4 grade curriculum map: literacy & integrated content 2019

4th Grade Curriculum Map: Literacy & Integrated Content 2019-2020

LRSD Elementary Literacy and Social Studies Departments 4th Grade Curriculum: Literacy & Integrated Content Revised 2019

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Module 2 Summary What makes an environment extreme? What does it take to survive in the wilderness? What do people’s thoughts and actions reveal about their character? Students will explore the answers to these questions as they develop an understanding of the relationship between nature and humans. The story of this module, titled “Extreme Settings,” is about human responses to challenges presented by nature. Students learn that challenges can be both big and small, can come from within a person or the environment, and that our responses to challenges shape the type of people we become. Students build knowledge about the aspects of environment including land features, living creatures, plants and climate, and see how the environment can be expanded through details to become a key story element in a literary text. This builds on the learning in the first module in which students learned to differentiate literal and figurative meanings of great heart. In this module, students learn to “read between the lines” of a text to understand the reasons behind specific actions and words of characters. An unusual collection of texts provides rich literature with diverse perspectives to engage and challenge students.

Module Learning Goals KNOWLEDGE GOALS

• Identify elements of an extreme setting or environment.

• Infer and describe the effect an extreme setting has on a character or speaker in a story or poem.

• Infer and describe the characteristics that help a person overcome the challenges of an extreme setting.

• Identify and describe different techniques used to survive in the wilderness.

READING GOALS

• Explain how a setting impacts characterization and plot in a story. (RL.4.1, RL.4.3)

• Refer to details in a text when describing the elements of an extreme setting or environment and how they affect a person. (RL.4.1, RI.4.1)

• Explain the theme of a story or poem using details from the text. (RL.4.1, RL.4.2)

• Describe in depth a character, setting, or event in a story, drawing on specific details in the text. (RL.4.1, RL.4.3)

• Describe how a character changes throughout a story in response to the setting. (RL.4.3)

• Describe the overall structure of events, ideas, or concepts in an informational text. (RI.4.5)

• Make connections between a story and a visual presentation of the text identifying where the visual presentation reflects specific details and direction in the text. (RL.4.7)

WRITING GOALS

• Write narrative texts in the form of thought shots, exploded moments, and short stories to develop imagined experiences using effective techniques, descriptive details, and clear event sequences. (W.4.3, W.4.4, W.4.5)

• Orient the reader by establishing a situation and describing characters. (W.4.3.a)

• Incorporate dialogue effectively into narrative writing to show the responses of characters to situations. (W.4.3.b, L.4.2.b)

• Describe characters, settings, and events using precise word choice and sensory detail. (W.4.3, L.4.3)

• Use transitional words and phrases to manage the sequence of events in narrative writing. (W.4.3.c)

• Write informational texts to summarize knowledge gained through reading. (W.4.2) Speaking and Listening Goals

http://www.corestandards.org/ELA-Literacy/RL/4/



http://www.corestandards.org/ELA-Literacy/RI/4/








http://www.corestandards.org/ELA-Literacy/W/4/





http://www.corestandards.org/ELA-Literacy/L/4/







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• 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. (SL.4.4)

• Enhance a presentation with a visual display. (SL.4.5)

• Adjust speech to formal English or informal English based on the context (e.g., presentation or small-group discussion). (SL.4.6) LANGUAGE GOALS

• Determine the words and phrases used in a text, including the meaning of general academic and domain-specific words or phrases in a text. (L.4.4)

• Add details and description to writing by expanding sentences using relative clauses. (L.4.1.a)

• Add details and description to writing by expanding sentences using relative clauses. (L.4.1.a)

• Add details and description to sentences by adding prepositional phrases. (L.4.1.e)

• Choose words and phrases to convey ideas precisely. (L.4.3.a)

• Choose the correct punctuation for effect. (L.4.3.b)

CORE TEXTS

• Novel (Literary)

Hatchet, Gary Paulsen

• Short Story (Literary)

“All Summer in a Day,” Ray Bradbury

• Scientific Text (Informational)

Mountains, Seymour Simon

SAS Survival Handbook: The Ultimate Guide to Surviving Anywhere, John “Lofty” Wiseman

• Poems

“Dust of Snow,” Robert Frost

The Grade 4 Module 2 Parent Tip Sheet

SUPPLEMENTARY TEXTS

• Art

Fallingwater, Frank Lloyd Wright (http://witeng.link/0075)

• Video

“All Summer in a Day”

“Tidal Wave”

“Explode a Moment with Barry Lane”

“Planet Venus: The Deadliest Planet, Venus Surface & Atmosphere”

“Costa Rica—Rainforest Heavy Rain”

“4 Hours of Heavy Pouring Rain and Thunder”

“Barry Lane writes about ‘His Favorite Day’”

“Planet Earth—Mountains”

“What Is a Mountain?”

• Websites

Fallingwater (http://witeng.link/0075)

National Geographic Lost Cities Photos (http://witeng.link/0092)

TRANSFER GOALS MODULE 2

Transfer goals highlight the effective use of understanding, knowledge, and skills that we want students to be able use when they confront new challenges, both in and out of

http://www.corestandards.org/ELA-Literacy/SL/4/









http://witeng.link/04.02.z_ParentTipSheet

http://witeng.link/0075





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school. It is the ability to transfer learning independently in not just one setting, but varied real-world situations.

KNOWLEDGE Students will be able to independently transfer their learning: To Identify elements of a setting or environment and be able to describe different techniques that are used to survive in different environments.

READING Students will be able to independently transfer their learning: To explain the theme of a situation using details from the situation. They will be able to tell how a person changes over time using details from the situation.

WRITING Students will be able to independently transfer their learning: To write stories to summarize or to entertain using dialogue, transitional words and phrases, descriptive details and precise word choices to create a clear and effective piece of writing.

SPEAKING/LISTENING Students will be able to independently transfer their learning: To communicate about a topic by reporting the events in a sequence using informal or formal speech in context of the situation.

LANGUAGE Students will be able to independently transfer their learning: To add details to a writing piece by expanding sentences using prepositional phrases an relative clauses to convey ideas precisely.

MODULE 2 LESSONS 1-10

ESSENTIAL QUESTION: How does a challenging setting or physical environment change a person? WRITING: Narrative

FOCUSING QUESTION LESSONS 1-6: How does the setting affect the characters or speakers in the text?

STAGE 1 – DESIRED RESULTS

Focus Standards are ASSESSED formatively throughout lessons. A summative assessment will be given at the end of Module 1. Supporting standards are addressed through instruction throughout the unit and will help guide your instructional decisions to meet the focus standards.

