p. 119 CAFÉ (chapter 3) p. 27-47 “The First Days of School” Teacher Support Booklet: Extending the CCSS (EXT) Unit 1 Instructional Routines:

HMH Comprehensive Screening Assessment Use WRAP or DRA to determine text reading level ONLY for any students scoring below grade level on the “Comprehension & Vocabulary” section of HMH Comprehensive Screening Assessment

http://ssfourthgrade.wikispaces.com/file/view/Word%20Wall.pdf/361097382/Word%20Wall.pdf

http://ssfourthgrade.wikispaces.com/file/view/Vocabulary%20Cards%20Lesson%201-5.doc/361094988/Vocabulary%20Cards%20Lesson%201-5.doc

http://ssfourthgrade.wikispaces.com/file/view/1st%20Nine%20Week%20Literature%20Suggestions.pdf/361097880/1st%20Nine%20Week%20Literature%20Suggestions.pdf

http://ssfifthgrade.wikispaces.com/file/view/Preamble%20to%20Constitution%20Reader%27s%20Theater.pdf/489977774/Preamble%20to%20Constitution%20Reader%27s%20Theater.pdf

http://ssfourthgrade.wikispaces.com/file/view/The%20First%20Ten%20Amendments.pdf/588783034/The%20First%20Ten%20Amendments.pdf


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p. C8, C22 “Supporting Your Answer”

p. C9, C25 “Discussion Rules & Roles” EXT Unit 1 p. C16 “Formal & Informal Language” EXT Unit 1 p. C17 “Participate in Group Discussions”

EXT Unit 1 p. C14-C15 “Compare Structural Elements”

SOCIAL STUDIES Unit 1 Lesson 1 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

STANDARDS C.1.4.3 Examine the origins, functions, and structure of state and federal government C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time C.3.4.1 Examine the creation of rules and laws at the state level C.3.4.2 Evaluate reciprocal relationships between people and rules, and polices C.2.3.2 Demonstrate the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags

SOCIAL STUDIES FOCUS Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: Why do communities need rules/laws? What are the proper procedures for reciting the Pledge of Allegiance? What is proper etiquette for the Arkansas and American flags? Establishing Classroom Environment/ Procedures/Rules Purpose/Function Government Pledge of Allegiance Bully Proofing Your School

ADDITIONAL CONTENT LESSONS Use one of the lesson or a combination of the two to have students create a classroom Constitution. Why Do Communities Need Rules? School and Classroom Issues/Rules Resource Cards CRFC We the Students Writing the Constitution Lesson BEFORE READING: Tell students that they will be working in groups and as a class to establish behavior expectations for an effective learning community. They will use these to create a classroom Constitution. Discuss how different settings require rules unique to that setting. Complete the School and Classroom Issues/Rules Activity. In groups have students think about their 3rd grade classroom from last year. Have them brainstorm and record what rules, rights, and responsibilities made the classroom successful and students feel safe. DURING READING: Examine the Preamble and refer to sections from the Constitution and Preamble to determine what information is found in the U.S. Constitution Constitution Summary AFTER READING: Students will examine the question "Why do communities need rules/laws"?. Discuss the

ASSESSEMENTS Classroom Constitution

http://ssfourthgrade.wikispaces.com/file/view/Lesson+1+Why+Do+Communities+Need+Rules.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+1+School+Classroom+Issues+Chart.doc

http://ssfourthgrade.wikispaces.com/file/view/We%20the%20Students%20Writing%20a%20Class%20Constitution.pdf/588447882/We%20the%20Students%20Writing%20a%20Class%20Constitution.pdf

http://ssfourthgrade.wikispaces.com/file/view/Summary%20of%20the%20U.S.%20Constitution.pdf/588447858/Summary%20of%20the%20U.S.%20Constitution.pdf


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importance of understanding the role of government when studying topics in social studies. They will work together to create a classroom constitution Classroom Constitution Template Rituals and Routines: Readwritethink Lesson “Freedom of Speech and Automatic Language: Examining the Pledge of Allegiance –Use the following from lesson to teach about the history and meaning of the Pledge of Allegiance.

History of the Pledge of Allegiance

Examining the U.S. Pledge

Flag Code What is the Pledge of Allegiance? Arkansas Activity Book pp. 35-36

SCIENCE Unit 1 Lesson 1


3-5-ETS1-1 Define a simple design problem, reflecting a need or a want that includes specified criteria for success and constraints on materials, time or cost. 3-5-EST1-2 Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Unit 1 Lesson 1 Essential Question: What do scientists do? Teacher Background: TE Unit 1 pp. TR1-TR3 & Planning Guide p. 63 Unit 1 Lesson 2 Essential Question: What skills do scientists use? Teacher Background: TE Unit 1 pp. TR 1- TR3 & Planning Guide p. 63

ADDITIONAL CONTENT LESSONS Unit 1 Lesson 1 Notebook Prompt: Set up Science Journal Planning Guide pp. 34-36/ Tell What a scientists do. Lab: Directed Inquiry: Spin-a-copter Flipchart g. 2 and Independent Inquiry: Design your own Spin-a-copter Flipchart p. 2 Experiment: How did adding a paper clip change the way the copter flew? Why do you think scientist do multiple investigations? Strategies and Resources: Science Fusion TE pp. 5-13 Digital Lesson ScienceSaurus pp. 2-25 Unit 1 Lesson 2 Notebook Prompt: Name or demonstrate three skills scientists use.

Pre/Post Test- Science Fusion TE p. 60 * tear out from book, but make a copy for post test* Unit 1 Lesson 1 Assessment: Pre-Test, Assessment Guide 1 Unit 1 Lesson 2 Assessment: Brain Check- Word Play p. 25, Assessment Guide 2

http://ssfourthgrade.wikispaces.com/file/view/Classroom%20Constitution%20Template.pdf/588447824/Classroom%20Constitution%20Template.pdf

http://www.readwritethink.org/classroom-resources/lesson-plans/freedom-speech-automatic-language-406.html?tab=4



http://www.foxnews.com/printer_friendly_story/0,3566,56320,00.html

http://www.readwritethink.org/files/resources/lesson_images/lesson406/Examining-the-Pledge.pdf

http://www.legion.org/flag/code


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Lab: Direct Inquiry: Pendulum Swing Flipchart p. 3 and Optional- Pantry Investigation Flipchart p. 3 Which variable affected the pendulum's swing? Explain. Strategies and Resources: Science Fusion TE pp. 28-37 Digital Lesson 2

WORD STUDY Unit 1 Lesson 1 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

CC4L4a Use context as a clue to the meaning of a word or phrase. CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Using Context ACADEMIC: plot, conflict, resolution, infer SOCIAL STUDIES: Bill of Rights, Constitution, citizenship, equality, freedom, pledge, allegiance, republic, indivisible, liberty, justice, Preamble, tranquility, posterity SCIENCE: U1L1: observation, investigation, hypothesis, analyze, procedure, conclusion, result; U1L2: inference TARGETED CLUSTERS/CATEGORIES: social systems, traits of characters, emotions/attitudes, communication

WSG pp. 102-103 Introduce Vocabulary TE pp. T14-T15; SB 18-19 •D5 (Day 1-10) p. 119 CAFÉ (chapter 3) pp. 27-47 “The First Days of School” SUW pg. 252

CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Short a & Long a

WSG pp. 40-41 Weekly Plan T44-T45


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WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.

SKILL Complete Sentences & Fragments Simple Subject & Predicate

EXT Unit 1 pp. C18-C19, C26 Weekly Plan T46-T49 Projectables 1.6-1.8

PROCESS WRITING CC4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons. CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC4L1e Form & use prepositional phrases.

WRITING TYPE Sentence Writing Focus: Complete Sentences

SUW LESSONS & TOOLS SUW Lessons: 3-1 Fragments & Sentences 3-2 3 & 4 Part Sentences 3-5 Sentences Using Who, What, Where, When, Action, How 3-8 Kinds of Sentences D5 (Day 1-10) p. 119 D5 Focus lesson p. 82

10-10 Quick For Sentence Mastery Tool 3-5c Tool 3-8a Social Studies Prompt: Choose one of the classroom rules that was established and tell why you feel it is necessary. In small groups, have students complete a preamble for the classroom constitution. Use the following or a similar format. “We the Students of _____’s class, in order to ___________, _________and _________do hereby ordain and establish this constitution based on the principles of __________ (noun), ____________ (noun) and ______________________ (noun).”


