WEEK Grade 4 • Unit 1 Question of the Week: What can we ... 1... · Question of the Week: What can we discover in the landscape of the Southwest? Concepts: Describe the unique animal

Question of the Week: What can we discover in the landscape of the Southwest?Concepts: Describe the unique animal and plant life in America’s Southwest deserts; understand how the harsh climate affects wildlife; identify an animal that lives in the desert.

4 Grade 4 • Unit 1

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 4 • Unit 1 • Page 16Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to the climate and wildlife of the American Southwest.Use: Student Book, pp. 42–43.

To have students use words to discuss plants and animals that live in the deserts of the Southwest.

To have students write a sentence(s) about what can be discovered by visiting the deserts of the Southwest.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 1Concept & Vocabulary Development

P/Q What are some of the plants and animals that live in deserts?

Lesson Vocabulary for the Week

(* = Academic Vocabulary)

cactus, desert(s)*, roadrunner(s), tortoise(s), landscape, riverbed*, harsh, climate*, tourist

Content Vocabulary

American, Southwest

P/Q What interesting things can be discovered by visiting the Southwest?

Have students use their Shared Description Maps to talk about the animals in the Southwest.

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

Skill Check: Practice Book, p. 23

B ______ live in the Southwest. B The ______ is very hot.

EI ______ are animals that live in the Southwest. EI The ______ of the ______ are hot and dry.

I ______ and ______ live in the Southwest. I The ______ of the ______ are ______ places.

EA ______ and ______ are animals that live in the ______.

EA The ______ of the ______ are ______ places because they are ______ and______.

A ______ and ______ are animals that live in the ______ of the ______.

A The ______ of the ______ are ______ places because they are ______ and______, but the ______ is beautiful.

RDG10_LCSF04_CA_U1W4.indd Page 16 7/1/10 4:35:27 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_4

Grade 4 • Unit 1 Question of the Week: What can we discover in the landscape of the Southwest?Concepts: Describe the unique animal and plant life in America’s Southwest deserts; understand how the harsh climate affects wildlife; identify an animal that lives in the desert.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring4WEEK


Objectives

To help students recognize compound words and understand how to use the separate words to determine the compound word’s meaning.

To guide students to recognize and use compound words as they discuss what they might see in the desert.

To have students write a sentence about the desert landscape.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

DAY 2Word Analysis

P/Q What might you see in the desert? Lesson Vocabulary

bobcat, riverbed, Southwest, woodpecker, countryside

Content Vocabulary

landscape, desert(s)

P/Q Describe the desert landscape. Review what students learned about the wildlife in the Southwest. Have students say a sentence about the plants that are found in the deserts of the Southwest.


B In the desert, you can see a ______. B There are ______.

EI In the ______, you might see a ______. EI There are winding ______.

I In the ______, you might see a ______ or a ______.

I In the ______, there are winding ______.

EA In the ______ of the ______, you might see a ______.

EA The landscape of the ______ includes winding ______.

A In the ______ of the American ______, you might see a ______ or a ______.

A The ______ of the ______ includes winding ______.





Objectives

To help students understand and use words that show strong feelings. To guide students to read a passage and identify the author’s purpose.Use: Student Book, pp. 44–45.

To guide students to recognize and use words that show strong feelings to discuss places in the Southwest.

To have students read a passage and write a sentence about the author’s purpose.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

DAY 3Comprehension Skills & Strategies

P/Q Look at the two pictures at the bottom of page 44. Say which place you like better, using a word that shows strong feelings.

Lesson Vocabulary

better, best, should, persuade, author, passage, inform, explain, express, idea

Content Vocabulary

Southwest, visit, Grand Canyon

P/Q Read the short passage on page 45. What is the author’s purpose?

Have students reread the passage on page 43. Ask: What was the author’s purpose? Have students explain why the author wrote the passage.


B The Grand Canyon is the ______ of the two. B The author wrote to ______.

EI Of the two, the Grand Canyon is the ______ place to visit.

EI The ______ wrote the passage to ______.

I The ______ is the ______ place to ______ in the ______.

I The ______ wrote the passage to ______. The ______ wants people to ______ the ______.