FOCUS STANDARDS READING LITERATURE: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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, actions). READING INFORMATIONAL TEXT: RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

FOCUS STANDARDS WRITING: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising,

FOCUS STANDARDS SPEAKING AND LISTENING: SL.4.4 Report on a topic or text, tell a story, or recount an experience to support main ideas or themes. Organize ideas logically. Use appropriate facts. Use relevant, descriptive details. Speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6 Use standard English when speaking, differentiating between contexts that call for formal English and situations where informal discourse is appropriate

FOCUS STANDARDS LANGUAGE: L.4.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 4 when writing or speaking. L.4.1.a Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. L.4.1.e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.3 Use knowledge of language and its conventions as appropriate for Grade 4



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from the text. 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.

and editing. 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.

when writing, speaking, reading, or listening. L.4.3.a Choose words and phrases to

convey ideas precisely. Choose punctuation for effect. L.4.3.b Demonstrate through writing and speech the impact that audience and purpose have on how a message is shaped (e.g., word choice, form). L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies. L.4.4.a Use context (e.g., definitions, examples, restatements in text) as clues to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of words by relating them to their opposites, antonyms, and to words with similar but not identical meanings, synonyms. L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

STUDENT FRIENDLY LANGUAGE: READING

I can…

READING LITERATURE: RL4.1 I can list important details and make inferences from what I have read. I can tell where I found the information in the text. RL.4.3 I can use specific details from a story or

STUDENTFRIENDLY LANGUAGE: WRITING I can…

W.4.2 I can write to inform an audience. I can write an introduction to my topic. I can group related information into paragraphs and sections. I can use facts, definitions, and quotations about my topics when writing. I can use vocabulary specific to my topic. I can write a conclusion for my informative

STUDENT FRIENDLY LANGUAGE: SPEAKING AND LISTENING

I can… SL.4.4 I can give a report or tell a story in an organized way, using important facts and descriptive details. I can speak clearly at an understandable pace. I can use details to support main ideas. SL.4.5 I can include sound in my presentations.

STUDENT FRIENDLY LANGUAGE: LANGUAGE

I can… L.4.1 I can use the correct English conventions and grammar when I speak and write. L.4.3 I can capitalize words correctly. I can use correct spelling of plurals and possessives in writing. I can use commas correctly in compound sentences and quotations.



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drama to describe a character in depth. I can use specific details from a story or drama to infer information about a character, setting, or event.

READING INFORMATIONAL TEXT RI.4.1 I can use details from a text to explain what I have read. I can use details from a text to make inferences. RI.4.5 I can describe the overall organization of a text. I can state in oral or written language the relationship of cause and effect. I can state in oral or written language that the cause is why something happens in a text. I can identify the problem and solution in a text. I can compare and contrast information in a text. I can organize events in a certain order.

text. W.4.3 I can create a beginning of a story that describes a setting, characters, and problem. I can use transitional words to order events in a story. I can use dialog to show how characters deal with each other and events. I can use descriptive details so the reader can see what is happening in my story. I can write a conclusion to my story. W.4.4 I can organize my writing in a clear way for my purpose and audience. W.4.5 I can plan and develop a piece of written work. I can improve my written work with guidance from others through revising and editing. I can use appropriate capitalization, punctuation, and spelling in my writing. W.4.8 I can retell important details from what I have read. I can recall important information from previous experiences. I can explain and cite the information that I find. I can take notes and organize my thoughts. I can put the information I find in order either by time or importance.

I can include pictures or video in my presentations. SL.4.6 I can determine when I should talk formally or casually. I can use appropriate language in a formal or casual setting.

L.4.4 I can use context to help me figure out the meaning of a word or phrase. I can use word parts to help me figure out the meaning of a word or phrase. I can use reference materials to help me figure out the meaning of a word or phrase. L.4.5 I can explain the meaning of a simile in context. I can explain the meaning of a metaphor in context.






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SMALL GROUP/INDEPENDENT/LITERATURE DISCUSSION GROUPS

Differentiated Volume of Reading Tier 2 Just Words intervention for students who need additional decoding and spelling instruction.

Small group with appropriate text based on student need.

Extended independent reading from Appendix D from Wit and Wisdom Module unit topics.

Stage 2 – ASSESSMENT EVIDENCE – Required It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned. Lessons and activities will help move students towards proficiency.

Lesson 5: Socratic Seminar Discuss the behavior of the children in “All Summer in a Day.” How did the characters respond to the different settings in the story? What would you have done in their situation and why? What is the theme of the story?

Lesson 10: Focusing Question Task 1 Imagine you are Margot, one of the characters from “All Summer in a Day,” or one of the speakers in “Dust of Snow,” or “Stopping by Woods on a Snowy Evening.” Write an exploded moment to describe what you are thinking and feeling during a key moment in the story. Graphic Organizer and Writing Checklist End of Module Task Imagine you are lost on a mountain and write a narrative story about your survival. Follow the steps in the acronym ESCAPE to plan out your story. Include specific sensory details, descriptive snap shots, and thought shots to help your story come alive for the reader. Bring your story to a natural conclusion that makes sense for the reader. Your audience is a group of your peers who are knowledgeable about wilderness settings and survival techniques. Your purpose for writing is to create an engaging story that captures the imagination and interest of your peers and demonstrates what you have learned about extreme settings and how they affect you. EOM Task




Stage 3 – LEARNING ACTIVITIES

VOCABULARY: All Summer in a Day- compounded, concussion, slackening, dimly, savagely, tumultuously, resilient, savored, suspended, solemn, frail, civilization, vital, immense, consequence, mood, theme Dust of Snow- rued, hemlock, perspective

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LESSON & ASSESSMENTS

LEARNING GOALS & STANDARDS

TEXT

CONTENT FRAMING QUESTIONS

CRAFT QUESTIONS WRITING

DEEP DIVE VOCABULARY/STYLE &

CONVENTIONS

L1

Lesson at a Glance TE p. 26

Generate and answer questions after a first reading of “All Summer in a Day.” (RL.4.1) Identify examples of sensory detail in an oral telling of a story. (W.4.3.d) Evaluate why Ray Bradbury chose the word civilization to convey life on Venus in “All Summer in a Day.” (L.4.3.a)

All Summer in a Day, Ray Bradbury “Explode a Moment with Barry Lane” Barry Lane “Planet Venus: The Deadliest Planet, Venus Surface & Atmosphere” National Geographic Lost Cities Photos, (http://witeng.link/0092)

WONDER: What do I notice and wonder about All Summer in a Day? Launch: TE p. 28 Learn: TE pp. 28-31 Land: TE p. 31 Wrap: TE p. 31 Handout 1A: “All Summer in a Day” Handout 1B: Read/Think/Wonder Chart: "All Summer in a Day" Handout 1C: Fluency Practice Homework

EXAMINE: Why are sensory details important?

DEEP DIVE: VOCABULARY Content Vocabulary Launch: TE p. 33 Learn: TE pp. 33-34 Land: TE p. 35 Handout 1D: Civilization Chart

L2


Identify the story elements of characters, setting, plot, and conflict for All Summer in a Day and then summarize the story. (RL.4.1, 4.2, 4.3; W.4.2) Use context to determine the meaning of the word consequence. (L.4.4.a)

All Summer in a Day, Ray Bradbury “Costa Rica–Rainforest Heavy Rain”

ORGANIZE: What is happening in All Summer in a Day? Launch: TE p. 40 Learn: TE pp. 40-44 Land: TE pp. 44-45 Wrap: TE p. 45 Handout 1A: “All Summer in a Day” Handout 1C: Fluency Practice Homework

EXAMINE: Why are sensory details important?

DEEP DIVE: VOCABULARY Academic Vocabulary Launch: TE p. 47 Learn: TE pp. 47-48 Land: TE p. 48

L3

Describe the setting of “All Summer in a Day” by identifying the author’s

All Summer in a Day, Ray Bradbury

REVEAL: What does a deeper exploration of setting

EXPERIMENT: How do sensory details work?

