Fourth Grade Unit 3 The Power of Words
Enduring Understanding Words spoken or written are powerful tools. Essential Question: How can words be powerful?
Week 1/ Week 2/ Week 3/ Week 4/ Week 5
Week 1:  When I Went to the Library	Teacher Resources	Student Resources
Student Learning Outcome: RL4.3 - 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 identify the character, setting,  and/or events in a story. I can identify specific details about characters, settings, and/or events. I can describe a character’s actions, a character’s thoughts, the setting and/or events based on evidence in the text.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Action Verbs Adapted from National Treasures, Grade 4, Unit 3, When I Went to the Library, Grammar, pg 52. Inferencing Adapted from Treasures, Grade 4, Unit 3, When I Went to the Library, Practice Beyond Book, pg 93 When I Went to the Library Vocabulary (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. When I Went to the Library Vocabulary Review Students will review key vocabulary. "Step Inside" Spotlight on Strategies Step Inside is a teaching strategy that encourages students to consider content from multiple perspectives.  Students are assigned roles that may be found within a piece of media and then answer questions from the point-of-view of their assigned person or object.  Introduce this strategy using this picture from Discovery Education.  Then have students apply this strategy to the story "When I Went to the Library."	Snake! Students will brainstorm adjectives describing how different members of their household would react to a snake in the house. Then, they will compose narratives from two of the points of view. My Opinion about My Pet Working with a partner, students will collaboratively create a slideshow to show two different points of view regarding possible pets. Each student would then infer how their partner feels about the pet after reading what his/her partner wrote. Snake Facts - Research and Inquiry Activities  I can use multiple sources to research snakes in order to form an opinion on whether or not snakes should be reintroduced to areas with a rat problem. When I Went to the Library Vocabulary Students will review key vocabulary words. Vocabulary Game 1- Unit 3, Week 1 (Interactive Website) Students will acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1 Unit 3 Week 1 (Interactive Website) Students will demonstrate command of spelling of words with the hard and soft c and g sounds. Spelling Game 2 Unit 3 Week 1 (Interactive Website) Students will demonstrate command of spelling of words with the hard and soft c and g sounds.
Week 2:  Dear Mrs. LaRue	Teacher Resources	Student Resources
Student Learning Outcome RL 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. "I Can" Statements I can identify a story or drama (a play) in text, visually and orally. I can identify descriptions (illustrations and events) in a story or drama in text, both visually and orally. I can connect and compare the text of a story or drama to the text of a visual or oral presentation recognizing descriptions and direction in each version.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Dear Mrs. LaRue Vocabulary Option #1 Dear Mrs. LaRue Vocabulary Option #2 (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Dear Mrs. LaRue Vocabulary Review Students will review the week's key vocabulary. Literature Response Activity on Discovery Students, will write a letter, from Ike's point of view, to Mrs. LaRue stating about how he feels about being in obedience school. Interview with Mark Teague In this video, Teague talks about his books, the kids he meets visiting schools, and his books Dear Mrs. LaRue and How Do Dinosaurs Say Goodnight?  Section 4 specifically discusses his thoughts about making the illustrations different - reality v/s fantasy.   Make Connections Between the Text and an Illustration In this lesson students will learn how to identify where an illustration reflects specific descriptions in the text by examining illustrations and asking "How did this author use the illustration?" Note: Login to LearnZillion before selecting the link. WatchKnowLearn This website has several videos with lessons to support RL 4.7.  Kenny the Shark Goes to Obedience School Students will view the video about Kenny and will compare his experiences at obedience with Ike's experiences at school. Students can use a thinking map to compare these experiences. Total Running Time 10 minutes, 27 seconds  Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.	Dear Ike Students will research traits of well behaved dogs and compose a opinion letter telling why he believes he is well behaved. Ike - Guide Dog Material? Video - Part 1 I can view this source in order to determine what makes a good guide dog. Total Running Time 12 minutes, 18 seconds  Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines. Ike - Guide Dog Material? - Part 2 After watching the video about how guide dogs are trained and guide dogs at work, students will write their opinion stating if they think Ike should or should not become a guide dog using details from both the story and from the video in their opinion letter to Mrs. LaRue.   Dear Mrs. LaRur Vocabulary Students will review vocabulary words by matching the words with their definitions. Vocabulary Game 1- Unit 3, Week 2 (Interactive Website) Students will acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1- Unit 3 Week 2 (Interactive Website) Students will demonstrate command of spelling of words with prefixes and suffixes.
