ESL Planning Guide Grade 4 Quarter 1IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.

By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-

secondary opportunity.

In order to achieve these ambitious goals, ESL teachers must collectively work with general education teachers to provide our students with a sound foundation in the English language as well as high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Language and literacy development is recognized as a shared responsibility of all of a student’s teachers. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the ESL curriculum planning guides.

Designed with the teacher in mind, the ESL curriculum planning guides focus on literacy teaching and learning, which include the development of foundational skills and instruction in reading, writing, speaking and listening, and language. This planning guide presents a framework for organizing instruction around WIDA Standards, grade-level content, and the TN State Standards (CCR) so that every ELL student acquires English and develops literacy skills that will enable him or her to meet or exceed requirements for college and career readiness. The standards define what to teach within specific grade bands, and this planning guide provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ESL Curriculum guides. ESL teachers will use this guide and the standards as a road map for English Language Development.

The Newcomer/Readiness curriculum provides additional guidance and resources for new immigrant students and those with interruptions in formal education. Newcomer/Readiness materials are designed for use in the first 6 to 9 weeks of enrollment.

ESL Planning Guide Grade 4 Quarter 1How to Use the Curriculum Planning GuidesOur collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right. To enhance ELL access to instructional tasks requiring complex thinking match the linguistic complexity and instructional support to the students’ level of proficiency. (Gottlieb, Katz, and Ernst-Slavit 2009)

This curriculum guide is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

(3) Building knowledge through content-rich nonfiction.

Additional time, appropriate instructional support, and aligned assessments will be needed as ELL acquire both English language proficiency and content area knowledge. The TN Standards for Foundational Skills should be used in conjunction with this guide.

ESL Planning Guide Grade 4 Quarter 1

The Five WIDA English Language Development Standards

Standard AbbreviationEnglish Language

Development Standard 1

English language learners communicate for Social and Instructional purposes within the

school setting

Social and Instructional language

English Language Development Standard 2

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Language Arts

The language of Language Arts

English Language Development Standard 3

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Mathematics

The language of Mathematics

English Language Development Standard 4

English language learners communicate information, ideas and concepts necessary for

academic success in the content area of Science

The language of Science

English Language Development Standard 5

English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social

Studies

The language of Social Studies

Standard 1 recognizes the importance of social language in student interaction with peers and teachers in school and the language students encounter across instructional settings. Standards 2–5 address the language of the content-driven classroom and of textbooks, which typically is characterized by a more formal register and a specific way of communicating (e.g., academic vocabulary, specific syntactic structures, and characteristic organizational patterns and conventions).

ESL Planning Guide Grade 4 Quarter 1

Throughout this curriculum guide, teachers will see high-quality texts that students should be reading, as well as some resources and tasks to support teachers in ensuring that students are able to reach the demands of the standards in the classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

The TNCore Literacy Standards

The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards): http://www.tncore.org/english_language_arts.aspx

Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.

Shift 1: Regular Practice with Complex Text and its Academic Language

Student Achievement Partners Text Complexity Collection: http://achievethecore.org/page/642/text-complexity-collection

Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.

Student Achievement Partners Academic Work Finder: http://achievethecore.org/page/1027/academic-word-finder

Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.

Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text

Student Achievement Partners Text-Dependent Questions Resources: http://achievethecore.org/page/710/text-dependent-question-resources

Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.

Shift 3: Building Knowledge through Content-Rich Non-fiction

Student Achievement Partners Text Set Projects Sequenced:

http://achievethecore.org/page/1098/text-set-project-sequenced-under-construction

Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.

ESL Planning Guide Grade 4 Quarter 1

ESL Grade 4 Planning GuideQuarter 1

Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 1 ELL Reader: What Happened on Maple Street

Genre: Realistic FictionAnchor TextBecause of Winn-Dixie

Genre: Realistic Fiction

Paired Selection:Because of Book Ends

Genre:Informational Text

Reading Complex TextsReading Literature & Informational Text

( RL.4.1,RL.4.2, RL.4.3; RL.4.4,RL.4.6, RL.4.10) Target Skill: Story Structure Target Strategy: Summarize

Foundational Skills(RF.3.31, RF.4.41,RF.4.4b, RF.4.4c)

Decoding: VCV Syllable Pattern

Fluency: Accuracy and Self Correction

Speaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1d, SL.4.2, SL.4.4)

Speaking/Listening Skill: How to have a literature discussion

Language(L.4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5c, L.4.6)

Target/Academic Vocabulary: advanced, comfort, consisted, intends, mention, mood, peculiar, positive, properly, talent (L.4.6)