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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING

Unit 1 Lesson 2 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

CC4RL6. Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. CC4RI5 Describe the overall structure (e.g. Chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. CC4L5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CC4W9 Draw evidence from literary or informational texts to support analysis, reflection, & research. CC4W9a 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,

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Monitor/Clarify Genre: Biography/Poetry

Anchor Lesson Author’s Purpose CLLG p. 43 My Brother Martin, Read aloud from HMH Student Book, Lesson 2 Read the The River Ran Wild by Lynn Cherry to the students. Use the book to reinforce this week's skill lesson to determine the Author's Purpose. Use the story My Brother Martin to discuss the tools a writer uses to gather facts for a biography. These are the same tools a historian uses to gather facts about history. (i.e. interviews, letters, diaries, artifacts, official documents) Have students use Social Studies and Science books from the classroom library to determine the author’s purpose (to inform, to entertain, to persuade). Record information on a class chart. . Author’s Purpose Lesson Book Pass Suggested 1st Nine Week Literature. (Use books from the suggested list and other books in the classroom library to collect information on the Northeast for the book pass and to determine the author's purpose.)

http://ssfourthgrade.wikispaces.com/file/view/Author%27s%20Purpose%20Lesson.pdf/444126824/Author%27s%20Purpose%20Lesson.pdf

http://ssfourthgrade.wikispaces.com/file/view/CONTENT+BOOK+PASS+NORTHEAST.pdf

http://ssfourthgrade.wikispaces.com/file/view/1st+Nine+Week+Literature+Suggestions.pdf


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words, or actions].”).

SOCIAL STUDIES STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

STANDARDS G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location G.8.4.3 Construct maps and other graphic representations of Arkansas and other United States, including physical and human characteristic, title, legend, compass rose C.3.4.1 Examine the creation and enforcement of rules and laws at the state level C.3.4.2 Evaluate reciprocal relationships between people and rules, laws, and policies C.3.4.3 Analyze group actions and responses to local and global problems

SOCIAL STUDIES FOCUS Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: How do we learn about the history of the United States and its regions? What information does a historian give us about the U.S. and what tools do they use to provide this information? What is the difference between primary and secondary sources? What information does a geographer give us about the U.S. and what tools do they use to provide this information? Roles of Social Scientist Tools of a Geographer Tools of a Historian Bully Proofing Your School

ADDITIONAL CONTENT LESSONS Learning about Regions—Roles of Social Scientists Background Information Social Science/Social Scientist (Teacher resource) Lesson---A River Ran Wild Artifact Analysis Worksheet Lesson Resource BEFORE READING: Day 2: Introduce to students that in Social Studies this year they will be studying the regions of the United States through the lenses of Social Scientists. Discuss the roles and tools of the economist, geographer, historian, and political scientist. Introduce the book A River Ran Wild by Lynn Cherry and tell students that they will be examining the story through the lenses of the historian and geographer. Locate on a map the state of Massachusetts and the Nashua River. Find the Nashua River at www.googleearth.com for views of the river today. Share that this is the setting of the book. It is a true story that begins on the banks of a clear, sparkling river named the Nas-a-way. DURING READING: Day 2: Read A River Ran Wild aloud and stop throughout the book to discuss the geography (physical and human) and the history (events/change over time). Discuss artifacts that surround each page of the book and how they support the text. Choose two or three and complete the Artifact Analysis Worksheet them.

ASSESSMENTS Think/Pair/Share how the book A River Ran Wild by Lynn Cherry relates to each of the social scientist. Have students write a statement about each telling how they help us learn about the United States (geographer, economist, historian, political scientist). Map Key---Create Map Key for one of the maps in book A River Ran Wild. Identify 8-10 significant events in the history of the Nashua River from A River Ran Wild and use these events to write an informational account for a history magazine. State the author's purpose in your account.

http://ssfourthgrade.wikispaces.com/file/view/Background+Information+on+Social+Sciences.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+2+A+River+Ran+Wild.pdf

http://www.archives.gov/education/lessons/worksheets/artifact.html

http://www.googleearth.com/




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AFTER READING: Day 3: What were you thinking? SUW 1-11 (Making connections-What were you thinking?) What information do the maps in the front and back of book show? Discuss the fact that there is no map key. Have students create a map key for one of the maps. Harcourt I20-I21—Reading Maps. ID absolute and relative location of Nashua River. Day 4: Getting a Sense of Time Lesson Datecards for Timeline Activity Getting at the Truth Lesson Identify 8-10 significant events in the history of the Nashua River from A River Ran Wild. Dscuss how the events relate. Primary and Secondary Sources—Harcourt TE and SE pp. 132-33 Notes: Historians use chronology to help recreate the past. They also have to make decisions about what is historically significant.

SCIENCE



Unit 1 Lesson 3 Essential Question: How Do Scientists Collect and Use Data? Teacher Background: TE Unit 1 pp. TR1-TR3 & Planning Guide p. 63 Unit 1 Lesson 4 Essential Question: Why do Scientists Compare Results? Teacher Background: TE Unit 1 pp. TR 1- TR3 & Planning Guide p. 63

Unit 1 Lesson 3 Notebook Prompt: Give two examples of how scientists collect data. Lab: Measuring Height- Have students use a tape measure and measure their height. Students will record/collect data in their journals (p. 35 Data in two ways) and come up with a way to display the data. How can we display our data? How could we have measured the height of our classmates in another way? Strategies/Resources: Science Fusion TE Textbook pp. 27-37 Digital Lesson 3 ScienceSaurus pp. 38-59

Unit1 Lesson 3 Assessments: Journal Entry and Data Two Ways, Assessment Guide 3

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Getting+Sense+of+Time.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Datecards.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+4+Getting+at+the+Truth.pdf


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WORD STUDY STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Prefixes /in/ /im/ /il/ /ir/ ACADEMIC: author’s purpose, infer, author’s, viewpoint SOCIAL STUDIES: economy/economist; history/historian; political science/political scientist; geography/geographer, history, historian historical maps, primary sources, secondary sources, chronology, artifacts, historical significance SCIENCE: U1L3: data, microscope, pan balance, spring scale; U1L4: mass TARGETED CLUSTERS/CATEGORIES: characters, natural environment, social systems, machines

HMH T114-T115 Projectable 2.5 Social Studies Word Wall Vocabulary Words WSG pp. 104-105 SUW pg. 259

Weekly Tests 2.2- 2.3 T128-T129


SPELLING/ENCODING Short e & Long e

WSG pp. 42-43

Unit 1 Lesson 4 Notebook Prompt: Give two reasons why a scientist would want to compare results with other scientists. Lab: Directed Inquiry- Virtual Lab Experiences with the online resource and Inquiry Flipchart p. 5

http://ssfourthgrade.wikispaces.com/file/view/Word+Wall.pdf

http://ssfourthgrade.wikispaces.com/file/view/Vocabulary+Cards+Lesson+1-5.doc


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WRITING WORKSHOP GRAMMAR CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.*

SKILL Subjects & Predicates

TASKS/RESOURCES/MATERIALS Weekly Plan T120-T122 Projectables 2.6, 2.7, 2.8

ASSESSMENTS

PROCESS WRITING CC4L3 Use knowledge of language & its conventions when writing, speaking, reading, or listening. CC4L3a Choose words & phrases to convey ideas precisely. CC4L1e Form & use prepositional phrases.

WRITING TYPE Sentence Writing Focus: Better Sentences

SUW LESSONS & TOOLS SUW Lessons: 3- 6 Better Sentences 3-7 Sentence Structures Tools 3-7a, 3-7b 3-8 Kinds of Sentences, Tool 3-8a 3-9 Kinds of Sentences Combined with Sentence Structures Tools 3-9a, 3-9b

Social Studies Prompt: Write one sentence about each of the social scientists telling how they help us learn about the United States--Historian, Economist, Geographer, Political Scientist Step Up to Writing: SUW 10-10 “Quick Check for Topic Sentence Mastery” Tool 10-10e



CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3 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).

COMPREHENSION/FLUENCY Skill: Cause & Effect Strategy: Visualize Author’s Craft: Metaphor Genre: Realistic Fiction & Informational Text

Anchor Lesson Cause and Effect CLLG p.44 How Tia Lola Came to Stay, Read aloud from HMH Student Book, Lesson 3 Reteach the above lesson using A River Ran Wild by Lynn Cherry. A River Ran Wild Cause and Effect Lesson What is pollution and how did pollution affect the river in

After reading story, focus on two key questions: What is pollution and how did the pollution affect the wildlife and environment? Create a cause and effect poster. See A River Ran Wild Cause and Effect Lesson for guidelines.

http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+A+River+Ran+Wild+Cause+%26+Effect+Lesson.pdf




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CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific info. in the text. CC4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text CC4RI2 Paraphrase portions of a text read aloud or information presented in diverse media & formats, including visually, quantitatively, & orally.

the book. The river became polluted (Effect). Identify causes for this. Use SUW Tool E10-3A and E10-3B and work together as class to complete an informal outline with information on the effect and causes of the pollution of the Nashua River.