DEEP DIVE: VOCABULARY: Similes and Metaphors





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TEXT




CONVENTIONS


sensory detail and explaining the feeling it creates in the story. (RL.4.1, RL.4.3) Identify and use similes and metaphors to add detail and description to narrative writing. (L.4.5.a)

reveal in All Summer in a Day? Launch: TE pp. 51-52 Learn: TE pp. 52-57 Land: TE p. 57 Wrap: TE pp. 57-58 Handout 1A: “All Summer in a Day”

Launch: TE p. 59 Learn: TE p. 60-61 Land: TE p. 61

L4


Determine the relationship between setting and characters by inferring and describing the feelings of the characters in “All Summer in a Day” based on their words and actions in specific settings in the story. (RL.4.1, RL.4.3) Compose a narrative paragraph to describe a moment in time using sensory detail in the voice of a character in “All Summer in a Day.” (W.4.3.c, d) Write a rough draft of a narrative paragraph. Use similes and metaphors to add detail and description while “exploding the moment.” (L.4.5.a)

All Summer in a Day, Ray Bradbury Part 1 of “All Summer in a Day” video (http://witeng.link/0080) “Tidal Wave,” National Geographic “4 Hours of Heavy Pouring Rain and Thunder”

REVEAL: What does a deeper exploration of the setting and characters reveal in All Summer in a Day? Launch: TE pp. 65-66 Learn: TE pp. 66-69 Land: TE p. 69 Wrap: TE pp. 70-71

EXECUTE: How do I use sensory details in a narrative paragraph?

DEEP DIVE: VOCABULARY: Similes and Metaphors Launch: TE p. 72 Learn: TE pp. 72-73 Land: TE p. 73














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TEXT




CONVENTIONS

L5


ASSESSMENT: Socratic Seminar

SS

Determine the theme of All Summer in a Day and support it with textual evidence. (RL.4.1, 4.2) Explain how the setting impacted the characters in All Summer in a Day. (RL.4.1, 4.3; SL.4.1, 4.3, 4.6) Explain how punctuation is used to help display personality traits in characters in dialogue. (L.4.3.b)

All Summer in a Day, Ray Bradbury Part 2 of “All Summer in a Day” video http://witeng.link/0089

DISTILL: What is the theme of All Summer in a Day? Launch: TE p. 77 Learn: TE pp. 78-80 Land: TE p. 81 Wrap: TE pp. 81-82 Handout 1A: "All Summer in a Day", Handout 1B: Read/Think/Wonder Chart: "All Summer in a Day" Handout 1C: Fluency Practice Homework

EXECUTE: How do I participate effectively in a Socratic Seminar discussion? Handout 4A: Character Analysis Chart "All Summer in a Day"

DEEP DIVE: STYLE & CONVENTIONS Punctuation for Effect EXAMINE: Why is it important to change how you use punctuation with dialogue? Launch: TE p. 83 Learn: TE p. 84 Land: TE p. 85 Handout 5A: Dialogue of Characters

L6


Generate statements to summarize the knowledge gained by reading All Summer in a Day. (RL.4.2; W.4.2) Add punctuation to help display personality traits in characters in dialogue. (L.4.3.b)

All Summer in a Day, Ray Bradbury Part 3 of “All Summer in a Day” video http://witeng.link/0088

KNOW: How does All Summer in a Day build my knowledge? Launch: TE pp. 89-90 Learn: TE pp. 90-92 Land: TE p. 92 Wrap: TE p. 93

EXCEL: How do I improve writing sensory details?

DEEP DIVE: STYLE & CONVENTIONS Punctuation for Effect EXPERIMENT: How do you help reveal personality traits of characteristics within dialog with punctuation? Launch: TE p. 94 Learn: TE p. 95 Land: TE p. 95 Handout 6A: Punctuation for Effect

L7

Demonstrate

Dust of Snow, Robert Frost

ORGANIZE:

EXAMINE:

DEEP DIVE: STYLE &

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TEXT




CONVENTIONS


understanding of the poem, “Dust of Snow,” by retelling it in a story format. (RL.4.1, RL.4.2) Use punctuation to help display traits in characters through dialogue. (L.4.3.b)

http://witeng.link/0084 “My Favorite Day” Barry Lane video http://witeng.link/0087

What is happening in the poem Dust of Snow? Handout 7A: Fluency Homework

Why are snap shots important? Launch: TE pp. 99-100 Learn: TE pp. 100-102 Land: TE p. 103 Wrap: TE p. 103

CONVENTIONS Punctuation for Effect EXECUTE: How do I help reveal personality traits of characteristics within dialog with punctuation? Launch: TE p. 105 Learn: TE pp. 105-106 Land: TE p. 106

L8


Analyze the poem, “Dust of Snow” to explain how the setting affects the speaker of the poem. (RL.4.1, RL.4.3) Identify words and phrases that precisely describe the setting. (L.4.3.a)

Dust of Snow, Robert Frost http://witeng.link/0084 Fallingwater, Frank Lloyd Wright http://witeng.link/0075

DISTILL: What is the theme of the poem Dust of Snow? Launch: TE pp. 109-111 Learn: TE pp. 111-113 Land: TE pp. 113-114 Wrap: TE p. 114 Handout 7A: Fluency Homework

EXPERIMENT: How do thought shots work? EXAMINE: Why is it important to use words and phrases to convey setting? Handout 8A: Words and Phrases to Convey Ideas

DEEP DIVE: STYLES & CONVENTIONS Words and Phrases to Convey Ideas EXAMINE: Why is it important to use words and phrases to convey meaning? Launch: TE p. 115 Learn: TE p. 116 Land: TE p. 117

L9


Analyze the poem “Stopping by Woods on a Snowy Evening” to explain how the setting affects the speaker. (RL.4.1, RL.4.3) Select words and phrases to precisely describe the setting. (L.4.3.a)

Stopping by Woods on a Snowy Evening, Robert Frost http://witeng.link/0083 “Fallingwater”, Frank Lloyd Wright http://witeng.link/0075

REVEAL: What does a deeper exploration of the speaker’s thoughts reveal in Stopping by Woods on a Snowy Evening? Launch: TE pp. 119-121 Learn: TE pp. 121-124 Land: TE p. 125 Wrap: TE pp. 125-126

EXPERIMENT: How do thought shots work?

DEEP DIVE: STYLES AND CONVENTIONS Words and Phrases to Convey Ideas EXPERIMENT: How do I use words and phrases to convey ideas about setting? Launch: TE p. 127






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TEXT




CONVENTIONS

Learn: TE pp. 127-128 Land: TE p. 128 Handout 9A: Words to Describe Settings

L10

Lesson at a Glance

TE p. 130

ASSESSMENT:

FQT 1 . Graphic Organizer and

Writing Checklist

Create a narrative to show how a setting affects a character, incorporating sensory detail, snap shots, and thought shots. (W.4.3) Integrate punctuation for effect in dialogue to reveal characters and precise selection of words to describe setting in narrative writing. (L.4.3.a, L.4.3.b)

Stopping by Woods on a Snowy Evening, Robert Frost http://witeng.link/0083 All Summer in a Day, Ray Bradbury Dust of Snow, Robert Frost

KNOW: How do All Summer in a Day, Dust of Snow, and Stopping by a Woods on a Snowy Evening build my knowledge of narrative writing? Launch: TE p. 132 Learn: TE pp. 133-134 Land: TE p. 134 Wrap: TE p. 135-136

EXECUTE: How do I use snap shots, and thought shots in a narrative exploded moment? Handout 10A: Graphic Organizer for Focusing Question Task 1 Handout 10B: Narrative Writing Checklist

DEEP DIVE: STYLE & CONVENTIONS Words and Phrases to Convey Ideas EXECUTE: How do I use precise words to convey setting and punctuation to reveal characters? Launch: TE p. 137 Learn: TE pp. 137-138 Land: TE p. 138 Handout 10C: Punctuation within Dialogue

SOCIAL STUDIES FOR Correlation to MODULE 2 Lessons 1-10

SOCIAL STUDIES VOCABULARY:

STANDARDS & LEARNING GOALS

FOCUS FORMATIVE PERFORMANCE TASK(S)/QUESTIONING/MATERIALS ASSESSMENTS

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Social Studies Prompt:



FOCUSING QUESTION LESSONS 11-16: What makes a mountainous environment extreme?



