\Grade 4 Unit 1 - Lesson: 1

Overarching
Questions:

Question 1How can animals contribute to a human beings physical or emotional health?
Question 2How can diverse friendships build better communities?
Question 3How do societys norms (agreed upon rules) determine what pets we have?

Text 1 Lesson 1

Text 2 Lesson 1

Additional Resources/ Links

ELL Reader
What Happened on Maple Street
by Marybeth Hart

Reading A-Z
Owen and the Tortoise
by Katie Knight
Harcourt School Math
Math Connection - Summarize Strategy

Social Studies and Science Links

for building background, guided practice,
independent centers, and Classroom20.Com.

ELL BLM #1
Scholastic Lesson Plan Starter
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4 Grade Reading Anchor

Because of Winn Dixie
by Kate Di Camillo

Journeys ELA Reading Book

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4 Grade Science Book

The Animal Kingdom
Chapter 2 - Lessons #1-2:
Tennessee Science A Closer Look

McMillian/McGraw-Hill

What am I learning? RL.4.3

I am learning to analyze story
structure

What am I learning? GLE 407.5.1

I am learning to classify animals
according to their physical adaptations.

Why am I learning this? RL.4.2

So that I can understand the elements
of story structure and briefly
summarize important details of the
text in my own words.

Why am I learning this? SPI 0407.5.1

So that I can determine how a physical
or behavioral adaptation can enhance
chances of survival.

Study Zone - Story Summary

Genre: Realistic Fiction

GLE0407.Inq.5
I can organize data into tables, graphs,
drawings, or diagrams.

Vocabulary Reader #1
Vocabulary BLM #1
Language Support Card #1
Struggling Readers #1
Grammar Practice Park
Flocabulary - Story Structure

World Atlas
Animal Planet - Popular Pets
National Geographic -Taming Wild Animals*
The Tortoise and the Eagle (Assessment)
Scholastic Vertebrates Slideshow
Scholastic Invertebrate Slideshow
Study Jams Choose the Right Graph
Mr. Nussbaum's Pie Chart Maker
*Article for planning is listed, but teachers may
need to use excerpts for the students, as well as a
Read Alouddepending on the students levels.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT infer why some animals have become extinct. SWBAT use a Venn Diagram or another comparable graphic organizer to compare the
specific breeds of dogs that are most often considered household pets. SWBAT write three to five sentences comparing vertebrates to
invertebrates. SWBAT use details from the readers to summarize the story structure and plot by using a graphic organizer.
Task 1: What societal and environmental issues are making some animals extinct?
Task 2: According to research, which dogs are the best household pets? What traits make animals suitable as in-house pets?
Task 3: In your opinion, would an invertebrate or vertebrate animal be more suitable as a pet for your family? Explain your answer.
Task 4: Summarize, in one-paragraph, What Happened on Maple Street, (ELL), or The Mystery on Maple Street(Struggling Reader).
Task 5: Using the Plot Summary graphic organizer, outline the setting, character, and plot of Check Out the Library, (Vocabulary Reader).
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared
question or a text prompt using Classroom20.Com or a recorder. SWBAT reflect upon question prompts and answer comprehensibly.
Task 1: Reflect on the A-Z text, Owen and the Tortoise. Summarize (orally) the story structure and plot in a two-minute recording.
Task 2: After listening to your teacher read the Tortoise and the Eagle, practice it. Record yourself reading it after three practice days.
Task 3: Look at the world atlas. Find the continent of Africa and then find the country of Kenya. Jot down notes about how someone could
locate these places mentioned in the story. Record the steps. What famous Americans father was born in Kenya?
Task 4: Describe your most unlikely or unusual friendship. In your recording, explain how you became friends with this person.

\Grade 4 Unit 1 - Lesson: 2

Overarching
Questions:

Question 1How do biographies prompt us to think about how we live our own lives?
Question 2What similar obstacles could immigrants from Latin America face this year?
Question 3If all living things are made of cells, is it possible that all humans are related?