Week 3:  Words Add Up to Success	Teacher Resources	Student Resources
Student Learning Outcome RI 4.8  Explain how an author uses reasons and evidence to support particular points in a text. "I Can" Statements I can recognize differences between fact and opinion. I can define evidence (proof) and reason (support). I can identify the author’s reasons and evidence. I can explain how an author uses reasons and evidence to support particular points in a text.	Daily Notebook Files: Day 1 Day 2 Day 3 Day 4 Day 5 Subject Notebook Files Grammar Daily Language Writing Vocabulary Phonics Spelling Comprehension Words Add Up to Success Vocabulary Review Students will review the week's vocabulary. Words Add Up to Success Vocabulary (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. A Kid's Guide: Positive Attitude Students will view a video to show how their mindset does affect their success, and compare this to how a teacher's can help to change a student's mindset as Mr. Escalante did. Total Running Time 19 minutes, 43 seconds  - (Don't need to show all of it) Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.	Words Add Up to Success Students will identify facts and opinions in the story to aid in summarizing. Words Make Me a Success Students will create a collaborative slideshow to describe how a word (s) can help them to be successful. Words Add Up to Success Vocabulary Students will review this week's vocabulary by matching this week's vocabulary words with their meanings. Vocabulary Game 1- Unit 3, Week 3 (Interactive Website) Students will acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Unit 3 Week 3 Spelling Game 1 (Interactive Website) Students will demonstrate command of spelling of words with prefixes. Unit 3 Week 3 Spelling Game 2 (Interactive Website) Students will demonstrate command of spelling of words with prefixes.
Week 4:  Ranita, The Frog Princess	Teacher Resources	Student Resources
Student Learning Outcome 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 define “theme” of a story or play. I can apply details of a text to determine the theme of a story or play. I can summarize key ideas and details for the theme of a story or play.	Daily Notebook Files Day 1 Day 2 Day 3 Day 4 Day 5 Analogies (Lesson and Assessment) Students will use the Smart Response Assessment tool to identify analogies using the synonym and antonym relationship. Linking Verbs (Assessment Only) Students will use the Smart Response Assessment tool to identify the linking verb in sentences. Ranita, The Frog Princess Vocabulary Review Students will review the week's key vocabulary. Ranita, The Frog Princess Vocabulary Option #1 Ranita, The Frog Princess Vocabulary Option #2 (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Tips for Performing Drama Students should follow these rules when performing to stay in character and to concentrate when on stage. Just the Facts: Understand Literature: The Elements of Drama Students will view to learn more about a drama. This video give a lot of background information about drama with checkpoint quizzes throughout the video that checks for understanding. Total Running Time 19 minutes, 43 seconds Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.	What's the Theme? Students will identify the theme of Ranita, The Frog Princess. New Setting for Ranita Students will create a new setting for the story Ranita, and will work collaboratively with a partner to write a new story showing how the new setting may affect the different events. Ranita, The Frog Princess Vocabulary Students will review the week's key vocabulary. Analogies (Interactive Website) Students will watch videos on analogies and will select the correct relationships to complete analogies. Unit 3 Week 4 Vocabulary Game 1 (Interactive Website) Students will acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Unit 3 Week 4 Spelling Game 1 (Interactive Website) Students will demonstrate command of spelling of plural words. Unit 3 Week 4 Spelling Game 2 (Interactive Website) Students will demonstrate command of spelling of plural words. Sketch to Stretch  In this activity, you will sketch an image to represent your conception of the theme.  Teacher note: for easy sharing, have students save in the goodies drive or they can share their project with a partner.