STANDARDS C.1.4.2 Examine responsibilities and powers of government officials at various levels and branches of local and state government C.1.4.3 Examine the origins, functions, and structure of state and federal government C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time C.3.4.1 Examine the creation of rules and laws at the state level C.3.4.2 Evaluate reciprocal relationships between people and rules, and polices

SOCIAL STUDIES FOCUS Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: 1.What is a political scientist? 2.What is the role of each of three branches of government? 3.What are the steps in the process of creating a law? 4.What is an economist? Social Studies Classroom Role of the Political Scientist

ADDITIONAL CONTENT LESSONS BEFORE READING: Day 2: Introduce the following economic terms: scarcity, natural resources, human capital, opportunity cost. Inform students that they will reread the book A River Ran Wild through the lenses of an economics and political scientist to examine how the river affected people economically and the role of government in addressing issues related to the river. Resources: Economic Terms Background Information on Social Scientist Tools of Social Scientist DURING READING: Day 2: Stop throughout to discuss and have student take notes on 1) the economic impact of the Nashua River for people, 2)changes of the river over time, 3)problems associated with these changes

ASSESSMENTS T-Chart—Use to identify positive and negative impact of human interaction with the environment in the story read. Identify the responsibilities of each branch of government in addressing the pollution on the Nashua River. Legislative/Judicial/Executive Class discussion: What information does a political scientist give us about our country and what tools do they use to provide this information?

http://ssfourthgrade.wikispaces.com/file/view/Economic+Terms.pdf


http://ssfourthgrade.wikispaces.com/file/view/Tools+Social+Scientist.pdf


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Bully Proofing Your School and 4)how these problems were addressed. i.e. how Native Americans used the river for their economic needs (food, clothing, shelter). AFTER READING: Day 3: Review the economic terms introduced earlier. Have students refer to their notes on the economic impact of the Nashua River and use economic terms to add to their notes. Day 4: Gather additional information on the Nashua River, Nashua River Watershed Association, and the Clean Water Act. Refer to author’s notes in front of book. Background Information on River Ran Wild Discuss the role of the Political Scientist and Government. in addressing the problems of the Nashua River.

Identify laws and agencies related to the story.

Discuss the Clean Water Act Use a graphic representation such as a flow chart to explain the process for how the Clean Water Act became a law. Collect evidence from different sources of text to research how laws are made. Bill to Law Lesson Let’s Journey with a Law Lesson— Additional Activity: Working as a whole group and teams identify the problems, events, and community activities in A River Ran Wild

Identify any existing policies that were in place to deal with the problem.

Did the citizens in the book propose a specific

Taking Informed Action Use the lesson below to identify an issue or problem in the school or school community and decide on a possible action that could be taken to address the issue or problem. Use a decision making model to address the issue. Bill to Law Lesson

http://www.lynnecherry.com/a_river_ran_wild_19410.htm



http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+Bill+to+Law001.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+Let%27s+Journey+With+a+Law+Lesson.pdf

http://ssfourthgrade.wikispaces.com/file/view/Lesson+3+Bill+to+Law001.pdf


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public policy to deal with the problem? Identify steps taken by the citizens to influence government. What was their action plan?

SCIENCE STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS


Unit 1 Lesson 5 Essential Question: What Kind of Models Do Scientist Use? Review Scientific Method Teacher Background: Teacher Guide Unit 1 pp. TR1-TR3 & Planning Guide p. 63

Unit 1 Lesson 5 Notebook Prompt: Describe the different kinds of models a scientist may make or use. Lab: Independent Inquiry- Bridge Building Flipchart p. 6 and Stress Test Flipchart p. 6 How is your three-dimensional model like a real bridge? How is it different? Did each group build their bridge in the same way? Explain. Strategies/Resources: Science Fusion TE pp. 45-51 Digital Lesson 5

Unit 1 Lesson 5 Assessment: Post Test, Assessment Guide 11


CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6 Acquire and use accurately grade-appropriate general academic and

VOCABULARY STRATEGY: Using Context ACADEMIC: cause, effect, infer, context, statement, command, question, exclamation SOCIAL STUDIES: Political Science/Scientist, pollution, Nashua River, Clean Water Act, Environmental Protection Agency, scarcity, natural resources, human capital, opportunity cost

HMH T184-T185 Projectable 3.5 WSG pp. 106-107 Other Resources: Visit to the Dominican Republic, Vocabulary Reader TE p. T204 Introduce Vocabulary: TE pp. T160-T161 Vocabulary Strategies: TE pp. T184- T185, Projectable 3.5 SUW p. 252



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domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

SCIENCE: model, three dimensional model, two dimensional model TARGETED CLUSTERS/CATEGORIES: machines


SPELLING/ENCODING Short I & Long i

WSG pp. 44-45 Practice Book p. 30 “Proofreading for Spelling”

Spelling Test T189 Day 5

WRITING WORKSHOP

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS GRAMMAR CC4L1f. Produce complete sentences, recognizing & correcting inappropriate fragments & run- ons.*

SKILL Kind of Sentences

See Weekly Plan TE: 190-193

PROCESS WRITING CC4W2 Write informative/explanatory texts to examine a topic and convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information or

WRITING TYPE Informational Focus: Two Kinds of Writing

SUW LESSONS & TOOLS 4-1 Introduce 2 Kinds of Writing, Tool 4-1b 4-2 Compare 2 Kinds of Writing 4-18 Defining a Topic Sentence 4-19 Topic Sentence Variety

Social Studies Prompt Write an informative paragraph telling about the cleanup of the Nashua River. Have students give examples of what humans did in the story A River Ran Wild. Step Up to Writing: SUW 10-10 “Quick Check for Topic Sentence Mastery” Tool 10-10e


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explanation presented.



CC4RL1. Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3. 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). CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text

COMPREHENSION/FLUENCY Skill: Theme Strategy: Analyze/Evaluate Author’s Craft: Elements of Drama Genre: Informational Text & Play Writing: Informational

Anchor Lesson Theme CLLG p. 46 The Power of W.O.W, Read aloud from HMH Student Book, Lesson 4 Students are familiar with the book A River Ran Wild by Lynn Cherry. Have them determine the message/lesson the author is conveying and how the actions of the characters help us understand the message/lesson of the book. Introduce Social Studies textbook and the types of informational text and text features used to study Social Studies. Survey Social Studies Textbook—Nonfiction Features

Examining Text Features Lesson

Text Feature Chart—Use when conducting textbook survey.

Features Informational Text Have the same discussion with the science textbook. Use Lesson EXT G4U1 pp. C12-C13 “Compare & Contrast Theme & Point of View” as a model to teach TEU1 p.T251 “Text to Text”

Writing About Reading CLLG p. 12 Prompt: The Power of W.O.W.! is about children who figure out how to save a bookmobile. Write a short thank-you note from the librarian to the children who helped save the bookmobile. ***Rubric SUW Tool 10-11a

SOCIAL STUDIES

http://ssfourthgrade.wikispaces.com/file/view/Examining+Text+Features+and+Subheadings.pdf

http://ssfourthgrade.wikispaces.com/file/view/Text+Feature+Chart.pdf

http://ssfourthgrade.wikispaces.com/file/view/Features+of+Informational+Text.pdf


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G.8.4.1 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the United States and the interactions that shape them G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the United States and the interactions that shape them G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the United States and the world G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns

Unit: Building a Learning Community UNIT TITLE: Northeast Region Essential Questions: How can maps be used to study regions of the United States? Guiding Questions: What is a region? What do different types of maps tell us about regions of the United States? What are the regions of the United States? Bully Proofing Your School

How to Read and Create a Map Lesson (Regions of United States) BEFORE READING: Introduce the vocabulary word region and have students complete a vocabulary map (SUW E3-6B). Introduce the U.S. regions that students will be studying this year. Tell students that they will be examining a number of maps in their textbook to learn how to read different kinds of maps and how they can use the information on the maps as they study the different regions of the United States this year. Go to google earth and look at satellite image of the United States to see how it actually looks before looking at a political map with state. DURING READING: Have students gather information from the maps they find in the textbook to determine what types of maps they find and what information each type of map provides. Take notes to record findings. (Physical, Political, Climate, Population, Resource) AFTER READING: Introduce the regions of U.S. and have students use a U.S. map to outline each of the regions. Instructions for this activity are provided in How to Read and Create a Map Lesson. After completing the political map on the regions of the United States, use other maps such as population maps, climate maps, physical maps, and resource maps to make inferences regarding the different regions. Economy/Why People Live Where They Live/How People Make a Living/

