Fourth Grade Unit 2 Making a Dif

Men with statue

Fourth Grade
Unit 2
Making a Difference

Enduring Understanding
Communities or large neighborhoods are shaped by the people living in them.

Essential Question:
How do people make a difference in their communities?

Unit 2 Resources / Week 1/ Week 2/ Week 3/ Week 4/ Week 5
Unit 2 Resources (Printables, Document Camera, and BB Resources)
Essential Questions Trifold Author's Purpose TDQs	Text to Self Text to Text Text to World

Week 1: My Brother Martin	Teacher Resources	Student Resources
Student Learning Outcome: 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 compare and contrast a firsthand and secondhand account of the same event. I can describe the differences in focus and information for each account.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Subject Notebook Files Spelling Writing Daily Language Grammar Phonics Vocabulary Comprehension Firsthand and Secondhand Accounts Lesson An interactive lesson to use with students when introducing firsthand and secondhand accounts. Segregation Quote - Part 1 Use this SmartBoard lesson to work with students on close reading of an important quote that will come up in the article, Sitting Down to Take a Stand. Segregation Quote - Part 2 Article to use with students on the "Greensboro Four" sit-in in 1960 Time For Kids - Sitting Down to Take a Stand article link Time For Kids - Sitting Down to Take a Stand printable article Segregation Quote - Part 3 Word or Google Doc Students will determine the best text support to answer a question on the quote about segregation. Share this article with your students via Roster Manager, Office365, or through Google Drive. "Heroes of American History: Martin Luther King" View this video to gain background on the Civil Rights Movement and Dr. King's methods for creating change. (Total Running Time: 5 minutes, 9 seconds) Login to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines. Thurgood Marshall (Total Running Time: 4:07) *Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.* Intro to the Civil Rights Movement (Total Running Time: 5:09) *Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.* PBS Newshour: Students Remember King's "I Have a Dream" speech (Total Running Time: 4 mins, 53 secs) Login to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines. My Brother Martin Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. My Brother Martin Vocabulary Review Review key vocabulary for this week's story.	Helen Keller - Firsthand/Secondhand Account Practice I can determine whether a text is a firsthand or secondhand account. (RI.4.6) The Purpose of Writing (PowerPoint or Google Slides) I can compare the information and author's purpose of two texts, and anaylze how the author's point of view affects their writing. Share with your teacher as directed using OneDrive or Google Drive. I Can Almost Taste It! I can write a friend to tell their opinion about their favorite food. (Ties to writing prompt for the week) Vocabulary Activity I can match the word to the correct definition. My Friend or Sibling Booklet I can write a narrative about a sibling or a friend, just like Christine King did about her brother Martin. Vocabulary Game 1 Unit 2 Week 1 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Vocabulary Game 2 Unit 2 Week 1 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 2 Week 1 (Interactive Website) I can demonstrate command of spelling by practicing words with prefixes.
Week 2: Mighty Jackie	Teacher Resources	Student Resources
Student Learning Outcome: 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. RI.4.7 - Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, timelines, animations, or interactive element). "I Can" Statements: I can compare and contrast a firsthand and secondhand account of the same event. I can describe the differences in focus and information for each account. I can interpret and use information from charts, graphs, diagrams, time lines, animations or other internet presentations to understand nonfiction.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Jackie Robinson Background information about how Jackie Robinson changed the world of organized sports. (Total running time: 4 minutes) *Login to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines.* The All American Girls Baseball League (website) Background information about the All American Girls Baseball League. Mighty Jackie Trifold (Printable) Students will create a trifold focusing on author's purpose and inferencing. Mighty Jackie Vocabulary (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Might Jackie Vocabulary 2 Offers another option for introducing story vocabulary and background information. Mighty Jackie Vocabulary Review Review key vocabulary for this week's story. Vocabulary Week 2 (Printable) Use this to introduce vocabulary using the Define, Example, Ask strategy.	Firsthand and Secondhand Account Practice I can read passages and highlight clues to determine whether passages are firsthand or secondhand accounts. Then, I can compare and contrast the information found within each account to support my thinking. (RI.4.6) Babe Ruth (Word or Google Doc) The following can be used with the paired text, The Chance of a Lifetime. I can add text features to a piece of non-fiction text to make it easier to understand. (RI.4.7) Share with your teacher as directed using OneDrive or Google Drive. Baseball Legends I can gather information about a Hall of Famer and create a baseball card summarizing their career. A League of Their Own I can gather information about the women's and men's baseball leagues and draw conclusions based on what they learn. Jackie Mitchell (Part 1) (Website) I can read to gain background information about Jackie Mitchell. Write your own Opinion (Part 2) (Word or Google Doc) After reading about Jackie Mitchell, I can write an opinion paragraph about what they think about this athlete. Share with your teacher as directed using OneDrive or Google Drive. Vocabulary Activity I can classify vocabulary words as a verb, adjective, or noun. Vocabulary Game 2 Unit 2 Week 2 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 2 Week (Interactive Website) I can demonstrate command of spelling by practicing words with the /ch/ sound.
Week 3: Making a Splash	Teacher Resources	Student Resources