FOCUS STANDARDS READING LITERATURE: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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, actions). RL. 4.7 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 descript READING INFORMATIONAL TEXT: 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.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,

FOCUS STANDARDS WRITING: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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.


FOCUS STANDARDS- LANGUAGE: L.4.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 4 when writing or speaking. L.4.1.a Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. L.4.1.e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.3 Use knowledge of language and its conventions as appropriate for Grade 4 when writing, speaking, reading, or listening. L.4.3.a Choose words and phrases to convey ideas precisely. Choose punctuation for effect. L.4.3.b Demonstrate through writing and speech the impact that audience and purpose have on how a message is



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problem/solution) of events, ideas, concepts, or information in a text or part of a text.

shaped (e.g., word choice, form). L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies. L.4.4.a Use context (e.g., definitions, examples, restatements in text) as clues to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of words by relating them to their opposites, antonyms, and to words with similar but not identical meanings, synonyms. L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

STUDENT FRIENDLY LANGUAGE: READING LITERATURE

I can… RL4.1 I can list important details and make inferences from what I have read. I can tell where I found the information in the text. RL.4.3 I can use specific details from a story or drama to describe a character in depth. I can use specific details from a story or drama to infer information about a character, setting, or event. READING INFORMATIONAL TEXT RI.4.1 I can use details from a text to explain what I have read. I can use details from a text to make inferences. RI.4.5

STUDENT FRIENDLY LANGUAGE: WRITING I can…

W.4.2 I can write to inform an audience. I can write an introduction to my topic. I can group related information into paragraphs and sections. I can use facts, definitions, and quotations about my topics when writing. I can use vocabulary specific to my topic. I can write a conclusion for my informative text. W.4.3 I can create a beginning of a story that describes a setting, characters, and problem. I can use transitional words to order events in a story. I can use dialog to show how characters deal with each other and events.


I can… SL.4.1 I can come to a discussion ready to participate with my assignment(s) complete. I can follow the rules of the discussion group and complete my job in the group. I can ask and answer questions and add comments in a discussion to make it more clear for me. I can make connections to the comments in the discussion. I can retell the main ideas of the discussion and share my thoughts about them.


I can… L.4.1 I can use the correct English conventions and grammar when I speak and write. L.4.2 I can capitalize words correctly. I can use correct spelling of plurals and possessives in writing. I can use commas correctly in compound sentences and quotations. L.4.5 I can explain the meaning of a simile in context. I can explain the meaning of a metaphor in context.



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I can describe the overall organization of a text. I can state in oral or written language the relationship of cause and effect. I can state in oral or written language that the cause is why something happens in a text. I can identify the problem and solution in a text. I can compare and contrast information in a text. I can organize events in a certain order.

I can use descriptive details so the reader can see what is happening in my story. I can write a conclusion to my story. W.4.4 I can organize my writing in a clear way for my purpose and audience. W.4.5 I can plan and develop a piece of written work. I can improve my written work with guidance from others through revising and editing. I can use appropriate capitalization, punctuation, and spelling in my writing. W.4.8 I can retell important details from what I have read. I can recall important information from previous experiences. I can explain and cite the information that I find. I can take notes and organize my thoughts. I can put the information I find in order either by time or importance.



FOCUS QUESTION LESSON 11-16: What makes a mountainous environment extreme?

Stage 2 Assessment Evidence – Required

It is expected that students will have many learning opportunities that are based on the focus standards before these assessments are assigned. Lessons and activities will help move students towards proficiency.

Lesson 15: Focusing Question Task 2 and New-Read Assessment 1 Focusing Question Task 2: Create a piece of informational writing to accompany a visual display (poster, booklet, video, or multimedia presentation) that teaches hikers about a mountainous environment and what makes it extreme. Use text features like headings, subheadings, diagrams, illustrations, and captions to help readers understand the information better. Writing Checklist

New-Read Assessment 1: Read a section of the SAS Survival Handbook to answer multiple-choice and short-response questions. NR 1

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TEXT

CONTENT FRAMING CRAFT QUESTIONS WRITING


CONVENTIONS

L11

Lesson at a glance TE p. 140

Describe characteristics of an informational text and generate questions to guide further study of the texts. After consulting references, clarify the precise meaning

Mountains, Seymour Simon SAS Survival Handbook, John “Lofty” Wiseman “Planet Earth-Mountains”

WONDER: What do you notice and wonder about Mountains and the SAS Survival Handbook? Launch: TE pp. 141-142 Learn: TE pp. 142-144

EXAMINE: What do you notice about the text descriptions in the SAS Survival Handbook?

DEEP DIVE: VOCABULARY: Words that describe mountains Launch: TE p. 147 Learn: TE pp. 147-148 Land: TE p. 148

End of Module Task Imagine you are lost on a mountain and write a narrative story about your survival. Follow the steps in the acronym ESCAPE to plan out your story. Include specific sensory details, descriptive snap shots, and thought shots to help your story come alive for the reader. Bring your story to a natural conclusion that makes sense for the reader. Your audience is a group of your peers who are knowledgeable about wilderness settings and survival techniques. Your purpose for writing is to create an engaging story that captures the imagination and interest of your peers and demonstrates what you have learned about extreme settings and how they affect you. EOM Task



FOCUS QUESTION LESSON 11-16: What makes a mountainous environment extreme?


VOCABULARY: Mountains moisture-laden, shadow, effect, water vapor, extreme, solitary, Himalayan, Appalachians, Alps, Andes, Fahrenheit, exposed, plates, strata, crust, magma, vents, spectacular, erosion, glacier, talus slope, shelter, scarcely, eruption



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TEXT



CONVENTIONS

of key words and phrases pertaining to mountains. (L.4.4.c)

Land: TE p. 145 Wrap: TE p. 145 Handout 11A: Fluency Homework

L12


Explain how the information in Mountains is organized and written, and then describe the main mountain ranges in brief notes. Use context clues to define the word solitary and deepen understanding by identifying examples and non-examples. (L.4.4.b)

Mountains, Seymour Simon

ORGANIZE: What is happening in Mountains? Launch: TE p. 152 Learn: TE pp. 153-156 Land: TE p. 156 Wrap: TE p. 156 Handout 12C: World Map

EXAMINE: What makes the text descriptions in Mountains engaging to read? Handout 12A: Descriptions of Mountain Ranges Handout 12B: Frayer Model for Solitary

DEEP DIVE: VOCABULARY: Content Vocabulary Launch: TE p. 158 Learn: TE pp. 158-159 Land: TE p. 159

L13


Identify the main ideas and supporting details in an informational text to build knowledge about mountains. (RI.4.1, Demonstrate understanding of exposed after gaining clues from its cognate pos. (L.4.4.b)

Mountains, Seymour Simon SAS Survival Handbook, John “Lofty” Wiseman

REVEAL: What does a deeper exploration of the main ideas and details reveal in Mountains? Launch: TE p. 164 Learn: TE pp. 164-166 Land: TE p. 167 Wrap: TE p. 167

EXPERIMENT: How do vivid descriptions work?