Have students identify the regions of the United States and provide 5 facts about each region that they gathered when conducting the textbook survey. Remind them that they will be studying the regions through the lenses of the Geography/Geographer, Economy/Economist, Government/Political Scientist, and History/Historian. Ask that they include facts about each.

http://ssfourthgrade.wikispaces.com/file/view/Lesson+6+How+to+Read+and+Create+a+Map.pdf




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Blank U.S. Map Northeast Region (youtube video) West Region (Video) Tell students that they will be exploring National Parks in each of the regions they study this year and share a map of National Parks. National Parks Map National Park Timeline


3-5-ETS-1. Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost. 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Unit 2 Lesson 1 Essential Question: What is an Engineering Design Process? Teacher Background: TE Unit 2 p. TR1 & Planning Guide p. 50

ADDITIONAL CONTENT LESSONS Unit 2 Lesson 1 *3 optional experiments: Experiment 1 Notebook Prompt: How does your product solve the problem? What if the windows were also too high to see out of? Is there a way to modify your device to solve this problem as well? Lab: Direct Inquiry-Design a Solution to a Problem Flipchart p. 8 & Independent Inquiry-Build a Prototype Flipchart p. 8 Experiment 2 Notebook Prompt: What was your initial design? Did that first design work? How did you change your design once you started building? What were some issues that your team experience while building your prototype? Lab: Independent Inquiry: Index Card Tower- How can you build the tallest structure using only index cards? Students will have 5 minutes to discuss/design and then 15 minutes to build. They are not allowed to speak to one another during the 15

Pre/Post Test- Science Fusion TE p. 100 * tear out from book, but make a copy for posttest* Assessment: Pre-Test, Sum It Up p. 72 & Assessment Guide p. 14

http://ssfourthgrade.wikispaces.com/file/view/Outline%20Map%20U.S..pdf/588450254/Outline%20Map%20U.S..pdf

https://www.youtube.com/watch?v=64PpR8vM7AE

https://www.youtube.com/watch?v=YKnV-VLxgC0

https://www.youtube.com/watch?v=YKnV-VLxgC0


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minutes. Redesign- Allow students to come together and redesign their tower follow same rules. Materials: 100 index cards per group of 4 Experiment 3 Notebook Prompt: What was your initial design? Did that first design work? How did you change your design once you started building? What were some issues that your teams experienced while building your prototype? Lab: Independent Inquiry: Paper Airplane challenge- Design a paper airplane that will fly the furthest. Students will receive one piece of paper and 5 minutes to discuss/design and then 10 minutes to build. Test then redesign-Allow students to come together and redesign their airplanes. Materials: Copy Paper Strategies/Resources: Science Fusion TE pp. 63-71 Digital Lesson 1 ScienceSaurus pp.354-357


CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation

VOCABULARY STRATEGY: Prefixes /non/ /mis/ ACADEMIC: theme, analyze, evaluate, prefix SOCIAL STUDIES: region, political map, physical map, resource map, climate map,

HMH T256-T257 Projectable 4.5 SUW p. 259


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and determine or clarify the precise meaning of key words and phrases. CC4L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

population map SCIENCE: U2L1: engineering, design, prototype, analyze, results, procedure TARGETED CLUSTERS/CATEGORIES: machines, communication, characters, social relationships, social systems


SPELLING/ENCODING Short o & Long o

WSG pp. 108-109 Introduce Vocabulary TE pp. T230-T231 Teacher Read Aloud TE pp. T228-T229

Weekly Tests 4.2-4.3 T270- T271

WRITING WORKSHOP STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking. CC4L1f Produce complete sentenc, recognizing & correcting inappropriate fragments & run-ons.

SKILL Simple & Compound Sentences

Weekly Plan T266-T269 Projectable 4.6-4.8

PROCESS WRITING CC4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. CC4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting illustrations, & multimedia when useful to aiding comprehension. CC4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to

WRITING TYPE Informational Focus: The Writing Process

SUW LESSONS & TOOLS 4-5 The Writing Process 4-6 Color Coding & the Five Elements of Information/ Expository Writing 4-7 Planning with an Informal Outline

Social Studies Prompt: Maps help us understand regions of the United States. What type of maps are used to study U.S. regions? Choose three different types of maps and tell what information they provide and how this information can be used to study U.S. regions. Step Up to Writing: SUW Tool


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the topic. CC4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). CC4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. CC4W2e Provide a concluding statement or section related to the information

10-15a “Information/ Expository Paragraph Scoring Guide”



CC4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3 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).

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Infer/Predict Compare/Contrast Genre: Plays/Folktales & Tall Tales

Anchor Lesson Understanding Characters CLLG p. 48 Stormalong, Read aloud from HMH Student Book, Lesson 5 Understanding Characters CLLG p. 49 Mighty Joe Magarac, Read aloud from HMH Student Book, Lesson 5


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CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RL5 Explain major differences between poems, drama, & prose, & refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Read books in classroom library with a setting in the different U.S. regions. Introduce to students that the first region they will be studying is the Northeast. Use one or more books to reinforce this week's skill lesson. Suggested 1st Nine Week Literature. The settings for both stories are in the Northeast and can be related to the economy. Use social studies book to read about fishing, commerce and industries that can be explored from these selections. Harcourt TE/SE pp 113-114 and p 128. Relate what you read to the setting and economics of Stormalong and Mighty Joe Magarac.


STANDARDS E.4.4.2 Apply economic decision-making models when making decisions E.5.4.1 Examine ways human capital impacts productivity and future incomes E.5.4.2 Articulate ways entrepreneurs and business in the United States organize human, natural, and capital resources to produce goods and services

SOCIAL STUDIES FOCUS Unit: Building a Learning Community Essential Question: How do we learn about the United States and its regions? Guiding Questions: Where can we find information about the Northeast region? What information can be found about the Northeast region in the textbook and how is it organized? How and why was the U.S. Constitution written? Does our classroom Constitution need to be amended?

ADDITIONAL CONTENT LESSONS Introduction to the Northeast Region Constitution Day Activity Before Reading Book Pass on the Northeast Region Introduce Northeast by providing books from the library on the NE or states in the NE. Provide other printed related to the NE—brochures, advertisements, news articles, and magazine articles, train schedules. Tell students that they will be assigned a role of one of the social scientist they have been studying (geographer, economist, historian or political scientist) and ask them to examine their textbook using the chapter on the Northeast region. During Reading:

ASSESSMENTS Have each group provide 5-8 important facts about the Northeast region that relate to the role they were assigned. Additionally, they should provide 5-8 vocabulary words important to what they read. Explain how your experience writing the classroom Constitution compared to the Founding Father's experience. Use the process outlined in the U.S. Constitution to make any changes or additions to the

http://ssfourthgrade.wikispaces.com/file/view/1st+Nine+Week+Literature+Suggestions.pdf

http://ssfourthgrade.wikispaces.com/file/view/CONTENT+BOOK+PASS+NORTHEAST.pdf


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Introduce Northeast Region Constitution Day—Experiences of Founding Fathers in writing the U.S. Constitution.

Use Chapter 1, pages 110-121 of textbook and have students identify what parts of the chapter apply to their assigned role. They must explain how and gather information for the assessment. Coasts to Countryside and Climate Pages 110-112 Natural Resources 113-114 Early People 117-119 Forming a Nation 120-121 Early Transportation 127 Industrial Revolution 128 Immigrants 129 Cities Grow and Connect 130-131 Geographer—Economist—Historian—Political Scientist After Reading: Have each group share their findings with the rest of the class. SUW Planning a Presentation Tools E8-2A; E8-7B; E8-15B; U.S. Constitution Use books about the writing of the U.S. Constitution, the Congress of Kids website and other resources to provide students with content of why and how the Constitution was written. Discuss how this compares with the process they used to write their classroom Constitution. Ask students if they see any changes or amendments that need to be added to their Constitution. Based on what they have learned, what would they need to do to make these changes? Congress for Kids Constitution

classroom Constitution that students decide needs to be made.

SCIENCE

STANDARDS SCIENCE FOCUS ADDITIONAL CONTENT LESSONS ASSESSMENTS

http://www.congressforkids.net/Constitution_delegates.htm


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Unit 2 Lesson 2 Website: http://pbskids.org/designsquad/parentseducators/workshop/process.html Essential Question: How can you design a solution to a problem? Teacher Background: TE Unit 2 p. TR1 & Planning Guide p. 50

Unit 2 Lesson 2 Notebook Prompt: Explain steps followed to design a solution to the problem of how to cushion an egg. Experiment 1 Notebook Prompt: Did your egg survive the fall? Did the test show some ways your safety device could be improved? Fusion Inquiry/ Lab Experiences: Independent Inquiry- How can you design a solution to a problem? Flipchart p. 9 Redesign- Modify your design to improve its performance and then test it again.

