Mount Vernon City School District MASTER ELA 4 Module 2Amvcsd.sharpschool.net/UserFiles/Servers/Server... · Mount Vernon City School District MASTER ELA 4 Module 2A language such

Mount Vernon City School District

MASTER ELA 4 Module 2A

Genre: Nonfiction

Major Theme: Colonial Times In America

Major Standards:

• RL.4.3. 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).

• RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when

drawing inferences from the text.

• RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize

the text.

• RI.4.3. 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.

• RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text

relevant to a grade 4 topic or subject area

• RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages) and explain how the

information contributes to an understanding of the text in which it appears



Major Reading Skills:

Identifying, analyzing, evaluating, and connecting story elements.

Explain how actions contribute to the sequence of events

Making Inferences

Main Ideas

Context Clues

Nonfiction Text Structure and Organization

Using text features to increase comprehension of text

Identifying, evaluating, and connecting details within a text

Research

5W’s and H Questions

Assessments:

Inferencing

Historical Narrative Writing

Final Performance Assessment: create a historically accurate narrative of how a colonial

tradesperson helped a new family to the village adjust to life in the colonies.



Week of:

Lessons Intervention and Enrichment

Activities

Lesson Modifications Explorations in Non

Fiction Writing and Grammar Lessons

Jan5-9 Unit 1 Lesson 1

Lesson 2

Direct Instruction/Intervention and Enrichment Activities Inference

Inferring with pictures and text

Suggestions for Standards-Based

Instruction

Student Survey- Have students create graphs by polling students

about certain topics of interest such as their preferences in music. Once data is collected, create a graph.

Ask the following questions about the data: What is their most popular type of

music and the least? How might the age of the survey

group determine the results on the graph? What would you predict the average

age of the group would be for other types of music?

Lesson 1 (RI 4.7) (SL 4.1)

Complete opening

Complete work time in Ready CCLS Lesson 22 Unit 5-Integration of Knowledge and Ideas in Informational Text ( this was suppose to be done between Oct 8-12 . Can we list it again?

Interpreting Visual Information

Complete work time B

Assign HW

Ready CCLS Support Workbook Lessons: Lesson 22 Interpreting Visual Information

Lesson 2 (RI 4.4) (RI 4.1) (RI 4.6)

Deconstruct learning target

Ready CCLS Craft and Structure in Informational Text

Explorations in Non Fiction Writing

Lesson 1: Identifying the purpose and

features of a persuasive text

Lesson 2: Asking and answering questions.

Reading Street: Grammar: Adjectives

and Articles



Lesson 3

4 5

How would a company that sells downloadable music use this

information to promote sales? Timeline-Students read a

biographical representation about an individual such as Martin Luther

King Jr. Students place events from the information on a timeline.

Additional Activities

Website Features- Choose a website, such as National

Geographic for Kids, that has different features such as videos, articles, and graphic

representations ( e.g. charts, diagrams, maps) pertaining to one

topic. Create a list of questions which can be answered by reading the different features of the website.

Direct Instruction/Intervention

and Enrichment Activities

Lesson 13- Unfamiliar Words

Complete work time A

Complete work time B

Complete work time C

Completion of lesson 13 may take two days

Assign homework

Lesson 3 (RI4.4) (RI4.1) (RI4.6)

complete work time A

small group work time B

closing and assessment

assign homework

Ready CCLS Unit 3- Craft and Structure in Informational Text Lesson 16- Comparing Accounts of the Same Topic

lesson 4 (RI4.1) (RI 4.7) (SL4.1)

small group work time A

complete work time B

complete work time C

Lesson 5 (RI4.1) (RI4.4) (RI4.1) (RI 4.7)



Inferences

Compare and contrast first-hand and second-hand

account

Identify explicit vs inferred

information

Infer with pictures and text

Determine word meaning through context clues

Synthesize information from two texts on the same topic


Instruction

In vocabulary scrap books students can create their own sentences

using some of the new terms they have defined.

This can be used as an informal

assessment to see if students are improving in their ability to find

meaning for unknown words.

Additional Activities Ask students to pick a fellow student in the class without

revealing who the student is and write a description of

mid-unit assessment



the student with a limited amount of detail. The description can be

read and the class must infer which student is being described.

Map Models- Use maps that are from different time periods, such as

those located on immigration. Small groups can discuss the differences and similarities. Students create a

chart outlining the information possibly pertaining to population,

shapes of states or areas, and waterways. Students then share the information created in their groups.

Individuals could complete an exit slip about their learning for the

activity.