Text 1 Lesson 2

Text 2 Lesson 2

ELL Reader
Thurgood Marshall
by Darlene Ramos
ELL BLM #2

Reading A-Z
Cesar Chavez: Migrant Hero
by Terry L. Scott

Scholastic Lesson Plan Starter

Social Studies link: Q3, Weeks 1-3:

Revolutions are based on ideas and change.
th

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4 Grade Reading Anchor

My Brother Martin

by Christine King Farris

Journeys ELA Reading Book

4 Grade Science Book

From Cells to Systems
p. 26-27
Tennessee Science A Closer Look

McMillian/McGraw-Hill
Science Connection - Web Lesson

Additional Resources/ Links

Social Studies and Science Links
for building background, guided practice,
independent centers, and Classroom20.Com.
Note: All readers
(Anchor, ELL, A-Z and Vocabulary are different levels)

Vocabulary Reader #2
Vocabulary BLM #2
Language Support Card #2 w/login

Struggling Reader #2
Grammar Practice Park
Scholastic Lesson Extension - Ruby Bridges

What am I learning? RI.4.

I am learning to analyze and evaluate
text details (monitor and clarify),

What am I learning? GLE 407.1.1

I am learning to recognize that cells are
the building blocks of all living things.

Why am I learning this? RI.4. RI.4.

So that I can figure out the authors
purpose (the authors reason for
writing).
And, so that I can explain events,
ideas, or concepts in a historical text,
including what happened and why.

Why am I learning this? SPI 0407.1.1

So that I can comprehend that humans
share important background cells and
organs.

Read Aloud - "White Socks"

Geography Map Games
Teacher's Notes - Author's Purpose
Study Jams Choose the Right Graph
Venn Diagram Maker

What can I produce? GLE0407.Inq.5

I can organize data into appropriate
tables, graphs, drawings, or diagrams.

Study Zone - Author's Purpose

Genre: Informational Text (Historical)

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
At the writing and research center, students will read resource excerpts and research information online. SWBAT use a Venn Diagram or
another comparable graphic organizer to compare the biographies of two Human Rights leaders. SWBAT use details from the selected
readers to discuss historical events in text. SWBAT opine about historical texts. SWBAT think beyond the text and infer about similar events.
Task 1: Did the authors of My Brother Martin and Cesar Chavez write for the same reason? Show (Venn) your answer and their purpose.
Task 2: What incident from Separate Worlds, My Brother Martin, Thurgood Marshall, or Cesar Chavez bothered you most? Why?
Task 3: Read Equality for All,(Struggling Reader). Do you think it Is important to read about historical events? Explain why or why not.
Task 4: Ruby Bridges is a heroine of the South and desegregation. Write a description of Ruby as a young girl, using as many applicable
adjectives as you can. Thinking beyond the text, can you imagine events similar to this happening today?
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared
question or a text prompt using Classroom20 or a recorder. SWBAT to reflect upon question prompts and respond comprehensibly.
Task 1: Read the A-Z text, Cesar Chavez. Was he a hero? What was his greatest achievement? Record your opinion in two minutes.
Task 2: After your teacher reads the Vocabulary Reader, Separate Worlds, practice it. Record it and let a partner assess your reading skills.
Task 3: Look at an actress read White Socks Only. http://www.storylineonline.net/white-socks-only/ Summarize it in a two-minute recording.

\Grade 4 Unit 1 - Lesson: 3

Overarching
Questions:

Question 1Explain how helping or giving to others positively impacts the giver.
Question 2What are the most important charitable organizations in your community?
Question 3Why is the nationally acclaimed St. Judes Research Hospital one of the
biggest recipients of community support in Memphis (Shelby County), Tennessee?

