Unit 3

Working Together

 

Grade 4

ELA

Unit Length and Description:

 

9 weeks

 

It is important to work with family, friends, and others to be successful in our lives and careers. Students learn how hard work makes a difference in your life and career. Students will learn how people persevere and work with others to form lasting friendships that help them to survive tough times in their lives.

 

Standards:

 

Targeted STANDARDS for The Cricket in Times Square – Unit 2

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 characters’ thoughts, words, or actions).

  • I can identify the character, setting, and/or events in a story.
  • I can identify specific details about characters, settings, and events in a story.
  • I can describe a character’s actions, a character’s thoughts, the setting, and events based on evidence in the text.

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text.

  • I can identify a story or drama in text, visually and orally.
  • I can identify descriptions (illustrations and events) in a story or drama in text, visually or 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.

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (see standards for more information on this standard)

  1. 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.

   I can explain organizational structures, writer’s purpose, and point of view.

   I can determine how to introduce the topic or text clearly.

   I can formulate an opinion.

   I can organize by grouping related ideas to support the writer’s purpose.

   I can create and opinion piece on topics or texts, supporting it with reasons and information. My product will include: a) clear introduction of topic or text, b) statement of my opinion, and c) strong organizational structure in which related ideas are grouped to support the writer’s purpose.

  1. Provide reasons that are supported by facts and details.

   I can recognize facts and details.

   I can provide reasons that are supported with facts and details.

   I can create and opinion piece on topics or texts, supporting it with reasons that are supported by facts and details.

  1. Link opinions and reasons using words and phrases (e.g., for instance, in order to, in addition).

   I can use linking words and phrases.

   I can link opinions and reasons using words and phrases (e.g., for instance, in order to, in addition).

   I can create an opinion piece on topics or texts, supporting it with links between pinion and reasons using words and phrases.

  1. Provide a concluding statement or section related to the opinion presented.

   I can explain the purpose of a concluding statement or section.

   I can provide a conclusion related to the opinion presented.

   I can create an opinion piece on topics or texts, supporting it with a concluding statement or section related to the opinion presented.

W.4.2 Write informative/explanatory tests to examine a topic and convey ideas and information clearly. (Literary Analysis) (see standards for more information on this standard)

  1. 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.

   I can identify and develop a topic that is clear with related-information grouped together in paragraphs or sections that contain: formatting, illustrations, and/or multimedia when useful in aiding comprehension.

   I can write informative/explanatory texts to express ideas and information clearly and accurately that includes a topic that is clearly introduced with related-information grouped in paragraphs or sections that contain formatting, illustrations, and/or multimedia when useful in aiding comprehension.

  1. Develop the topics with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

   I can identify and develop a topic developed with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.

   I can write informative/explanatory texts that include a topic developed with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.

  1. Link ideas within categories of information using words and phrases (e.g. another, for example, also, because).

   I can identify and develop linked ideas within categories of information using words and phrases.

   I can write informative/explanatory texts that include linked ideas within categories of information using words and phrases.

  1. Use precise language and domain-specific vocabulary to inform about or explain the topic.

   I can identify and develop precise language and domain-specific (content) vocabulary to inform about or explain the topic.

   I can write informative/explanatory texts that include domain-specific (content) vocabulary to inform about or explain a topic.

  1. Provide a concluding statement or section related to the information or explanation presented.

   I can identify and develop a concluding statement or section related to the information or explanation presented.

   I can write informative/explanatory texts that include a concluding statement or section related to the information or explanation presented.

W.4.9 Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.

  1. 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 characters’ thoughts, words, or actions].”).

   I can identify key ideas and details from literary text which provide evidence to support conclusions about the text accessed through research.

   I can cite literary textual evidence to support analysis of what the text says explicitly.

   I can explain how evidence from key ideas and details support research.

   I can analyze key ideas and details in a literary text as evidence for support and understanding of text.

   I can reflect on key ideas and details in a literary text as evidence for support and understanding of text.

  1. 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”).

   I can identify key ideas and details form informational texts which provide evidence to support conclusions about the text accessed through research.

   I can cite informational textual evidence to support analysis of what the text says explicitly.

   I can explain how evidence from key ideas and details support research.