DEEP DIVE: VOCABULARY: Etymology Launch: TE p. 169 Learn: TE pp. 169-170 Land: TE p. 170 Handout 13A: Boxes and Bullets

L14


Infer details about extreme mountainous settings based on the text. (RI.4.1, RI.4.2, RI.4.5, W.2) Explain why the author chose to use the word spectacular to describe mountains. (L.4.3.a, L.4.4.b)


REVEAL: What does a deeper exploration of the main ideas and details reveal in Mountains? Launch: TE p. 174 Learn: TE pp. 174-176 Land: TE p. 176 Wrap: TE p. 177

EXECUTE: How do I use vivid descriptions in my writing?

DEEP DIVE: VOCABULARY: Etymology Launch: TE p. 178 Learn: TE p. 178 Land: TE p. 179


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TEXT



CONVENTIONS

Handout 11A: Fluency Homework Handout 14A: Boxes and Bullets

L15


ASSESSMENT: FQT 2:

Writing Checklist New-Read Assessment 1:

NR 1

Apply reading skills to a new informational text to demonstrate mastery. (RI.4.1, 4.5) Determine the essential meaning of an informational text about mountains. (RI.4.5, W.4.5) Illustrate the various reasons for living in a shelter. (L.4.6)


DISTILL: What is the essential meaning of Mountains? Launch: TE p. 184 Learn: TE pp. 184-187 Land: TE p. 187 Wrap: TE p. 188 Handout 15A: SAS Survival Handbook Excerpt for New-Read Assessment Assessment 15A: New-Read Assessment 1

EXECUTE: How do I use engaging writing techniques in my writing? Handout 15B: Informational Writing Checklist

DEEP DIVE: VOCABULARY: Etymology Launch: TE p. 189 Learn: TE pp. 189-190 Land: TE p. 190

L16


Present learning in an organized manner that incorporates facts and descriptive details using a clear, formal voice, enhancing a presentation with audio or visual displays when appropriate. (SL.4.4, 4.5, 4.6) Create statements to summarize the knowledge gained by reading Mountains. (RI.4.1, RI.4.5, W.4.2, SL.4.1)


KNOW: How do Mountains and the SAS Survival Handbook build my knowledge of extreme settings? Launch: TE pp. 193-194 Learn: TE pp. 194-196 Land: TE p. 197 Wrap: TE p. 197

EXECUTE: How do I use my visual display to help me present my main ideas?

DEEP DIVE: VOCABULARY: Etymology Launch: TE p. 199 Learn: TE p. 199 Land: TE p. 200 Handout 16A: Cognate rupt



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TEXT



CONVENTIONS

Use context and the root rupt to determine the meaning of eruption and other related words. (L.4.4.a, L.4.4.b)



FOCUSING QUESTION LESSONS 11-16: How does setting influence character and plot development?



SOCIAL STUDIES FOR Correlation to MODULE 2, Lessons 11-16


FOCUS TASK(S)/QUESTIONING/MATERIALS ASSESSMENTS





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FOCUS STANDARDS READING LITERATURE: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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, actions). READING INFORMATIONAL TEXT: 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.4.5 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.

FOCUS STANDARDS WRITING: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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.

FOCUS STANDARDS SPEAKING AND LISTENING: SL.4.4 Report on a topic or text, tell a story, or recount an experience to support main ideas or themes. Organize ideas logically. Use appropriate facts. Use relevant, descriptive details. Speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6 Use standard English when speaking, differentiating between contexts that call for formal English and situations where informal discourse is appropriate.

FOCUS STANDARDS LANGUAGE: L.4.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 4 when writing or speaking. L.4.1.a Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. L.4.1.e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.3 Use knowledge of language and its conventions as appropriate for Grade 4 when writing, speaking, reading, or listening. L.4.3.a Choose words and phrases to convey ideas precisely. Choose punctuation for effect. L.4.3.b Demonstrate through writing and speech the impact that audience and purpose have on how a message is shaped (e.g., word choice, form). L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies. L.4.4.a Use context (e.g., definitions, examples, restatements in text) as clues to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L.4.5 Demonstrate understanding of words by relating them to their opposites, antonyms, and to words with similar but not identical meanings, synonyms. L.4.5.a Explain the meaning of simple



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similes and metaphors (e.g., as pretty as a picture) in context.


I can… RL4.1 I can list important details and make inferences from what I have read. I can tell where I found the information in the text. RL.4.3 I can use specific details from a story or drama to describe a character in depth. I can use specific details from a story or drama to infer information about a character, setting, or event. READING INFORMATIONAL TEXT RI.4.1 I can use details from a text to explain what I have read. I can use details from a text to make inferences. RI.4.5 I can describe the overall organization of a text. I can state in oral or written language the relationship of cause and effect. I can state in oral or written language that the cause is why something happens in a text. I can identify the problem and solution in a text. I can compare and contrast information in a text. I can organize events in a certain order.


W.4.2 I can write to inform an audience. I can write an introduction to my topic. I can group related information into paragraphs and sections. I can use facts, definitions, and quotations about my topics when writing. I can use vocabulary specific to my topic. I can write a conclusion for my informative text. W.4.3 I can create a beginning of a story that describes a setting, characters, and problem. I can use transitional words to order events in a story. I can use dialog to show how characters deal with each other and events. I can use descriptive details so the reader can see what is happening in my story. I can write a conclusion to my story. W.4.4 I can organize my writing in a clear way for my purpose and audience. W.4.5 I can plan and develop a piece of written work. I can improve my written work with guidance from others through revising and editing. I can use appropriate capitalization, punctuation, and spelling in my writing. W.4.8 I can retell important details from what I have read. I can recall important information from previous experiences.


I can… SL.4.4 I can give a report or tell a story in an organized way, using important facts and descriptive details. I can speak clearly at an understandable pace. I can use details to support main ideas. SL.4.5 I can include sound in my presentations. I can include pictures or video in my presentations. SL.4.6 I can determine when I should talk formally or casually. I can use appropriate language in a formal or casual setting.


I can… L.4.1 I can use the correct English conventions and grammar when I speak and write. L.4.3 I can capitalize words correctly. I can use correct spelling of plurals and possessives in writing. I can use commas correctly in compound sentences and quotations. L.4.4 I can use context to help me figure out the meaning of a word or phrase. I can use word parts to help me figure out the meaning of a word or phrase. I can use reference materials to help me figure out the meaning of a word or phrase. L.4.5 I can explain the meaning of a simile in context. I can explain the meaning of a metaphor in context.



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I can explain and cite the information that I find. I can take notes and organize my thoughts. I can put the information I find in order either by time or importance.



FOCUS QUESTION LESSON 17-30: How does setting influence character and plot development?