Text 1 Lesson 3

Text 2 Lesson 3

ELL Reader
Helping with Houses
by Gary Miller
ELL BLM #3

Reading A-Z
The Inuit: Northern Living
by David Messiner

Read-Write-Think Lesson Plan Starter

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Social Studies Connection

Inuits in Nunavut

4 Grade Reading Anchor

My Librarian is a Camel
by Margriet Ruurs

Journeys ELA Reading Book

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4 Grade Science Book

The Animal Kingdom
Chapter 2 - Lessons #1-2:
Tennessee Science A Closer Look

Additional Resources/ Links

Social Studies and Science Links
for building background, guided practice,
independent centers, and Classroom20.Com.
Vocabulary Reader #3
Vocabulary BLM #3
Language Support Card #3 w/Login

Struggling Reader #3
Struggling BLM #3
Grammar Practice Park

McMillian/McGraw-Hill
What am I learning? SPI.04.5.6
I am learning to visualize sequence of
events and describe the overall
structure of a text,
Why am I learning this? RI.4.5
So that I can analyze patterns of cause
and effect in stories or informational
text.
Study Zone - Cause and Effect

Informational Text

GLE 407.5.1
What?
I am learning to classify animals according to their
physical adaptations.

SPI 0407.5.1
Why?
So that I can determine how a physical or
behavioral adaptation can enhance chances of
survival.

World Map Games

Duckster - The Inuit People
Quick Quiz - The Inuit
Teaching Ideas - My Librarian
Graphing Library Book Checkouts
Scholastic - Graphic Organizer

GLE0407.Inq.5
I can organize data into appropriate tables,
graphs, drawings, or diagrams.
How does mankind adapt to physical
circumstances in order to survive?

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT use details from the selected readers to create a cause and effect chart. SWBAT infer the societal and environmental impact of
Habitat for Humanity. SWBAT describe cause and effect within nature, as it relates to human and animal survival. SWBAT use maps,
itineraries, and flight price lists to calculate the cost of travel. SWBAT analyze indigenous habitats and communal survival in remote areas.
Task 1: Complete a Cause and Effect Chart with examples of cause and effect from My Librarian is a Camel or of Helping with Houses.
Task 2: What societal or environmental problems does Habitat for Humanity (Struggling Readers) address? (Explain in 3-5 sentences).
Task 3: Describe cause and effect as it relates to life among animals, insects, and nature.
Task 4: a. Visualize being in a new habitat such as that of the Native Americans in The Inuit: Northern Living (A-Z). b. Estimate the cost of
visiting one of their polar habitats. c. After reading Planes, Trains, and Snowmobiles (Vocabulary Reader), explain why trains might find
the tundra climate there almost impassable. d. In Nunavut what is unique in Inuit habitats--homes, food, and clothing? (Harcourt Grace)
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared
question or a text prompt using Classroom20.Com or a recorder. SWBAT reflect upon question prompts and respond comprehensibly.
Task 1: Reflect on the A-Z text, The Inuit: Northern Living. What cause and effect examples did you read? How have Inuit people adapted
to their habitat? Record your thoughts using Classroom20.Com. (1-2 minutes)
Task 2: Look at pictures of the parka, kayak, and igloothree Inuit words that we use. Create and record a sentence using each word.

Grade 4 Unit 1 - Lesson: 4

Overarching
Questions:

Question 1Why might it be important to plan before spending or raising money?

Question 2Why are many of our English allusions and idioms based on Greek myths?
Question 3In what way is finding the theme of a story similar to finding the main idea
of an informational text?

Text 1 Lesson 4

Text 2 Lesson 4

ELL Reader
Friends on a Field Trip
by Natalie Behar
ELL BLM #4
Lesson Plan Starter #4
Theme E-reading Lessons

Reading A-Z
Theme Poems
Tanyas Money Problems
by Ned Jensen (Level U) (A-Z login)
Multiply with Simple Interest

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4 Grade Reading Anchor

The Power of W.O.W.
by Crystal Hubbard

Journeys ELL Reader

Houghton Mifflin

Scholastic.Com
Mathematics
Budget Lesson
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4 Grade Mathematics
Harcourt - Add & Sub Money Bags
4-Digit Mystery - What's Missing

I am learning to read closely,

What am I learning? 4.OA.A.3,

4.OA.B.4, 4.NBT.B.4, 4.NF.C.5
I am learning to use the four operations

Why am I learning this? SPI 0401.3.7

So that I can determine the theme
and the supporting details of a story,
poem, or play. RL.4.5 I can explain
the major differences between
drama, stories, and poems.

Why am I learning this? SPI 0406.2.10

So that I can solve contextual problems
using whole numbers, fractions, and
decimals.