Domain Specific Vocabulary: photography, film, darkroom, community service project Multi-syllable Vocabulary: imagination, elderly, embarrassed, amazing Vocabulary Strategies: Compound Words Grammar Skill: What is a sentence

Writing(W.4.1a, W.4.1b, W.4.1c, W.4.3b, W.4.3d, W.4.9a, W.4.10)

How do you think Carla felt when she found out the stories she believed about Mrs. Quevedo were wrong? Who do you think she will act the next time she hears stories about a person? Explain your answer, giving examples from the text. (ELL BLM page 6)

Writing Mode: Narrative Writing Writing Form: Descriptive Paragraph Focus Trait: Word Choice

ESL Planning Guide Grade 4 Quarter 1

ESL Grade 4 Planning GuideQuarter 1

Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 2 ELL Reader: Thurgood Marshall

Genre: Biography

Anchor Text:My Brother Martin: A Sister Remembers Growing up with the Rev. Dr. Martin Luther King Jr.Genre:Biography

Paired Selection:Langston Hughes: A Poet and a DreamerGenre:Poetry

Reading Complex TextsReading Biography

(RL.4.1, RL.4.2, RL.4.4, RL.4.5, RL.4.10)Target Skill: Author’s PurposeTarget Strategy: Monitor/Clarify

Foundational Skills(RF.4.31, RF.4.4a)

Decoding: Closed and open syllables Fluency: Phrasing: Pauses

Speaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2)

Speaking/Listening: Listing text details

Language(L4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3b, L.4.4a, L.4.4b, L.4.5b, L.4.6)

Target/Academic Vocabulary: captured, dream, encounters, example, injustice, nourishing, numerous, preferred, recall, segregation

Domain-Specific Vocabulary: judge, civil rights, supreme court, lawyer Multi-syllable Words: segregation, nourishing Vocabulary Strategies: Prefixes in- un- Grammar: What is a sentence?

WritingW.4.1a, W.4.1b, W.4.1d, W.4.3a, W.4.3a, W.4.3b, W.4.c, W.4.4, W.4.8, W.4.9b, W.4.10)

On page 8, the author describes how Charles Houston, a teacher at Howard University, became a strong example for law student Thurgood Marshall. Why do you think it was important for Marshall to have a role model? How do you think a strong role model inspired him to attain his goals? Explain your answer, giving examples from the biography. (ELL BLM page 6)

Writing Mode: Narrative Writing Writing Form: Story

ESL Planning Guide Grade 4 Quarter 1ESL Grade 4 Planning Guide

Quarter 1Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 3 ELL Reader: Helping With Houses

Genre: Informational Text

Anchor Text:My Librarian is a CamelGenre:

Informational Text

Paired Selection:From Idea to BookGenre:Informational Text

Reading Complex TextsReading Informational Text

(RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.10) Target Skill: Cause and Effect Target Strategy: Visualize

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)

Decoding: The VCCV Syllable Pattern

Fluency: Accuracy

Speaking and Listening(SL.4.1a, SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.5)

Speaking and Listening: Citing text evidence to support a view

LanguageL.4.2b, L.4.2d, L.4.3b, L.4.4a, L.4.6)

Target/Academic Vocabulary: access, avid, devour, extremes, impassable, isolated, obtain, preserve, remote, virtual

Domain-Specific Vocabulary: hammer, wood, nails, materials, building blitz Vocabulary Strategies: Using Context to determine noun/verb (example building)

Grammar Skill: Quotations

Writing(W.4.1d, W.4.3b, W.4.7, W.4.8, W.4.9b, W.4.10)

On page 4, the author writes that the idea for partnership housing ”was a simple one.” This simple idea helped many people. What idea do you have that might help a lot of people? Would any ideas from Habitat for Humanity help you? Use examples from the test to explain your idea. (ELL BLM page 6)

Writing Mode: Narrative Writing Writing Form: Dialogue Focus Trait: Voice Research/Media Literacy Skills: Take Notes and Categorize Information

ESL Planning Guide Grade 4 Quarter 1ESL Grade 4 Planning Guide

Quarter 1Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 4 ELL Reader: Friends on a Field Trip

Genre: Play

Anchor Text:The Power of W.O.W.!

