Challenging Language Arts Activities Grade 4

ALCCRS: 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (literature).

Mastered: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Present: The student will read quotes from famous Alabamians. They will think about the person’s traits, values and beliefs, then put them into their own words. Then the student will infer character traits.

Going Forward: The students will think about the traits they inferred about the famous Alabamian. They will then create a quote they think could be attributed to that person.

Present and Going Forward Vocabulary: explicit, inference, quote, traits

Career Connections: author, reporter, editor, screenwriter

Advanced Understanding & Activity (Alternate activity): The quotes provided in graphic organizer 4.1 were written by famous Alabamians. TSW choose one of the Alabamians and find their 3 favorite quotes offered by that person. They will then restate each quote in their own words and infer traits.

Literature Connections/Resources: http://www.brainyquote.com/quotes/authors A Picture Book of Jesse Owens by David Adler A Picture Book of Helen Keller by David Adler Miss Spitfire by Sarah Miller Helen Keller: A Determined Life by Elizabeth MacLeod Hank Aaron: Brave in Every Way by Peter Golenbock Satchel Paige by Lisa Cline-Ransome

ALCCRS: 4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Mastered: Student can determine a theme of a story, drama, or poem from details in the text; summarize the text.

Present: The students will determine the theme of a fairy tale and create their own fractured fairy tales that showcase new themes.

Going Forward: The students will choose a poem and illustrate the theme without words (product of choice, such as t-shirt, graffiti, etc.)

Present and Going Forward Vocabulary: theme, fractured fairy tale

Challenging Language Arts Activities Grade 4

Career Connections: authors, lyricists, screenwriters, editors, reporters

Advanced Understanding & Activity (Alternate activity): Choose a fairy tale to read. Follow the directions on the following website: http://www.readwritethink.org/files/resources/interactives/fairytales/ OR use the directions below to rewrite your fairy tale into a “fractured” fairy tale. Be sure to come up with a new theme and write it at the bottom of your story.

Change the main character.

Have the story take place somewhere else.

Have the story take place in another time.

Tell the story from a different character’s point-of-view.

Make the problem of the story different.

Change an important item in the story.

Students will respond using graphic organizer 4.2

Literature Connections/Resources: http://www.readwritethink.org/files/resources/interactives/fairytales/ http://www.poemhunter.com/poem/daybreak-in-alabama/ http://www.crmvet.org/poetry/amadgett.htm The Twelve Dancing Princesses by Ruth Sanderson Cinderella by Charles Perrault Little Red Riding Hood by Trina Schart Goldilocks and the Three Bears by Jan Brett Rumpelstiltskin by Paul Zelinsky Rapunzel by Paul Zelinsky

ALCCRS: 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, or actions).

Challenging Language Arts Activities Grade 4

Mastered: Students can 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, or actions).

Present: The student will describe a character, setting, and event from a story. The student will compare traits, actions, and events to evaluate various characters from a story.

Going Forward: Students will combine the best and worst traits, thoughts, actions, and words of characters from a story to create a new character.

Present and Going Forward Vocabulary: motivation, actions, thoughts, interactions, evaluate

Career Connections: human resources, public relations, advertising, author, editor, psychologist, sociologist, psychiatrist

Advanced Understanding & Activity (Alternate activity): Complete 2-3 character trading cards on characters from a single story or several stories (using graphic organizer 4.3 or interactive story cards at Read Write Think Website http://www.readwritethink.org/files/resources/interactives/trading_cards/ Complete decision matrix graphic organizer to compare actions, events, thoughts of characters to create a new character.

Literature Connections/Resources: Maniac Magee by Jerry Spinelli Pink and Say by Patricia Polacco

ALCCRS: 4.4 Determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology (e.g., Herculean)

Mastered: Determine the meaning of words and phrases as they are used in a text including those that allude to significant characters found in mythology (e.g., Herculean).

Present: The student will distinguish between types of figurative language. The students will then select three different examples of figurative language and match it to a mythological story. Refer also to Standard 4.42

Going Forward: The student will select three different types of figurative language and illustrate their literal and nonliteral meaning with a Power Point slide or poster.

Present and Going Forward Vocabulary: literal, non literal, simile, metaphor, personification, idiom, hyperbole, mythology, context, phrase, distinguish, allude, significant

Career Connections:

Challenging Language Arts Activities Grade 4

advertising, journalist, public relations, author, illustrator

Advanced Understanding & Activity (Alternate activity): The students will play Figurative Finale (graphic organizer 4.4) to distinguish between different forms of figurative language. The student will then select one Greek myth (“It Figures” graphic organizer 4.4), identify the nonliteral meaning of a phrase from the myth and then select two more examples of figurative language that could be applied to that myth. Students will identify the type of figurative language and tell why it would apply. Students will then select one of those examples and illustrate both the literal and non literal meaning of the word or phrase.

Literature Connections/Resources: http://www.idiomsbykids.com/taylor/mrtaylor/stories/meaningspicturessentencelist.html http://www.idiomsite.com/ http://fyreangyl.tripod.com/Mythology/language.htm http://www.colorwize.com/SOULColorwize.html Percy Jackson and the Olympians Series by Rick Riordan

ALCCRS: 4.5 Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Mastered: Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

Present: Students will compare and contrast the structural elements of a poem and dramatic presentation of a common nursery rhyme.

Going Forward: Students will study the history of the nursery rhyme Humpty Dumpty (How Did Humpty Dumpty Get His Start? Graphic organizer 4.5), then another complete Graphic Organizer “Humpty, History and Me” to compare the nursery rhyme to the historical account to their own lives. Students will then think of a current event that they could turn into a nursery rhyme which they will then create.

Present and Going Forward Vocabulary: prose, rhythm, rhyme scheme, stanza, tragedy, tragicomedy, farce, melodrama

Career Connections: playwright, poet, screen play writer, director, producer, stage hand

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Students will use the elements of poetry and drama graphic organizers 4.5 to compare and contrast a play version of Humpty Dumpty to the original nursery rhyme and decide which version best captured the theme of the poem and tell why.

Literature Connections/Resources: http://www.thebestclass.org/rtscripts.html- readers theater scripts On Stage: Theater Games and Activities for Kids by Lisa Bany-Winters

ALCCRS: 4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Mastered: Students can compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

Present: Students will compare and contrast point of view from different versions of familiar fairy tales. They will create a third point of view and compare and contrast it to the original versions.

Going Forward: Students will choose a nonhuman object from a fairy tale and write a new story from that object’s perspective (integrating personification) using first person narrative.