What am I learning? SPI 0401.6.1

Additional Resources/ Links

Math, Social Studies and Science Links
for building background, guided practice,
independent centers, and Classroom20.Com

Vocabulary Reader #4
Vocabulary BLM #4
Language Support Card #4 w/login
Struggling Readers BLM #4
Grammar Practice Park
Harcourt Game - Multiplication
Harcourt Math Glossary

Scholastic - Budget - Worksheet

Teaching Playwriting
Marina's Guide to Braille

You've Got Braille

Quizlet Journeys 4th-4

Study Zone - Compare Stories to Plays

Genre: Drama
Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
At the writing and research center, students will read excerpts from the oral histories about Louisiana hurricanes. SWBAT analyze two
budget scenarios and choose a viable option. SWBAT draw conclusions about the family budgeting process. SWBAT infer at least five
needed steps to begin a fundraising initiative. SWBAT create theme-based poems. SWBAT create a message in Braille and test its validity.
Task 1: Complete the budget practice sheet with your think-pair-share partner.
Task 2: Reflect upon how has completing a budget made you think about how your family budgets? (Three to five sentences.)
Task 3: Create a mock fundraising effort for a Braille Bookmobile. Create a list of five steps that you would take to make it successful. What
is the cause? What is the first decision you would make? Who would you invite to join you? From whom would you request funds?
Task 4: After analyzing the A-Z Theme Poems, create your own shape-based theme poem. Create another theme poem of your choosing.
Task 5: Study Marinas Guide to Braille. Make your own Braille ABC chart. Notice the patterns. Work with a partner to create a braille
message. See if your message is correct, by writing your message in Youve Got Braille, which will translate your message. Compare.
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared
question or a text prompt using Classroom20.Com or a recorder. SWBAT respond to the question prompts comprehensibly.
Task 1: a. Read the theme poem you wrote in your writing and research center. Enunciate your words and use your voice to convey the
mood of the poem. b. Explain how your poem relates to the shape that you chose.
Task 2: How is the dialogue in the play similar to the dialogue that you have with your friends? Plan your response with a Venn Diagram.

Grade 4 Unit 1 - Lesson: 5

Overarching
Questions:

Question 1Do students at your school mistreat others because of their differences
(size, height, origin, age, or color)?
Question 2Why do authors tell and write unbelievable stories or Tall Tales?
Question 3Does an authors use of hyperbole and similes aid a readers enjoyment?
Question 4-How do North American Tall Tales reflect geography and customs?

Text 1 Lesson 5
ELL Reader
The Amazing Balina
by Michael Sandler
ELL BLM #5 (Level P)
Lesson Plan Starter #5
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4 Grade Reading Anchor

Stormalong
by Mary Pope Osborne
Journeys ELL Reader
Houghton Mifflin
What am I learning? SPI 04.
I am learning to read closely,
analyzing and evaluating what I read,
Why am I learning this? SPI 04.
So that I can predict story events, as
well as and infer and draw
conclusions before, during, and after I
read.
Study Zone - Tall Tales
Study Zone - Making Predictions
Genre: Tall Tale

Text 2 Lesson 5
Reading A-Z
On Eagle River (Level Q)
by Ruth Siburt
Close Reading Pack Stormalong
by Reading A-Z
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4 Grade Math
Customary Measurement Conversions

Additional Resources/ Links

Math, Social Studies and Science Links
for building background, guided practice,
independent centers, and Classroom20.Com

Vocabulary Reader #5
Vocabulary BLM #5
Language Support Card #5 w/login
Struggling BLM #5 (Level Q)

Houghton Mifflin - Customary Measurement

Grammar Practice Park

Customary Measurement Video
What am I learning? SPI 406.4.7,
CCSS.MATH.CONTENT.4.MD.A.2

I am learning to determine appropriate

sizes of units of measurement
Why am I learning this? SPI 406.4.7
So that I can solve word and math
problems involving length, capacity, or
weight.

Cups to Quarts Measurement Game

Inches to Feet Measurement Game
Feet to Yards Measurement
Metric Measurement Game
U.S. Map Games
Capacity - Examples

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT convert standard units of measurement. SWBAT research and apply knowledge regarding foreign or domain-specific units of
measurement. SWBAT pull out examples of figurative language from a story or text.