Genre:Play

Paired Selection:The Kid’s Guide to Money

Genre:Informational Text

Reading Complex TextsReading a Play

(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.7, RL.4.9, RL.4.10) Target Skill: Theme Target Strategy: Analyze/Evaluate

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)

Decoding: VCV and VCCV Syllable Pattern

Fluency: Intonation

Speaking and Listening Skill(SL.4.1c, SL.4.2, SL.4.4, SL.4.6)

Speaking/Listening Skill: Recount an Experience

Language(L.4.1f, L.4.2a, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.6)

Target/Academic Vocabulary: assist, burglaries, innocent, scheme, regretfully, misjudged, suspect, favor, speculated, prior

Domain Specific Vocabulary: Braille, sight-impaired, wildlife, conservatory, chaperone Multi-syllable Vocabulary: innocent, regretfully Vocabulary Strategies: Prefixes non-, mis- Suffixes –ness, -ly Grammar Skill: Fragments and Run-On Sentences

Writing(W.4.2b, W.4.3a, W.4.4, W.4.5, W.4.6, W.4.9a, W.4.10)

On page 9, Syd says that “people are afraid of things that are different or not familiar.” How does this idea relate to Tracey being uneasy or afraid of the field trip with sight-impaired students? How do you think Tracey will act in the future when she encounters someone or something with which she is not familiar? Explain your answer giving examples from the story. (ELL BLM page 6)

Writing Mode: Narrative Writing Writing Form: Fictional Narrative: Prewrite Focus Trait: Ideas

ESL Planning Guide Grade 4 Quarter 1

ESL Grade 4 Planning GuideQuarter 1

Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 5 ELL Reader: The Amazing Balina

Genre: Tall Tale

Anchor Text:StormalongGenre:Tall Tale

Paired Selection:Hoden the FishermanGenre:Play/Folk Tale

Reading Complex TextsReading Tall Tale

(RL.41, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL.4.9, RL.4.10) Target Skill: Understanding Characters Target Strategy: Infer/Predict

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)

Decoding: Homophones

Fluency: Expression

Speaking and Listening Skill(SL.4.1a, SL.4.1b, SL.4.1c, SL.4.2, SL.4.3, SL.4.4, SL.4.6)

Speaking/Listening Skill: Literature Discussion

LanguageL.4.2a, L.4.2b, L.4.2d, L.4.4a, L.4.4c, L.4.6)

Target/Academic Vocabulary: betrayed, condition, foaming, horrified, memorable, outcast, seafaring, shortage, tidal, yearning

Domain Specific Vocabulary: seaweed, marine, harbor, tugboat Multi-syllable Vocabulary: condition, horrified, memorable, seafaring Vocabulary Strategies: Reference Materials Grammar Skill: Proper Nouns

Writing(W.4.1a, W.4.1b, W.4.1d, W.4.3a, W.4.3b, W.4.3c, W.4.3d, W.4.3e, W.4.4, W.4.5, W.4.6, W.4.7, W.4.8, W.4.9a,

W.4.10) In what ways are the illustrations in this tall tale an important part of its humor? How do they add to the

humor of the text? What kinds of things do they show you about the characters and settings that are not explained by the text and captions alone? Give examples from the tale to support your answers. (ELL BLM page 6)

Writing Mode: Narrative Writing Writing Form: Imaginative Story: Draft, Revise, Edit, Publish Focus Trait: Organization

ESL Planning Guide Grade 4 Quarter 1ESL Grade 4 Planning Guide

Quarter 1Essential questions: Why is it important to be able to distinguish between literature and informational text? What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary?Lesson 6 ELL Reader: The Amazing Game

Genre: Play

Anchor Text:Invasion From MarsGenre:Play

Paired Selection:The History of RadioGenre:

Informational Text

Reading Complex TextsReading Play

(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.5, RL.4.6, RL.4.7, RL.4.10) Target Skill: Story Structure Target Strategy: Infer/Predict

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)

Decoding: Consonant Patterns: Digraphs

Fluency: Expression

Speaking and Listening Skill(SL.4.1c, SL.4.2, SL.4.3, SL.4.6)

Speaking/Listening Skill: Listen to a Recording

Language(L.4.1f, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5b, L.4.5c, L.4.6)

Target/Academic Vocabulary: alarmed, awe, conferring, convey, daring, extraordinary, fade, indescribable, luminous, reacted

Domain Specific Vocabulary: time zones, machines, explorer Multi-syllable Vocabulary: Two-syllable Words Vocabulary Strategies: Suffixes, -y, -ous, -ly Grammar Skill: Verbs

Writing(W.4.1a, W.4.1b, W.4.1d, W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.3a, W.4.3c, W.4.3e, W.4.4, W.4.5, W.4.8, W.4.9a,

W.4.10) At the end of the play, Eddie says that coming to school was a success. Why do you think it was a success

for Eddie? (ELL BLM page 6) Writing Mode: Informative Writing Writing Form: News Report Focus Trait: Ideas

ESL Planning Guide Grade 4 Quarter 1

Quarter 1

Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?

