Teacher NotesConnect EdTheme ConnectionsFourth Grade Home
Girl solving a problem. Fourth Grade
Unit 6
Problem Solving
Enduring Understanding
 People solve problems in many different ways.

Essential Question:
How do we solve problems?
Week 1/ Week 2/ Week 3/ Week 4/ Week 5
Week 1:  Leah's Pony Teacher Resources Student Resources
Student Learning Outcomes
RL.4.1 - Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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

RL.4.3 - Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

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

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

"I Can" Statements
I can infer how the character is feeling based on text evidnce.

I can identify the problem in the story and how it is solved.

I can explain how the character develops and changes over time.

I can determine the meaning of academic vocabulary based on surrounding sentences or paragraph's clues.

I can analzye how the point of view affects the understanding of the story and how the events are described.		 About the Dust Bowl
(Website) Provides background information about the Dust Bowl including a timeline.

The Dust Bowl
Video that shows great pictures from the Great Depression and the Dust Bowl. 
 Log in to Discovery Education before selecting the link. Please note that the video must be downloaded prior to viewing per AACPS guidelines.

Leah's Pony Vocabulary
Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.

Artful Thinking Routines
Access this document for more information on the Artful Thinking Routine, I See, I Think, I Wonder.


 smartboard Leah's Pony Vocabulary Review
I can review key vocabulary for this week's story.

The Dust Bowl - Part 1
I can read this article to be informed on the Dust Bowl to complete the PIXIE project below.

Pixie Setting of the Dust Bowl - Part 2
I can read an article about the Dust Bowl. Then I can decide which sentences describe the setting (PARCC assessment skill - click, drag, and drop).

Discovery EducationArtful Thinking
I can use the Artful Thinking routine, I See, I Think, I Wonder to study the photograph of an Iowa Farm Foreclosure Sale from the 1930s.
Use Office365/OneDrive or GoogleDrive to create the chart and share it with your teacher!
Note: If the link does not open, be sure to log on to aacps.discoveryeducation.com


I can determine the theme of a story, drama, or poem from details in the text.
Use Office365/OneDrive or Google Docs to write your summary of the story including the theme and the major events.


Use the images from the book "The Mysteries of Harris Burdick" and these QR codes to practice inferencing and drawing conclusions. *Writing Connections.

 Treasures IconVocabulary Game 1- Unit 6, Week 1 (Interactive Website)
I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening.

Treasures IconSpelling Game 1 Unit 6 Week 1(Interactive Website)
I can demonstrate command of spelling with open and closed syllables.
Treasures IconSpelling Game 2 Unit 6 Week 1(Interactive Website)
I can demonstrate command of spelling with open and closed syllables.
Week 2:  The Gold Rush Game Teacher Resources Student Resources
Student Learning Outcomes

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

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

"I Can" Statements

I can identify the problem in the story and how it is solved.

I can determine the meaning of academic vocabulary based on surrounding sentences or paragraph's clues.		 California Gold Rush
Video that gives background on the gold rush.
Log in to Discovery Education before selecting the link. Please note that the video must be downloaded prior to viewing per AACPS guidelines.


The Gold Rush Game Vocabulary
Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.

The Gold Rush Game Vocabulary 2
Offers another option for introducing story vocabulary and background information


The Echoing Green Day 1 (RL.4.2 and RL.4.4)
Log into your *free account to access LearnZillion lesson.


While showing students artwork (PowerPoint or Google Slides), use the AI strategy of Beginning, Middle, and End.
Ask students to answer the following questions:
--If this artwork is the (beginning, middle, end) of the story, what might (happen next, happen before and after, the story be)?
Have students use this flow map to organize information in chronological order, then develop a summary (use Office365/OneDrive or Google Drive)		 smartboard The Gold Rush Game Vocabulary Review
I can review key vocabulary for this week's story.

Pixie Who Were the Miners?
I can create a "Wanted" poster of a miner.  I can include different tools the miners will need.  Then, I can label the different tools and explain why each is important.


I can determine the theme of a story, drama, or poem from details in the text.
Use Office365/OneDrive or Google Docs to write your summary of the story including the theme and the major events.


After viewing the artwork your teacher has shown you. Use this flow map to organize the information in chronological order, then develop a summary using Office365/OneDrive, Google, or Pixie)

Treasures IconVocabulary Game 1- Unit 6, Week 2 (Interactive Website)
I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening.

Treaures IconSpelling Game 1- Unit 6 Week 2 (Interactive Website)
I can demonstrate command of spelling with homophones.