Present and Going Forward Vocabulary: narration, point of view, perspective, familiar, compare, contrast first-person narrative, third person narrative, personification, original, version

Career Connections: reporter, editor, attorney, judge, police officer, scientist, historian

Advanced Understanding & Activity (Alternate activity): The students will read different versions of familiar stories. Possibilities could include Grimm’s Fairy Tales The Frog Prince and The Frog Prince Continued by Jon Sziesca, The Three Little Pigs and The True Story of the Three Little Pigs by Lane Smith. Students will compare and contrast the two perspectives in these stories and then write from a third perspective. They will then compare and contrast the three different perspectives using the semantic feature analysis graphic organizer 4.6.

Literature Connections/Resources: Grimm’s Fairy Tales The Frog Prince The Frog Prince Continued by Jon Sziesca The Three Little Pigs - http://www.pitt.edu/~dash/type0124.html

Challenging Language Arts Activities Grade 4

The True Story of the Three Little Pigs by Lane Smith. http://edweb.sdsu.edu/triton/guides/sfa.html

ALCCRS: 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 descriptions and directions in the text.

Mastered: Students can make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Present: Students will compare a written story to a video version of the story and then select a favorite by rating it on a decision matrix. Students will then write and illustrate an advertisement explaining why their selected version would be best.

Going Forward: Students will select a picture book and describe what changes they might make to it if they were to turn it into a play or movie.

Present and Going Forward Vocabulary: Connections, drama, visual, oral, version, decision matrix

Career Connections: Director, producer, screenplay writer, author, critic, reporter, advertising, actor

Advanced Understanding & Activity (Alternate activity): The student will select a story that has both a book version that they have read and a movie version that they have seen. They will compare the two versions using graphic organizer 4.7. After rating each version they will determine which version is the overall winner. They will then design an advertisement (using text and illustrations) for the winner that outlines why that version is the best and why it should be the preferred version.

Literature Connections/Resources: Because of Winn Dixie by Kate DiCamillo The Lorax, The Grinch who Stole Christmas, The Cat in the Hat, Horton Hears a Who- by Dr. Seuss Tuck Everlasting by Natalie Babbit Jumanji- by Chris Van Allsburg Practically any children’s book that has been made into a movie version

ALCCRS: 4.8 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Mastered: Present: Going Forward:

Challenging Language Arts Activities Grade 4

Students can compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Compare and contrast different versions of familiar stories from around the world, then make an inference as to why some elements remained the same while others changed.

Identify primary characters in myths from various cultures (i.e.- Anansi the Spider, Coyote from Native American culture, Sly Fox from German folktales, etc.). Draw a cartoon showing what two of these characters might say to each other if they met.

Present and Going Forward Vocabulary: opposition, cultures, traditional quest,

Career Connections: historian, sociologist, psychologist, teacher

Advanced Understanding & Activity (Alternate activity): Students will select a fairy tale or story that has multiple versions. They will read multiple versions of the story to determine similarities and differences in themes and topics. They will use graphic organizer 4.8 to compare and contrast differing versions of stories. They will determine which version they like best and why, and then they will determine what elements might change if the story were placed in Alabama. They will infer what changes in the theme might come about as a result of the change in setting.

Literature Connections/Resources: Cinderella versions-http://library.thinkquest.org/TQ0310228/ More Cinderella- http://ethemes.missouri.edu/themes/153 http://www.pitt.edu/~dash/type0333.html- Little Red Riding Hood Lon Po, Po- by Ed Young Little Red Riding Hood by Candice Ransom The Rough Faced Girl- Rafe Martin Cinderella- Charles Perrault Yeh Shen: A Cinderella Story from China by Ai Ling Louie The Irish Cinderlad and The Egyptian Cinderella both by Shirley Climo Anansi the Spider by Gerald McDermott Coyote and the Laughing Butterflies by Harriet Peck Taylor

ALCCRS: 4.9 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Mastered: Student can by the end of the year, read and comprehend

Present: Student will select higher- order thinking/reading response activity

Going Forward: Student will comprehend and think deeply about text by

Challenging Language Arts Activities Grade 4

literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

from Tic Tac Toe Menu. responding to text through the selection of response items from the Bibliotherapy bookmark (graphic organizer 4.9).

Present and Going Forward Vocabulary: comprehend, complexity, proficiently, scaffolding

Career Connections: banker, attorney, minister, doctor, nurse (Practically EVERY career requires competency in reading!)

Advanced Understanding & Activity (Alternate activity): The student will demonstrate reading and comprehending texts in the high end of their range by selecting high-order thinking skills activities from the Tic Tac Toe graphic organizer 4.9.

Literature Connections/Resources: The Secret Garden by Frances Hodgson Burnett The Black Stallion by Walter Farley The Little Prince by Antoine de Saint-Exupery Tuck Everlasting by Natalie Babbitt

ALCCRS: 4.10 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text (informational text).

Mastered: Students can refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Present: Students will read a primary source document and answer explicit and inferential questions about it. They will then write a summary of the information on the document.

Going Forward: Write a letter to a friend telling them about the President Lincoln’s Gettysburg Address speech. Write from the perspective of an eight or nine year old child from Alabama during the year 1863.

Present and Going Forward Vocabulary: primary source document, explicit, drawing inferences

Career Connections: reporter, historian, teacher, curator, researcher

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): The student will read a primary source document from the American Civil War, The Gettysburg Address and answer explicit and inferential questions associated with it using Graphic organizers 4.10. They will then take the information from their answers to write a news article for a newspaper. They could write from the perspective of a reporter from either the North or the South, but will need to carefully consider how they might have received the words differently depending on their perspective.

Literature Connections/Resources: http://www.civilwar.org/education/history/primarysources/ http://www.teacheroz.com/Civil_War_Documents.htm A History of US by Joy Hakim

ALCCRS: 4.11 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Mastered: Student can determine the main idea of a text and explain how it is supported by key details; summarize the text.

Present: Students will identify the main idea of three poems, and one story, then compare and contrast the main ideas.

Going Forward: Students will investigate the quilts and quilt makers of Gee’s Bend, complete a graphic organizer to record their thinking and create a quilt montage to reflect their thinking.

Present and Going Forward Vocabulary: determine, support, and summarize, key details, text

Career Connections: scientist, pharmacist, doctor, teacher, artist

Advanced Understanding & Activity (Alternate activity): Students will read three different Langston Hughes’ poems reflecting the struggle of African Americans (do not tell students that this is the central idea of the poems). After reading each poem the students will identify the main idea and the ideas that support that main idea. They will rename each poem with a name that reflects the main idea (this will be done using graphic organizer 4.11. They will then select a book (have a pre-chosen selection of books on slavery and/or racism- but do not tell students that the books are all about slavery). Students will read the book and identify the main idea and important details. Students will take the main ideas from the books and poems and use a graphic organizer to create a 4 piece quilt square with each square depicting in words and/or pictures the main idea of each poem or book.