Lesson 7 ELL Reader: Making MoviesGenre: Informational Text

Anchor Text:

Coming Distractions:Questioning MoviesGenre:

Informational Text

Paired Selection: How Do They Do That? Genre:Informational Text

Reading Complex TextsReading Informational Text

(RL.4.2, RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7, RI.4.8, RI.4.9, RI.4.10) Target Skill: Fact and Opinion Target Strategy: Summarize

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b)

Decoding: Common Consonant Patterns: Clusters

Fluency: Punctuation

Speaking and Listening Skill(SL.4.1a, SL.4.1c, SL.4.2, SL.4.3, SL.4.4, SL.4.5)

Speaking/Listening Skill: Identifying Supporting Reasons

Language(L.4.1f, L.4.2d, L.4.3a, L.4.3c, L.4.4a, L.4.4b, L.4.5a, L.4.5b, L.4.5c, L.4.6)

Target/Academic Vocabulary: advertise, angles, critics, entertaining, focus, generated, jolts, promote, target, thrilling

Domain Specific Vocabulary: special effects, projector, negative, frames, Hollywood Multi-syllable Vocabulary: advertise, entertaining, generated, Edison, Aguste Lumiere Vocabulary Strategies: Greek and Latin Word Parts : phon, photo, graph, auto, tele Grammar Skill: Verb Tenses

Writing(W.4.1a, W.4.1b, W.4.2a, W.4.2b. W.4.2d, W.4.2e, W.4.4, W.4.5, W.4.7, W.4.8, W.4.9a, W.4.9b, W.4.10)

Do you think newer movies are more exciting than older movies? Why or why not? Do you think inventions will allow movies in the future to be better than they are now? Why or why not? Explain your answer, giving examples from the text. (ELL BLM page 6)

Writing Mode: Informative Writing Writing Form: Informational Paragraph Focus Trait: Word Choice Research/Media Literacy Skills: Gather Relevant Information

ESL Planning Guide Grade 4 Quarter 1ESL Grade 4 Planning Guide

Quarter 1Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?

Lesson 8 ELL Reader: A Gift For GrandpaGenre: Realistic Fiction

Anchor Text:Me and Uncle RomieGenre:Realistic Fiction

Paired Selection:Sidewalk ArtistsGenre:Readers’ Theater

Reading Complex TextsReading Realistic Fiction

(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.6, RL.4.7, RL.4.9, RL.4.10, RI.4.3, RI.4.5, RI.4.7) Target Skill: Understanding Characters Target Strategy: Visualize

Foundational Skills(RF.4.3, RF.4.4a, RF.4.4b)

Decoding: Stressed and Unstressed Syllables

Fluency: Stress

Speaking and Listening SkillSL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, SL.4.2, SL.4.4, SL.4.6)

Speaking/Listening Skill: Hold a Literature Discussion

LanguageL.4.1b, L.4.1f, L.4.2d, L.4.3b, L.4.3c, L.4.5a, L.4.5b, L.4.6)

Target/Academic Vocabulary: concerned, feast, glorious, model, ruined, schedule, smeared, streak, studio, yanked

Domain Specific Vocabulary: jazz, stereo, notes, tune Multi-syllable Vocabulary: outside, homework, keyboard Vocabulary Strategies: affixes Grammar Skill: Progressive Verb Tenses

Writing(W.2.2a, W.4.2b, W.4.2e, W.4.3d, W.4.5, W.4.7, W.4.8, W.4.9a, W.4.10)

On page 8, when Quentin is upset, he says, “Let’s listen to the song again.” What do Quentin and Martin learn by listening to the music? How does it help them play the music? How do you think listening to music can help someone learn to play music better? Explain your answer, giving examples from the story. (ELL BLM page 6)

Writing Mode: Informative Writing Writing Form: Book Report Focus Trait: Organization

ESL Planning Guide Grade 4 Quarter 1ESL Grade 4 Planning GuideESL Grade 4 Planning GuideQuarter 1

Essential questions: What steps must be taken to cite evidence from the text when making a point or stating a claim? What steps must be taken when formulating a summary? Why is it important to be able to determine the main idea of an informational text?

