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Fourth Grade Unit 1 Growing Up |
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| Enduring
Understanding We all change through age and experience. Essential Question: What experiences can cause a person to change? |
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| Unit 1 Resources/ Week 1/ Week 2/ Week 3/ Week 4/ Week 5 | ||
| Unit 1 Resources - (Printables, Document Camera, and BB Resources) | ||
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Essential Questions Reading Strategies Note Taking Growing Up Title Growing Up BB |
Fluency and
Comprehension Week
6 Unit WritingWriting Context Clues and Vocabulary Idioms Vocabulary BB |
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| Week 1: My Diary from Here to There | Teacher Resources | Student Resources |
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Student Learning Outcomes: RL.4.1 - Refer to details and examples in a text when explaining what the text says explicity 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. "I Can" Statements: I can make conclusions about an author’s meaning by thinking about the details and examples in the text (drawing conclusions). I can figure out the theme of a piece of fiction by thinking about the details in the text. I can summarize a piece of fiction in my own words. |
 Daily Notebook FilesDay 1 Day 2 Day 3 Day 4 Day 5 Day
1 Week 1Use this notebook to build background knowledge,
spell short vowel sound words, learn new vocabulary words, make inferences,
identify sentences, and develop focus while writing.
 Cesar
ChavezA video clip of labor activist Cesar Chavez, who fought for fair wages and decent living conditions for migrant laborers and farm workers in California. (Total running time 7 minutes and 37 seconds.) Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. My Diary from Here to There Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. My Diary from Here to There Vocabulary 2 Offers another option for introducing story vocabulary and background information.
My Diary from Here to There Vocabulary Review
I can participate in reviewing key vocabulary for this week's story. Theme (PowerPoint) I can be introduced how to determine a theme of a story, drama, or poem from details in the text. |
  ThemeI can determine the theme of a story by identifying key events where Amada's thoughts, words, and actions play a significant role.  Cesar
Chavez (PowerPoint or Google Slides) I can identify a key event in Cesar Chavez's life and analyze the effects of the event. Share with your teacher as directed using OneDrive or Google Slides. A New Home (Inspiration) I can identify how Amada's point of view about her new home changes throughout the story. Map
of MexicoI can locate Juarez, Mexico, the setting of the story, and create Bridge Maps to show the relationship of Mexican cities to cities in the United States.  Vocabulary Game 1
Unit
1 Week 1(Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 1 Week 1
(Interactive Website) I can practice spelling short vowel sounds. Spelling Game 2 Unit 1 Week 1
(Interactive Website) I can practice spelling short vowel sounds. Computer Skills(Interactive Website) I can practice word processing skills (cut, copy, paste, and highlight) to assist them with editing when writing. Background Information on Immigration I can learn more about immigration by viewing and answering questions with a partner to gain background knowledge on immigration. |
| Week 2: The Adventures of Ali Baba Bernstein | Teacher Resources | Student Resources |
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Student Learning Outcomes: RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 - 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). "I Can" Statements: I can figure out the theme of a piece of fiction by thinking about the details in the text. I can summarize a piece of fiction in my own words. I can use specific details in a story to help me describe a character, setting or event in the story. |
Daily Notebook Files Day 1 Day 2 Day 3 Day 4  Aladdin and the Magic LampView the video and determine the reasons why it is the main character's favorite story. (Total running time: 30 minutes) Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. The Adventures of Ali Baba Bernstein Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word.
The Adventures of Ali Baba Bernstein Vocabulary ReviewReview key vocabulary for this week's story.
Similes and MetaphorsExplain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Poetry Activity using Maya Angelou Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. |
 Elements
of Ali Baba Bernstein I can identify and analyze the elements of the story. Character Trading Card I can create a trading card that analyzes a character's traits. I
Love the Look of...Similes and Metaphors I can identify similes and metaphors within the context of Maya Angelou's poem, "I Love the Look of Words". I can illustrate a chosen simile or metaphor. Part 1 Phone Book Activity (Online or printable PDF) I can read about different activities teachers can use with their students. Part
2 Opinion
WritingI can create an opinion slideshow to show their teacher the different ways a phone book could be used in the classroom and their opinion on each of these activities.