Student Learning Outcome: RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize 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 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 compare and contrast a firsthand and secondhand account of the same event. I can describe the differences in focus and information for each account.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Subject Notebook Files Spelling Writing Daily Language Grammar Phonics Vocabulary Comprehension Six Word Story - Main Idea/Summarizing Strategy Discovery Ed's "Spotlight on Strategies: Six Word Story" is a great way to get students to focus on the main ideas in an article. Login to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines. Six Word Story Starter Pictures Start with these photographs to give students practice doing a Six Word Story (Paralympics themed). "Living with a Physical Handicap" Emily explains how she lost her leg, and how she wears her prosthetic leg. She also discusses some of the challenges of having one leg. (Total running time: 5 minute 59 seconds) Log in to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines. "Main Idea: Pyramid Plunder" Students will learn how to identify the main idea and supporting details with short clips about pyramids. (Total run time: 2 minutes 14 seconds) *Log in to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.* "The Whaddaya Know Quiz Show: Common Idioms" Teachers can use this quiz show to review common idioms. It can be used as a student station or in a small group. (Please note that this launches in popup and does not have to be downloaded.) Making a Splash Vocabulary (PowerPoint) Introduces new vocabulary to students. PowerPoint includes teacher notes for each word. Making a Splash Vocabulary Review Review key vocabulary for this week's story.	Compare and Contrast Accounts I can compare and contrast the Treasures story, "Making a Splash" (secondhand account) with Rudy Garcia-Tolson's video (firsthand account) on the Paralympics. Paralympic Athletes I can compare and contrast two Paralympians of my chosing. Vocabulary Activity I can learn vocabulary by choosing the correct *synonym* for this week's vocabulary words. Paralympic Part 1 (Website) I can read to gain information about the paralympics. Circle Map Part 2 I can organize what I learned and list questions I still have about the Paralympics. Irregular Plurals-Quia Game (Interactive Website) I can apply my knowledge of irregular plurals by playing a game. Vocabulary Game 1 Unit 2 Week 3 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 2 Week 3 (Interactive Website) I can demonstrate command of spelling to write by practicing short vowel sounds. Spelling Game 2 Unit 2 Week 3 (Interactive Website) I can demonstrate command of spelling by practicing words with diagraphs. Spelling Game 3 Unit 2 Week 3 (Interactive Website) I can demonstrate command of spelling by practicing words with diagraphs.
Week 4: Wild Horses	Teacher Resources	Student Resources
Student Learning Objectives: 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 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 Mustangs: Roamers of the American Range Horses that were brought to America with settlers sometimes were left behind. They returned to their feral state and became wild mustangs. Many times these mustangs become overpopulated and cause environmental problems. (Total Running Time 45 seconds.) *Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.* Wild Horses Vocabulary (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Wild Horses Vocabulary Review Review key vocabulary for this week's story. Possessive Nouns (Assessment) Students will identify possessive nouns. (Adapted from Treasures Grammar Practice page 45) Hyberbole and Metaphor (Assessment) Students will identify hyberboles and metaphors.	Assateague Island Wild Horses - Part 1 (Website) I can read to gather information about wild horses that live in Maryland. Text Features about Wild Horses - Part 2 (Word or Google Doc) I can identify how the text features helped me to comprehend what they read about wild horses. Share with your teacher as directed using OneDrive or Google Drive. Newletter about Wild Horses Assateague Island - Part 3 I can choose an appropriate text structure to create a newsletter to tell what I learned about the wild horses of Assateague Island. And the Reason is... I can identify cause and effect relationships in The Wild Ponies of Chincoteague using key words. Chincoteague Bound! (Inspiration) I can research Chincoteague and create a travel plan for a four day vacation. Cause and Effect Practice I can familiarize myself with words that indicate cause and effect. Wild Horses - Part 1 (Viewable online or Printable PDF) I can read to be informed about wild horses that live in Maryland. Wild Horses Acrostic Poem - Part 2 (Interactive Website) I can create an acrostic poem about information I learned in the article above. Writing Your Own Tall Tale (Microsoft Word) I can read about tall tales and then create my own using the organizer. Vocabulary Activity I can rearrange the letters to correctly spell each vocabulary word. Vocabulary Game 1 Unit 2 Week 4 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 2 Week 4 (Interactive Website) I can demonstrate command of spelling by practicing r-controlled vowel sounds.
Week 5: Mystic Horses	Teacher Resources	Student Resources
Student Learning Outcome: RL.4.6 - Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. 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 compare and contrast different stories by thinking about the different points of view. 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 Step Inside - Analyzing Perspectives Strategy Discovery Ed's "Spotlight on Strategies: Step Inside" is a great way to get students to think of an event from multiple perspectives. In "Mystic Horses", students could "step inside" several main events in the story to analyze them from any character's perspective. 1850: 32 States and 25 Million People The American population increases and spreads, posing a challenge for interstate communication.(Applicable part from beginning of segment to 1:30 mins) *Log in to Discovery Education before selectiong the link. Please note the videos must be downloaded prior to viewing as per AACPS guidelines.* Mystic Horses Vocabulary Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Mystic Horses Vocabulary Review Review key vocabulary for this week's story. The Pony Express Use as background information about the Pony Express. Includes short biographies and a timeline.	View It Another Way I can illustrate a scene from the story, "Mystic Horses", drawing on specific words from the text. Then, I can consider this scene from a different character's point of view and illustrate the same scene as they would see it. Vocabulary Activity I can demonstrate understanding of new vocabulary words by matching the word to the correct definition Pawnee Facts Activity Part 1 (Website) I can read facts about Pawnee Indians to learn about this tribe. Crossword Puzzle Part 2 (Interactive Website) I can create a crossword puzzle using what they learned about the Pawnee Indians. Create Pony Express Ad I can create a persuasive ad for Pony Express Riders for the current year. Vocabulary Game Unit 2 Week 5 (Interactive Website) I can acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 2 Week 5 (Interactive Website) I can demonstrate command of spelling by practicing words with suffixes.