Lesson 9 ELL Reader: Sisters Play SoccerGenre: Realistic Fiction

Anchor Text:Dear Mr. WinstonGenre:Realistic FictionPaired Selection:Field Guide to Snakes of the SouthwestGenre:

Informational Text

Reading Complex TextsReading Realistic Fiction

(RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL.4.10; RI.4.1, RI.4.2, RI.4.3, RI.4.7, RI.4.9, RI.4.10) Target Skill: Conclusions and Generalizations Target Strategy: Question

Foundational Skills(RF.4.3a, RF.4.4a, RF.4.4b, RF.4.4c)

Decoding: Beginning Syllables

Fluency: Accuracy

Speaking and Listening Skill(SL.4.1a), SL.4.1c, SL.4.1d, SL.4.2, SL.4.3, SL.4.4, SL.4.5)

Speaking/Listening Skill: Identifying Text Evidence

LanguageL.4.2a,L.4.2c, L.4.2d, L.4.4a, L.4.5c, L.4.6)

Target/Academic Vocabulary: apologize, borrow, fainted, fault, genuine, insisted, local, proof, reference, slimy

Domain Specific Vocabulary: referee, shin guards, soccer pillow, sweatpants, headband Multi-syllable Vocabulary: apologize, insisted, reference, genuine Vocabulary Strategies: Antonyms Grammar Skill: What is a sentence

Writing(W.4.2a, W.4.2b, W.4.2d, W.4.2e, W.4.4 W.4.5, W.4.6, W.4.7, W.4.8, W.4.9a, W.4.9b, W.4.10)

Do you think Sharon had a right to be angry? Why or why not? How do you think the girls will get along in the future? Explain your answer, giving examples from the text. (ELL BLM page 6)

Writing Mode: Informational Writing Writing Form: Explanatory Essay: Prewrite Focus Trait: Organization Research/Media Literacy Skills: Investigate a Topic

ESL Planning Guide Grade 4 Quarter 1

For Reading and Writing in Each Module

Cite evidence

Analyze content

Study and apply

grammar

Study and apply

vocabulary

ConductDiscussions

ReportFindings

EveryQuarter

RL1, RL3Cite evidence from text when speaking or writing about texts.

RI1, RI2, RI5Carefully examine what is said in a text before speaking or writing about it.

L1, L2, L4, L5Edit and revise writing for errors in language conventions.

Use correct grammar when speaking.

L4, L5Use a variety of learned strategies to derive word meaning in context.

SL1, SL2, SL6Develop and practice classroom routines and procedure.

Participate actively in classroom discussions.

Summarize texts read aloud

SL1, SL2, SL4, SL6

Oral presentation of research report

Reading Foundational Skills

Phonics and Word Recognition FluencyRF 4.3-‐Apply phonics and word analysis skills when reading and spelling.• VCCV pattern• word structure for prefixes and suffixes,• long vowels,• adding –s and –es,

RF 4.4-‐Read grade level text with fluency, accuracy, expression, and comprehensionBy the end of the nine weeks, read 100-‐110 WCPM

*After selecting the standards targeted for instruction, texts and writing tasks with clear opportunities for teaching these selected standards should be chosen. These standards are constant and should be taught throughout each quarter.

NOTE: The following additions to original K-5 curriculum guides are provided in order to give teachers resources, which will address WIDA standards 3-5 pertaining to Math, Science, and Social Studies. Teachers will be able to draw upon these resources in order to identify and teach tier 2 words more effectively.

ESL Planning Guide Grade 4 Quarter 1Grade 4 Unit 1 - Lesson: 1

Overarching Questions:

Question 1–How can animals contribute to a human beings physical or emotional health?Question 2–How can diverse friendships build better communities?Question 3–How do society’s norms (agreed upon rules) determine what pets we have?

Text 1 – Lesson 1 Text 2 – Lesson 1 Additional Resources/ Links

ELL Reader“What Happened on Maple Street”

by Marybeth Hart

ELL BLM #1Scholastic Lesson Plan Starter

4th Grade Reading Anchor“Because of Winn Dixie”

by Kate Di CamilloJourneys ELA Reading Book

Reading A-Z“Owen and the Tortoise”

by Katie KnightHarcourt School Math

Math Connection - Summarize Strategy

4th Grade Science Book “The Animal Kingdom”Chapter 2 - Lessons #1-2:

Tennessee Science – A Closer LookMcMillian/McGraw-Hill

Social Studies and Science Links for building background, guided practice,

independent centers, and Classroom20.Com.