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| Week 3: Kid Reporters at Work | Teacher Resources | Student Resources |
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Student Learning Outcomes: RI.4.2 - Determine a main idea of a text and explain how it is supported by key details; summarize the text. RI.4.5 - Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. "I Can" Statements: I can figure out the main idea in nonfiction by thinking about the details in the text. I can summarize a piece of nonfiction in my own words. I can describe how various forms of nonfiction are structured (e.g., time order, comparison, cause & effect or problem & solution). |
Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 United
Nations NotebookProvides background knowledge on the United Nations. Can be used with students.
Kid Reporters at Work Vocabulary ReviewReview key vocabulary for this week's story. Kid Reporters at Work Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Kid Reporters at Work Vocabulary 2 Offers another PowerPoint option for introducing story vocabulary and background information. Text
Structure IntroductionA SmartBoard introduction on various text structures. Includes signal words and practice passages. Text
Structure PracticeA SmartBoard lesson with practice passages to help students identify various text structures. Includes passages and graphic organizers. Inference
to Determine Text StructureA video from WatchKnowLearn on how readers can use clues to determine the text structure of a passage. |
Time
For Kids Kid Reporters - Part 1 I can read about this year's TFK kid reporters in order to compare two or more reporters. Time
For Kids Kid Reporters - Part 2I can compare and contrast two of this year's TFK kid reporters. I can write a compare and contrast article about these two reporters using accurate signal words. I can write about myself as a TFK kid reporter. United Nations - Part 1 (Worldbook Online Database) I can read an article to find information about the United Nations. United
Nations - Video (Part 1)I can watch and listen to a video to understand the role of the United Nations. United
Nations' Booklet Part 2I can choose an appropriate text structure in order to create a booklet to inform my classmates about what I learned about the United Nations. Compare
and ContrastI can compare the experiences of the two reporters and then compose an essay.
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| Week 4: The Astronaut and the Onion | Teacher Resources | Student Resources |
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Student Learning Outcomes: RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 - 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). "I Can" Statements: I can figure out the theme of a piece of fiction by thinking about the details in the text. I can summarize a piece of fiction in my own words. I can use specific details in a story to help me describe a character, setting or event in the story. |
Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5
By Subject:Writing Spelling Vocabulary Phonics Comprehension Grammar The Astronaut and the Onion Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. The Astronaut and the Onion Vocabulary 2 Offers another option for introducing story vocabulary and background information.
The Astronaut and the Onion Vocabulary ReviewReview key vocabulary for this week's story. Astronauts
in SpaceProvide background information about astronauts. There are also more segments related to how they survive in space. Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. Space Station NASA (Website) Link to NASA with an interactive tour of the space station. |
Space
Food (Inspiration) I can compare space food and "normal" food and summarize their findings. Space
Travel, National Geographic (Part 1) Space
Travel Research - Expedition 47 Crew (Part 1)Space
Travel Research - European Space Agency (Part 1) (Click on the
yellow subtitles to the left for research topics)I can investigate outer space and space travel using the three links above to decide if this is something they would like to do. Investigation
about Space Travel Part 2I can write to explain what they learned and will share if they would like to travel into space and share what they would most like to see.
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| Week 5: Because of Winn-Dixie | Teacher Resources | Student Resources |
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Student Learning Outcomes: RL.4.2 - Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3 - 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). "I Can" Statements: I can figure out the theme of a piece of fiction by thinking about the details in the text. I can summarize a piece of fiction in my own words. I can use specific details in a story to help me describe a character, setting or event in the story. |
Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Writing
PoetryA PDF to many activities to motivate students to write poetry. Links in Discovery Streaming are provided and teacher directions for how to use the videos are given. Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. Because of Winn-Dixie Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Because of Winn-Dixie Vocabulary 2 Offers another option for introducing story vocabulary and background information.
Because of Winn-Dixie Vocabulary ReviewReview key vocabulary for this week's story. |
Friends
(PowerPoint or Google Slides) I can identify the effects of Miss Fanny and the narrator becoming friends. Share with your teacher as directed using Office 365/OneDrive or Google Drive. Pets
for Kids - Part 1(Website) I can read to be informed about the types of pets that are right for me. Pet
Booklet - Part 2I can create a booklet to describe the perfect pet for me. Pet
NarrativeI can write a narrative where my perfect pet and myself are the main characters. Wanted
Poster- Perfectly Mixed-Up PetI can create a Wanted Poster for a "perfectly mixed-up pet" that suits my traits. I can describe this pet in detail. Kate DiCamillo's Website I can read the interview with the author of this story about the book.
