Stephen Foster Elementary School Understanding by Design Template
Big Idea for Unit: What makes up the world around us? Grade: 4th Grade Quarter: 4 Unit: 6 Unit Start: March 30, 2015 Unit End: May 15, 2015
Stage 1- Desired Results (DQ1) Established Goals (Social Studies NGSSS): SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction of magnets. SC.4.P.8.2 Identify properties and common uses of water in each state. SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method but that science does involve the use of observations and empirical evidence. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evident support. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain the scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. Common Core State Standards/NGSS (ELA, Math, Science, Social Studies): ELA: Reading Literature: LAFS.4.RL.3.7- 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. LAFS.4.RL.4.10 –By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELA: Reading Informational Text LAFS.4.RI.2.5 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. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. ELA: Writing
LAFS.4.W.1.2(b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. LAFS.4.W.2.4 Produce clear and coherent wring in which the development and organization are appropriate to task, purpose and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflections, and research. LAFS.4.W.3.9 (b) Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reason and evidence to support particular points in a text”). ELA: Reading Foundational Skills LAFS.4.RF.1.3 Know & apply grade level phonics and word analysis skills in decoding words (Spelling) LAFS.4.RF.1.3 (A) Use combined knowledge of all letter-sound correspondences, syllabication pattern, and morphology (e.g. roots and affixes) to read accurately multisyllabic words in context and out of context. LAFS.4.RF.2.4 Read with sufficient accuracy and fluency to support comprehension LAFS.4.RF.2.4 (a) Read on-level text with purpose and understanding ELA: Speaking & Listening LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher led) with diverse partners on grade 4 topics & texts, building on others' ideas and expressing their own clearly LAFS.4.SL1.1(a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion LAFS.4.SL1.1(b) Follow agreed-upon rules for discussions and carry out assigned roles LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.4 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. ELA: Language LAFS.4.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking. LAFS.4.L.1.1 (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). LAFS.4.L.1.1(b) For and use the possessive (e.g. I was walking; I am walking; I will be walking) verb tenses. LAFS.4.L.1.1(d) Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag) LAFS.4.L.1.1 (g) Correctly us frequently confused words (e.g., to, two, too; there, their). LAFS.4.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, ad spelling when writing. LAFS.4.L.1.2 (b) Use commas and quotation marks to mark direct speech and quotations from a text.
LAFS.4.L.3.6 – 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 (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Please note that Math Standards will be identified by the resources used to teach this unit. Math: Operations & Algebraic Thinking Math: Number & Operations in Base Ten Math: Measurement & Data Math: Geometry
Understandings:
Students will understand that….
objects can be classified in groups by their observable properties.
using standard measurements can be used to quantify observable properties of an object.
the arrangement of the particles of water change when a liquid, solid, and a gas.
how magnets can be used to produce motion.
Essential Questions:
What are the physical properties of matter?
How are physical properties observed?
What is Conservation of Mass?
What are the states of water?
What are magnets?
How do magnets attract objects?
What are the physical and chemical changes
of matter?
How can you tell when a new substance
forms?
Student will know….
.the differences between mass, matter,
density, and volume
how to identify the physical properties of
matter.
how heating and cooling change the state of
matter.
the states of change that water goes through.
the usefulness of magnets
how to explain the differences between a
chemical change and a physical change
Student will be able to…
explain how physical properties can be used to identify matter.
define matter, mass, density, and volume.
compare a set of objects by their physical properties.
describe the three states of water.
explain that matter isn’t lost or gained as it changes states.
compare the properties of magnets
identify that chemical changes cause the substance out have different characteristics before and after.
Describe examples of physical and chemical changes.
Stage 2- Assessment Evidence (DQ1 & DQ4)
Performance Tasks (must include evidence
of ELA Standards: for speaking, listening
& writing & 21st Century Skills):
21st Century Skills: Collaboration, Creativity,
Critical Thinking, and Communication
Initial Assessments (Progress Monitoring):
Science Fusion Textbook:
Introduce the unit-write the word “MATTER”
on the board. Have the student brainstorm
what they know about the topic. Create a word
web with each student’s explanation.
Science Fusion Textbook
Sum it Up! And Brain Check at the end of
each lesson.