   I can analyze key ideas and details in an informational text as evidence for support and understanding of the text.

   I can reflect on key ideas and details in an informational text as evidence for support and understanding of text.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A) Explain the meaning of simple similes and metaphors 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).

  • I can define simple similes and metaphors.
  • I can recognize simple similes and metaphors in context.
  • I can define:

   common idioms

   adages (old sayings)

   proverbs (moral lessons).

  •  I can recognize:

   idioms in context

   adages in context

   proverbs in context.

  • I can identify synonyms and antonyms.
  • I can distinguish between synonyms and antonyms.

 

Embedded Standards for all of Unit 2 (These are standards that are a part of most if not all lessons):

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

  • I can identify key details and examples in a text.
  • I can explain the difference between explicit (exact) and inferred information. I can explain how details and examples from the test support making inferences.

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

  • I can define “theme of a story/prose, drama, or poem.
  • I can apply details of a text to determine the theme of a story/prose, drama, or poem.
  • I can summarize key ideas and details for the theme of a story/prose, drama, or poem.

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.

  • I can define vocabulary, compare/contrast, point of view, and first and third person narrations.
  • I can recognize first and third person narrations.
  • I can identify point of view in a variety of stories.
  • I can compare the points of view from which different stories are narrated, including 1st and 3rd person narrations.
  • I can compare the points of view from which different stories are narrated, including 1st and 3rd person narrations.

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.

  • I can explain the difference between explicit and inferred information in a text.
  • I can identify details and examples when:

   explaining what the text says explicitly (exactly)

   drawing inferences from the text.

  • I can explain what the text says using details and examples when:

   identifying explicit information

   drawing inferences.

SL.4.1 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 other’s ideas and expressing their own clearly. (See standards for more information on this standard)

  1. 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.

   I can identify key ideas from reading material.

   I can relate information read to discussion topics.

   I can engage in a variety of discussions by sharing acquired and prior knowledge of grade 4 topics and texts.

  1. Follow agreed-upon rules for discussions and carry out assigned roles.

   I can identify ways to listen effectively. 

   I can describe discussion rules and roles.

   I can evaluate implementation of discussion rules and roles.

   I can listen actively to discussions and presentations. 

   I can follow agreed-upon rules during discussion.

   I can carry out assigned roles during discussions.

  1. 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.

   I can know how to pose questions and provide feedback.

   I can formulate questions and responses based on comments made by others during discussion.

   I can pose and respond to specific questions to clarify understanding of discussion or presentation.

   I can connect comments to the remarks of others

  1. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

   I can identify key ideas presented during discussion.

   I can explain the topic using personal ideas, opinions, and reasoning.

   I can think critically about ideas posed.

   I can justify responses by providing evidence to support reasoning.

   I can express ideas clearly.

SL.4.4 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.

  • I can identify a topic, a text, facts, and descriptive details.
  • I can identify clearly pronounced and enunciated words and understandable pace.
  • I can use a logical sequence of events to tell a story, report on a topic or text, or recount an experience.
  • I can determine appropriate facts and relevant descriptive details that support main ideas or themes.
  • I can speak clearly at an understandable pace while a) reporting on a topic, b) telling a story, or c) recounting an experience in an organized manner using appropriate facts or relevant, descriptive details to support main ideas or themes.

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

  • I can determine the meaning of words and phrases in metaphors.
  • I can determine the meaning of words and phrases in similes.
  • I can determine the meaning of words and phrases:

   as they are used in a text

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

  • I can identify: a) general academic, b) domain-specific (content vocabulary) words and phrases in a text relevant to a grade 4 topic or subject areas.
  • I can determine the meaning of:

   general academic

   domain-specific (content vocabulary) words and phrases in a text relevant to a grade 4 topic or subject areas

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

  • To support comprehension, I can identify the purpose and understanding of text.
  • By the end of the year, to support comprehension, I can determine the purpose for reading on-level text.
  • By the end of the year, to support comprehension, I can read on-level text fluently and accurately.
  • To support comprehension, I can identify oral reading with accuracy, appropriate rate, and expression on successive readings.
  • By the end of the year, to support comprehension, I can apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings.
  • By the end of the year, to support comprehension, I can read with: o accuracy o appropriate rate o expression on successive readings.
  • To support comprehension: I can identify rereading, when necessary, as a strategy when confirming or self-correcting words in text.
  • I can understand how context can help to confirm or self-correct word recognition.
  • By the end of the year, to support comprehension, I can confirm or self-correct word recognition and understanding by using context.
  • By the end of the year, to support comprehension, I can reread with fluency as necessary.