If You Lived in Colonial Times Activity Packet can be used to support instruction

Taking notes using a graphic organizer

inferring and synthesizing from two texts



Week of:

Lessons Intervention and Enrichment Activities

Lesson Modifications Explorations in Non Fiction Writing

and Grammar Lessons

Jan12-16

6

7

8

9

Direct Instruction/Intervention and Enrichment Activities

Cornell Note Taking Inference

Paragraph Writing


Instruction

Informational Text T-Chart- Create a T-chart on the left record text

information that helps a student learn about a topic or concept. On the right record the student's

answers to the following critical thinking questions.

What is the most important information and why?

What are the most important facts?

Why did the author want the reader to learn these?

Lesson 6 (RI.4.1) (RI.4.9)(W.4.8)(W.410)

complete work time A complete work time B complete work time C

Ready CCLS lesson 24 integrating information from two sources Lesson 7

(RI.4.1)(RI.4.9)(L.4.4)(W.4.8)(W.4.2)(W.4.) complete work time A complete work time B


Ready CCLS Language Handbook L16 Lesson 8 (RI.4.1) (RI.9) (W.4.8)

complete work time A complete work time B

complete work time C Lesson 9 (RI4.1)(RI4.4)(RI4.9)

Ready CCLS lesson 24 integrating information from two sources

Explorations in Non

Fiction Writing Lesson 2: Asking and

answering questions.

Lesson 3: Using a graphic organizer

Lesson 4: Drafting the Introduction

Reading Street: Grammar: Quotations

and Quotation Marks Ready Book; Language

Handbook Lesson 16 Using

Context Clues



To help students succeed with questions measuring RI.4.1,

instruction can focus on building students’ capacity to understand grade-level complex texts and using

details from the text to articulate thoughts about it. Additionally, ask

students to make inferences based on details and examples provided and practice supporting their

inferences by quoting the details or examples in the text.

Reference Resources

Illinois State Board of Education

End of unit 1 assessment

http://www.isbe.net/common_core/pdf/ela-teach-strat-read-lit-k-5.pdf



Week of:



and Grammar Lessons

Jan

20-23

Unit 2

Lesson 1 2

3

4

Direct Instruction/Intervention

and Enrichment

Conducting Research

Research: Looking for Research Categories through

a Book Browse

Conducting Research:

Building Expertise on One Colonial Trade

Text-Based Evidence: What

Do We Need to Look For?

Close Reading: Colonial

Craftsmen

Summary Writing: Colonial Trades

Word Choice: Colonial Trade Job Application

Persuasive Writing


Instruction

Activities

Lesson 1 (RI 4.1) (RI 4.2) (RI 4.7)

complete opening

complete work time A



assign HW

Ready CCLS Lessons: Lesson1 Main Ideas Summarizing Informational Text

Lesson 2 (RI 4.1) (W 4.2) (W 4.10)

complete opening



Assign homework

Lesson 3 (RI 4.1) (W 4.2) (W 4.10)(SL 4.4)

maintain lesson integrity

Ready CCLS Lesson 13 Precise Words and Phrases

Explorations in Non

Fiction Writing Lesson 3: Using a

graphic organizer

Lesson 4: Drafting the Introduction

Reading Street: Grammar: Commas Persuasive

words

Ready Book; Language Handbook Lesson 24: Precise

words for actions and feelings



Use an Inquiry Chart to assist in organizing information

www.readingrockets.org

Students select a social studies or

scientific topic (or are assigned one) and create key questions they would

like answered. Students use a variety of sources (minimum of two)

to find the answers to these

questions as well as additional information. Students need to

document these sources in their notes. They then create a two to

three minute presentation for the

class on their topic and present it to the class. Pair, individual.

Dictionary, Thesaurus , and Internet should be taught or

reviewed. Have students practice writing

sentences replacing vague

vocabulary with precise prose. Kimskorner4teachertalk.com

On Line-Read Write Think

Research Building Blocks Hints

Ready CCLS Lesson 22 Vocabulary Acquisition and Use- Synonyms and

Antonyms Ready CCLS Lesson 24 Vocabulary

Acquisition and Use- Precise Words for Actions and Feelings

Lesson 4 (W.4.4) (W.4.10) (L.4.6)


Ready CCLS Lesson 24 Vocabulary Acquisition and Use- Precise Words for

Actions and Feelings



about Print - Students practice evaluating resources for research.


Use Incorporating Strong Words from Teacher Pay Teacher(Free

download) to provide additional support in word choice instruction.