Lesson 24: New-Read assessment 2 Read chapter 11 of Hatchet and answer a set of questions related to the focus. How has Brian changed to overcome challenges he faces to survive? NR 2

End of Module Task Imagine you are lost on a mountain and write a narrative story about your survival. Follow the steps in the acronym ESCAPE to plan out your story. Include specific sensory details, descriptive snap shots, and thought shots to help your story come alive for the reader. Bring your story to a natural conclusion that makes sense for the reader. Your audience is a group of your peers who are knowledgeable about wilderness settings and survival techniques. Your purpose for writing is to create an engaging story that captures the imagination and interest of your peers and demonstrates what you have learned about extreme settings and how they affect you. EOM Task



FOCUS QUESTION LESSON 11-16: How does setting influence character and plot development?


VOCABULARY: Hatchet: Ch 2- mocking (18), transmission (19) Ch 4- abated (31), keening (32), massively (33), remnants (33), desperation (35) Ch 5- wither (40), murky (41), triggered (42), frantic (43), asset (47), assumed (49), pulverized (53) Ch 7- abdomen (63), shame (64), reflection (65), self-pity (66), gorge (69), indicated (71), drenched (72) Ch 9- ignite (82), tinder (82), kindling (82), flammable (83), painstaking (84) Ch 11- bluff (102), gnarled (102), emerged (102) Ch 12- lunged (105), flailing (105), thrusting (106), persistent (109), precise (118) Ch 15- mental (129), insane (130), memorable (131)

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Ch 16- madness (143) Ch 17- incessant (150), impatience (157) Ch 18- visibility (163), substantial (165), instinctive (168) Ch 19- oblivious (171), transmitter (177)







TEXT



CONVENTIONS

L17


Generate questions related to story elements to be answered in later chapters of the text Hatchet. (RL.4.1) Identify the connection between survival and shelter. (L.4.6)

Hatchet, Gary Paulsen Ch. 1

WONDER: What do I notice and wonder about the back cover blurb and chapter 1 of Hatchet? Launch: TE p. 204 Learn: TE pp. 205-207 Land: TE p. 207 Wrap: TE p. 208 Handout 1A: “All Summer in a Day”

EXAMINE: Why is the plot of a story important?

DEEP DIVE: VOCABULARY Content Vocabulary Launch: TE p. 209 Learn: TE pp. 209-210 Land: TE p. 210

L18


Summarize events of the first three chapters of Hatchet to establish initial understanding of character, plot, and setting. (RL.4.2, SL.4.4) Generate ideas for writing a narrative survival story

Hatchet, Gary Paulsen Ch. 2 and 3

ORGANIZE: What is happening in chapters 1, 2, and 3 of Hatchet? Launch: TE pp. 213-214 Learn: TE pp. 214-219 Land: TE p. 219 Wrap: TE p. 219

EXPERIMENT: How does the setting of my story influence the plot?

DEEP DIVE: STYLE & CONVENTIONS Prepositional Phrases EXAMINE: Why are prepositional phrases important? Launch: TE p. 221-222









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TEXT



CONVENTIONS

focusing on setting and plot. (W.4.3.a) Identify prepositional phrases that add sensory details and help create believable characters and settings. (L.4.1.e)

Handout 18A: Fluency Homework

Land: TE p. 222 Handout 18B: Examine Prepositional Phrases

L19


Summarize events of the story and explain how the setting impacts the character. (RL.4.1) Identify prepositional phrases and add them to writing to help make characters and settings more believable. (L.4.1.e)


ORGANIZE: What is happening in chapters 4 and 5 of Hatchet? Launch: TE pp. 225-226 Learn: TE pp. 226-230 Land: TE p. 230 Wrap: TE p. 230 Handout 18A: Fluency Homework

EXAMINE: How does the setting influence character development?

DEEP DIVE: STYLE AND CONVENTIONS Prepositional Phrases EXPERIMENT: How do prepositional phrases work? Launch: TE p. 232 Learn: TE p. 232-234 Land: TE p. 234 Handout 19A: Prepositional Phrases Exit Ticket Handout 19B: Prepositional Phrases Resource

L20


Analyze Brian’s thoughts and actions to infer the impact of the challenging setting on Brian. (RL.4.3) Brainstorm narrative ideas that show how the setting influences the development of character and plot. (W.4.3) Form and use prepositional


REVEAL: What does a deeper exploration of Brian’s thoughts and actions reveal about his ability to adapt and survive? Launch: TE p. 238 Learn: TE pp. 238-242 Land: TE p. 242 Wrap: TE p. 243

EXECUTE: How does a setting influence character development?

DEEP DIVE: STYLE & CONVENTIONS Prepositional Phrases EXECUTE: How do I use prepositional phrases? Launch: TE p. 244 Learn: TE pp. 244-245 Land: TE p. 245



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TEXT



CONVENTIONS

phrases to help make characters and settings more believable. (L.4.1.e)

Handout 20A: Excerpt from Hatchet Handout 18A: Fluency Homework

Handout 20B: Adding Prepositional Phrases

L21


Summarize events of the story and explain how the setting impacts the plot. (RL.4.1, RL.4.3) Write a narrative that shows how the setting influences the development of character and plot. (W.4.3) Identify relative pronouns and clauses, and explain how they provide more description of characters and settings. (L.4.1.a)


REVEAL: What do Brian’s thoughts and actions reveal about Brian in chapters 6 and 7 of Hatchet? Launch: TE pp. 249-250 Learn: TE pp. 250-252 Land: TE p. 252 Wrap: TE p. 253 Handout 18A: Fluency Homework

EXECUTE: How do I write a narrative?

EXAMINE: Why are relative pronouns important? Launch: TE pp. 254-255 Learn: TE pp. 255-256 Land: TE p. 256

L22


Summarize events of the story and explain how the setting impacts the plot. (RL.4.1, RL.4.2, RL.4.4) . Write a narrative that shows how the setting influences the development of character and plot. (W.4.3) Add relative pronouns and clauses to provide more sentence variety and description of characters and settings. (L.4.1.a)

Hatchet, Gary Paulsen Ch. 8, 9, &10

ORGANIZE: What is happening in chapters 8, 9, and 10 of Hatchet? Launch: TE p. 260 Learn: TE pp. 260-262 Land: TE p. 262 Wrap: TE p. 263

EXECUTE: How do I write a narrative?

DEEP DIVE: STYLE & CONVENTIONS Relative pronouns EXPERIMENT: How do relative clauses work? Launch: TE p. 264 Learn: TE p. 265 Land: TE p. 266


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CONVENTIONS

L23


Analyze Brian’s actions and thoughts to infer how Brian is changing in response to his challenging environment. (RL.4.3) Apply understanding of an exploded moment to make a narrative more interesting to read. (W.4.3) Integrate relative clauses into writing to provide more sentence variety and description of characters and settings. (L.4.1.a)

Hatchet, Gary Paulsen Ch. 8, 9, &10

REVEAL: What does a deeper exploration of Brian’s thoughts and actions in chapters 8, 9, and 10 reveal about how Brian is learning and changing in the wilderness? Launch: TE pp. 269-270 Learn: TE pp. 270-272 Land: TE p. 273 Wrap: TE p. 273 Handout 23A: Excerpts from Hatchet, Chapters 8–10

EXCEL: How do I make my narrative more interesting to read?