Experiment 2 Lab Experiences: Direct Inquiry: Newspaper Engineering Challenge- Students will be given materials and have to build a table. They will be given 5 minutes to plan and 15 minutes to build- Groups of 4-

Redesign- Students will follow same procedures with exception that they have to build the table that is exactly 3 feet high and will hold a textbook.

Redesign- Students will build a structure that will hold a calculator.

Redesign- Students will build a structure that will hold a classmate.

Materials: Newspaper, Rolls of Masking Tape, 1 textbook, measuring tape Optional material- substitute construction paper for newspaper, calculator Strategies/Resources: http://www-tc.pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_Lead_PaperTable.pdf

Assessment: Science Fusion TE pg. 77-78 & Assessment Guide p. 15

http://hwebstttp/pbskids.org/designsquad/parentseducators/workshop/process.html



http://www-tc.pbskids.org/designsquad/pdf/parentseducators/DS_Act_Guide_Lead_PaperTable.pdf




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CC4L4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6 Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Using a Dictionary ACADEMIC: relationships, infer, traits SOCIAL STUDIES: Northeast Region, words related to economic, history, government, and geography (students will identify words as they complete textbook activity) i.e,natural resources, services, producers, scarcity, goods, consumers, opportunity cost SCIENCE: U2L2: purpose, procedure, data, conclusions, prototype TARGETED CLUSTERS/CATEGORIES: natural environment, natural environment, machines

WSG pp. 110-111 Introduce Vocabulary TE pp. T302-T303 Vocabulary Strategies TE pp. T332-T333 Projectable 5.5 SUW p. 228

Weekly Tests 5.2-5.4 T346-T347


SPELLING/ENCODING Homophones

WSG pp. 48-49 EXT Unit 1 pp. C9, C14 “Commonly Confused Words”


GRAMMAR CC4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

SKILL Singular, plural, common, proper nouns (Review)

Weekly Plan T338-T341 Projectables 5.6-5.8

PROCESS WRITING WRITING TYPE SUW LESSONS & TOOLS Social Studies Prompt:

Science Fusion TE pp. 63-71 Digital Lesson 1 ScienceSaurus pp. 354-357


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CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CC4W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4W1c Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). CC4W1d Provide a concluding statement or section related to the opinion presented.

Opinion Focus: Elements of Paragraphs

4-8 Accordion Paragraphs 4-9 Determining Key/Star Ideas with the Thinking Game 4-10 The Organization Game 4-11 Informational Outlines of Various Lengths 4-12 Planning Guides for Organizing an Accordion Paragraph (L5)

Work with students as group to complete this prompt. Progress comes with a cost. In the book A River Ran Wild jobs were created and people had resources they needed from the factories. In your opinion, do you think that there are times that we have to sacrifice for the price of progress? Support your opinion. In your opinion what do you think would have happened if Marion Staddart and Oweana in the book A River Ran Wild had not organized the Nashua River Clean Up Committee? Support your response with evidence from the text. Step Up to Writing: SUW Tool 10-15a “Information/ Expository Paragraph Scoring Guide” Tool 10-17a “Persuasive Writing Scoring Guide”



CC4RL1 Refer to details & examples in a text when explaining what the text says

COMPREHENSION/FLUENCY Skill: Compare & Contrast

Anchor Lesson Once Upon a Cool Motorcycle Dude Student Book,


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explicitly & when drawing inferences from the text. CC4RL3 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). CC4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. CC4RL7 Make connections between the text of a story or drama & a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text. CC4RL9 Compare & contrast the treatment of similar themes & topics (e.g., opposition of good & evil) & patterns of events (e.g., the quest) in stories, myths, & traditional literature from different cultures. CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided.

Strategy: Infer/Predict Genre: Fairy Tale & Informational Text

Lesson 6 Compare and Contrast CLLG p. 50 Use the above lesson to compare and contrast the NE Region states and maps. In this lesson they are comparing characters but we are using the same skill in order to compare regions. NE Region—Geography & Natural Resources/Products: Use the information on the chart to compare and contrast the geography/climate of two states in the Northeast. Make inferences/predictions about how this impacts the way people live and make a living in this region. Compare and contrast different types of maps on the Northeast (physical, political, historical, population density, products and resources). Use maps from the textbook. Determine purpose and specific features/information found on the different maps.


G.8.4.1 Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location.

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region?

ADDITIONAL CONTENT LESSONS How to Read and Create a Map Lesson (Regions of United States) Before Reading:

United States Region Chart-- Geography/ Economics/ Political Scientist U.S. Map---Northeast Region



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G.8.4.2 Use thematic maps (e.g., climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the United States and the interactions that shape them G.9.4.1 Analyze effects over time of Human generated changes in the Physical environment (e.g., deforestation, dams, pollution) G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems

What characteristics make this a region? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in this region? What are the natural resources and products of this region? Northeast Region—Geography—Climate—Natural Resources—Products Role of the Government in the Northeast Bully Proofing Your School

Activate prior knowledge from work done on labeling the regions of the United States on a map. Have students refer to the Northeast region on their maps. Direct students to different types of maps found in the textbook chapter on the Northeast region. Explain that they provide important information for studying the region. Tell students that the will examining the Northeast region though the lenses of the geographer. During Reading: Gather information as you read about the Northeast region to complete the United States Region Chart---Complete States (New England and Middle Atlantic States), Physical Geography and Climate, and Leading Products/Resources. Add possible environmental Issues as you discuss the information you put on the chart. Harcourt-Lesson 6 Geography TE/SE pp 110-114

States and Physical Features Data Chart—Political Scientist As a class, review information collected when comparing and contrasting different type of maps. Divide students into groups and assign one type of map. Have them prepare a presentation for the class on what information you can get from the map they have been assigned and when you might use the information (physical, political, historical, population density, products and resources)



Unit 2 Lesson 3 Essential Question: What is Technology? Teacher Background: TE Unit 2 p. TR1 & Planning Guide p. 50 Unit 2 Lesson 4 Essential Question: How do We use Technology? Teacher Background: TE Unit 2 p. TR1 & Planning Guide p. 50

ADDITIONAL CONTENT LESSONS Unit 2 Lesson 3 Notebook Prompt: List some examples of technology, and identify the needs that each example helps people meet. Strategies/Resources: Science Fusion TE pp. 79-89 Digital Lesson 3 ScienceSaurus pp.358-363 Unit 2 Lesson 4 Notebook Prompt: Explain how technology can help

Unit 2 Lesson 3 Assessment: Sum It Up pg. 90 & Assessment Guide pg. 16 Unit 2 Lesson 4 Assessment: Post-Test, Science Fusion TE pp. 93-94, Assessment Guide pp. 16 Unit 2 Test Assessment Guide pg. 18-22

http://ssfourthgrade.wikispaces.com/file/view/United+States+Regions+Chart.pdf


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us move an object from one place to another more easily. Lab: How do we use technology? Flipchart pg. 11 Strategies/Resources: Science Fusion TE pg. 93-94 ScienceSaurus pp.364-369 Science Fusion TE- People in Science pp. 95-96


CC4L4a Use context as a clue to the meaning of a word or phrase. CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Suffixes /y/ /ous/ ACADEMIC: compare, contrast, action verb, helping verb, linking verb SOCIAL STUDIES: regions, key, legends, physical geography, climate, environmental issues, industries/businesses, current events, harbor, pollution, population map, physical map, textile mill, metropolitan, population density, natural resources SCIENCE: U2L3/U2L4: technology, design system, process, product, tool TARGETED CLUSTERS/CATEGORIES: machines, physical attributes, places/dwellings, social systems, nature

HMH T42-T43 Projectable 6.5 WSG pp. 112-113 Introduce Vocabulary pp. T14-T15 Vocabulary Strategies TE pp. T42- T43 Projectable 6.5 SUW p.259

Weekly Tests 6.2-6.3 pp. T56-T57


SPELLING/ENCODING Vowel Sounds Ŭ, yŌŌ & ŌŌ

WSG pp. 50-51 Weekly Tests 6.6-6.7

WRITING WORKSHOP


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GRAMMAR CC4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) & that are basic to a particular topic (e.g., wildlife, conservation, & endangered when discussing animal preservation).