Literature Connections/Resources: Minty: A Story of Young Harriet Tubman by Alan Schroeder Sweet Clara and the Freedom Quilt by Deborah Hopkinson

Challenging Language Arts Activities Grade 4

Many Thousands Gone: African Americans from Slavery to Freedom by Virginia Hamilton Henry’s Freedom Box: A True Story from the Underground Railroad by Ellen Levine

ALCCRS 4.12 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Mastered: Student can explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Present: Students will explain events of Trail of Tears and respond with Triple Entry Journal.

Going Forward: Students will select two more responses from Triple Entry Journal column Hearing Other Voices.

Present and Going Forward Vocabulary: procedures, events

Career Connections: historian, politician

Advanced Understanding & Activity (Alternate activity): The students will select two sources detailing the history and events of the Trail of Tears (selecting from internet sources, book sources, and/or textbooks). Students will then read the sources and explain what events occurred to cause the Trail of Tears and what happened on the Trail of Tears. Students will respond as they read by completing the Triple Entry Journal graphic organizer 4.12.

Literature Connections/Resources: http://nativeamericans.mrdonn.org/trailoftears.html http://www.bigorrin.org/cherokee_kids.htm http://www.kidskonnect.com/subject-index/16-history/282-trail-of-tears.html http://www.nationaltota.org/general-info/ http://www.pbs.org/wgbh/aia/part4/4h1567.html The Cherokee Removal: A Brief History with Documents by Theda Perdue Cherokee Legends and The Trail of Tears by Tom Underwood The Trail of Tears by Joseph Bruchac

ALCCRS: 4.13 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.

Mastered: Present: Going Forward:

Challenging Language Arts Activities Grade 4

Students will determine the meaning of general academic and domain-specific words or phrases in a text relevant to a Grade 4 topic or subject area.

Students will examine features of target words and compare features of various words to each other using semantic feature analysis chart.

Students will use a thesaurus to find more precise uses of target words and/or synonyms.

Present and Going Forward Vocabulary: domain, etymology, relevant, semantic, analysis

Career Connections: teacher, minister, doctor, nurse, scientist

Advanced Understanding & Activity (Alternate activity): Students will examine the meaning, etymology, and features of target vocabulary words using graphic organizer 4.13. Students will determine which feature is the most helpful in determining word meaning and identify factors that make up the word’s meaning.

Literature Connections/Resources: Bringing Words to Life by Isabel Beck Donavan’s Word Jar by Monalisa DeGross The Word Eater by Mary Amato Half Magic by Edward Eager Miss Alaineus by Debra Frasier The Boy Who Loved Words by Roni Schotter Frindle by Andrew Clements

ALCCRS: 4.14 Describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.

Mastered: Students can describe the overall structure (e.g., chronology, comparison, cause and effect, problem and solution) of events, ideas, concepts, or information in a text or part of a text.

Present: Students will select two different nonfiction texts that exemplify different text structures. Students will design a graphic organizer that demonstrates the text structure and then complete the graphic organizer with information from the text.

Going Forward: Students will rewrite a story by selecting a different structure other than the original version.

Present and Going Forward Vocabulary: overall, chronology, comparison, concepts, solution, text

Career Connections: doctor, engineer, researcher, pharmacist, mathematician

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Students will select two different nonfiction texts that exemplify different text structures (text structures for nonfiction texts include: Chronology, Cause and Effect, Comparison, and Problem and Solution. Students will then design a graphic organizer that shows the text structure. Students will complete the graphic organizer with the information from the text. Students will explain why the graphic organizer works for the text and why they think the author selected a particular text structure. See student explanation of structures and directions for completing activity on graphic organizer 4.14.

Literature Connections/Resources: Chronology The Top of the World: Climbing Mt. Everest by Steve Jenkins From Seed to Plant by Gail Gibbons Life Cycles: Egg to Chicken, Tadpole to Frog by Camilla dela Bedoyere Seal Pup Grows Up: The Story of a Harbor Seal by Kathlen Weidner Zoehfeld Wildfires by Seymour Simon Cause and Effect Lightning by Stephen Kramer John, Paul, George, and Ben by Lane Smith Mummies Made in Egypt by Aliki What a Great Idea: Inventions that Changed the World by Stephen M. Tomecek You Forgot Your Skirt, Amelia Bloomer by Shana Corey Abigail Adams by Alexandra Wallner Comparison Biggest, Strongest, Fastest by Steve Jenkins If you Traveled on the Underground Railroad by Ellen Levine Poles Apart: Life at the Ends of the Earth by Dr. Mark Norman Big Babies, Little Babies by DK Publishing Problem and Solution The Mary Celeste: An Unsolved Mystery From History by Jane Yolen and Heidi Stemple My Brother Martin by Christine King Farris Trial by Ice: A Photobiography of Sir Ernest Shackleton Yellowstone 1998: Summer of Fire by Patricia Lauber

ALCCRS 4.15 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided

Mastered: Students can compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Present: Students will read about the Alabama, April 27, 2011 storms through both firsthand accounts and second hand newspaper accounts. Students will contrast these accounts to their own point

Going Forward: Students will choose music or poetry that exemplifies the perspective of each account and explain why that piece of music matches that perspective.

Challenging Language Arts Activities Grade 4

of view to create one summary.

Present and Going Forward Vocabulary: firsthand, secondhand, account

Career Connections: reporter, author, investigator

Advanced Understanding & Activity (Alternate activity): Students will examine firsthand and secondhand accounts of the Alabama, April 27 storms. They will take notes on graphic organizer 4.15. Students will then compare these perspectives to their own memories and thoughts of that day. They’ll then take all three perspectives into account to write one overall summary.

Literature Connections/Resources: http://blog.al.com/wire/2011/04/eyewitness_reports_of_mile-wid.html- firsthand accounts of tornado and storm episodes. http://wadeonbirmingham.com/2011/04/30/april-27-tornadoes-alabama-newspaper-front-pages/- secondhand accounts of April 27 storms http://www.srh.noaa.gov/ffc/?n=20110427_svrstorms http://abcnews.go.com/US/tornadoes-storms-tear-south-292-dead/story?id=13474955

ALCCRS 4.16 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Mastered: Student can interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Present: Students will read a historical narrative and then create a timeline accompanied with an explanation of how the timeline contributes to an understanding of the text.

Going Forward: Students will design a flyer or bulletin with a chart that would extend or support the information from a historical narrative.

Present and Going Forward Vocabulary: contribute, interpret, quantitatively

Career Connections: mathematician, engineer, financier, economist, manager

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Students will read a narrative text (one related to the Fugitive Slave Act and subsequent capture of a slave in Boston can be found at http://www.pbs.org/wgbh/aia/part4/4p2915.html). After reading the narrative students will create a timeline that will explain the information from the text. After creating the timeline students will explain how and why the timeline contributes to understanding the text.