Vocabulary Reader #1Vocabulary BLM #1

Language Support Card #1Struggling Readers #1Grammar Practice Park

Flocabulary - Story Structure

12

What am I learning? RL.4.3I am learning to analyze story structure—

Why am I learning this? RL.4.2So that I can understand the elements of story structure and briefly summarize important details of the text in my own words.

Study Zone - Story SummaryGenre: Realistic Fiction

What am I learning? GLE 407.5.1I am learning to classify animals according to their physical adaptations.

Why am I learning this? SPI 0407.5.1So that I can determine how a physical or behavioral adaptation can enhance chances of survival.

GLE0407.Inq.5I can organize data into tables, graphs, drawings, or diagrams.

World AtlasAnimal Planet - Popular Pets

National Geographic -Taming Wild Animals*The Tortoise and the Eagle (Assessment)

Scholastic Vertebrates SlideshowScholastic Invertebrate Slideshow

Study Jams – Choose the Right GraphMr. Nussbaum's Pie Chart Maker

*Article for planning is listed, but teachers may need to use excerpts for the students, as well as a Read Aloud—depending on the students’ levels.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.

SWBAT infer why some animals have become extinct. SWBAT use a Venn Diagram or another comparable graphic organizer to compare the specific breeds of dogs that are most often considered household pets. SWBAT write three to five sentences comparing vertebrates to invertebrates. SWBAT use details from the readers to summarize the story structure and plot by using a graphic organizer.

Task 1: What societal and environmental issues are making some animals extinct?Task 2: According to research, which dogs are the best household pets? What traits make animals suitable as in-house pets? Task 3: In your opinion, would an invertebrate or vertebrate animal be more suitable as a pet for your family? Explain your answer.Task 4: Summarize, in one-paragraph, “What Happened on Maple Street,” (ELL),” or “The Mystery on Maple Street“(Struggling Reader).Task 5: Using the Plot Summary graphic organizer, outline the setting, character, and plot of “Check Out the Library,” (Vocabulary Reader).

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. SWBAT reflect upon question prompts and answer comprehensibly.

Task 1: Reflect on the A-Z text, “Owen and the Tortoise.” Summarize (orally) the story structure and plot in a two-minute recording.Task 2: After listening to your teacher read the Tortoise and the Eagle, practice it. Record yourself reading it after three practice days.

ESL Planning Guide Grade 4 Quarter 1Task 3: Look at the world atlas. Find the continent of Africa and then find the country of Kenya. Jot down notes about how someone could locate these places mentioned in the story. Record the steps. What famous American’s father was born in Kenya?Task 4: Describe your most unlikely or unusual friendship. In your recording, explain how you became friends with this person.

Grade 4 Unit 1 - Lesson: 2Overarching

Questions:Question 1–How do biographies prompt us to think about how we live our own lives?Question 2–What similar obstacles could immigrants from Latin America face this year?Question 3–If all living things are made of cells, is it possible that all humans are related?

Text 1 – Lesson 2 Text 2 – Lesson 2 Additional Resources/ LinksELL Reader

“Thurgood Marshall ”by Darlene Ramos

ELL BLM #2Scholastic Lesson Plan Starter

4th Grade Reading Anchor

“My Brother Martin” by Christine King Farris Journeys ELA Reading Book

Reading A-Z“Cesar Chavez: Migrant Hero”

by Terry L. ScottSocial Studies link: Q3, Weeks 1-3:

Revolutions are based on ideas and change.

4th Grade Science Book“From Cells to Systems”

p. 26-27Tennessee Science – A Closer Look

McMillian/McGraw-Hill Science Connection - Web Lesson

Social Studies and Science Links for building background, guided practice,

independent centers, and Classroom20.Com .

Note: All readers(Anchor, ELL, A-Z and Vocabulary are different levels)

Vocabulary Reader #2Vocabulary BLM #2

Language Support Card #2 w/login Struggling Reader #2

Grammar Practice Park

Scholastic Lesson Extension - Ruby Bridges

What am I learning? RI.4.I am learning to analyze and evaluate text details (monitor and clarify),

Why am I learning this? RI.4. RI.4.So that I can figure out the author’s purpose (the author’s reason for writing).And, so that I can explain events, ideas, or concepts in a historical text, including what happened and why.

Study Zone - Author's PurposeGenre: Informational Text (Historical)

What am I learning? GLE 407.1.1I am learning to recognize that cells are the building blocks of all living things.

Why am I learning this? SPI 0407.1.1So that I can comprehend that humans share important background cells and organs.