SKILL Verbs

Weekly Plan T48-T51 • Projectables 6.6 - 6.8

Weekly Test 6.8-6.9

PROCESS WRITING CC4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. CC4W1a Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. CC4W1b Provide reasons that are supported by facts and details. CC4W1c Link opinion & reasons using words & phrases (e.g., for instance, in order to, in addition). CC4W1d Provide a concluding statement or section related to the opinion presented. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific TASKS, purposes, & audiences.

WRITING TYPE Opinion Focus: Compare & Contrast

SUW LESSONS& TOOLS Tool 4-11a, 4-11b 4-19 Topic Sentence Variety (esp. Occasion/Position, Comp 9-2 Supporting an Opinion with Facts 9-3 Writing to Compare or Contrast

Social Studies Prompt: New York is more important than Maine during the Presidential election. Support this opinion with evidence the data you collected on your data chart. Step Up to Writing: Tool 10-17a “Persuasive Writing Scoring Guide”


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CC4RI1 Refer to details & examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RI2 Determine the main idea of a text & explain how it is supported by key details; summarize the text. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. CC4RI8 Explain how an author uses reasons and evidence to support particular points in a text. CC4RL7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

COMPREHENSION/FLUENCY Skill: Fact and Opinion Strategy: Summarize Genre: Informational Text

Anchor Lesson CLLG LESSON Fact and Opinion p. 52 Share both historical fiction and nonfiction books from the classroom library, Myon and other sources that are about historical events of the Northeast including immigration. Discuss how you might validate information from the historical fiction to determine what is fact. Use one or more of the books to find examples of fact and opinion. Book: At Ellis Island: A History of Many Voices by Louise Peacock (use this book to show difference primary and secondary sources). Copies of book have been provided to schools. If not available, choose another book about Ellis Island to share. Lost on Ellis Island (Use to identify fact and opinion) ReadWorks.org (Create an account to access a wide range of reading selections on many topics.) Meet Young Immigrants Scholastic Website Summarize one of the stories of an immigrant HMH: Suggested Weekly Focus p. 15 Coming Distractions: Question Movies CLLG p. 52 TEpp.T94-T105 pp. SB176-187 TE p. T110 Analyze Fact/Opinion Steven Spielberg: A Filmmakers’ Journey CLLG p. 53

Weekly Tests 7.4- 7.5 pp. T128-129 Whole Group Tab-Open Response Prompt

SOCIAL STUDIES STANDARDS SOCIAL STUDIES FOCUS ADDITIONAL CONTENT LESSONS ASSESSMENTS

http://ssfourthgrade.wikispaces.com/file/view/4th%20Lost%20on%20Ellis%20Island.pdf/588841214/4th%20Lost%20on%20Ellis%20Island.pdf

http://www.readworks.org/

http://teacher.scholastic.com/activities/immigration/index.htm

http://teacher.scholastic.com/activities/immigration/index.htm


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G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristi affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.10.4.1 Compare natural resources in various geographic regions to influence human settlement patterns D2Geo8.3-5 G.10.4.2 Determine effects of movement and distribution of people, goods, and ideas on various places using a variety of print and digital sources, geospatial technologies, and geographic representations D2.Geo.7.3-5 G.10.4.3 Compare push-pull-factors that influenced immigration to and migration within the United States D2.Geo.7.3-5 G.11.4.1 Describe global connections created through increased trade, transportation, communication, and technology D2.Geo.11.3-5 H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? Did the American dream come true for immigrants? Guiding Questions: What information does a historian give us about the U.S. and what tools do they use to provide this information? What makes a historical event significant? What is the difference between primary and secondary sources? What were the push/pull factors for immigrants coming to the United States? What was life like for immigrants? How did immigrant groups adapt and shape to the culture of New York? Analyzing Economic Impact Immigration Bully Proofing Your School Unit: Building a Learning Community Essential Question: What does a Social Studies classroom look like? How do we learn about the United States and its regions? Guiding Questions: What information does a historian give us about the U.S. and what tools do they use

Introduce the role of the historian as you study the Northeast. We will be examining the Northeast this week through the lenses of the Historian. Historians determine what events in history they think are significant and gather information on these events. Divide students into group. Have them use the textbook and other available text about the Northeast region to gather information about what they determine to be the 10 most significant historical events of the Northeast region and complete the United States Region Chart. They must be able to explain why they chose each of the events. Introduce the timeline as an important tool for chronologically arranging events. Share some of the tools a historian uses to study history—primary and secondary sources—artifacts, letters, diaries, oral history, documents, government papers Criteria for Determining Historical Significance NEW YORK STATE INQUIRY FOR IMMIGRATION Over the next two weeks students will be completing an inquiry on immigration in the state of New York. They will be working on an inquiry that leads them through an investigation of the experiences faced by immigrant groups who traveled to New York throughout the mid-nineteenth and early twentieth centuries. In examining the initial hopes of immigrants and their reasons for coming to America, the social and economic conditions in New York City at the time, and the realities of establishing a new life for immigrant families, students should be able to develop

United States Region Chart--Historian “Did the American Dream come true for immigrants who came to New York Inquiry Inquiry Guiding Question #1 “Why did people move to New York Push/Pull Factors Activity---Identify push/pull factors for why immigrants came to America. Make a chart with these four columns: Immigrate/Moved From/Reasons for Moving(Push/Pull Factors Inquiry Guiding Question #2 “What was life like for immigrants Write about what life was like for immigrants. Inquiry Guiding Question #3 Make a claim about how 3 immigrants groups adapted to and shaped the culture of New York. Summative Task In this task, students construct an evidence-based argument responding to the compelling

http://ssfourthgrade.wikispaces.com/file/view/United+States+Regions+Chart.pdf

https://ssfourthgrade.wikispaces.com/file/view/Determining%20Significance%20chart%20%28sample%203%29.docx/588864298/Determining%20Significance%20chart%20%28sample%203%29.docx

https://ssfourthgrade.wikispaces.com/file/view/NewYork_4_Immigration%20%28Repaired%29.docx/588866736/NewYork_4_Immigration%20%28Repaired%29.docx

http://campsilos.org/excursions/grout/one/act2.htm

http://campsilos.org/excursions/grout/one/act2.htm


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an argument with evidence to answer the compelling question “Did the American Dream come true for immigrants who came to New York?” BEFORE READING: Introduce vocabulary (primary sources, secondary sources, immigration) Discuss possible reasons people choose to leave their homes and travel to a new country (push/pull factors). Students will be reading text to determine push/pull factors and to find out about Ellis Island and the process that immigrant went through at Ellis Island. Introduce the inquiry “Did the American Dream come true for immigrants who came to New York to students by reading aloud Emma Lazarus’s poem “The New Colossus” and asking students to brainstorm why she wrote it. DURING READING: In addressing the compelling question “Did the American Dream come true for immigrants who came to New York?” students work through a series of guiding questions, formative performance tasks, and featured sources in order to construct an argument with evidence and counterevidence from a variety of sources. Instructions for each performance task and all text and resources are included in the inquiry. Additional teacher resources can be added to extend student understanding for each question. AFTER READING: There is a performance task to be completed after students gather information to answer each of the three guiding question in the inquiry.

question “Did the American Dream come true for all immigrants?” Students’ arguments could take a variety of forms, including a presentation, poster, essay, or a combination of drawing and writing.



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4-PS3-1- Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-3- Ask questions and predict outcomes about the change in energy that occur when objects collide. 4-PS3-4- Apply scientific ideas to design, test, and refine a device that converts energy from one from one form to another. 4-ESS3-1- Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect environment. 4-PS4-1- Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 4-PS4-3- Generate and compare multiple solutions that use patterns to transfer information. 4-PS4-2- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Unit 9 Lesson 1 Essential Question: What are some forms of energy? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65 Unit 9 Lesson 2: Essential Question: Where does energy come from? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65

ADDITIONAL CONTENT LESSONS Unit 9 Lesson 1 Notebook Prompt: Identify three examples of forms of energy in our classroom. Unit 9 Lesson 2 Notebook Prompt: Demonstrate how potential energy can be transformed into kinetic energy. Lab: Independent Inquiry- Flipchart pg. 48, Lesson 2 pg. 445-446. Alternative Experiment- pg. 446A- Make a Pencil Slingshot, but still follow lesson. Materials- 2 wooden pencils, two rubber bands, cap erasers to launch.