Literature Connections/Resources: http://www.pbs.org/wgbh/aia/part4/4p2915.html (capture of Anthony Burns and Fugitive Slave Act) Social studies or science texts Various articles from Time for Kids or Scholastic Weekly Reader http://www.pbs.org/wgbh/aia/tguide/4index.html (PBS Teacher’s Guide for Civil War Historical Narratives) Local Newspaper (particularly sports stories) are rich in charts, graphs, and diagrams

ALCCRS 4.17 Explain how an author uses reasons and evidence to support particular points in a text.

Mastered: Student can explain how an author uses reasons and evidence to support particular points in a text.

Present: Students will create a solution for a well- known mystery and then create reasons and evidence to support their solution.

Going Forward: Students will explore an additional alternate solution to their mystery. They will offer evidence for this additional solution.

Present and Going Forward Vocabulary: evidence, support, particular, mystery

Career Connections: investigator, detective, mystery writer, virologist, archaeologist, paleontologist, anthropologist

Advanced Understanding & Activity (Alternate activity): Students will read articles surrounding a well- known mystery (two possibilities could be the “lost colony” of Roanoke or what happened to Amelia Earhart). After reading historical information students will create a solution to the mystery. Students will give reasons and cite historical evidence that supports their solution.

Literature Connections/Resources: http://www.pbs.org/wgbh/aia/tguide/4index.html (ThinkQuest- Settlement of Roanoke) http://www.pbs.org/wgbh/aia/tguide/4index.html (Roanoke information) http://kids.librarypoint.org/lost_colony (Roanoke information)

Challenging Language Arts Activities Grade 4

Roanoke: The Lost Colony – An Unsolved Mystery from History by Heidi Stemple

The Lost Colony of Roanoke by Jean Fritz http://www.pitara.com/magazine/people/online.asp?story=47 (Amelia Earhart

biography) http://video.pbs.org/video/1414964998- PBS American Experience video on

Amelia Earhart) Who was Amelia Earhart? by Kate Boehm Jerome A Picture Book of Amelia Earhart by David Adler Amelia Earhart: More than a Flier- by Patricia Lakin Selected Articles from The Mysterious Times: Strange Stories of 30 Real Life

Mysteries by Melissa Heckscher

ALCCRS 4.18 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Mastered: Student can integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Present: Students will visit 3-4 different text sources on Jim Crow laws. From these sources, students will take notes which they will use to compare their current lifestyle to what it would have been like under the Jim Crow laws.

Going Forward: Make a list of the contributions and advancements that our society would not currently enjoy if Jim Crow laws were still in place.

Present and Going Forward Vocabulary: Integrate

Career Connections: attorney, judge, politician, minister, scientist

Advanced Understanding & Activity (Alternate activity): Students will examine a variety of text resources to understand the impact of language and impact of the Jim Crow laws. Students will then take notes on at least 3 text sources and combine these into one narrative explaining what the Jim Crow laws were and how the student’s life would be different now if the Jim Crow laws were still in place.

Literature Connections/Resources: http://www.ferris.edu/jimcrow/what.htm- explanation of Jim Crow Laws http://www.sju.edu/~brokes/jimcrow.htm- listing of Jim Crow Laws http://www.jimcrowhistory.org/resources/resources.htm- resources for Jim

Crow laws Life Under the Jim Crow Laws (Way people live) by Charles George Satchel Paige Striking out Jim Crow by James Sturm Students on Strike: Jim Crow, Civil Rights, Brown and Me by John Stokes

Challenging Language Arts Activities Grade 4

ALCCRS 4.19 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Mastered: Student can by the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Present: Student will select higher- order reading response activity from the Kaplan Depth and Complexity choice chart (graphic organizer 4.19).

Going Forward: Student will select additional higher order response items from the Kaplan Depth and Complexity choice chart (4.19)

Present and Going Forward Vocabulary: technical, complexity, proficiently, scaffolding, range Students will read a wide variety of informational text and will respond to informational text with higher order thinking activities selected from graphic organizer 4.19.

Career Connections: teacher, engineer, doctor, banker, product designer

Literature Connections/Resources: The Top of the World: Climbing Mt. Everest by Steve Jenkins Seal Pup Grows Up: The Story of a Harbor Seal by Kathlen Weidner Zoehfeld Wildfires by Seymour Simon Lightning by Stephen Kramer John, Paul, George, and Ben by Lane Smith What a Great Idea: Inventions that Changed the World by Stephen M. Tomecek You Forgot Your Skirt, Amelia Bloomer by Shana Corey If you Traveled on the Underground Railroad by Ellen Levine Poles Apart: Life at the Ends of the Earth by Dr. Mark Norman The Mary Celeste: An Unsolved Mystery From History by Jane Yolen and Heidi Stemple

ALCCRS 4.20 Know and apply grade-level phonics and word analysis skills in decoding words. [RF.4.3] a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Mastered: Students know and apply grade-level phonics and word analysis

Present: Students will analyze and decode words using, listing word parts

Going Forward: Students will research the etymology of target words to

Challenging Language Arts Activities Grade 4

skills in decoding words. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

and features on a graphic organizer. Students will analyze features and word analysis skills to determine which were the most helpful in decoding the words.

determine how the origin of the word affects the pronunciation. Students can also research and apply diacritical markings to words to show pronunciations.

Present and Going Forward Vocabulary: apply, multisyllabic, context, accurate, morphology, correspondence, decoding

Career Connections: broadcaster, actor, teacher, minister, sales

Advanced Understanding & Activity (Alternate activity): Students will analyze and decode target words using graphic organizer 4.20. After analyzing component parts of target words, students will determine which features were the most helpful in decoding the words.

Literature Connections/Resources: Cryptomania!: Teleporting into Greek and Latin with the Cryptokids by Kim Doner In a Word: 750 Words and their Fascinating Stories and Origins by Tom Lopes Red Hot Root Words by Dianne Draze Etymology for Word Brains Like Me by Norm Bomer

ALCCRS 4.21 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Mastered: Students can read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

Present: Students will use decoding and word analysis skills to accurately read and perform all or part of a famous speech.

Going Forward: Student will select a famous speech and tell how the expression would change if the speech were read in different times, places or circumstances.