Task 1: Reference Stormalong. Calculate how many feet are in 100 yards of Chinese silk is. Calculate how many cups and
how many quarts make up 100 gallons of whale soup.
Task 2: Research the measurement fathom. The baby in Stormalong was three fathoms long. How many feet is a
fathom? How many yards is a fathom? Who, or what profession, normally uses the word fathom? (It is a homograph).
Task 3: Find three examples of hyperbole and three examples of simile in The Amazing Balina or The Golden Age of Sail
(Vocabulary Reader). In what way do these examples add or confuse your understanding of the story?
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students use note cards to formulate their thoughts and then respond to teacher-prepared questions
or text prompts using Classroom20.Com or a recorder. SWBAT plan and respond to the prompt comprehensibly.
Task 1: How did Stormalong or Balina feel at the beginning, the middle, and the end of the story? Plan and record your conclusions.
Task 2: In The Amazing Balina, how did knowing what Balina was thinking and feeling impact your feelings about her? Did you feel sorry
for her? Proud of her? Did your feelings change? Explain how you felt in one paragraphfive to six sentences.
Task 3: What things did you figure out about Stormy or Balina that were not stated by the author?

Grade 4 Unit 2 Lesson 7: FINAL

Overarching
Questions:

Question 1Why do movie studios show different commercials to different audiences?

Question 2Should movies reflect life as it is or life as it should be?
Question 3How can movies negatively affect the norms and standards of communities?

Text 1 Lesson 7

Text 2 Lesson 7

Additional Resources/ Links

ELL Reader
Making Movies
by Joanne Mattern
ELL BLM #7 (Level T)
Lesson Plan Starter #7
Lesson Plan Prezi #7

Reading A-Z
Pie Chart

Math and Science Links for building

background, guided practice, independent
centers, and Classroom20.Com

th

4 Grade Reading Anchor

Coming Distractions:
Questioning Movies (audio)
by Frank W. Baker
Journeys ELL Reader
Houghton Mifflin
What am I learning? RI.4.3
I am learning to summarize important
parts of the text in my own words,
Why I am I learning this? RI.4.5
W4.1.A, W4.1.B
So that I can decide if an idea can be
proved as fact or if it is a belief or
opinion. I am learning to write my
own examples.
Study Zone Fact and Opinion

Genre: Informational Text

(Fluency Focus: Phrasing per Punctuation)

Vocabulary Reader #7 (Level P)

Vocab BLM #7
Language Support Card #7
Struggling Reader #7 (Level T)
Struggling BLM #7

Can You Act? Memorize This!

Students can take parts and present for
class or video delivery. Its a great way to
practice pronunciation.
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4 Grade Math Connection

Video Rentals - Pictograph
Multiply Two-Digit Numbers

Verb Tense Train

Grammar Practice - Verb Tenses
Vocabulary Practice - Unit 2 Lesson 7
(Focus: Greek and Latin Word Parts)
Teacher PD Greek and Latin Vocabulary

What am I learning? SPI 0406.2.7

I am learning to add and subtract
proper fractions with like and unlike
denominations,
Why am I learning this? SPI 0406.210
So that I can solve contextual problems
using whole numbers, fractions, and
decimals.

Math Strategy Selection

th

4 Grade Math Activity

Students will create an imaginary
movie budget in which they must
use the four operations to pay
personnel and marketing costs.
They will have to determine which
parts of the budget can be allotted
to different aspects of movie
production. Students must use a
pie chart to present their budget
to the studio.

What is informational text? Informational

text gives facts and examples about topics.
Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT use a graphic organizer and compare facts and opinion from a text. SWBAT summarize key elements of an informational text and
identify technical, domain-specific vocabulary. SWBAT should be able to infer about elements of science and art that impact movies.
Task 1: Choose two of our five texts from this week. Look for examples of facts and opinion in each, and detail them in a graphic organizer.
Task 2: a. The anchor text, Coming Distractions, has domain-specific vocabulary and technical jargon. Summarize the text. b. Make a
chart of the words you learned that are movie jargon and explain themCGI, dubetc.
Task 3: Use your voice; write an opinion paragraph. Do movies today have a positive or negative influence on you and your peers? Explain.
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt
using Classroom20.Com or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.
Task 1:
Task 2:
Task 3:
Task 4:

Read or listen to Compare Print Vs. Non-Print Info. Plan a response to the authors position and give accountable talk feedback.
How can lighting and music change the mood and tempo of a movie?
Name some elements of science that go into the making of movies, based on the external reading links.
Explain what you have learned about decoding clusters (common consonant patterns) and the vowel sound /oo/.

