UNIT OVERVIEW

CONTENT AREA: Language Arts Literacy UNIT: Expository Nonfiction

TARGET COURSE/GRADE LEVEL: Reading & Writing/4

SUGGESTION TIMEFRAME: 8-10 weeks

TOPIC: Researching

UNIT SUMMARY/ UNIT RATIONALE: During this unit on expository nonfiction, the students cultivate their curiosity as they explore nonfiction and learn about interesting ways to communicate informational nonfiction. They immerse themselves in information about a selected topic (individual or class generated) and gather information using a variety of sources related to the subject of interest. Students will then organize, synthesize, create, and share a multi-genre product of their choice with an audience. They learn research skills such as gathering information through various multi-media sources and organizing information which leads them to a new idea. They learn about structures of expository text (cause and effect, problem and solution, description, compare and contrast, and sequence) that they will model their own product after. We read to learn, we write to understand, and we share to teach. The problem-solving process is key, the topics may vary.

INTERDISCIPLINARY PROBLEM-BASED LEARNING: PBL Focus Question: How can we use the problem-solving steps to guide our research and take action? Research topics may be related to 4th grade science/social studies curriculum (ex: Immigration, American Revolution, Sound, Oceans, Government, etc…)

For informational resources embedding Immigration and/or support creating a design challenge leading to a service learning project using the problem solving steps– see Sofia Lopes

For informational resources embedding the United Nations Sustainable Development Goals – 17 Goals to Transform Our World and/or support creating a design challenge leading to a service learning project using the problem solving steps – see Julie Anderson and Alexandra Gonzalez

All students will develop problem-solving vocabulary and demonstrate the ability to employ the process. 4th Grade Problem-Solving Steps

Gather Information

Know Your Audience

Brainstorm

Pick Your Favorite

Take Action

Check All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.

ESSENTIAL QUESTIONS: How can generating purposeful questions aid us in focusing our research? How do we gather information? How do we use the information to generate new ideas? How will I present what I have learned? What will we do to take action? OBJECTIVES: Informational Reading/Writing:

SW recall relevant information from experiences.

SW construct questions relevant to their topic.

SW locate various sources related to their topic.

SW classify different nonfiction text structures by identifying key words.

SW gather relevant information from print and digital sources.

SW assess reliable and accurate sources.

SW organize researched information.

SW interpret details and examples in a text to determine importance.

SW collect evidence from informational texts to analyze, reflect, and synthesize new ideas based on discovered information.

SW utilize signal words to define the text structures implemented.

SW produce clear and coherent writing appropriate to task, purpose, and audience.

SW incorporate precise language and domain-specific vocabulary to inform about or explain the topic.

SW develop and strengthen writing as needed by planning, revising, and editing.

SW provide a list of sources.

SW plan and develop their understandings to explicitly convey their thoughts to an audience using a multi-genre approach.

Speaking and Listening:

SW report on their topic while effectively integrating audio and/or visual displays appropriate to tasks and situations.

SW convey their thoughts in a clear and engaging manner. Social Studies:

SW develop skills needed to be active, informed citizens of an interconnected world. 21st Century Life and Career Skills:

SW collaboratively use the problem-solving steps to become critical thinkers and act upon their ideas.

LEARNING TARGETS

CCSS STANDARDS: Reading:

Key Ideas and Details

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RL.4.1 Refer to details and examples in a text and make relevant connections when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.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.

Craft and Structure

CCSS.ELA-LITERACY.RI.4.5 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.

Integration of Knowledge and Ideas

CCSS.ELA-LITERACY.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.

CCSS.ELA-LITERACY.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-LITERACY.RL.4.9 Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Writing:

Texts Types and Purposes

CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g., another,for example, also, because).

CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented.

CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic

CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or

gather relevant information from print and digital

sources; take notes and categorize information,

and provide a list of sources. CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational

texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.W.4.10 Write routinely over extended time frames

(time for research, reflection, metacognition/self-correction and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

College and Career Ready Anchor Writing Standards:

CCRA.W7 Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject matter under investigation.

CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening:

Presentation of Knowledge and Ideas

CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-LITERACY.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-LITERACY.SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

21st Century Skills and Career Standards:

● CRP2. Apply appropriate academic and technical skills.

● CRP4. Communicate clearly and effectively and with reason.