Challenging Language Arts Activities Grade 4

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Present and Going Forward Vocabulary: sufficient, appropriate, accuracy, expression, successive, recognition, phrased, blog

Career Connections: speech writer, teacher, actor, minister, attorney, judge, Broadcaster, public relations, actor

Advanced Understanding & Activity (Alternate activity): Students will select all (or a portion) of a famous speech to read and perform (Students can select from speech offerings on the internet (listed below) or from speeches listed on graphic organizer 4.21. Students will perform speech with accurate, phrased, fluent reading. Students could perform speech for classroom audience or record for website or blog.

Literature Connections/Resources: http://www.americanrhetoric.com/top100speechesall.html- audio and text

versions of famous speeches http://www.historyplace.com/speeches/previous.htm - text versions of

historical speeches http://www.inspiring-quotes-and-stories.com/famous-speeches.html- inspiring

quotes and speeches

ALCCRS 4.22 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Mastered: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Present: Students will gather evidence for two opposing opinions on a controversial topic. Students will write an opinion piece from a position opposite to their own.

Going Forward: Students will create a PowerPoint presentation or brochure supporting an opinion opposite to their own. AND/ OR Students will engage in a debate with a student with an opinion opposite to their own (see ALCCRS 4.32 for discussion rules)

Challenging Language Arts Activities Grade 4

b. Provide reasons that are supported by facts and details. c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). d. Provide a concluding statement or section related to the opinion presented.

Present and Going Forward Vocabulary: supporting, related, structure, controversial, position

Career Connections: politician, judge, minister, scientist, judge, legislator, attorney

Advanced Understanding & Activity (Alternate activity): Students will identify a topic for which they have a strong opinion (examples might include- the effects of global warming, whether or not TV or homework is harmful or beneficial, year round school, cell phone or social networking site usage by kids, etc.). Students will identify their opinion and gather evidence to support their opinion using graphic organizer 4.22. Students will then identify the opinion position that is the opposite of their own. They will list facts and details supporting this opinion, and then write an opinion piece from this opposite perspective.

Literature Connections n/a

ALCCRS 4.23 Write informative or explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

Mastered: Write informative or explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and

Present: Students will identify links from topic being written about to the subject domains of social studies, math, reading, and science. Students will describe how the

Going Forward: Students will present their informational texts using a digital slide show and/or create a brochure (could be done in hard copy format or

Challenging Language Arts Activities Grade 4

group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.

topic at hand relates to these subject domains and/or requires knowledge, strategies and skills from subject domains.

digital).

Present and Going Forward Vocabulary: informational, explanatory, precise, domain specific, concrete details, subject domains

Career Connections: editor, reporter, investigator, program developer, teacher, researcher

Advanced Understanding & Activity (Alternate activity): Students will identify a topic to write an informative and/or explanatory text on using a decision matrix as a guide (see graphic organizers 4.23). After selecting a topic, students will complete graphic organizer It’s All Connected, to show how their selected topic relates to other subject domains (i.e. reading, social studies, science, math, physical education, music, art). Students will complete as many connection links as they are able to make. Students will draft their writing using information from the three graphic organizers. Student writing will be assessed with Writing Rubric 4.23.

Literature Connections/Resources: The Top of the World: Climbing Mt. Everest by Steve Jenkins Seal Pup Grows Up: The Story of a Harbor Seal by Kathlen Weidner Zoehfeld Wildfires by Seymour Simon Lightning by Stephen Kramer

Challenging Language Arts Activities Grade 4

John, Paul, George, and Ben by Lane Smith What a Great Idea: Inventions that Changed the World by Stephen M. Tomecek You Forgot Your Skirt, Amelia Bloomer by Shana Corey If you Traveled on the Underground Railroad by Ellen Levine Poles Apart: Life at the Ends of the Earth by Dr. Mark Norman The Mary Celeste: An Unsolved Mystery From History by Jane Yolen and Heidi Stemple

ALCCRS 4.24 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Mastered: Students can write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Present: Write a narrative from two alternate perspectives.

Going Forward: Write a play or readers theater version of a narrative that they have created.

Challenging Language Arts Activities Grade 4

Present and Going Forward Vocabulary: concrete, sensory, precisely, narrated, transitional, variety, “unfolds naturally”, “orients the reader”

Career Connections: playwright, screen play writer, advertising agent, investigator

Advanced Understanding & Activity (Alternate activity): Students will write a narrative that includes all of the requirements of the standard and alternates between two different perspectives. Students will organize their thinking on graphic organizer 4.24. Student writing will be assessed with narrative writing rubric.

Literature Connections/Resources: Hidden by Helen Frost George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer Yo! Yes? by Chris Raschka Christmas in the Big House, Christmas in the Quarters by Patricia and Fredrick McKissack

ALCCRS 4.25 Produce clear and coherent writing in which the development and organization are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.)

Mastered: Students can produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) d. Provide a sense of closure.

Present: Refer to standards 4.22- 4.24

Going Forward: Refer to standards 4.22- 4.24

Present and Going Forward Vocabulary: coherent, development

Career Connections: playwright, screen play writer, advertising agent, investigator, editor, reporter, investigator, program developer, teacher, researcher

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Refer to plans for 4.22- 4.24

Literature Connections/Resources: Hidden by Helen Frost George vs. George: The American Revolution as Seen from Both Sides by Rosalyn Schanzer Yo! Yes? by Chris Raschka Christmas in the Big House, Christmas in the Quarters by Patricia and Fredrick McKissack The Top of the World: Climbing Mt. Everest by Steve Jenkins Seal Pup Grows Up: The Story of a Harbor Seal by Kathlen Weidner Zoehfeld Wildfires by Seymour Simon Lightning by Stephen Kramer John, Paul, George, and Ben by Lane Smith What a Great Idea: Inventions that Changed the World by Stephen M. Tomecek You Forgot Your Skirt, Amelia Bloomer by Shana Corey If you Traveled on the Underground Railroad by Ellen Levine Poles Apart: Life at the Ends of the Earth by Dr. Mark Norman The Mary Celeste: An Unsolved Mystery From History by Jane Yolen and Heidi Stemple

ALCCRS 4.26 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.)

Mastered: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.)

Present: The student will carefully plan and improve writing by using revision graphic organizer.

Going Forward: Students will evaluate what was most/least helpful about self-revision and peer revision. They will record notes in their journal about key reminders for revision.

Present and Going Forward Vocabulary: conventions, standard, demonstrate, command

Career Connections: playwright, screen play writer, advertising agent, investigator, editor, reporter, investigator, program developer, teacher, researcher

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Students will plan lesson, using graphic organizers 4.23 and graphic organizer planning guide 4.26. Students will revise and think reflectively about their work with Take Another Look, revision check-sheet 4.26.