Treasures IconSpelling Game 2- Unit 6 Week 2 (Interactive Website)
I can demonstrate command of spelling with homophones.

Treasures IconSpelling Game 3- Unit 6 Week 2 (Interactive Website)
I can demonstrate command of spelling with homophones.
Week 3:  Taking the Lead Teacher Resources Student Resources
Student Learning Outcomes

RI.4.4 - Determine the meaning of academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subejct area.

RI.4.5 - Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.8 - Explain how the author uses reasons and evidence to support particilar point in the text.

"I Can" Statements

I can determine the meaning of academic vocabulary by the clues of surrounding sentences.

I can describe the relationships between ideas in the text by identifying cause and effect text structure.

I can identify the reasons and details the author gives in order to support his/her point in the text.

Taking the Lead Vocabulary
Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.


Who Was Pocahontas? (RI.4.5 and RI.4.8)
Describing major events to identify text strcutre, historical sequencing, and much more - 5 days.
Log into your *free account to access LearnZillion lesson.

(RI.4.8)
Provide students with various non-fiction articles about individuals who have made a difference (TFK here and here, Scholastic News, Images, NewsELA -free sign up).
Differentiation Either in small groups or individually, have students use this tree map of facts and opinions in their article. They'll determine the authors opinion of the individual written about based on information gained in facts and opinion map. List author's opinion in frame.


(RI.4.2-possible computer lab lesson)  
This option is beneficial for students who need support with understanding text and how it relates to character development.
Have students read a short biography (TrueFlix)about a well-known historical figure. While reading, have students complete this bubble map listing character traits of historical figure and under character traits, list specific text support. Differentiate # of character traits required.
Then have students determine the strongest character trait which best describes this person and why. Summarize the life of ___ based on the biography you read. (Use Office365/OneDrive or Google Drive).		 smartboardTaking the Lead Vocabulary Review
I can review key vocabulary for this week's story.

Pixie Comparing Women Leaders
I can research a woman who made a difference.  Then, I can compare her to Dolores Huerta by creating a double bubble map.

 Treasures IconVocabulary Game 1- Unit 6, Week 3  (Interactive Website)
I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening.
Treasures IconSpelling Game 1- Unit 6 Week 3 (Interactive Website)
I can demonstrate command of spelling with prefixes.



Choose 1 biography to read from TrueFlix and focus on character traits of your historical figure. In order to justify the character traits, choose appropriate text evidence to support your reasoning. Complete this bubble map to determine your historical figure's strongest character trait and your reasons why.
Week 4:  Snowflake Bentley Teacher Resources Student Resources
Student Learning Outcomes

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

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

RL.4.5 - Explain major differences between poems, drama, and prose, and refer to the strucutreal elemetns of poems (e.g., verse, rhythm, meter) and drama (e.g., cast of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.7 - Make connections between the text of a story or drama and a visual or oral present of the text, identifying where each version reflects specific descriptions and directions in the text.

"I Can" Statements

I can draw conclusions based on text evidence.

I can identify the problem and explain how it was solved.

I can determine the meaning of academic vocabulary based on surrounding sentences or paragraph's clues.

I can analyze the strucutre of prose and poetry.

I can explain how illustrations and pictures contribute to the tone of a selection.
 
Snowflake Bentley Vocabulary
 Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.

Independent Workshop Activities
(Printable) Offers vocabulary, comprehension and writing activities to support the story.  Answer key also available.
Upload the above document to students through Office365/OneDrive or GoogleDrive and have them share their answers with you.

PBS - The Science of Snowflakes
Background information on the science behind snowflakes. Includes a graph that diagrams the types of snowflakes that form at different temperatures.

General Resource for all standards found here.


(RI.4.4)
Use this SmartBoard Lesson to introduce determining the meaning of words and/or phrases based on clues within the text. Then have students complete the chart (either on Pixie or Upload this document to Office365/OneDrive or GoogleDrive) to practice determining meanings of unfamiliar words.


Read "The Land of Nod" from one of these two resources (here or Here (this one is used in video).
Use this LearnZillion video to address RL.4.7. You can provide a print out of the image by using the second link.
Log into your *free account to access LearnZillion lesson.

This slideshow is from the Arts Integration Office.
Use this PPT or Google Slides to help students make inferences - use the AI strategy of Perceive, Know, and Care About Strategy.		 smartboard Snowflake Bentley Vocabulary Review
I can review key vocabulary for this week's story.