● CRP5. Consider the environmental, social and economic impacts of decisions.

● CRP6. Demonstrate creativity and innovation.

● CRP7. Employ valid and reliable research strategies.

● CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

● CRP9. Model integrity, ethical leadership and effective management.

● CRP11. Use technology to enhance productivity.

● CRP12. Work productively in teams while using cultural global competence.

CPI #:

CUMULATIVE PROGRESS INDICATORS (CPI) from NJCCCS if applicable: See tables above:

CCSS ELA & College and Career Ready Standards

NJ Student Learning Standards for Social Studies 2014

21st Century Skills and Career Standards

Content: What information do students need to know?

4th Grade Problem-Solving Steps

o Gather Information o Know Your Audience

o Brainstorm

o Pick Your Favorite

o Take Action

o Check

Determining Importance

Main Idea and Supporting Details

Author’s Purpose

Summarize

Synthesize

Nonfiction Text Features – See

Resources

Nonfiction Text Structures and

Signal Words – See Resources

Process: What will students be able to do with the information?

4th Grade Problem-Solving Steps

o Gather Information Define the problem Identify previous knowledge Students ask questions

o Know Your Audience

Develop empathy towards an

authentic audience

Examine needs

o Brainstorm

Ideate multiple creative

solutions

o Pick Your Favorite

Evaluate solutions and choose

best options

o Take Action

Test ideas

o Check Reflect and debrief Evaluate effectiveness of

solution Recommend and implement

changes

Work collaboratively

Communicate effectively

Read expository nonfiction

Organize information

Synthesize new ideas using multiple sources

Present their product

Modifications:

Special Education ESL At-risk Gifted and Talented

Modifications and accommodations for students with IEPS are designed and documented in daily lesson plans

Modifications and accommodations for ELL students are designed and documented in daily lesson plans

Interventions and strategies to support students at-risk for are designed and documented in daily lesson plans

Enrichment and acceleration opportunities for G&T students are designed and documented in daily lesson plans

INSTRUCTION

CONTENT VOCABULARY:

Gathering Information Research Sequence Plagiarism

Know Your Audience Empathy Cause and Effect Synthesis

Brainstorm Nonfiction Compare and Contrast

Determine Importance

Pick Your Favorite Text Features Problem and Solution Summarize

Take Action Text Structures Resources Ideate

Check Description Primary & Secondary Sources

Important vs. Interesting

FORMATIVE ASSESSMENTS:

Class/Whole Group Discussions

Teacher Observations/Anecdotal Records

Student Self-Assessment

KWL

Exit tickets

Turn and Talk

Post-its

Thumbs Up, Thumbs Down

Questioning

Reading Check Questions

Graphic Organizers (notes)

Writer’s Notebook

Teacher Conferences

Revision & Editing Checklist

SUMMATIVE ASSESSMENTS:

Evidence of Instruction within the Final Copy

Student Writing, Using Rubrics to Assess Product/Process (See Attached)

Multi-Media Presentation

In-Depth Content Knowledge

Metacognitive use of Problem Solving Steps

Self/Peer Evaluation

Problem Solving Rubric (See Attached)

RESOURCES: (not limited to) Research:

Title Author Connection

What Do You Do With A Problem? Kobi Yamada A problem is an opportunity

What Do You Do With An Idea? Kobi Yamada Ideas are valuable Great things begin with an idea

The Junkyard Wonders Patricia Polacco Everyone can contribute to the success of an outcome

The Most Magnificent Thing Ashley Spires Perseverance

The Invisible Boy Trudy Ludwig Empathy

Ish Peter H. Reynolds Perspective matters

The Dot Peter H. Reynolds Believe in your ability

Service Learning:

Title Author Connection

The Quiltmaker’s Gift Jeff Brumbeau A change of heart

The Quiltmaker’s Journey Jeff Brumbeau Selflessness

Kid President’s Guide to Being Awesome

Brad Montague & Robby Novak

Motivation & call to action

For Every Child, A Better World Kermit the Frog in cooperative with the UN

Basic necessities of life

Is There Really a Human Race? Jamie Lee Curtis & Laura Cornell

Using bold voices to make a difference

Organizer

Self-Reflection

Product Rubric

Problem-Solving Steps Rubric

Prepared By: Sofia Lopes, Alexandra Gonzalez, Julie Anderson