Science Fusion Digital labs
Unit 4 Lessons (1-6)
Unit 5 Lessons (1-2)
Forms of Water Diagram
Students will create a visual diagram about the
forms of water and the particle arrangements
to distinguish a solid, liquid, or gas. The
students will then write a brief explanation to
describe what is taking place with the particles
as the water changes form. The diagram will
then move into the states of change for the
water from freezing, melting, evaporation, to
condensation.
Compare/Contrast Physical & Chemical
Change The students will create a graphic organizer to
compare physical changes to chemical
changes. The students will write a two-
paragraph explanation to describe their
graphic organizer. Illustrations/pictures should
be included in the graphic organizer.
Vocabulary Building: Use the vocabulary
words to create visual definitions for each
word. Make a foldable to list the words, an
illustration, and definition on the inside of the
flaps. Have the students’ think/pair/share with
Other Evidence: test, quizzes, prompts,
work samples, observations (ELA
Standards):
Formative Assessments:
Science Fusion Textbook:
Unit 4 Benchmark Review pp. 219-222
Unit 5 Benchmark Review pp. 245-246
Unit 4 Benchmark Test
Assessment Guide pp. AG 40- AG 43
Unit 5 Benchmark Test
Assessment Guide pp. AG 48- AG 51
a partner to review definitions and knowledge. LAFS.4.RL.3.6, LAFS.4.RI.2.4
Journeys
Unit 1 Lesson 3
SE p. 78-92
My Library is a Camel
Context Clues
Journeys Unit 5 Lesson 23
SE p.684-699
The Ever-Living Tree: The Life and Times of
a Coast Redwood
Text Features
Journeys
Unit 1 Lesson 1
SE p.20-31
Because of Winn Dixie
Plot Development
Journeys
Unit 5 Lesson 22
SE p.654-665
Morris Gets Women to Vote
Cause and Effect
Journeys-
Students will create a context clues chart to
use while reading this story. Using sticky
notes, they will add unknown words, clues
from the text, and prediction of the word
meaning. For example: tundra and
archipelago.
Journeys –
Students will complete the chart on page 700
using the features from the text.
Journeys- Students will complete a story map with a partner. They will include the characters, setting, problem, major events, and outcome. Students will write a 2-paragraph response explaining their story map. Journeys- Students will complete the cause and effect graphic organizer on SE p.666. They will use text evidence in their graphic organizer.
Final Performance Task:
Physical and Chemical Changes of Matter:
Students will participate in the “Rotten to the
Core” science experiment. Cut 2 apples in
half, gather one cup of dirt, water, sand, and
vinegar. Put the ingredients along with ½ an
apple into separate Ziploc bags. Write down
the date and time to begin rotting. Students
will write their “hypothesis” about the process,
based on their current knowledge about
physical and chemical changes. Students will
make observations along the way in their ELA
notebooks. The purpose of the activity will be
to determine which apple rots the fastest over
a 7-day period. Students will use their
documented observations to write a one-page
conclusion about the process, finding, and
how the experiment relates to physical and
chemical changes that occur around us.
Illustrations will be included as
documentation. SC.4.P.9.1, LAFS.4.W.2.4, LAFS.4.W.3.9, LAFS.4.RI.3.7,
LAFS.4.RI.1.3
Extension Activities:
Make a Magazine Ad
Invite students to work in small groups to pick
an item and compose an ad for it that could be
used in a magazine. They should point out the
physical properties of their item in the ad.
Provide them with art materials and old
magazines.
Stage 3 Learning Plan (DQ1, DQ2, DQ3 & DQ4) Resources (Balance of Fiction & Information Text):
Literary Text Reading (To be used during Guided, Read Aloud,
Chapter) “Changes in Matter” By Lorrie Oestreicher “Ways Matter Changes” By Thea Feldman “About Time: A First Look at Time and Clocks” By Bruce Koscielniak
Informational Texts (To be used during Guided, Read Aloud,
Chapter) “What Makes a Magnet?” Franklyn M. Branley and True Kelley “What Magnets Can Do ” By Allan Fowler “Solids (States of Matter)” by Jim Mezzanotte “Liquids (States of Matter)” by Carol Ryback and Jim Mezzanotte “Gases (States of Matter)” By Jim Mezzanotte “What Is the World Made Of? All About Solids, Liquids, and Gases” by Kathleen Weidner Zoehfeld and Paul Meisel
Tier II Content Area
Vocabulary Words
Science:
matter physical properties
mass volume
density solid
liquid gas
change of state motor
evaporation magnet
condensation magnetic field
magnetic pole electromagnet
physical change
chemical change
Writing Write a one-page narrative about
what happens to a particle of water
during the changes of state from the
viewpoint of the particle. The
narrative should describe the events
that occur during each change of
state, detailing the key characteristics
that represent each state.