DEEP DIVE: STYLE & CONVENTIONS Relative pronouns EXECUTE: How can I use relative clauses in exploded moments to add more description of characters and setting? Launch: TE p. 275 Learn: TE p. 275 Land: TE p. 276 Handout 23B: Writing an Exploded Moment

L24


ASSESSMENT: New-Read assessment 2

NR 2

Identify the main events of the story and explain how the setting impacts the plot. (RL.4.1, RL.4.2, RL.4.3, RL.4.4) Apply understanding of an exploded moment to make a narrative more interesting to read. (W.4.3) Demonstrate understanding of a challenge through context clues. (L.4.4.a)


ORGANIZE: What is happening in chapter 11 of Hatchet? Launch: TE p. 279 Learn: TE pp. 280-281 Land: TE p. 281 Wrap: TE p. 281 Assessment 24A: New-Read Assessment 2


DEEP DIVE: VOCABULARY Content Vocabulary Launch: TE p. 283 Learn: TE pp. 283-284 Land: TE p. 284

L25


Analyze Hatchet for emerging themes. (RL.4.1, RL.4.2, RL.4.3) Apply understanding of an


DISTILL: What are the emerging themes in Hatchet? Launch: TE p. 288


DEEP DIVE: VOCABULARY Content Vocabulary Launch: TE p. 293




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TEXT



CONVENTIONS

exploded moment to make a narrative more interesting to read. (W.4.3) Demonstrate understanding of overcome by relating it to its opposite. (L.4.5.c)

Learn: TE pp. 288-291 Land: TE p. 291 Wrap: TE p. 291 Handout 25A: Hatchet Excerpts, Chapter 12 Handout 25B: Fluency Homework

Handout 23B: Writing an Exploded Moment

Learn: TE pp. 293-294 Land: TE p. 294

L26


Analyze the text to explain how Brian is “new” and what brought about that change. (RL.4.3) Apply understanding of an exploded moment to make a narrative more interesting to read. (W.4.3) Unlock the meanings of an author’s words with suffixes –less, –ly, –ness, –ment, –ogy, –able, –ize. (L.4.4.b)

Hatchet, Gary Paulsen Ch. 13 and 14 Fallingwater, Frank Lloyd Wright http://witeng.link/0075

REVEAL: What does a deeper exploration of Brian’s thoughts and actions in chapters 13 and 14 reveal in this text? Launch: TE pp. 298-299 Learn: TE pp. 299-303 Land: TE p. 303 Wrap: TE p. 303 Handout 25B: Fluency Homework


DEEP DIVE: VOCABULARY Suffixes Launch: TE p. 305 Learn: TE pp. 305-306 Land: TE p. 306 Handout 26A: Suffixes

L27


Summarize chapters 15 and 16 of Hatchet and analyze the impact of the setting on Brian. (RL.4.1, RL.4.2, RL.4.4) Develop and strengthen narrative as needed by revising and editing. (W.4.3, W.4.4, W.4.6) Demonstrate understanding of

SAS Survival Handbook, John “Lofty” Wiseman Hatchet, Gary Paulsen Ch. 15-16

ORGANIZE: What is happening in chapters 15 and 16 in Hatchet? Launch: TE pp. 309-310 Learn: TE pp. 310-312 Land: TE p. 312 Wrap: TE p. 313 Handout 27A: Discussion Questions for Hatchet, Chapters 15–16

EXCEL: How do I improve my narrative? Handout 27B: Survival Story Writing Checklist

DEEP DIVE: STYLE & CONVENTIONS Module 2 Assessment EXCEL: How do I improve the use of Module 2 language skills in context? Launch: TE pp. 314-315 Land: TE pp. 315-316



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TEXT



CONVENTIONS

punctuation for effect (helping to reveal characters), using words and phrases to convey ideas, and using prepositional phrases and relative clauses to provide more variety and description in narrative writing. (L.4.1.a, L.4.1.e, L.4.3.a, L.4.3.b)

Handout 25B: Fluency Homework

L28


Analyze the mistakes Brian made to explain the lessons he learned in order to survive. (RL.4.3, SL.4.1, SL.4.4) Demonstrate understanding of punctuation for effect (helping to reveal characters), using words and phrases to convey ideas, and using prepositional phrases and relative clauses to provide more variety and description in narrative writing. (L.4.1.a, L.4.1.e, L.4.3.a, L.4.3.b)

Hatchet, Gary Paulsen REVEAL: What does a deeper exploration of Brian’s mistakes reveal about what he learned in order to survive? Launch: TE p. 319 Learn: TE pp. 320-323 Land: TE p. 323 Wrap: TE p. 324 Handout 28A: Mistakes and Lessons Chart Handout 25B: Fluency Homework

EXECUTE: How do I write my own survival story?

DEEP DIVE: STYLE & CONVENTIONS Module 2 Assessment EXCEL: How do I improve the use of Module 2 language skills in context? Land: TE p. 325 Handout 27B: Survival Story Writing Checklist

L29


Identify the climax of Hatchet and explain how the author resolves the conflict and brings the story to closure. (RL.4.1, RL.4.2, RL.4.3)

Hatchet, Gary Paulsen Ch. 17-18

ORGANIZE: What is happening in Hatchet in chapter 18 to the end of the book? Launch: TE p. 329 Learn: TE pp. 330-332

EXCEL: How do I improve my narrative? Handout 27B: Survival Story Writing Checklist














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TEXT



CONVENTIONS

Revise and edit a narrative story using a writing checklist to guide revisions. (W.4.3)

Land: TE p. 332 Wrap: TE p. 333

L30


Describe the ending of the novel and determine theme(s). (RL.4.1, RL.4.2, RL.4.3) Revise the conclusion for a narrative to provide closure to the story and emphasize an important lesson. (W.4.3.e)

Hatchet, Gary Paulsen DISTILL: What is the theme of Hatchet? Launch: TE p. 338 Learn: TE pp. 338-341 Land: TE p. 341 Wrap: TE p. 341 Handout 30A: Frayer Model for Resilience Handout 30B: Theme Chart

EXCEL: How can I improve the conclusion of my narrative?









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FOCUSING QUESTION LESSONS 31-34: How does a challenging setting or physical environment change a person?



FOCUS STANDARDS READING LITERATURE: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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, actions). READING INFORMATIONAL TEXT: 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.4.5 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.

FOCUS STANDARDS WRITING: W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 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.


FOCUS STANDARDS LANGUAGE: L.4.1 Demonstrate command of the conventions of standard English grammar and usage as appropriate for Grade 4 when writing or speaking. L.4.1.a Explain the function of nouns, pronouns, verbs, adjectives, prepositions, and adverbs in general and their functions in particular sentences. L.4.1.e Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). L.4.3 Use knowledge of language and its conventions as appropriate for Grade 4 when writing, speaking, reading, or listening. L.4.3.a Choose words and phrases to convey ideas precisely. Choose punctuation for effect. L.4.3.b Demonstrate through writing and speech the impact that audience and purpose have on how a message is shaped (e.g., word choice, form). L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 4 reading and content, choosing flexibly from a range of effective strategies.



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L.4.4.a Use context (e.g., definitions, examples, restatements in text) as clues to the meaning of a word or phrase. L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, and autograph). L.4.5 Demonstrate understanding of words by relating them to their opposites, antonyms, and to words with similar but not identical meanings, synonyms. L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.