EA The ______ is the ______ place to ______ in the ______. Everyone ______ go there.

EA The ______ wrote the passage to ______ people to ______ the ______.

A Everyone ______ visit the ______. It is the ______ place to ______ in the ______.

A The ______ wrote the ______ to ______ people to ______ the ______.





Objectives

To help students identify and write compound sentences.Use: Student Book, p. 46.

To have students discuss how to join two simple sentences to make one compound sentence.

To have students combine two sentences to make a compound sentence.

ELD Standard LC: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

DAY 4Grammar & Conventions

P/Q Discuss with a partner how to join the two simple sentences into one compound sentence.

Lesson Vocabulary

and, so, but, or, yet, join, sentences, comma, compound sentence, simple sentences, coordinator

Content Vocabulary

desert(s), hot, Southwest, visit, weather

P/Q Join the two sentences to make one compound sentence. Use a coordinator.

Ask students to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Yourcompoundsentences[do/not]usea comma before the joining word.”

• “Yourcompoundsentences[do/not]use a coordinator to join two simple sentences.”

• “Yoursentences[do/not]endwithaperiod.”


B I want to see a tortoise. I don’t want to see a bobcat.

Use the word ______.

B I like the desert. I don’t like when it’s hot.

I like the desert, ______ I don’t like when it’s hot.

EI I would like to see a tortoise. I would rather see a bobcat.

Use the word ______ to join the ______.

EI I like to visit the ______. I don’t like when it’s hot.

I like to visit the ______, ______ I don’t like when it’s hot.

I I would like to see a tortoise in the desert. I would also like to see a cactus plant.

Use the word ______ to ______ the ______.

I I would like to ______ the ______. I don’t like hot ______.

I would like to ______ the ______, ______ I don’t like hot ______.

EA I would like to go to the desert. I would like to see a cactus plant.

Use a ______ and the coordinator ______ to join the ______.

EA I would like to ______ the ______ of the ______. I don’t like hot ______.

I would like to ______ the ______ of the ______, ______ I don’t like hot ______.

A I would like to visit the desert. I would like to see a cactus plant and a roadrunner.

To make a ______, ______ the two _____ with a ______ and a ______ such as ______.

A I would like to ______ the ______ of the American ______. I don’t like hot, dry ______.

I would like to ______ the ______ of the American ______, ______ I don’t like hot, dry ______.





Objectives

To write to explain how the climate affects the wildlife in the deserts in the Southwest.Use: Student Book, p. 47.

To have students use vocabulary learned this week to discuss what they can discover in the landscape of the Southwest.

To have students write four or five sentences about an animal or plant that lives in the desert landscape.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 5Writing

P/Q Discuss an animal or plant that lives in the desert landscape.

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus.

P/Q Write about an animal or plant that lives in the desert landscape.

Have students build fluency by reading their completed writing to partners or the class.


B There are ______ in the Southwest. They are ______ places. Many animals live there. One animal is the ______.

B Student writes four or five basic sentence with support.

EI There are many ______ in the Southwest. The ______ is a ______ place, but many animals live there. I want to visit the ______ so I can see a ______. Another animal I would like to see is the ______.

EI Student writes four or five sentences and includes some concept vocabulary.

I There are many ______ in the Southwest. The ______ is a ______ place, but the ______ is very beautiful. There are winding ______ and many plants. One plant that lives in the desert is the ______.

I Student writes four or five sentences and includes some concept vocabulary.

EA There are many ______ in the Southwest. The ______ is a ______ place, but the ______ is very beautiful. There are winding ______ and many large ______ plants. There are also many animals like ______ and ______.

EA Student writes four or five well-constructed sentences and includes most concept vocabulary.

A Many people like to visit the ______ of the ______. The climate of the ______ is ______, but the ______ is very beautiful. There are winding ______ and many large ______ plants. There are also many animals like ______ and ______. I think everyone ______ visit the ______.

A Student writes four or five well-constructed sentences and includes most concept vocabulary.


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WEEK Grade 4 • Unit 1 Question of the Week: What can we ... 1... · Question of the Week: What can we discover in the landscape of the Southwest? Concepts: Describe the unique animal