What can I produce? GLE0407.Inq.5I can organize data into appropriate tables, graphs, drawings, or diagrams.

Read Aloud - "White Socks"

Geography Map GamesTeacher's Notes - Author's Purpose

Study Jams – Choose the Right GraphVenn Diagram Maker

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.

At the writing and research center, students will read resource excerpts and research information online. SWBAT use a Venn Diagram or another comparable graphic organizer to compare the biographies of two Human Rights leaders. SWBAT use details from the selected readers to discuss historical events in text. SWBAT opine about historical texts. SWBAT think beyond the text and infer about similar events.

Task 1: Did the authors of “My Brother Martin” and “Cesar Chavez” write for the same reason? Show (Venn) your answer and their purpose.Task 2: What incident from “Separate Worlds,” “My Brother Martin,” Thurgood Marshall,” or “Cesar Chavez” bothered you most? Why?Task 3: Read “Equality for All,”(Struggling Reader). Do you think it Is important to read about historical events? Explain why or why not.Task 4: Ruby Bridges is a heroine of the South and desegregation. Write a description of Ruby as a young girl, using as many applicable adjectives as you can. Thinking beyond the text, can you imagine events similar to this happening today?

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared

ESL Planning Guide Grade 4 Quarter 1question or a text prompt using Classroom20 or a recorder. SWBAT to reflect upon question prompts and respond comprehensibly.

Task 1: Read the A-Z text, “Cesar Chavez.” Was he a hero? What was his greatest achievement? Record your opinion in two minutes.Task 2: After your teacher reads the Vocabulary Reader, Separate Worlds, practice it. Record it and let a partner assess your reading skills.Task 3: Look at an actress read White Socks Only. http://www.storylineonline.net/white-socks-only/ Summarize it in a two-minute recording.

Grade 4 Unit 1 - Lesson: 3Overarching

Questions:Question 1–Explain how helping or giving to others positively impacts the “giver.”Question 2–What are the most important charitable organizations in your community?Question 3–Why is the nationally acclaimed St. Jude’s Research Hospital one of the biggest recipients of community support in Memphis (Shelby County), Tennessee?

Text 1 – Lesson 3 Text 2 – Lesson 3 Additional Resources/ Links

ELL Reader“Helping with Houses”

by Gary Miller ELL BLM #3Read-Write-Think Lesson Plan Starter

4th Grade Reading Anchor“My Librarian is a Camel”

by Margriet RuursJourneys ELA Reading Book

Reading A-Z“The Inuit: Northern Living”

by David Messiner

Social Studies Connection “Inuits in Nunavut”

4th Grade Science Book “The Animal Kingdom”

Chapter 2 - Lessons #1-2:Tennessee Science – A Closer Look

McMillian/McGraw-Hill

Social Studies and Science Links for building background, guided practice,

independent centers, and Classroom20.Com.

Vocabulary Reader #3Vocabulary BLM #3

Language Support Card #3 w/LoginStruggling Reader #3

Struggling BLM #3Grammar Practice Park

What am I learning? SPI.04.5.6I am learning to visualize sequence of events and describe the overall structure of a text,

Why am I learning this? RI.4.5So that I can analyze patterns of cause and effect in stories or informational text.

Study Zone - Cause and EffectInformational Text

GLE 407.5.1What?I am learning to classify animals according to their physical adaptations.SPI 0407.5.1Why?So that I can determine how a physical or behavioral adaptation can enhance chances of survival.GLE0407.Inq.5I can organize data into appropriate tables, graphs, drawings, or diagrams. “How does mankind adapt to physical circumstances in order to survive?”

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World Map GamesDuckster - The Inuit People

Quick Quiz - The InuitTeaching Ideas - My Librarian

Graphing Library Book CheckoutsScholastic - Graphic Organizer

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.

SWBAT use details from the selected readers to create a cause and effect chart. SWBAT infer the societal and environmental impact of Habitat for Humanity. SWBAT describe cause and effect within nature, as it relates to human and animal survival. SWBAT use maps, itineraries, and flight price lists to calculate the cost of travel. SWBAT analyze indigenous habitats and communal survival in remote areas.