Literature Connections/Resources: A Writer’s Notebook: Unleashing the Writer Within by Ralph Fletcher Live Writing: Breathing Life into Your Words by Ralph Fletcher How Writers Work by Ralph Fletcher How to Write Your Life Story by Ralph Fletcher

ALCCRS 4.27 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Mastered: Student can with some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Present: Students will select and use a variety of technology resource, using higher level thinking skills from Bloom’s taxonomy. Refer to standards 4.22- 4.26, also.

Going Forward: Students will think of ways to creatively merge multiple technology tools into their presentations, layering them in unexpected ways.

Present and Going Forward Vocabulary: collaborate, sufficient

Career Connections: engineer, technology support, software design, product developer, reporter, news producer, website designer, advertising

Advanced Understanding & Activity (Alternate activity): Students will select and use from a variety of technology resources, using higher level thinking skills from Bloom’s taxonomy by producing and publishing writing using graphic organizer 4.27.

Literature Connections/Resources: Bloom’s Taxonomy Technology Wheel of activities- http://eductechalogy.org/swfapp/blooms/wheel/engage.swf

Challenging Language Arts Activities Grade 4

ALCOS: 4.28 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Mastered: Students can conduct short research projects that build knowledge through investigation of different aspects of a topic.

Present: Students will conduct a research project, investigating different aspects of a topic and exploring content connections, central themes and concepts, controversies, effects, and related technologies and careers.

Going Forward: Students will write a prediction about how the topic that they researched (and the information surrounding it) is likely to change as new technologies emerge.

Present and Going Forward Vocabulary: investigation, aspects

Career Connections: detective, virologist, pathologist, M.D., attorney, archaeologist, paleontologist, sociologist, psychologist, engineer, product developer

Advanced Understanding & Activity (Alternate activity): Students will conduct a research project, investigating different aspects of a topic and exploring content connections, central themes and concepts, controversies, effects, and related technologies and careers. Students will plan using higher level questions from Bloom’s Taxonomy by completing graphic organizer 4.28.

Literature Connections/Resources: n/a

ALCCRS 4.29 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.

Mastered: Students will 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.

Present: Students will view pictures, gather information, take notes and write a journal entry based on their observations and notes.

Going Forward: Students will research additional contributions and sacrifices of Alabamians during WW ll.

Present and Going Forward Vocabulary: relevant, categorize

Challenging Language Arts Activities Grade 4

Career Connections: historian, reporter, scientist

Advanced Understanding & Activity (Alternate activity): Students will view images from Alabama during WWll (Graphic Organizer 4.29) While studying these images, students will answer questions and record notes of their observations. Based on their observations, students will categorize the information and write a journal entry as if they were living in Alabama during WW ll. Journal entries will include four contributions to the war effort that were made by Alabamians and detail changes and sacrifices that would have occurred to families as a result of the war.

Literature Connections/Resources: http://www.archives.alabama.gov/ahei/WWII_Life_on_the%20Home_Front_%20in_Alabama_March_2011.doc.pdf

ALCCRS 4.30 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply Grade 4 Reading standards to literature (e.g., ―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, or actions]). b. Apply Grade 4 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and evidence to support particular points in a text).

Mastered: Students can draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9] a. Apply Grade 4 Reading standards to literature (e.g., ―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, or actions]‖). [W.4.9a] b. Apply Grade 4 Reading standards to informational texts (e.g., ―Explain how an author uses reasons and evidence to support particular points in a text”).

Present: Students will describe in depth a character and setting, drawing on specific details in the text to explain how characters and setting shape events in a story.

Going Forward: Students will alter the perspective of the story (perhaps changing from 3rd person to 1st person, etc.). Students will think about who might tell the story and how a perspective change would alter the events of the story.

Present and Going Forward Vocabulary: “draw evidence”, literary texts, analysis, reflection

Challenging Language Arts Activities Grade 4

Career Connections: actor, playwright, screenplay writer, advertising, reporter

Advanced Understanding & Activity (Alternate activity): Students will read a short story (from a picture book, website, or from graphic organizers 4.30). After reading the story, students will describe the characters and setting in depth citing specific details in the text and recording their observations on graphic organizer 4.30. Students will explain how characters and setting help shape events in the story. Students will then alter the traits and setting and explain how the changes would alter the events of the story.

Literature Connections/Resources: Free fairy tales- http://www.activity-sheets.com/reading_story/Fariy_Tales_Classic_Stories/goosegirl/ Printable fairy tales- http://www.dltk-teach.com/rhymes/index.htm

ALCCRS 4.31 Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.

Mastered: Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences.

Present: Refer to standards 4.22- 4.30 for suggestions.

Going Forward: Students will write for a variety of audiences, altering their writing according to purpose and audience.

Present and Going Forward Vocabulary: routinely, extended, range, discipline-specific tasks

Career Connections: detective, attorney, judge, legislator, reporter, doctor, investigator, psychologist, researcher, minister, nurse

Advanced Understanding & Activity (Alternate activity): Refer to standards 4.22- 4.30 for a variety of writing suggestions, types, responses, and activities.

Literature Connections/Resources: n/a

Challenging Language Arts Activities Grade 4

ALCCRS 4.32 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. [SL.4.1c] d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Mastered: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 4 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Present: Students will read and analyze a poem, citing evidence to answer a key question. Students will prepare their thinking to discuss their position with a partner and will then engage in a debate with another group of partners.

Going Forward: Students will find additional topics to debate (possibly referring to opinions from opinion writing, ALCCRS 4.22) or could choose from the list below:

Students should wear uniforms to school.

Kids should be able to have TVs in their bedrooms.

Beauty is only skin deep.

Wearing a helmet when riding a bike should be mandatory.

The Pledge of Allegiance should be recited in school each day.

Because many kids need more sleep, school should start two hours later than it does now.

Present and Going Forward Vocabulary: diverse partners, link, pose, contribute, remarks, express, debate, consensus, pro, con

Career Connections:

Challenging Language Arts Activities Grade 4

judge, legislator, mediator, attorney

Advanced Understanding & Activity (Alternate activity): Students will read the poem, “The Road Not Taken” by Robert Frost. Students will cite evidence for both sides of an identified question (“Are the roads in the poem the same or different?”) using graphic organizer 4.32. After citing evidence for both opinions, students will make a decision as to which position is the best. Students will then discuss their decision and evidence with a partner following the discussion rules on graphic organizer 4.32. Students will reach a consensus with their partner, citing key points from their discussion. Students will then find another set of partners with an opposing viewpoint and discuss their positions and findings (following discussion rules). After the debate students will identify key points and prepare to share their opinions, key discussion points, and evidence with the class.

Literature Connections/Resources: Tips, strategies, lessons and graphic organizers for debates- http://www.educationworld.com/a_lesson/lesson/lesson304.shtml

ALCCRS 4.33 Paraphrase portions of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally.

Mastered: Paraphrase portions of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally.