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| Theme Connections Growing Up |
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Unit 1 Theme Project: What experiences can cause a
person to change? Note to Teachers: You can use the Unit 1 Theme Project to guide students through the first research project. This project should be completed in the lab. The students can be taught to find the links using the Web Resources folder and directions on the Smartboard lesson or they can use the links below. |
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| Unit
1 Research Question: In this unit, you will be gathering information on people who have gone through life-changing experiences. You should choose one person to focus your research on and create a short biography. You will use multiple sources like databases, search engines, biographical stories, interviews and other primary sources. We all change through age and experience. Step 1: If you could choose any person who changed because of a special experience to write about, whom would you choose? Using PebbleGo, you will scan biographies about different people to choose one you want to research. PebbleGo will be used for background information, but not for your research. Scan through at least 5 biographies to choose a person you would like to learn more about for this research project. Step 2: Now that you have chosen one person to research, you need to create a tree map or use the Smartboard tree map to organize your thinking. For each branch, write one question you want to answer that will help guide your research. Step 3: Let's research. It is important to use multiple sources to complete your research, making sure to use online research tools and resources from the library. Online AACPS Approved Databases: Online Databases Online AACPS Search Engines: KidsClick Dib Dab Doo and Dilly Too Quintura Kids Step 4: Let's take notes as you use each source. You can take notes using the Microsoft Word Template or print the page and write the notes. Step 5: Let's cite our resources using Cite this Form, an online resource. Step 6: For each question, organize your notes. You can cut out your notes pages and organize each note that goes along with each question. Then read over your notes for each question. After reading your notes, write your answer for each question on the tree map making sure to use information from your notes. Step 7: Use your tree map to synthezize your information to write a short biography about the person you researched making sure to focus on the life-changing experiences which caused him or her to change. You will include a topic setnence, middle paragraphs, and a closing paragraph. You will revise and edit your work with the help of a partner or your teacher. |
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| Curriculum Links | Resources |
| Researching the
Essential Question: What experience can cause a person to change.
Students will research a person who has gone through a life-changing experience and will create a short biography. |
Microsoft Word Template |
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Writing:
Research Resources You gather information on a person who has gone through life-changing experience. This person can be famous, historical, or someone close to you. Choose one person to focus your research on. |
AACPS recommended Sites and Search Engines for
all Student Levels Online Databases |
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Writing:
Biography Create a short biography. Use photos or other graphic aids to illustrate your biography. |
What
is a biography? |
| Teacher Notes | |
| Standards | Resources |
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Common Core Standard: W1.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. Technology Standard:Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Part 2 Phone Book Activity Opinion Writing Investigation about Space Travel Part 2 Wanted Poster for Pet Part 2 Pet Booklet |
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Common Core Standard: W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Technology Standard:Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
United Nations Booklet |
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Common Core Standard: W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Technology Standard:Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Pet Narrative |
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Common Core Standard: W7 CCR. Conduct short research projects that build knowledge. Technology Standard:Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Unit 1 Theme Project |
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Common Core Standard: RF3 Know and apply grade-level phonics and word analysis skills in decoding words. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Phonics and Word Study Lessons |
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Common Core Standard: RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Aladdin and the Magic Lamp |
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Common Core Standard: RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Animated Comprehension Lessons- Sequence of Events |
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Common Core Standard: RL3 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). Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Animated Comprehension Lessons-
Character, Setting,
Plot Character Trading Card |
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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: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Vocabulary Lessons |
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Common Core Standard: SL2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
"Ripples of Hope" |
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Common Core Standard: RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Aladdin and the Magic Lamp |
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Common Core Standard: RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Animated Comprehension Lessons- Sequence of Events |
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Common Core Standard: RL9 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. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Animated Comprehension Lessons- Compare and Contrast |
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Common Core Standard: RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
A New Home Cesar Chavez (PowerPoint) Animated Comprehension Lessons- Make Inferences United Nations United Nations Notebook Space Station- NASA Winn Dixie Before/During/After Notebook |
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Common Core Standard: RI7 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. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Map
of Mexico Kate DiCamillo's Website |
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Common Core Standard: RI5 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. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Elements of Ali Baba Bernstein Compare and Contrast Space Food Friends Cesar Chavez |
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Common Core Standard: RI7 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. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Map
of Mexico Kate DiCamillo's Website |
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Common Core Standard: RI9- Integrate information from two texts on the same topic in order to write or speak abou tthe subject knowledgeably. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression |
Cesar Chavez |
August 2016