Grade 4 Unit 2 Lesson 8: Final

Overarching
Questions:

Question 1 How can understanding your own character traits help you understand the
character traits in others?
Question 2In what way might an artists work be considered as a self-reflection?
Question 3Is there a right way to interpret someone elses artistic or musical work?

Text 1 Lesson 8

Text 2 Lesson 8

Additional Resources/ Links

ELL Reader

Reading A-Z
Jazz Greats
by Linda Johns

Math, Music, Art, and Science Links

for building background, guided practice,
independent centers, and Classroom20.Com*

A Gift for Grandpa

by Joanne Mattern

ELL Reader #8
Lesson Plan Starter #8
Lesson Plan Prezi #8
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4 Grade Reading Anchor

Me and Uncle Romie
by Claire Hartfield
Journeys ELL Reader
Houghton Mifflin

What am I learning? RL4.10 I am

learning to read, visualize, and
comprehend grade-level literature.
Why I am I learning this? RL4.3
So that I can understand and compare
characters, setting, and event details
to present-day life.
Study Zone - Point of View
Study Zone Characters
Genre: Realistic Fiction

(Fluency Focus: Stress)

Huffington - Poetry and Rap

th
4 Grade Math Link
Reference Story from StudyZone.Com
Multiplying Makes Me Sick*
by Linda Owens
* This story is mentioned in our
understanding characters review, and it
has multiplication as the theme.
Birthday Math Challenge
What am I learning? SPI 0406.2.4
SPI 0406.2.11
I am learning to find factors, multiples,
and common multiples of two numbers,
Why am I learning this? SPI 0406.2.10
So that I can solve problems using
whole number multi-digit
multiplication, and solve contextual
problems using whole numbers,
fractions, and decimals.

*Shared workspace for classes to record free!

Vocabulary Reader #8
Vocabulary BLM #8 (Level R)
Language Support Card #8
Struggling Reader #8
Struggling BLM #8 (Level S)
Teacher Tips - Conjunctions
Grammar Practice - Conjunctions
Vocabulary Practice
(Vocabulary Focus: Figurative Language)
Engagement Idea: Story Scroll Example

One Grain of Rice - Lesson Plan (cultural story)

One Grain of Rice - Resource
Realistic Fiction - Extended Reading
Teacher notes: a. Explain to students that
the ELL title is not correct, as it should be
Uncle Romie and I. However, this informal
language is used to keep the mood of the
setting and character. b. This is a good
weekly lesson to introduce poetry, as
figurative language is a focus. Help students
find their poetic voice through word choice
exemplifying figurative language.

What is realistic fiction? Its a present-day

story that could take place in real life.
Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT use a graphic organizer to analyze the characters. SWBAT work collaboratively and infer challenges of moving away from ones
native environment. SWBAT should be able to talk about the culture of the immediate community.

Task 1: Analyze your own character traits. This is not what others say about you, but according to your point of view. Choose an organizer
and analyze the main characters in A Gift for Grandpa, Multiplication Makes Me Sick and One Grain of Rice. Explain the similarities.
Task 2: Partner-Pair-Share. a. Under what circumstances do you imagine yourself moving from the place of your birth to another city? Pick a
city, pretend that you are moving there. What difficulties would you expect to find? b. If you have moved from another country or city, you
may share how you felt about moving and what may difficultshare only what is comfortable for you.
Task 3: a. What aspects of life define the culture of your immediate community? b. Write a short poem that reflects your culture. c. What
idioms are popular in your culture? (Name two that you hear (or use) often or that you have learned this week.)
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt
using Classroom20.Com or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.
Task 1: Plan and record a three-minute literature discussion with a partner. Discuss realistic fiction and one of this weeks stories.
Task 2: Record multiplication facts (without looking) starting with 7 through 12. Self-assess your proficiency. Can you improve?
Task 3: Explain what you have learned about decoding stressed and unstressed syllables and about vowel sounds /ou/ and//.