Close Reading (RI, RL)
“About Time: A First Look at
Time and Clocks”
By Bruce Koscielniak
“Words Free As Confetti: Poems
for Children”
By Pat Mora
Poetry/Nursery Rhyme
Show students different examples of
matter poems. Have each student
write one of their own that in one
way describes the meaning of the
state of matter that they chose.
Science/Science Experiments
Volume Experiment- How much
space an object takes up. Items:
water, 2 beakers, an orange. The
beaker on the left shows volume of
water. The beaker on the right
measures the volume of an object
with an irregular shape plus the
volume of the water. To find the
volume of the orange, use
subtraction: Volume of water over
volume of orange.
Chemical/Physical Change- Rotten
to the core experiment. Students will
participate in the “Rotten to the
core” science experiment. Cut each
apple in half, gather one cup of dirt,
water, sand, and vinegar. Put the
ingredients along with ½ apple
separate Ziploc bags. Write down
date and time to begin rotting. Make
observations along the way in their
ELA notebooks. Determine which
apple rots the fastest over 7 days
time.
Social Studies/ History Florida Studies: Students will use Florida as a place
with high humidity and compare to a
place with low humidity (a desert
area or a Southwest state). Students
will research the levels of humidity
and evaporation, what happens to
precipitation, water in a puddle, and
a freshly watered lawn in both
places. The intention is for the
student to distinguish that humidity
and evaporation plays a role in the
states of water.
Language/Grammar Skills
Homophones- Unit 1 Lesson 5 I-
chart/Review skill TE pgs: 352
Synonyms- I-chart/Review skill
Antonyms- I-chart/Review skill.
Readers pg.99/Projectable 9.3
Comparative and Superlative
Adjectives and Adverbs Unit 5
Lesson 21 TE: 52-53; SE pgs: 646-
647. Readers Pg: 283
Technology/Web Sites/Web
Resources
United Streaming Videos
BrainPop.com
studyjams.com
Library/Research
Skills/Media
Guest Speakers
The students will research the
different states of matter,
states of water, magnets, and
physical and chemical
changes.
Art/Music/Physical
Education
Art/Music/Physical
Education Art: Have students work with a
small group to design a robot. The
drawing should include labels of
where the magnets are in the robot.
Items to include would be: speakers,
computer devices, and generators.
Students will need to research other
items with magnets that can be used
to mobilize the robot.
P.E. Ask students to work in a small
group to plan and perform a dance
that represents particles going
through one or more changes of
state. The students will perform the
dance for classmates.
Music: Encourage students to use as many
vocabulary words as possible to
write a song about the physical
properties of an item. They are to
work with a partner to compose a
magazine ad to put together an ad
campaign. The song is to be the
jingle for the television ad. Students
will share their jingle with the class.
High Effect Strategies:
Setting objectives and providing feedback (DQ1, E1-3)
Identifying similarities and differences (DQ3, E17)
Summarizing and note taking (DQ2, E12, DQ3, E18)
Reinforcing effort and providing recognition ((DQ1, E3)
Cooperative Learning (DQ2 E7, DQ3 E15, DQ4 E21)
Learning Activities (Weekly Focus Activity w/ ELA Standards):
Week 1 and 2 (March 30-April 10): Physical Properties of Matter: Students will work in groups
of three to discover the differences in the three properties of matter using balloons. The groups will
be responsible for writing a description of the state on an index card that will describe their property.