Students and teacher can discuss the jobs that students can apply for

in a class/ school. Students work in small groups to come up with a list

of everyday duties that teachers

carry out in school that can be filled by students. Students construct

the criteria necessary for and design

the job applications. Teachers can also set up small committees to

choose the most qualified applicants for the jobs.

Students can look up the etymology/derivation of some of the

specific trade vocabulary that is used in lesson this unit. Students

can analyze prefixes, roots, and

suffixes and identify changes in



language such as spelling and meanings. Students can compare

colonial terms with related modern day language

After reading text about a famous

person in history, each student will write a letter posing as that famous person to someone who historically

had an impact on his/her life. Students will make explicit

references to the text within the details of their writing and will draw inferences based on their reading to

determine what to write. NOTE: This should be modeled whole group before students are expected to do this independently or in pairs.



Week of:



and Grammar Lessons

Jan

26-30

Unit 2

5 6 7

8

9

Intervention and Enrichment

Activities Suggestions for Standards-Based

Instruction

To help students succeed with

questions measuring RI.4.1, instruction can focus on building students’ capacity to understand

grade-level complex texts and using details from the text to articulate thoughts about it. Additionally, ask

students to make inferences based on details and examples provided

and practice supporting their inferences by quoting the details or examples in the text.

To help students succeed with questions measuring RI.4.2, instruction can focus on building

students’ capacity to comprehend grade-level complex texts, teaching students to determine a main idea

of the text utilizing key details from

Lesson 5 (RI.4.1) (RI.4.2) (W.4.7) (W.4.8) maintain lesson integrity

Lesson 6 (RI4.1) (RI4.9) (W4.8) (W4.10)


Lesson

7(RI4.1)(RI4.9)(L4.4)(W4.8)(W4.2)(W4.5) Mid Unit 2 Assessment

Opening

small group work time A


small group work time C

Choose either lesson 8 or 9 but must


Lesson 8 (W.4.7) (RI.4.4) (RI4.2) (SL4.1) Lesson 9 (W.4.7) ( RI.4.2) (SL.4.1)

Explorations in Non

Fiction Writing Lesson 4: Drafting the Introduction

Lesson 5: Drafting the body of the Letter

Ready Book; Language Handbook Lesson 24: Precise

words for actions and feelings

Reading CCLS Lesson 5 Summarizing

Informational Text



the text, and teaching students to differentiate between supporting

details and a main idea.


Students can look at examples of summaries written at the end of

social studies and science lessons in their textbooks on what ever topic is currently being discussed in

class. Have students review the necessary components of a well

written summary.

Students can be broken up into small groups as they listen to short fables/folktales read by their

teacher. Student will practice identifying the gist and important

details that help to paraphrase and summarize what they have heard. Students should not be allowed to

see the story, only to listen to it as it is being read. Students can work in

groups to come up with the best paraphrase /summary. The teacher can write their own summary to

model for the students.



Week of:



and Grammar Lessons

Feb 2-

6

10

11

Intervention and Enrichment

Activities Suggestions for Standards-Based

Instruction


instruction can focus on building students’ capacity to understand grade-level complex texts and using

details from the text to articulate thoughts about it. Additionally, ask students to make inferences based

on details and examples provided and practice supporting their

inferences by quoting the details or examples in the text.


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

students to determine a main idea of the text utilizing key details from the text, and teaching students to

Lesson 10 (W.4.7) (W.4.8) (RI.4.1)

Maintain Lesson Integrity

Choose either lesson 11 or 12 but must maintain lesson integrity

Lesson 11 (W.4.8) (SL.4.2) Lesson 12 (W.4.8) (SL.4.2)

This lesson requires the viewing and listening of a podcast. If lack of technology exist to complete this lesson, a text

relating to colonial trades can be read aloud as a substitution for the podcast.

Lesson 13 (W.4.8) (W.4.2)(W.4.10) (RI.4.9)

(RI.4.2) (SL.4.2)

Maintain lesson integrity Lesson 14 (W.4.8) (W.4.2) (W.4.10) (RI.49)

Maintain lesson integrity

Explorations in Non

Fiction Writing Lesson 5: Drafting the body of the Letter

Lesson 6: Drafting a

Strong Conclusion



differentiate between supporting details and a main idea.

To help students succeed with questions that measure RI.4.9 in

this way, instruction should focus on building students’ capacity to

comprehend grade-level complex texts and using evidence to incorporate the ideas and concepts

presented. Students can also practice this skill by explaining, in

speech or in writing, the development of details across the course of more than one text and

how these details pertain to details in other texts. Students can also describe how different texts that

approach the same topic compare in their textual details.