Present: Students will watch and listen to Martin Luther King’s I Have a Dream speech. Students will examine what they know about the times and events surrounding the speech, ask and answer higher order questions regarding the speech, and make inferences about the speech, citing evidence from the speech. Refer also to ALCCRS 4.34 and 4.35.

Going Forward: Identify the figurative language that Dr. King used in his speech. List each example that you find and illustrate what the figurative language makes you think of. Examine how the figurative language is powerful and the effect it has on listeners.

Present and Going Forward Vocabulary: appropriate, elaboration, citing, evidence

Career Connections: doctor, veterinarian, archaeologist, paleontologist, engineer, product designer

Challenging Language Arts Activities Grade 4

Advanced Understanding & Activity (Alternate activity): Students will watch, listen to and/or read Dr. Martin Luther King’s I Have a Dream speech (full text of speech in graphic organizer 4.33). Students will examine what they know about the times and events surrounding the speech, ask and answer higher order questions regarding the speech, make inferences about the speech, citing evidence from the speech itself, and paraphrase portions of the speech in an oral presentation to the class using graphic organizer 4.33. (See also Standards 4.34 and 4.35).

Literature Connections/Resources: Video tape of portion of speech- http://www.history.com/videos/martin-luther-king-jr-i-have-a-dream#martin-luther-king-jr-i-have-a-dream Video footage and transcript- http://www.americanrhetoric.com/speeches/mlkihaveadream.htm I have a Dream by Dr. Martin Luther King, Jr., foreword by Coretta Scott King

ALCCRS 4.34 Identify the reasons and evidence a speaker provides to support particular points.

Mastered: Identify the reasons and evidence a speaker provides to support particular points.

Present: See 4.33/ connect also to 4.35 Students will read the text version of a speech, identify the reasons, and evidence that the speaker provides, identify the main idea and examine how the format of delivery affected the message and the evidence offered.

Going Forward: The transcript of Sojourner Truth’s speech is written in dialect to reflect the way that it would have sounded when it was delivered. Think about whether or not the speech would have had the same impact if it had been given in Standard English. Explain your answer.

Present and Going Forward Vocabulary: identify evidence, particular points

Career Connections: reporter, news anchor, judge, district attorney, doctor, historian, museum curator

Advanced Understanding & Activity (Alternate activity): Students will read the text version of the “Ain’t I a Woman?” speech delivered by Sojourner Truth at the Ohio Women’s Convention in 1851 (graphic organizer 4.34). Students will identify the main idea of the speech, the reasons and evidence that the speaker provides, and examine how the delivery format affected the message and the evidence offered. Refer also to standards 4.33 and 4.35

Literature Connections/Resources:

Challenging Language Arts Activities Grade 4

n/a

ALCCRS 4.35 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.

Mastered: Student can 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.

Present: See standards 4.33 (also connects to Standards 4.10, 4.12, 4.15 and 4.34)

Going Forward: See standards 4.33 (also connects to Standards 4.10, 4.12, 4.15 and 4.34)

Present and Going Forward Vocabulary: recount, relevant, experience, pace, themes

Career Connections: reporter, news anchor, judge, district attorney, doctor, historian, museum curator, news announcer, advertising agent

Advanced Understanding & Activity (Alternate activity): See standards 4.33 (also connects to Standards 4.10, 4.12, 4.15 and 4.34)

Literature Connections/Resources: n/a

ALCCRS 4.36 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Mastered: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Present: Refer to 4.27.

Going Forward: Refer to 4.27

Present and Going Forward Vocabulary: n/a

Challenging Language Arts Activities Grade 4

Career Connections: broadcaster, politician, attorney, actor

Advanced Understanding & Activity (Alternate activity): See Terrific Technology Menu (graphic organizer 4.27)

Literature Connections/Resources: n/a

ALCCRS 4.37 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.)

Mastered: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See Grade 4 Language standards 38 and 40 for specific expectations.)

Present: Students will read a poem and determine whether the poem is written in informal or formal English and then write pieces in both formal and informal registers for different purposes.

Refer also to ALCCRS 4.40

Going Forward: Find another poem (perhaps by James Whitcomb Riley or another author) or text that is written in informal English. Identify the places in the text that are written in Informal English and identify the reasons the author might have written the text in informal English.

Present and Going Forward Vocabulary: differentiate, contexts, formal discourse, appropriate, expectations

Career Connections: business, sales, finance, lawyer, medicine, historian

Advanced Understanding & Activity (Alternate activity): Students will read a poem by James Whitcomb Riley, “Little Orphan Annie” (graphic organizer 4.37), written in informal English. Students will locate instances of usage of Informal English and replace them with Standard English. Students will determine why the poem was written in Informal English and decide whether the poem is more enjoyable in Standard or Non-standard English. Students will then write two paragraphs for different purposes and decide which register each should be written in and why that particular register is appropriate.

Literature Connections/Resources: James Whitcomb Riley poetry- http://www.poemhunter.com/james-

Challenging Language Arts Activities Grade 4

whitcomb-riley/poems/page-20/?a=a&l=1&y=

ALCCRS 4.38 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

Mastered: Students can demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). e. Form and use prepositional phrases. f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* g. Correctly use frequently confused words (e.g., to, too, two; there, their).*

Present: Students will create a form poem using synonymous adjectives.

Going Forward: Add in prepositional phrases to the form poems in creative patterns and rhythms.

Present and Going Forward Vocabulary: relative pronouns, relative adverbs, demonstrate command, progressive verb tenses, modal

Challenging Language Arts Activities Grade 4

auxiliaries, convey, various, conditions, prepositional phrases, inappropriate fragments, produce, frequently

Career Connections: teacher, pharmacist, book or newspaper editor, lab technician, researcher, ad copy writer, data entry clerk, court stenographer

Advanced Understanding & Activity (Alternate activity): Students will identify an adjective that they have over-used or used frequently in their writing (examples might include big, cool, nice, fun, pretty, etc.). Students will then brainstorm a list of adjectives that are synonyms for the target word (using a thesaurus or online thesaurus such as www.thesaurus.com). Students will take their brainstormed list of words and create a form poem with the words (see graphic organizer 4.38)

Literature Connections/Resources: Under, Over, by the Clover : What is a Prepositional Phrase by Brian Cleary Hairy, Scary, Ordinary: What is an Adjective by Brian Cleary I and You and Don’t forget Who: What is a Pronoun by Brian Cleary Stroll and Walk, Babble and Talk: More about Synonyms by Brian Cleary

ALCCRS 4.39 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text. c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.

Mastered: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. a. Use correct capitalization. b. Use commas and quotation marks to mark direct speech and quotations from a text c. Use a comma before a coordinating conjunction in a compound sentence. d. Spell grade-appropriate words correctly, consulting references as needed.

