iaaas literacysocialscience grade4 q4unit

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies

Quarter 4 Unit Plan

THEME: Culture, Dignity, and Identity

CONCEPT: Africa, Us, and the World - Illinois: The impact of African Americans on the emergence of our stateFrom Jean Baptiste Pointe DuSable to A. Phillip Randolph and Pullman Porters to Barack Obama’s trail to the presidency

CONTENT TOPIC: Examining the African American influence on Illinois and in the Midwest through fiction and nonfiction texts

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UNIT TITLE: Cultural Influences

Unit Description: Students will read selections that highlight the relationship between the African culture, their state, and their identity. Students will also read

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and respond to several shorter informational texts on the same topic. By the end of the unit, students will have read a variety of literature and informational texts, and they will reference those texts to communicate

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their understanding of how the African culture influences our community and our own identity through the creation of an opinion piece.

Key Themes: Culture and Dignity

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Length: 5 weeks

Enduring Understandings ● People study political, economic, and social patterns to reveal continuity and change over time.

● People use maps to navigate the world in its past and present states.

● Culture is the beliefs, customs, and arts, of a particular society, group,

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place, or time.● Readers use textual evidence when

asking and answering questions.● Readers integrate knowledge and

ideas by describing logical connections within a text.

● Writers support their point of view and opinion on topics or texts by providing text based evidence.

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Essential Questions ● How do culture and identity influence who we are?

● How do time, culture and history influence works of art and/or the advancement of science and technology?

● What can I do to positively impact my community?

● How do events in the past affect the

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present?

Common Core State Standards

Primary Secondary

Primary: Standards Assessed

CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported

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by key details; summarize the text.

CCSS.EL-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

CCSS.ELAA-Writing W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Secondary: Standards Addressed

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RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI4.7, RI.4.10, W.4.2, W.4.4, W.4.7, W.4.10, SL.4.1, SL.4.2, SL.4.4

Cognitive Skills Reading, Writing, and Citing Textual Evidence

● Literal and inferential comprehension● Synthesize inferential information● Summarizing and sequencing● Comparing and contrasting

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● Close reading and analysis● Applying qualities of persuasive

writing (e.g., structure, elaboration, point of view, stance {stance}, significance)

Content Building Knowledge through Texts

Illinois and the WorldCultural Influences

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● Michael Jordan-basketball● Barack and Michelle Obama● Oprah Winfrey-schools in South

Africa● Blues-global music

o Willie Dixono Chess Records

Sister Cities● Accra

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● Hamburg● Toronto● Bogota● Durban

Assessments(D) Diagnostic(F) Formative

(S) Summative

Diagnostic (Pre-Assessment)*Same as summative assessment with the use of varying informational texts on the related topic.

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Formative AssessmentsStudent summariesStudent annotations and notesStudent small and whole group discussionStudent written responses to texts

Summative Performance AssessmentTask 1:

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As they read across texts, students should gather key details through annotation and provided graphic organizers that explicitly relate to characteristics of an influential individual.

Task 2:After task 1 is completed, the teacher will tell

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the students that they are going to craft a response in which they identify what they feel is the most important characteristic or characteristics of an influential individual.Their writing should include all the components of an analysis as outlined in Writing Standard 4.9 and include the research they gathered in Task 1.

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Prompt example: We've examined several influential individuals who once lived or still live in Chicago. Using the notes and information you've gathered throughout the unit, you will need to craft an analysis of which characteristic or characteristics are most important to become an influential individual. Use specific examples from previously read texts.

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Texts/Resources

Anchor TextsPart 1-Biographies and Cultural InfluencesMichael Jordan

● Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan, Roslyn Jordan

● For the Love of the Game: Michael Jordan and Me by Eloise Greenfield

● Michael Jordan by Matt Christopher

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● Jump by Floyd Cooper● http://www.biography.com/people/

michael-jordan-9358066

Oprah Winfrey● Oprah Winfrey by Katherine E. Krohn● http://www.biography.com/people/

oprah-winfrey-9534419

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Barack and Michelle Obama● Barack Obama: An American History

by Roberta Edwards● Michelle Obama: Mom-In-Chief by

Roberta EdwardsWillie Dixon

● http://www.allmusic.com/artist/willie- dixon-mn0000959770

Chess Records

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● http://www.theguardian.com/music/ 2010/nov/06/leonard-phil-marshall-chess-records

● Documentary: http://www.youtube.com/watch?v=pFbny5oToD4

Part 2-Chicago Sister Cities-Chicago and the World

● http://chicagosistercities.com/

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Learning Performance Outcomes/ Activities

Part 1: Cultural Influences

Music● Explain to students that you will now

shift into a focus on the influence that Chicago African American culture has on the world.

● Have students view the documentary on Chess Records. (This is a four part

Strategies for Varied Learner Profiles

● Work in small groups to practice listening and speaking skills needed to develop academic language in the context of learning critical

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documentary-it is not necessary to watch all parts. I suggest Part 1 and 2. Part of 2 could be extended the next day for Willie Dixon) Provide a graphic organizer for students to jot notes. Written Response: In what ways were Muddy Waters and Leonard Chess influential in the Chicago Blues sound?

● Text: Have students read the

concepts.

● The use of graphic organizers to chunk pieces of content knowledge and information to

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biography on Willie Dixon. Written Response: How does the author support the idea that Willie Dixon is an influential musician throughout the text?

People● Michael Jordan: Text: biography from

website or biography book Written

manipulate in the new languages (use of cognates for example). Gives the varied learner reasons to use language for real purposes.

● Classroom discourse

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Response: How does the author support the idea that Michael Jordon has been an influential athlete in basketball and the world throughout the text?

● Oprah Winfrey: Text: biography from website or biography books Written response: How does the author

and the use of visual aids to use academic language to engage in learning activities which builds content and language knowledge in a natural context.

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support the idea that Oprah is an influential individual in the United States and around the world throughout the text?

● Barack Obama: Text: Biography from website or biography book Text Response: How does the author support the idea that Barack Obama

● Facilitate the selection of a text by asking the student to connect something in the text to their lives. If the students see themselves in the theme or character of

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has been an influential leader in the state of Illinois?

● Michelle Obama: Text: Biography from website or biography book. Written Response: How does the author support the idea that Michelle Obama has been an influential leader in the world of health (fight of

the text they will be more inclined to engage in discussions about the text they read.

● Access visual representations of texts, when

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childhood obesity)?●

Part 2: Chicago and the World

Sister Cities

● Define and discuss what is meant by the term Sister City.

necessary, to support explicit connects to the elements of culture. Can provide text in an alternate print format.

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● Show Sister City website to students. Explain the mission behind it.

● Create a mini unit of study for groups of students. Each group will be assigned a sister city to research (with the website and other resources) and explain the connection between that city and

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Chicago-Accra-Hamburg-Toronto-Bogota-Durban

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iaaas literacysocialscience grade4 q4unit

Documents