They will compare and contrast the three in a written description and communicate their findings to
the class. Students will be placed into 4 different groups (compare and contrast, chronology, cause
and effect, and problem and solution), each responsible for finding an article that is written in the
form of the text structure they are focusing on. Articles must relate to the properties of matter. They
must find the words that relate to their text structure. Students will present their article and teach their
text structure to the class. The class will find the evidence from the text. Brittanica from BEEP would
be a great resource for this project.
SC.4.P.8.1, SC.4.N.1.4, LAFS.4.RI.2.5, LAFS.4.SL.2.4
Week 3 and 4 (April 13-April 22):
States of Water: Teachers will bring in ice cubes and beakers. Place the ice (solid) in the glass beaker.
Let the students’ watch the ice melt into water (liquid). Then place the glass beaker in the window so
the sun can cause evaporation (gas) of the water. Also cover one beaker with plastic wrap, and have
the students observe condensation. Have the students measure (using the beaker) the water every day
to show the change. Have the students’ note in their ELA journals the observations and changes they
noticed. They will need to document the transformation of the water from each state. The students
will create a diagram poster about the water cycle with a group of three to four students to explain the
process of the states of matter. The students will use the evidence found in their observations to
explain their diagram. From what they have learned, students will create a script taking on the
characteristics of the different stages of matter to show the changes in the states of matter. The script
must include the stage directions, narrations, actions, etc. Students will allow other groups to first
read their script. Then the script will be performed through an oral presentation. The audience will
find similarities and differences between the two representations of the project.
SC.4.P.8.2, SC.4.N.1.7, LAFS.4.SL.2.4, LAFS.4.RI.2.4, LAFS.4.RL.3.7
Week 5 (April 23-May 1): Influential Scientists: Students will research an influential scientist who
deals with or dealt with the states of matter. They will find an article written about the scientist and
change the secondhand account into a firsthand account. They will describe the differences between
the two texts and how the accounts affect the understanding. Students will switch articles with a
partner. Their partner will be able to answer the following question: Do you think that the people in
the text are looking at the event/topic in the same way?
SC.4.P.8.2, SC.4.N.1.7, LAFS.4.RI.2.6
Weeks 6 and 7 (May 4-15): Final Performance Task- Physical and Chemical Changes of Matter:
Students will participate in the “Rotten to the Core” science experiment. Cut 2 apples in half, gather
one cup of dirt, water, sand, and vinegar. Put the ingredients along with ½ an apple into separate
Ziploc bags. Write down the date and time to begin rotting. Students will write their “hypothesis”
about the process, based on their current knowledge about physical and chemical changes. Students
will make observations along the way in their ELA notebooks. The purpose of the activity will be to
determine which apple rots the fastest over a 7-day period. Students will use their documented
observations to write a one-page conclusion about the process, finding, and how the experiment
relates to physical and chemical changes that occur around us. Illustrations will be included as
documentation.
SC.4.P.9.1, LAFS.4.W.2.4, LAFS.4.W.3.9, LAFS.4.RI.3.7, LAFS.4.RI.1.3
Final Performance Task Rubric Unit 6 Rotten to the Core Students will work in groups of four to create a model to explain the physical and chemical and why the Earth rotates and revolves. Students worked collaboratively in groups.
15
Write a hypothesis about what you think will happen to apples after 7 days physical and chemically
15
Written explanation 1. What steps did you take to prepare each
apple 2. What substances did you put each apple in 3. Describe how each apple change physical or chemically in daily log.
30
Presentation: poster 15
Visual illustrations showing how the apples change from day 1 to day 7
15
Conclusion: Decide whether your hypothesis was correct why? Or Why not?
10
Total
100
Text Exemplar:
Mora, Pat. “Words Free As Confetti: Poems for Children”. Illustrated by Enrique O. Sanchez.
New York: Lee and Low, 1999. (1996)
Text Dependent Questions:
1. This author uses each of the 5 senses. Give examples of each.
2. Why would the author compare words to confetti?
3. Create a word confetti of your own using your favorite animal, food, or activity.
GRADE 4
Standards Lessons
LAFS.4. Week 2-Week 3
LAFS.4.RI.2.5
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.
DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and
Sample Questions Pace: 1-2 lessons Pace: 2-3 lessons Pace: 3-4 lessons
1. http://www.pinter
est.com/pin/2391
83430184965793
/
2. http://www.fcrr.
org/studentactiv
ities/C_022c.pdf
3. Focus on key
words for
standard
* Text Structure I-Chart
*2 copies of the text for
each class
*Achieve3000.com
Articles
1. “Problem on the
Mississippi”
Critical Thinking:
Problem /Solution
2. “High Power, Low
Cost” Chronology
3. “Westward
Expansion: The
Rush for Riches”
Cause and Effect
4. “The Robot
Teacher”
Comparison
* SFE Teacher guide pg. 28
* Text Structure I-Chart
1. *2 copies of the
text for each class 2. Student will work
together in groups
of four to discover
the different
properties of
matter
*How did the author
organize the information
in the text? Why do you
think (s)he chose to do
that? Use evidence from
the text to support your
answer.
*How does the author
organize the section in
the text titled “____”?
*How is the section
titled “_____” different
from the section titled
“_____”? Use evidence
to support your answer.
*Which event led to
______? Used evidence
to support your answer.
*What problem(s) can be
found in the section title
“______”? Support your
answer using evidence
from the text.
*Can you find sections in
the text that are
organized differently?
If so, how did the author
organize the information
in the different
sections? Why do you
think the author chose
to do that?
*What are some of the
causes of______?
Support your answer
using evidence from the
text.
*Do you think the text
structure the author
chose was effective in
helping him convey
his/her message? Explain
your thinking using
evidence from the text.
*How does the author
organize
paragraph#____on
page#_____
Steps: 1. Introduce the
informational text
structure I Chart
and the clue words
to understand the
meaning standard.
2. Students will
engage in the Text
Structure Sort to
recall all
structures of
informational text.
Steps: 1. Students will work
collaboratively to
dissect a piece of
informational
text. (Read and
discuss)
2. Each text will be
used as a format
of “I, We, You”, to
scaffold with each
text.
3. Students will find
the signal words
for each of the
texts.
4. Classify the text
using the overall
structure coming
from the
standard.
5. Students will
explain why the
structure chosen
is correct.
Steps: • Physical
Properties of Matter:.
1.Students will be placed
into 4 different groups
(compare and contrast,
chronology, cause and
effect, and problem and
solution), each responsible
for finding an article that
is written in the form of
the text structure they are
focusing on. Articles must
relate to the properties of
matter.
2. Students will
compare and
contrast the three
properties in a
written description
and communicate
their findings to
the class
3. Students must
find the words that
relate to their text
structure.
4. Students will
present their article
and teach their text
structure to the
class. The class
will find the
evidence from the
text. Brittanica
from BEEP would
be a great resource
for this project.
CAFÉ Strategy: Compare and Contrasts(Comprehension), Use graphic Organizers to
show my thinking(Comprehension), Identify Cause and Effect(Comprehension),
Work on Writing: Thought questions on Achieve3000
Read to Self and Someone: Dice questions
Word Work: Understanding text feature task cards
Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are? LAFS.4.RI.2.5: 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.
1 2 3 4
I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) events in a text or part of a text. I can find signal words but I cannot identify with them.
I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events and ideas in a text or part of a text. I can find signal words, match them up but I cannot identify with them but have trouble
I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas and concepts in a text or part of a text. I can find signal words, match them, and identify with them.
I can 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. I can find signal words, match them up, identify with them and explain.
GRADE 4
Standards Lessons
Weeks 3 and 4 LAFS.RL.3.7- DOK 3 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. DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and
Sample Questions Pace: 1-2 lessons Pace: 3-4 lessons Pace: 3-4 lessons
3.
4. 5. http://mhschool.c
om/lead_21/grade
4/ccslh_g4_rl_1_
3.html
1. Close read directions
PowerPoint
2. Ready Florida LAFS
book pages 64-65
(script)
3. Ready Florida LAFS
book pages 245-246
(chart)
1.
Small Group:
http://mhschool.com/lea
d_21/grade4/ccslh_g4_r
l_1_3.html
Practice pages
Steps: 1. Recall story
elements and
compare and
contrast using
anchor charts.
2. Using the website
from the
resources,
introduce parts of
a script when
reading it on your
own without an
oral presentation.
3. With assistance,
students will find
the similarities
Steps: 6. Students will read
the script of
William Tell as a
close read.