Theme Connections
Curriculum Links	Resources
Writing: Research Organinzer Print out this step-by-step guide to gather information about local community projects.	Research Road Map (Printable PDF)
Writing: *Research Resources* Choose a project that would be important for your community and research different resources that would help a group to complete this project. Find out how other communities handled the same kind of project.	AACPS Approved Online Databases Give Water a Hand (Website)This site encourages students to create teams to help improve water quality in their environment.
Writing: *Persuasive Writing* Write a persuasive letter to encourage others to join your project.	Opinion Organizers I can organize their ideas before they write a opinion letter.

Teacher Notes
Standards	Resources
Common Core Standard: W1- Write opinion pieces on topics or texts, supporting a point of view with reasons and information. WI6- With some guidance and support from adults, use technology, including the Interent, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum or one page in a single sitting. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Favorite Food I Can Almost Taste It Jackie Mitchell Create Pony Express Ad
Common Core Standard: W2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression
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: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	My Friend or Sibling Booklet Writing Your Own Tall Tale
Common Core Standard: W6- With some guidance and support from adults, use technology, including the Interent, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum or one page in a single sitting. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Circle Map Part 2 about Paralympics
Common Core Standard: W8- 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. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Baseball Cards A League of Their Own Chincoteague Bound! Pawnee Facts Activity
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
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	Cause and Effect Independent Practice And the Reason Is...
Common Core Standard: RL4 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
Common Core Standard: RL6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	The Purpose of Writing
Common Core Standard: RI1 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	Jackie Mitchell Part 1 Assateague Island Wild Horses
Common Core Standard: Rl2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Part 3 Newsletter about Wild Horses Assateague Island Part 1 Wild Horses Part 1 Wild Horses Acrostic Poem
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	And the Reason is... Cause and Effect Independent Practice
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	Part 2 Text Features about Wild Horses
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: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	A League of their Own Paralympic Athletes Chincoteague Bound!

August 2016