Week 5:  Me and Uncle Romie	Teacher Resources	Student Resources
Student Learning Outcome 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 identify the character, setting,  and/or events in a story. I can identify specific details about characters, settings, and/or events. I can describe a character’s actions, a character’s thoughts, the setting and/or events based on evidence in the text.	Daily Notebook Files: Day 1 Day 2 Day 3 Day 4 Day 5 Me and Uncle Romie Vocabulary Option #1 Me and Uncle Romie Vocabulary Option #2 (PowerPoint) Introduce new vocabulary to students. PowerPoint includes teacher notes for each word. Me and Uncle Romie Vocabulary Review Students will review the week's key vocabulary. Art Tango: Tissue Paper Collage Student will follow along to make a tissue paper collage. They will compare this type of art with the type of art made by Romare Beardon using a thinking map. Total Running Time 5 minutes Login to Discovery Education before selecting the Link. Please note the video must be downloaded prior to viewing as per AACPS guidelines.	Me and Uncle Romie Vocabulary Students will review the week's key vocabulary. Collage of Favorite Time in Your Life Students will make connections between the text of a story or drama and a visual or oral presentation of the text to create a collage of a favorite time in their life. NGA's Collage Maker (Interactive Website) Students will create their own collage using digital tools. Sketch the Character's Head Using Pixie, sketch a picture of the main character's head, leaving room inside and around for writing.  Write words inside the character's head that describe his or her internal thoughts and feelings.  Around the character, write words that describe how the other characters feel about and perceive the main character.  Students may record themselves defending their word choices by site specific evidence and details from the story. Vocabulary Game 1- Unit 3, Week 5 (Interactive Website) Students will acquire and accurately use vocabulary words for reading, writing, speaking, and listening. Spelling Game 1- Unit 3 Week 5 (Interactive Website) Students will demonstrate command of spelling words with different sounds. Spelling Game 2- Unit 3 Week 5 (Interactive Website) Students will demonstrate command of spelling words with different sounds.

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Theme Connections
Student Activities
Powerful Word Song Project for Unit Three (Word with an audio file) Explanation of Products for Song Project (Word) CD Cover for Students to Make for Song Project (Publisher) Writing Prompt for Project (Word Document)	Students take a closer look at the powerful words used in songs. You can use speeches too if you'd like. Students will complete activities using this song, and will complete a product and will write an opinion piece about a song they think has powerful words.
Biography Research (Word Document) This file explains to students the research they will be doing. It is tiered so students can choose the level of challenge they would like. Students should use online databases to conduct this research, as well as thinking maps or two/three column notes to organize their notes.	Students will conduct short research projects that build knowledge through investigation of different people.
The Most Powerful Words and Phrases	Students will brainstorm powerful words and phrases together as a class. Then, they will choose those that are most powerful to them to create a Wordle and opinion paragraph.
Words Are Like *Teacher Note- Once the PowerPoint is complete, students can choose "Save As" and select jpg. This will make each slide a picture that can then be put into PhotoStory so the students add background music, transitions, and can record themselves reading their similies.	(PowerPoint) Students will create a similies for powerful types of words.
Research Road Map	Students will use this research road map as a guide to completing research.
Writing a Speech	(Website) Students will learn about the steps needed to write a speech in preparation for writing their own.

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Teacher Notes
Standards	Resources
Common Core Standard: W1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Should Ike Become a Guide Dog
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	Words Make Me a Success
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	Snake!
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 IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Writing a Speech
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	Links to all Treasures resources for phonics and word study lessons
Common Core Standard: L3- Use knowledge of language and its conventions when writing, speaking, reading, or listening. Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Linking Verbs Quiz
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	What's the Theme?
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. character's thought, words, or actions). Technology Standard: IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	New Setting for Ranita
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
Common Core Standard: RL5- Demonstrate understanding of figurative langauge, word relationships, and nuances in word meanings. Technology Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Words Are Like (PowerPoint) Analogies
Common Core Standard: RL7 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. Technology Standard IV and V. Integrating Technology into the Curriculum and Instruction for Communication and Expression	Collage of Favorite Time of the Year
Common Core Standard: RI2- 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	Words Add Up to Success
Common Core Standard: R2- 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	What's the Theme?

 

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November 2016