Pre/Post Test: Science Fusion TE pg. 480 * tear out from book, but make a copy for post test* Unit 9 Lesson1 Assessment: Pre-Test, Sum it Up pg. 440, Apply Concepts pg.442 -443 Assessment Guide pg. 96 Strategies/Resources: Science Fusion TE Textbook pg. 429-439 , Digital Lesson 1 ScienceSaurus- pg. 284-287 & 308-318 Unit 9 Lesson 2 Assessment: Science Fusion TE pg. 445 Strategies/Resources: Science Fusion TE Textbook pg 445-446


CC4L4a Use context as a clue to the meaning of a word or phrase. CC4L4.a. Use context (e.g., definitions,

VOCABULARY STRATEGY: Greek and Latin Word Parts /phon/ /photo/ /graph/ /auto/ /tele/

WSG pp. 114-115 Introduce Vocabulary pp. TE T88-T89 Teacher Read Aloud T86-T87

Weekly Tests 7.2- 7.3 T128-129


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examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

ACADEMIC: fact, opinion, verify, affix, root SOCIAL STUDIES: immigration, Ellis Island, push/pull factors, primary sources, secondary sources SCIENCE: U9L1: energy, kinetic energy, potential energy, mechanical energy, chemical energy, electrical energy; U9L2: predict, motion, energy, distances TARGETED CLUSTERS/CATEGORIES: machines, communication, physical attributes, natural environment, places/dwellings, characters

Vocabulary Strategies TE pp. T114- T115; Projectable 7.5 SUW p. 257


SPELLING/ENCODING Vowel Sounds /ŌŌ/ & /ŎŎ/

HMH T114-T115 Projectable 7.5 WSG pp. 52-53

Spelling Test T119 Day 5


PROCESS WRITING CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional

WRITING TYPE Narrative Writing Focus: Personal Narrative

SUW LESSONS& TOOLS 3- 15 Playing with Language 3-16 Adding Quotations 6-14 Writing Dialogue 6-4 Prewriting with a Story Map, Tools 6-4a, 6-7f 6-6 Six Steps for Planning & Writing a story/Narrative 6-7 Quick Sketch and Quick Note Planning

Social Studies Prompt: Imagine that you are an immigrant and entering the U.S. through Ellis Island. Describe your experience. -or- Write a personal experience about going someplace new and how you felt. Step Up to Writing: “Story/Narrative Scoring Guide” Tool 10-18a


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words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W10 Write routinely over extended time frames (time for research, reflection, & revision) & shorter time frames (a single sitting or a day or two) for a range of discipline-specific TASKS, purposes, & audiences.


Unit 2 Lesson 8


CC4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CC4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. CC4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third person narrations. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text.

COMPREHENSION/FLUENCY Skill: Understanding Characters Strategy: Visualize Author’s Craft: Point of View Genre: Realistic Fiction/ Reader’s Theatre

Anchor Lesson CLLG LESSON Understanding Characters p. 54 As you read about the lives of immigrants in books and readings from the inquiry, use this information to reinforce this week’s skill lesson on characters. HMH: Suggested Weekly Focus CLLG p. 16 Me & Uncle Romie, CLLG p. 54 Analyze Character Traits pp. T184- T184 Jazzy Jasmine CLLG p. 55 Use Lesson EXTG4U1 pp. C12-C13 “Compare & Contrast Theme & Point of View” as a model to teach TE U2 p.T183 “Text to Text”

Weekly Tests 8.8- 8.9 T202-T203 CLLG Writing About Reading Prompt pg.16


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SOCIAL STUDIES

G.1.4.3: Locate each of the five regions of the United States and describe each region’s major physical features: Northeast, Southeast, Midwest, Southwest, West G.2.4.3: Discuss the advantages and disadvantages of life in a suburban area. G.2.4.1: Research elements of culture in a community, state, or nation (e.g., food, clothing, housing, language, sports/recreation, customs, traditions, art, music, religion)... G.3.4.2: Discuss the reasons for human settlement patterns (e.g., jobs, climate, family). G.3.4.3: Explain how communities share ideas and information with each other

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in this region?

ADDITIONAL CONTENT LESSONS Continue inquiry on immigration from last week. NEW YORK STATE INQUIRY FOR IMMIGRATION Additional Activity: Ellis Island Floor Plan If available, use the book If Your Name was Changed at Ellis Island by Ellen Levine (pp. 35-51) to identify process immigrants went through at Ellis Island. Create a flow chart to show these steps. STW2 pp. 136-137 (Visualizing In Reading, Showing Not Telling in Writing & Creating Mental Images That Go Beyond Visualizing) SUW 1-30 (Using Text Structures) Harcourt TE/SE p. 129 Immigrant

Continued from last week.

SCIENCE


https://ssfourthgrade.wikispaces.com/file/view/NewYork_4_Immigration%20%28Repaired%29.docx/588866736/NewYork_4_Immigration%20%28Repaired%29.docx


37


4-PS3-1- Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-3- Ask questions and predict outcomes about the change in energy that occur when objects collide. 4-PS3-4- Apply scientific ideas to design, test, and refine a device that converts energy from one from one form to another. 4-ESS3-1- Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect environment. 4-PS4-1- Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 4-PS4-3- Generate and compare multiple solutions that use patterns to transfer information. 4-PS4-2- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. 4-PS4-2- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Unit 9 Lesson 3 Essential Question: What is heat? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65 Unit 9 Lesson 4 Essential Question: How is heat produced? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65

ADDITIONAL CONTENT LESSONS Unit 9 Lesson 3 Notebook Prompt: Describe three ways heat can be transferred. For Lab: Did the Water level change? If so, how did it change? Explain your results. What do you think would happen to the water level if you put the apparatus In a refrigerator for 5 minutes? Lab: Direct Inquiry- Heating Things Up flipchart pg. 49 Alternative Experiment-Assessment Guide pg 107 Unit 9 Lesson 4 Notebook Prompt: Explain what happened to an object's temperature when it is exposed to heat. Lab: Directed Inquiry- How is heat produced? Flipchart pg. 50

Unit 9 Lesson3 Assessment: Assessment Guide pg 98, Apply Concepts pg. 458 Strategies/Resources: Science Fusion TE Textbook pg. 447-458, Digital Lesson 3 ScienceSaurus- pg. 288-291 Unit 9 Lesson 4 Assessment: Assessment Guide pg 99, 8 Things you should know about Geothermal Technicians pg. 461-462 Strategies/Resources: Science Fusion TE Textbook pg. 459-462

SCIENCE


CC4L4a Use context as a clue to the meaning of a word or phrase.

VOCABULARY STRATEGY: Figurative Language

WSG pp. 117-118 Introduce Vocabulary pp. T160-T161

Weekly Tests 8.6- 8.7 T202-T203264


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CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

ACADEMIC: Motivation, relationships, visualize, analyze, traits SOCIAL STUDIES: visualization, point of view, urban, rural, suburban, pollution, commute, population SCIENCE: U9L3: heat, conduction, convection, radiation; U9L4: purpose, hypothesis, procedure, data, conclusion, analyze TARGETED CLUSTERS/CATEGORIES: natural environment, communication, places/dwellings

Vocabulary Strategies :T188-T189 Projectable 8.5 SUW p. 264

CC4L5b Recognize & explain the meaning of common idioms, adages, & proverbs.

SPELLING/ENCODING Vowel Sounds /ou/ & /Ô/

HMH T188-T189 Projectable 8.5 WSG pp. 54-55

Weekly Test 8.7-8.8 Spelling Test T193 Day 5

WRITING WORKSHOP


GRAMMAR CC4L1.f. Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.* CC4L2c Use a comma before a coordinating conjunction in a compound sentence.

SKILL Conjunctions

Weekly Plan TE pp. T194-T197 SB pp. 218-219 Projectables 8.6-8.8

Weekly Tests 8.12- 8.13 T202-T203

PROCESS WRITING CC4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. CC4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an

WRITING TYPE Narrative

SUW LESSONS& TOOLS 6-9 Creating & Developing Characters, pp.265-266 Tool 6-9a 6-12 Ways to Begin a Story, pp. 272- 273 Tools 6-7a & 6-7d, 6-12c & 6-12d p. 274 #1-6 Tool 6-12c & 6-12d SUW 6-17 Options for Writing the End of a Story, pp. 279-280 #1-3 Tools 6- 17a; & Looking at More Endings #1 Tool 6-17c

Social Studies Prompt: Imagine you are visiting family in New York. How are things different from your hometown? Give at least 3 ways and explain. What do you do during your visit.