Additional Activities Students can look at examples of

summaries written at the end of social studies and science lessons in their textbooks on what ever

topic is currently being discussed in

Lesson 15 (W.4.8) (SL.4.2)((RI.4.9) (RI.4.2)(RI.4.4)

End of Unit Assessment



class. Have students review the necessary components of a well

written summary.

Students can be broken up into small groups as they listen to short

fables/folktales read by their teacher. Student will practice

identifying the gist and important details that help to paraphrase and summarize what they have heard.

Students should not be allowed to see the story, only to listen to it as it is being read. Students can work in

groups to come up with the best paraphrase /summary. The teacher

can write their own summary to model for the student.



Week of

Lessons

Interventions and Enrichment Activities


and Grammar Lessons

Feb 9--13

Unit 3 Lesson

1

2 3

4

Intervention and Enrichment Activities

Identify Plot/Problem/Solution How to use rubrics

Revisit how to include quotations/dialogue

Author's purpose

Transition words Watch video on colonial life

Suggestions for Standards-Based Instruction

Sequence vs Chronological


Prefixes, suffixes, root words vocabulary matching game

Graffiti vocabulary

Lesson 1 (Rl 4.1) (W 4.3) (W 4.9) (W 4.10)


Lesson 2 (W 4.3 ) (W 4.3A) (W 4.8)


Lesson 3 (W 4.3) (W 4.2B) (W 4.3A)


Lesson 4 (W 4.3) (W 4.2B) (W 4.3A) ( W.4)


Lesson 6: Drafting a

Strong Conclusion

Lesson 7: Revising for Sentence Variety

Reading Street: Grammar: Adjectives

and Articles

Comparative and superlative adjectives



Week of

Lessons Interventions and Enrichment Activities

Lesson Modifications


and Grammar Lessons

Feb 23-27th

Unit 3 lesson 5

6 7

8


Lessons on sequence

Teach signal words Cause / Effect

Story boards

Suggestions for Standards-Based Instruction

transitional words/phrases to show

sequences peer critiquing

Modeling

Additional Activities Multiple meaning words:

Homograph, homophones, heteronyms

Lesson 5 (W 4.2B) (W 4.3) (W 4.3A) (W 4.9)


Lesson 6 (W 4.2B) (W 4.3A) (W 4.9) Maintain lesson integrity

Lesson 7 (W 4.5) (SL 4.1)


Lesson 8 (W 4.3) (W 4.3B) (W 4.5)


ADMINISTER INTERIM COMMON ASSESSMENT #2


Lesson 7: Revising for Sentence Variety

Lesson 8: Using a Revision Checklist Reading Street:

Grammar- Action and linking verbs adverbs

Subject and Verb agreement



Week Lessons Interventions and Enrichment Activities

Lesson Modifications


and Grammar Lessons

Mar 2-6

Unit 3 Lesson 9

10 11

12



Instruction dialogue writing in context


Mentor text for dialogue: scripts

Lesson 9 (W 4.3B) (W 4.3) (RL 4.1) (L 4.2B)

Ready CCSS Lesson L11 from Language Handbook


Lesson 10 (W 4.3B) (W 4.3) (W 4.5) (L 4.2B)


Lesson 11 (W 4.5) (W 4.3)


Lesson 12 (W 4.3) (W 4.5)



Lesson 8: Using a Revision Checklist

Lesson 9: Editing the letter

Lesson 10: Publishing and Sharing Reading Street:

Ready: Language

Handbook Lesson 11: Punctuating Direct Quotations



Week Lesson Interventions and Enrichment Activities


and Grammar Lessons

Mar 9-16

Unit 3 Lesson 13

14 15

16



Instruction Peer critiquing


Students will critique teacher

created leads to stories Students working in triad write a

restaurant reviews

Lesson 13 (W 4.5) (SL 4.1)


Lesson 14 (L4.1) (L 4.3) (L 4.2) Maintain lesson integrity

Lesson 15 (W 4.6) (W 4.3) (L4.1) (L 4.3) (L 4.2)


Lesson 16 (W 4.2B) (W 4.3) (W4.9)

End Of Unit Assessment


Lesson 8: Using a Revision Checklist

Lesson 9: Editing the letter Lesson 10: Publishing

and Sharing Reading Street:

Ready: Language

Handbook; Lesson 12: Using Commas with

Coordinating Conjunctions

Lesson 14: Punctuation for Effect

Documents

Mount Vernon City School District MASTER ELA 4 Module 2Amvcsd.sharpschool.net/UserFiles/Servers/Server... · Mount Vernon City School District MASTER ELA 4 Module 2A language such