Grade 4 Unit 2 Lesson 9: FINAL

Overarching
Questions:

Question 1What is a proper apology in your culture? How do norms for apologies
differ by culture?
Question 2In what ways are snakes useful and important to our environment?
Question 3What are common generalizations about snakes?

Text 1 Lesson 9
ELL Reader
Sisters Play Soccer
by Barbara Roenz
ELL Reader #9 (R)

Lesson Plan Starter #9

Lesson Plan Prezi #9
th

4 Grade Reading Anchor

Dear Mr. Winston (audio)
by Ken Roberts
Journeys ELL Reader
Houghton Mifflin

What am I learning? RL4.1 I am

learning to question details and
examples,
Why I am I learning this? RL4.7
So that I can make inferences and
draw valid generalizations and
conclusions based on text or graphic
cues.
Study Zone Drawing Conclusions
Study Zone Inference

Genre: Realistic Fiction

What is realistic fiction? Realistic Fiction
is a present-day story that could
take place in real life.

Text 2 Lesson 9

Additional Resources/ Links

Reading A-Z
Snakes Alive! - Fluency Practice

Social Studies and Science Links

for building background, guided practice,
independent centers, and Classroom20.Com*

(Fluency Focus: Accuracy)

Teacher PD - Fluency and Self-Correction

Reading A-Z
Ricardos Dilemma
by Lara Henderson Megard
th

4 Grade Math Link

Making Line Graphs - Soccer
th

*Shared workspace for classes to record free!

Vocabulary Reader #9
Vocabulary BLM #9 (Level O)
Language Support Card #9

Struggling Reader #9
Struggling BLM #9 (Level S)

4 Grade Science Link

The Ecosystem
McMillan Science Text

Grammar Practice - Commas

Vocabulary Practice - Unit 2-Lesson 9

What am I learning? SPI 0407.3.1

I am learning to distinguish how diverse
life forms in different in environments

Storyline.Net - "Catching the Moon"

(Read by a Hollywood Actor and a child.)

(deserts, forests, tundra, grasslands, and

wetlands) function in terms of their

location in an energy pyramid,

Why am I learning this? SPI 0407.4.1
So that I can understand how
adaptations in physical structure or
behavior may improve an organisms
chance for survival and reproduction.

(Vocabulary Focus: Antonyms)

TN Wildlife Refuge
Grammar Snap - Compound Sentences
Grammar Snap - Complex Sentences
Teacher note:
Some students will have a visible and
visceral reaction to seeing pictures of snakes
or discussing snakes. Please allow them to
focus on other Readers, or on the A-Z texts.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10
At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.
SWBAT create a habitat project that shows producers and consumers within the environment. SWBAT write sequential steps for a project.
Suggestion 1: Plan a model; consider elements that will make it realistic. How will you plan your habitat? Make a sequential list of steps
you will take. What resources will you need? Use natural resources when possiblethey are free and easily obtained.
Suggestion 2: Consider peer perspectives. What can you do differently, based on peer feedback and self-assessment?
Suggestion 3: Plan a one-page paper (organize with a prewrite) that describes your habitat and your process. Proof and polish your paper.
Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.
At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared
question or a text prompt using Classroom20.Com or a recorder. SWBAT plan their thoughts and then record comprehensibly.
Task 1:
Task 2:
Task 3:
Task 4:
Task 5:

Assemble a team of two classmates to ask questions about your habitat. Listen and respond to their inquiries, recording everyone.
Why do you think that your project is (or is not) a good representation of a habitat? How did peer feedback help you improve it?
You learned the Spanish word, habitacin, which can mean room. Why is there a similarity between habitat and this word?
What is repetition in literature, and how is it used? Discuss at least two examples of repetition used in any of the Reader stories.
Explain what you have learned about decoding common beginning syllables and vowel + /r/ sounds.