7. Students will read
the script first to
find unknown
words.
8. Students will read
the script a
second time and
write an “A” next
to examples of
when William
reacts angrily.
Steps: 1. Review script anchor
chart.
2. From what they have
learned, students will
create a script taking
on the characteristics
of the different stages
of matter to show the
changes in the states
of matter.
3. The script must
include the stage
directions, narrations,
actions, etc.
4. Students will allow
other groups to first
read their script.
Daily 5:
Read to Self:
Making Connections
Template
Read to Someone:
Making Connections
Template
Work on Writing:
http://www.teaching
heart.net/readersth
eater.htm Groups to
work on Readers’
Theater Scripts
CAFÉ Strategy- Compare and Contrast
between the
scripts and the
differences using
the anchor chart.
9. Students will
circle three
details (such as
words, actions, or
thoughts) that
show what kind of
person he is.
10. Students will
create the chart
from page 246 and
fill in the setting,
characters, and
events for the
script portion.
11. The script will be
read to the
students involving
the stage
directions.
12. Students will then
complete the
chart for the
recording portion
of the chart.
5. The script will be
performed through an
oral presentation.
6. The audience will
find similarities and
differences between
the two
representations of the
project.
7. The similarities and
differences will be
explained in a writing
piece
Word Work:
Science Scripts
Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are?
LAFS.RL.3.7- DOK 3 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.
1 2 3 4
I can see how a text shows specific descriptions and directions in a text.
I can see how the text reflects specific descriptions and directions in a text and can use them to begin to make connections between a drama.
I can make connections between the text of a story or drama and a visual or oral presentation of a text but I am having trouble explaining it.
I can make connections between the text of a story or drama and a visual or oral presentation of a text and I can explain the connections.
GRADE 4
Standards Lessons
Week 5:
LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.
CAFÉ Strategy: Compare and Contrast, and recognize points of view
Work on Writing:
DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and
Sample Questions Pace: 1-2 lessons Pace: 2 lessons Pace: 1-2 lessons
1. point of view
anchor chart
2. HW: Students
will find an
article about
a scientist to
change from
secondhand
account into a
firsthand
account. Also
put on the
contract.
Due: Wed/Thurs
* Assign “Where
you live matters”
from achieve
3000.
1. mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2d.html (Lesson and Model)
2. http://www.learningfarm.com
3. Comparing accounts graphic organizer.
1. mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2d.html
(Model and Practice) 2. http://www.learningfarm.com 3. Comparing accounts graphic organizer.
In each story, how does
the author use point of
view to tell about the
relationship between
______ and _______ ?
Steps: 1. Recall standard
and key words and
anchor chart.
2. Identify 1st
person point of
view and 3rd
person point of
view.
Steps: 1. Using the above
website, explain
why each are a
firsthand or
secondhand
account.
2. Identify which
passage from the
above website is
firsthand and
which is a
secondhand
account.
Steps: 1. Compare and contrast
the two accounts.
2. Using the article that
students found about an
influential scientist,
students will change a
secondhand account into a
firsthand account.
3. Students will then
describe the differences
between the two texts and
how the accounts affect
their understanding.
What is a similarity in
the way the authors use
point of view in each
story?
Part A: How do the
authors use the points of
view of the main
characters in each
story?
Part B: Select a
sentence from each text
that shows this.
- Students will research an influential scientist. They will find an article written about the scientist
and change the secondhand account into a firsthand account. They will describe the differences
between the two texts and how the accounts affect the understanding.
- Short Answer Response: Why might the focus of a person who was present at an event be
different than the focus of someone who wasn't present? Explain your thinking.
Read to Self and Someone:
-Read the article that students found about an influential scientist to a buddy.
Word Work:
- Make a flipchart for firsthand account and secondhand account.
Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are? LAFS.4.RI.2.6: Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.
1 2 3 4
I am having trouble finding the differences between firsthand and secondhand accounts.
From a text, I can identify whether it is a firsthand or secondhand account.
From a text, I can identify whether it is a firsthand or secondhand account and find similarities and differences between the two texts based on the same topic.
From a text, I can identify whether it is a firsthand or secondhand account and find similarities and differences between the two texts based on the same topic and explain.