L.4.4 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. (see standard for more details)

  • I can identify common context clues (e.g. definitions, examples, restatements) in text.
  • I can determine the meaning of unknown and multiple-meaning words by examining a text to find clues to meanings of words (e.g. definitions, examples, and restatements in text
  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.
  • I can identify and define Greek and Latin affixes and roots.
  • I can determine the meaning of unknown and multiple-meaning words by using common Greek and Latin affixes and roots as clues to the meanings of words (e.g. telegraph, photograph, autograph).
  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.
  • I can use common reference materials (e.g. thesaurus, dictionary, and glossary).
  • I can use a pronunciation guide.
  • I can use print and digital reference materials (e.g. dictionaries, thesauri, glossaries) to:

   find pronunciation

   determine the meaning of key words and phrases.

  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • I can identify the various purposes for writing.
  • I can identify and understand the various organizational structures related to different genres or purposes for writing.
  • I can determine:

   when to write for short or extended time frames for a range of discipline-specific tasks, purposes, and audiences

   the appropriate organizational structure needed for specific audiences and purposes.

  • I can write for various purposes and to various audiences for a short or extended time frame, for a range of discipline-specific tasks, purposes, and audiences.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate for task, purpose, and audience.

  • I can analyze the reason for writing a piece to decide on task, purpose, and audience.
  • I can determine suitable idea development/strategies and organization appropriate to task, purpose, and audience.
  • I can produce a writing piece that is clear and focused with idea development and organization appropriate to task, purpose, and audience.
  • I can provide clear and focused writing.

W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Includes Language standards 1-3)

  • I can with guidance and support from peers and adults, recognize how to plan, revise, edit, rewrite, and try a new approach.
  • I can edit for conventions of Writing demonstrating (see language standards 1-3).
  • I can with guidance and support from peers and adults, develop and strengthen my writing as needed by planning, revising, editing, rewriting, and trying a new approach.

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

  • I can demonstrate command of the conventions of standard English grammar and usage when writing.
  • I can use words correctly to communicate.
  • I can use words correctly.
  • I can recognize: fragments and run-ons.
  • I can correct inappropriate: fragments and run-ons.
  • I can correct inappropriate fragments.
  • I can identify frequently confused words/homophones.

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • I can apply correct capitalization when writing.
  • I can apply correct punctuation when writing.
  • I can use commas and quotation marks in dialogue and when quoting from a text.
  • I can use correct spelling when writing.
  • I can identify many of the conjunctions (connecting words) and how they are used to create a compound sentence. 
  • I can use a comma in a compound sentence.
  • I can recall and apply spelling rules.
  • I can identify and correct misspelled words.
  • I can list procedures for efficiently finding the correct spelling.
  • I can consult references as needed.

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • I can recognize the conventions of language for: writing, speaking, reading, and listening.
  • I can apply knowledge of language and language conventions when: writing, reading, and listening.
  • I can choose words and phrases to convey ideas precisely when writing or speaking.
  • I can use knowledge of language and language conventions when speaking.
  • I can use words and phrases to communicate ideas precisely when speaking.
  • I can recognize types of punctuation.
  • I can choose punctuation for effect.
  • I can apply knowledge of language and language conventions when: writing, reading, and listening.
  • I can use knowledge of language and language conventions when speaking
  • I can recognize the fundamentals of formal and informal English.
  • I can apply knowledge of language and language conventions when: writing, reading, and listening.
  • I can determine contexts that call for formal English.
  • I can use knowledge of language and language conventions when speaking.

 

Enduring Understandings:

 

·        Learning to work with others can lead to success in your life and in your career.

·        Strong friendships and relationships are an essential part of a successful life.

·        Hard work and perseverance can help people survive tough times.

 

Essential Questions:

 

·        Why is it important to learn to work with others?

·        How can I develop strong friendships and relationships?

·        How can hard work and perseverance help me in my life?