Present: Students will use the RAFT graphic organizer to think deeply about the usage of Standard English conventions.

Going Forward: Students will brainstorm additional English conventions and add them to the RAFT.

Challenging Language Arts Activities Grade 4

Present and Going Forward Vocabulary: standard English conventions, consult, reference, appropriate, coordinating conjunction, demonstrate command, compound sentence, conjunction

Career Connections: teacher, pharmacist, book or newspaper editor, lab technician, researcher, ad copy writer, data entry clerk, court stenographer

Advanced Understanding & Activity (Alternate activity): Students will complete the RAFT graphic organizer 4.39 to analyze the usage and purpose of Standard English Conventions. After completing the RAFT, students will choose one row from RAFT to write a text (using the plans from RAFT).

Literature Connections/Resources: But and For, Yet and Nor: What is a Conjunction? by Brian Cleary Punctuation Takes a Vacation by Robin Pulver Eats, Shoots, and Leaves: Why Commas Really Do Make a Difference by Lynne Truss Twenty-Odd Ducks: Why Every Punctuation Mark Counts! by Lynne Truss

ALCCRS 4.40 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).\ d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). e. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Mastered: Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose words and phrases to convey ideas precisely.* b. Choose punctuation for effect.* c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).agreeable/disagreeable,

Present: Students will read excerpts from a variety of sources that model both formal and informal writing. Students will identify the “voice” as formal or informal. Students will also draw conclusions and make generalizations as they list a variety of settings appropriate for each style.

Going Forward: Given an excerpt of writing in formal English, students will rewrite the piece for an audience in an informal setting. Given an excerpt written in an informal style, students will rewrite the piece in formal English as though preparing to present the same

Challenging Language Arts Activities Grade 4

comfortable/uncomfortable, care/careless, heat/preheat). d. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). e. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Refer also to ALCCRS 4.37 information in a business or academic setting.

Present and Going Forward Vocabulary: conventions, phrases, differentiate, precisely, clarify, discourse, key words/phrases, digital

Career Connections: radio announcer, TV News Anchor or reporter, speech writer, politician, attorney

Advanced Understanding & Activity (Alternate activity): Students will read excerpts from a variety of sources that model both formal and informal writing. Students will identify the “voice” as formal or informal. Students will also draw conclusions and make generalizations as they list a variety of settings appropriate for each style (see graphic organizers 4.40)

Refer also to ALCCRS 4.37

Literature Connections/Resources: n/a

ALCCRS: 4.41 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 strategies. [ a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

Mastered: 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 strategies.

Present: Student will identify unfamiliar words within high-interest, above grade-level prose or informational text and analyze context as well as Greek and Latin affixes and roots as a clue to meaning. Student will then use reference books or online

Going Forward: Students will create original, logical sentences or paragraphs in which they appropriately use a series of words that share common roots or affixes (e.g., Jason tacked a photograph of his lost dog, Cosmo, to the

Challenging Language Arts Activities Grade 4

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

references to confirm or revise their analysis. See graphic organizer 4.41.

telegraph pole, along with a note written as a personal plea for his safe return. At the bottom of the note, Jason drew a paw print to represent Cosmo’s autograph.)

Present and Going Forward Vocabulary: determine, clarify, precise, flexibly, key words, affixes, grade-appropriate

Career Connections: teacher, librarian

Advanced Understanding & Activity (Alternate activity): Students will identify unfamiliar words within high-interest, above grade-level prose or informational text and analyze context as well as Greek and Latin affixes and roots as a clue to meaning. Students will then use reference books or online references to confirm or revise their analysis. See graphic organizer 4.41.

Literature Connections/Resources: n/a

ALCCRS 4.42 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. [L.4.5b] c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

Mastered: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Present: Students will identify and evaluate the effectiveness of similes and metaphors within provided poetry and prose.

Going Forward: Given a description of a character’s emotional state of being and/or circumstance, students will complete graphic

Challenging Language Arts Activities Grade 4

a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

organizer in order to:

Provide appropriate synonyms to describe character’s feelings or reactions

Provide antonym as a non-example

Create original similes, metaphors, idioms, or adages appropriate to the emotional context.

Present and Going Forward Vocabulary: demonstrate, nuances, adages, idioms, proverbs, relate

Career Connections: editor, reporter, politician, attorney, author

Advanced Understanding & Activity (Alternate activity): Using a semantic feature analysis grid (introduced in ALCCRS 4.6), students will identify and evaluate the effectiveness of similes and metaphors within provided poetry and prose. Criteria may include: - triggers one or more connections to the senses; - creates an emotional connection within the reader; - connotes the mood or tone fitting to the author’s purpose; - uses original (non-cliché) words or phrases, etc. Note: Make directions for semantic feature analysis from ALCCRS 4.6 handout available for students who need it. Refer also to standard 4.4

Literature Connections/Resources: n/a

ALCCRS 4.43 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Mastered: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being

Present: Student will choose a specific domain or discipline and created an ABC book in which each letter showcases words used within that discipline or topic. In addition to the word, the page will also include

Going Forward: Students will be provided with a paragraph or excerpt from the public domain in which the author’s choice of verbs has been replaced by bland, nondescript, “worn out” verbs.

Challenging Language Arts Activities Grade 4

(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

a creative but thorough demonstration of the word’s meaning within the field. For example, if economics is the chosen domain, the letter A might stand for “advertising” and the student might draw a representation that includes ad, and a resulting increase in demand and market price.

Students will first identify, and then replace those verbs with words that create pictures or movies within their reader’s mind. Students may then view the paragraph as originally written and rank their choice against the author’s.

Present and Going Forward Vocabulary: acquire, domain-specific, precise, particular

Career Connections: editor, reporter, politician, attorney, author

Advanced Understanding & Activity (Alternate activity): A. Student will choose a specific domain or discipline and created an ABC book in which each letter

showcases words used within that discipline or topic. In addition to the word, the page will also include a creative but thorough demonstration of the word’s meaning within the field. For example, if economics is the chosen domain, the letter A might stand for “advertising” and the student might draw a representation that includes ad, and a resulting increase in demand and market price.

B. Students will be provided with a paragraph or excerpt from the public domain in which the author’s choice of verbs has been replaced by bland, nondescript, “worn out” verbs. Students will first identify, and then replace those verbs with words that create pictures or movies within their reader’s mind. Students may then view the paragraph as originally written and rank their choice against the author’s.

Literature Connections/Resources: M is for Melody: A Music Alphabet by Kathy-Jo Wargin Alphabet Under Construction byDenise Fleming G Is for Googol: A Math Alphabet Book by David M. Schwartz http://www.online-literature.com/kipling/jungle_book/8/