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Unit 2 Lesson 9


CC4RL1 Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RL3 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) CC4RI1. Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text. CC4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

COMPREHENSION/FLUENCY Skill: Conclusions & Generalizations Strategy: Question Genre: Realistic Fiction & Informational Text

Anchor Lesson CLLG LESSON Conclusions pg. 56 Use the pictures and accounts of different National Parks associated with the Northeast Region to gather clues and draw conclusions about why they were established as a National Park. SUW 1-13 (Highlighting & Underlining), 1-39 (Levels of Questioning) HMH: Suggested Weekly Focus p. 17 Dear Mr. Winston CLLG p. 56 Conclusions & Generalizations TE pp. T256-T257 Is Sasquatch Out There? CLLG p. 57

Weekly Tests 9.4- 9.5 T274-T275 CLLG Writing About Reading Prompt pg.17 ***Rubric SUW Tool 10-11a

event sequence that unfolds naturally. CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W3e Provide a conclusion that follows from the narrated experiences or events.

Harcourt Text pp 147-149. Step Up to Writing: Story/Narrative Scoring Guide” Tool 10-18a Tool 6-10a, Tool 6- 12d, or Tool 6-17c


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CC4RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. CC4RI7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears. CC4RI8 Explain how an author uses reasons & evidence to support particular points in a text.

SOCIAL STUDIES


C.2.4.1 Analyze the role state and national symbols, patriotic songs, and mottos play in fostering citizenship D1.3.3-5 C.2.4.2 Demonstrate the procedures for recitation of the Pledge of Allegiance and proper etiquette for the Arkansas and American Flags D2.Civ.7.3-5

UNIT TITLE: Northeast Region Essential Questions: What is unique about the Northeast Region? What characteristics make this a region? Guiding Questions: How does the past affect this region and the U.S.?

ADDITIONAL CONTENT LESSONS Students will be completing a segment from a Pre-Visit Lesson Plan to the Central High School National Historic Site to learn about they different types of National Parks in the United States. The rest of the lesson will be completed when studying the Southeast region of the United States. LRCH Field Trip Lesson Plan (wait to do last slide about the sneetches) For the teacher Read the background information about National Parks BEFORE READING: Use the LRCH Pre-Visit Power Point to introduce the different types of National Parks (Do not use the last slide of the presentation. Have students use the picture cards to categorize pictures

Students will research a National Park in the Northeast Region, document important information about that park, and present their findings in one of several possible presentation formats.

http://ssfourthgrade.wikispaces.com/file/view/LRCH%20Site%20Pre-Post%20Visit%20Lesson%20Plan.pdf/588749554/LRCH%20Site%20Pre-Post%20Visit%20Lesson%20Plan.pdf

http://ssfourthgrade.wikispaces.com/file/view/Introduction%20National%20Parks%20Pages%20from%20NPA_EduGuide.pdf/588451602/Introduction%20National%20Parks%20Pages%20from%20NPA_EduGuide.pdf

http://ssfourthgrade.wikispaces.com/file/view/The%20Importance%20of%20National%20Parks.pdf/586341757/The%20Importance%20of%20National%20Parks.pdf

http://ssfourthgrade.wikispaces.com/file/view/LRCH%20Site%20Pre-Visit.ppt/588749548/LRCH%20Site%20Pre-Visit.ppt

http://ssfourthgrade.wikispaces.com/file/view/LRCH%20Site%20Pre-Visit.ppt/588749548/LRCH%20Site%20Pre-Visit.ppt


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into types of National Parks. National Park Picture Cards National Park Picture Cards (with names of Parks) DURING READING: Use the lesson Producing a National Park to introduce how to find information on different National Parks. Tell students that they will be using a website to find important information about that park and present their findings. The teacher should choose a park from the Northeast region to model how to collect information using the website. Depending on available technology, students may work in groups or it may have to be done as a class AFTER READING: Visit a National Park near you (map activity)

SCIENCE


4-PS3-1- Use evidence to construct an explanation relating the speed of an object to the energy of that object. 4-PS3-2- Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. 4-PS3-3- Ask questions and predict outcomes about the change in energy that occur when objects collide. 4-PS3-4- Apply scientific ideas to design, test, and refine a device that converts energy from one from one form to another. 4-ESS3-1- Obtain and combine information to describe that energy and fuels are derived from natural resources and their

Unit 9 Lesson 5 Essential Question: What are conductors and insulators? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65 Unit 9 Lesson 6 Essential Question: What materials are conductors? Teacher Background: TE Unit 9 pg. TR1-TR2 & Planning Guide PG 49-50, 54, 65

ADDITIONAL CONTENT LESSONS Unit 9 Lesson 5 Notebook Prompt: Classify materials into two categories: those that conduct heat well and those that do not. Lab: Classify materials into two categories: those that conduct heat well and those that do not. Unit 9 Lesson 6 Notebook Prompt: Explain how you can tell whether a material is a good conductor of heat. Lab: Direct Inquiry- Which materials are conductors? Flip chart pg 52 Differentiated Inquiry/ Extension- Test other materials pg. 474A

Unit 9 Lesson 5 Assessment: Assessment Guide pg 100, Sum it Up pg. 470 Strategies/Resources: Science Fusion TE Textbook pg. 463-469, Digital Lesson ScienceSaurus- pg. 292-294 Unit 9 Lesson 6 Assessment: Post-Test, Assessment Guide pg 101 END OF Unit 9 Test-

http://ssfourthgrade.wikispaces.com/file/view/National%20Parks%20Picture%20Cards.pptx/588749580/National%20Parks%20Picture%20Cards.pptx

http://ssfourthgrade.wikispaces.com/file/view/Nat.%20Park%20Pict.%20Cards%20ANSWER%20KEY.pptx/588749562/Nat.%20Park%20Pict.%20Cards%20ANSWER%20KEY.pptx

http://ssfourthgrade.wikispaces.com/file/view/mapping-the-national-parks-2015.pdf/588445886/mapping-the-national-parks-2015.pdf

http://ssfourthgrade.wikispaces.com/file/view/mapping-the-national-parks-2015.pdf/588445886/mapping-the-national-parks-2015.pdf

http://ssfourthgrade.wikispaces.com/file/view/National%20Parks%20Activity%20Map_2013.pdf/588445894/National%20Parks%20Activity%20Map_2013.pdf


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uses affect environment. 4-PS4-1- Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. 4-PS4-3- Generate and compare multiple solutions that use patterns to transfer information. 4-PS4-2- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. 4-PS4-2- Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

Assessment Guide p. 102-106 Strategies/Resources: Science Fusion TE Textbook pg. 473-474, Digital Lesson

WORD STUDY


CC4L4a Use context as a clue to the meaning of a word or phrase. CC4L4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. CC4L4.c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. CC4L6. Acquire and use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Antonyms ACADEMIC: Conclusion & generalization Antonyms & analogy SOCIAL STUDIES: National Parks SCIENCE: U9L5: conductor, insulator; U9L6: blade, conductor, insulator, hypothesis, procedure, observation TARGETED CLUSTERS/CATEGORIES: machine, communication, physical conductor. Places/dwellings, emotions & attitude

WSG pp. 118-119 Other Resources: Introduce Vocabulary TE pp. T234- T235 Teacher Read Aloud TE pp. T232 Vocabulary Strategies TE pp. T260- T261 SUW p. 255


CC4RF3a Use combined knowledge of all letter-sound correspondences, syllabication

SPELLING/ENCODING Vowel + /r/ sounds

WSG pp. 56-57 Weekly Test 9.2-9.3 Spelling Test T265 Day 5


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patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

WRITING WORKSHOP


GRAMMAR CC4L2 Demonstrate command of the conventions of standard English capitalization, punctuation, & spelling when writing. CC4L2b Use commas & quotation marks to mark direct speech & quotations from a text. CC4L2c Use a comma before a coordinating conjunction in a compound sentence.

SKILL Commas

Weekly Plan T266-T267 Practice Book p. 103-105 Projectables 9.6 – 9.8

Weekly Tests 9.8-9.9 T274-T275

PROCESS WRITING CC4W3b Use dialogue & description to develop experiences & events or show the responses of characters to situations. CC4W3c Use a variety of transitional words & phrases to manage the sequence of events. CC4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. CC4W3e Provide a conclusion that follows from the narrated experiences or events. CC4W10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific TASKS, purposes, and

WRITING TYPE Narrative Focus: Personal Narrative

SUW LESSONS& TOOLS 6-19 9 Tips for Writing a First Draft 6-20 Working on the Good Qualities of a Story 6-22 Writing Drafts and Revising 6-23 Ten Tips for Revising 6-24 Editing & Proofreading (CUPS)

Social Studies Prompt: Tell about a time you visited a National Park or museum. Step Up to Writing: Tool 10-18a “Stories & Narratives Scoring Guide”


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audiences. CC4W4 Produce clear & coherent writing in which the development & organization are appropriate to TASKS, purpose, & audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) CC4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.

Documents

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit ... grade 1st quarter 2016... · 3-5-ETS1-3 Plan and carry out fair tests in ... the conventions of standard English capitalization,