RevisedSnowflake Bentley - Comprehension Activity
(PowerPoint or Google Slides)
I can locate text support to explain why Wilson Bentley became known as the Snowflake Man. I can also create similes about snow. Share with your teacher as directed using OneDrive or Google Drive.

Make A Flake
I can create my own snowflakes online! Teacher Note: Students should not "Save" their snowflake.
Treasures IconVocabulary Game 1- Unit 6, Week 4
 (Interactive Website)
I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening.

 Treasures IconSpelling Game 1- Unit 6 Week 4 (Interactive Website)
I can demonstrate command of spelling with multi-syllable words.


Use this chart to help you determine the meaning of unfamiliar words.
Choose either this pixie file or this document (follow directions of teacher) to practice determining the meaning of unfamiliar wrods.

(RL.4.5)
After reading the paired selection "Haiku", analyze the similarities and differences between poetry and prose. Use this double bubble map to compare and contrast the strucutral elements.

(RI.4.1) Comprehension Questions
 Word or Google Doc
Answer basic comprehension questions for a piece of text as directed by your teacher. Share with them via OneDrive or Google Drive.
Week 5:  How Ben Franklin Stole the Lightning Teacher Resources Student Resources
Student Learning Outcomes

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

RI.4.6 - Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

"I Can" Statements

I can explain how you can ask and answer questions about a text using text evidence.

I can compare and contrast a firsthand account and secondhand account of the same event and analyze the information provided.

 How Ben Franklin Stole the Lightning Vocabulary
Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.

How Ben Franklin Stole the Lightning Vocabulary - Option 2
Offers another option for introducing story vocabulary and background information - Ben Franklin themed!

Independent Workshop Activities
Offers vocabulary, comprehension and writing activities to support the story.  Answer key also available.



Use this resource from Learnzillion to address the standard RI.4.1. Students will be reading "What's So Bad About Slurping".
Log into your *free account to access LearnZillion lesson.


Use these two articles to compare the two accounts. Identify which account the article is written and evaluate the author's purpose for writing the text.
Benjamin Franklin: Early America's Renaissance Man (secondhand)
Benjamin Franklin: A Short Biography (secondhand)
Benjamin Franklin's Autobiography (primary source) - Pull from a single chapter. You can adapt to meet the reading levels of your students.
Benjamin Franklin's Idioms - (primary source) -
What did Ben Franklin hope people would learn from these phrases?

 smartboard How Ben Franklin Stole the Lightning Review
I can review key vocabulary for this week's story.
smartboard Build your own Timeline about Ben Franklin
 I can make decisions about  the most important accomplishments of Benjamin Franklin.

smartboard Lightning Writing
I can learn about lightning and create a concrete poem about lightning.

Shape Poem
(Interactive Website)
I can create and publish a shape/concrete poem. 

Treasures IconVocabulary Game 1- Unit 6, Week 5 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening.

 Treasures IconSpelling Game 1- Unit 6 Week 5 (Interactive Website)
I can demonstrate command of spelling with multi-syllable words.
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Theme Connections
Student Activities
treasuresResearch Road Map (Printable PDF) I can use this research road map as a guide to completing research.
Problem Solution Brochure Template (Microsoft Publisher) I can create a brochure on a problem and a solution.
Websites and Links
Student's Guide to Climate Change I can learn about climate change and brainstorm ideas to help reduce damage to Earth.
Do Something! I can learn what it takes to solve a problem.

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Teacher Notes
Standards Resources
Common Core Standard:
W6-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 setting.
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Shape Poem
Common Core Standard:
W8 -Recall relevant infromation from experiences or gather relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Student's Guide to Climate Change
Do Something!
Common Core Standard:
RF3 Know and apply grade-level phonics and word analysis skills in decoding words.
Technology Standard:V. Integrating Technology into the Curriculum and Instruction		 Links to all Treasures resources for phonics and word study lessons
Common Core Standard:
L4 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.
Technology Standard:V. Integrating Technology into the Curriculum and Instruction		 Links to all Treasures resources for vocabulary lessons
Common Core Standard:
RL3 Determine in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. character's thoughts, words, or actions).
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Setting of the Dust Bowl
Common Core Standard:
RL3 Determine in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. character's thoughts, words, or actions).
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Who Were the Miners?
Common Core Standard:
RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Comparing Women Leaders
Common Core Standard:
RI9- Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Safe or Not Safe (.pps)
Common Core Standard:
RI7- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Technology Standard III- Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.		 Artful Thinking

 

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August 2016