I can… RL4.1 I can list important details and make inferences from what I have read. I can tell where I found the information in the text. RL.4.3 I can use specific details from a story or drama to describe a character in depth. I can use specific details from a story or drama to infer information about a character, setting, or event. READING INFORMATIONAL TEXT RI.4.1 I can use details from a text to explain what I have read. I can use details from a text to make inferences. RI.4.5 I can describe the overall organization of a text. I can state in oral or written language the relationship of cause and effect. I can state in oral or written language that the cause is why something happens in a


W.4.2 I can write to inform an audience. I can write an introduction to my topic. I can group related information into paragraphs and sections. I can use facts, definitions, and quotations about my topics when writing. I can use vocabulary specific to my topic. I can write a conclusion for my informative text. W.4.3 I can create a beginning of a story that describes a setting, characters, and problem. I can use transitional words to order events in a story. I can use dialog to show how characters deal with each other and events. I can use descriptive details so the reader can see what is happening in my story. I can write a conclusion to my story. W.4.4 I can organize my writing in a clear way for my purpose and audience.


I can… SL.4.4 I can give a report or tell a story in an organized way, using important facts and descriptive details. I can speak clearly at an understandable pace. I can use details to support main ideas. SL.4.5 I can include sound in my presentations. I can include pictures or video in my presentations. SL.4.6 I can determine when I should talk formally or casually. I can use appropriate language in a formal or casual setting.


I can… L.4.1 I can use the correct English conventions and grammar when I speak and write. L.4.3 I can capitalize words correctly. I can use correct spelling of plurals and possessives in writing. I can use commas correctly in compound sentences and quotations. L.4.4 I can use context to help me figure out the meaning of a word or phrase. I can use word parts to help me figure out the meaning of a word or phrase. I can use reference materials to help me figure out the meaning of a word or phrase. L.4.5 I can explain the meaning of a simile in context. I can explain the meaning of a metaphor in context.



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text. I can identify the problem and solution in a text. I can compare and contrast information in a text. I can organize events in a certain order.

W.4.5 I can plan and develop a piece of written work. I can improve my written work with guidance from others through revising and editing. I can use appropriate capitalization, punctuation, and spelling in my writing. W.4.8 I can retell important details from what I have read. I can recall important information from previous experiences. I can explain and cite the information that I find. I can take notes and organize my thoughts. I can put the information I find in order either by time or importance.



FOCUSING QUESTION LESSONS 31-34: How does a challenging setting or physical environment change a person?


Lesson 31: Focusing Question Task 3 Working in small groups, students create a short skit that explores Brian’s decision about whether to help the government learn from his ordeal. Display the two options that will “Establish” the context for their skit:

a. Brian talking with his mother and father about this request from the government and his final decision. b. A TV interview with Brian recapping his first trip and his decision to go back into the wilderness.

Students’ skits should demonstrate their understanding of the Focusing Question and their mastery of new vocabulary words from the module. Students will evaluate each other on how well their skit shows how Brian was changed by his experience in the wilderness and what he learned that was of value to others in similar situations. Each group will receive a section of the SAS Handbook that illustrates an important piece of knowledge learned by Brian that they will need to include in their skits. Skit Criteria Handout Lesson 32: Socratic Seminar 2 Present learning about the best ways to survive alone in the woods using information learned from the SAS Survival Handbook, Mountains, and Hatchet. The presentation will be in the form of a skit acting as Brian from Hatchet. Refer to specific text evidence to support your points. Lesson 33: Vocabulary Assessment 1

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Demonstrate understanding of academic, text-critical, and domain-specific words, phrases, and/or word parts. Vocabulary Assessment, Part 1 Lesson 34: Vocabulary Assessment 2 Demonstrate understanding of academic, text-critical, and domain-specific words, phrases, and/or word parts. Vocabulary Assessment, Part 2 Lesson 34: End of Module Task Imagine you are lost on a mountain and write a narrative story about your survival. Follow the steps in the acronym ESCAPE to plan out your story. Include specific sensory details, descriptive snap shots, and thought shots to help your story come alive for the reader. Bring your story to a natural conclusion that makes sense for the reader. Your audience is a group of your peers who are knowledgeable about wilderness settings and survival techniques. Your purpose for writing is to create an engaging story that captures the imagination and interest of your peers and demonstrates what you have learned about extreme settings and how they affect you. EOM Task



FOCUS QUESTION LESSONS 31-34: How does a challenging setting or physical environment change a person?








TEXT



CONVENTIONS

L31


ASSESSMENT: Focusing Question Task

Synthesize information from multiple sources to create a skit that explains how Brian was affected by the challenges of the extreme setting. (RL.4.2, RL.4.3, RL.4.9)

Hatchet, Gary Paulsen SAS Survival Handbook, John “Lofty” Wiseman

KNOW: How does Hatchet build my knowledge of how to survive in an extreme setting? Launch: TE pp. 345-346 Learn: TE pp. 346-347 Land: TE p. 348

EXCEL: How do I use evidence from the text to reflect on the overall importance of the text?

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TEXT



CONVENTIONS

3 Skit Criteria Handout

Wrap: TE p. 348 Handout 31A: Skit Scenarios and Success Criteria

L32


ASSESSMENT:

Socratic Seminar 2

Synthesize information from the entire text to create a skit that explains how Brian and others were affected by the challenges of the extreme setting. (RL.4.2, RL.4.3, W.4.3) Participate effectively in a collaborative oral presentation that demonstrates understanding of the theme and main ideas in Hatchet. (SL.4.1, SL.4.4)

Hatchet, Gary Paulsen SAS Survival Handbook, John “Lofty” Wiseman Fallingwater, Frank Lloyd Wright http://witeng.link/0075

KNOW: How does Hatchet build my knowledge of how to survive in an extreme setting? Launch: TE pp. 351-352 Learn: TE pp. 353-355 Land: TE p. 355 Wrap: TE p. 355

EXCEL: How do I use evidence from the text to reflect on the overall importance of the text?

L33


ASSESSMENT: Vocabulary Assessment,

Part 1

Read a story, speaking clearly, with expression, and at an understandable pace. (SL.4.1, SL.4.4) Demonstrate knowledge of module content vocabulary by defining words in context. (L.4.4.a, L.4.4.b, L.4.5.c, L.4.6)

Hatchet, Gary Paulsen SAS Survival Handbook, John “Lofty” Wiseman

KNOW: How do the module texts build my knowledge of extreme settings and survival? Launch: TE pp. 359-360 Learn: TE pp. 360-362 Land: TE p. 362 Wrap: TE p. 362 Handout 33A: Nature Feedback Cards Assessment 33A: Vocabulary Assessment, Part 1

EXECUTE: How do I read my story in a way that hooks my audience?

DEEP DIVE: VOCABULARY Assessment



















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TEXT



CONVENTIONS

L34


ASSESSMENT: Vocabulary Assessment,

Part 2

Lesson 34: End of Module Task

EOM Task

Read a story, speaking clearly and at an understandable pace. (SL.4.1, SL.4.4) Demonstrate knowledge of module content vocabulary by defining words in context. (L.4.4.a, L.4.4.b, L.4.5.c, L.4.6)

Fallingwater, Frank Lloyd Wright http://witeng.link/0075 Hatchet, Gary Paulsen SAS Survival Handbook, John “Lofty” Wiseman

KNOW: How do the module texts build my knowledge of extreme settings and survival? Launch: TE pp. 367-368 Learn: TE pp. 368-369 Land: TE p. 370 Wrap: TE p. 370 Assessment 34A: Vocabulary Assessment, Part 2 Assessment 34B: End-of-Module Task

EXECUTE: How do I read my story in a way that hooks my audience?

DEEP DIVE: VOCABULARY Assessment
















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4 grade curriculum map: literacy & integrated content 2019

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