Task 1: Complete a “Cause and Effect Chart” with examples of cause and effect from “My Librarian is a Camel” or of “Helping with Houses.”Task 2: What societal or environmental problems does Habitat for Humanity (Struggling Readers) address? (Explain in 3-5 sentences).Task 3: Describe cause and effect as it relates to life among animals, insects, and nature.Task 4: a. Visualize being in a new habitat such as that of the Native Americans in “The Inuit: Northern Living” (A-Z). b. Estimate the cost of visiting one of their polar habitats. c. After reading “Planes, Trains, and Snowmobiles” (Vocabulary Reader), explain why trains might find the tundra climate there almost impassable. d. In “Nunavut” what is unique in Inuit habitats--homes, food, and clothing? (Harcourt Grace)

ESL Planning Guide Grade 4 Quarter 1Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. SWBAT reflect upon question prompts and respond comprehensibly.

Task 1: Reflect on the A-Z text, “The Inuit: Northern Living.” What cause and effect examples did you read? How have Inuit people adapted to their habitat? Record your thoughts using Classroom20.Com. (1-2 minutes)Task 2: Look at pictures of the parka, kayak, and igloo—three Inuit words that we use. Create and record a sentence using each word.

Grade 4 Unit 1 - Lesson: 4Overarching

Questions:Question 1–Why might it be important to plan before spending or raising money?Question 2–Why are many of our English allusions and idioms based on Greek myths?Question 3–In what way is finding the theme of a story similar to finding the main idea of an informational text?

Text 1 – Lesson 4 Text 2 – Lesson 4 Additional Resources/ LinksELL Reader

“Friends on a Field Trip” by Natalie Behar

ELL BLM #4Lesson Plan Starter #4

Theme E-reading Lessons

4th Grade Reading Anchor“The Power of W.O.W.”

by Crystal HubbardJourneys ELL Reader

Houghton Mifflin

Reading A-ZTheme Poems

Tanya’s Money Problems by Ned Jensen (Level U) (A-Z login)

Multiply with Simple Interest

Scholastic.ComMathematics

“Budget Lesson”4th Grade Mathematics

Harcourt - Add & Sub Money Bags4-Digit Mystery - What's Missing

Math, Social Studies and Science Links for building background, guided practice, independent

centers, and Classroom20.Com

Vocabulary Reader #4Vocabulary BLM #4

Language Support Card #4 w/loginStruggling Readers BLM #4

Grammar Practice ParkHarcourt Game - Multiplication

Harcourt Math Glossary

What am I learning? SPI 0401.6.1I am learning to read closely,

Why am I learning this? SPI 0401.3.7 So that I can determine the theme and the supporting details of a story, poem, or play. RL.4.5 I can explain the major differences between drama, stories, and poems.

Study Zone - Compare Stories to Plays Genre: Drama

What am I learning? 4.OA.A.3 , 4.OA.B.4, 4.NBT.B.4, 4.NF.C.5I am learning to use the four operations

Why am I learning this? SPI 0406.2.10So that I can solve contextual problems using whole numbers, fractions, and decimals.

Scholastic - Budget - WorksheetTeaching Playwriting

Marina's Guide to BrailleYou've Got Braille

Quizlet Journeys 4th-4

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.

At the writing and research center, students will read excerpts from the oral histories about Louisiana hurricanes. SWBAT analyze two budget scenarios and choose a viable option. SWBAT draw conclusions about the family budgeting process. SWBAT infer at least five needed steps to begin a fundraising initiative. SWBAT create theme-based poems. SWBAT create a message in Braille and test its validity.

Task 1: Complete the budget practice sheet with your think-pair-share partner.Task 2: Reflect upon how has completing a budget made you think about how your family budgets? (Three to five sentences.)Task 3: Create a mock fundraising effort for a Braille Bookmobile. Create a list of five steps that you would take to make it successful. What is the cause? What is the first decision you would make? Who would you invite to join you? From whom would you request funds?

ESL Planning Guide Grade 4 Quarter 1Task 4: After analyzing the A-Z Theme Poems, create your own shape-based theme poem. Create another theme poem of your choosing. Task 5: Study “Marina’s Guide to Braille.” Make your own Braille ABC chart. Notice the patterns. Work with a partner to create a braille message. See if your message is correct, by writing your message in “You’ve Got Braille,” which will translate your message. Compare.

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. SWBAT respond to the question prompts comprehensibly.

Task 1: a. Read the theme poem you wrote in your writing and research center. Enunciate your words and use your voice to convey the mood of the poem. b. Explain how your poem relates to the shape that you chose.Task 2: How is the dialogue in the play similar to the dialogue that you have with your friends? Plan your response with a Venn Diagram.

Grade 4 Unit 1 - Lesson: 5Overarching

Questions:Question 1–Do students at your school mistreat others because of their differences (size, height, origin, age, or color)?Question 2–Why do authors tell and write unbelievable stories or Tall Tales?Question 3–Does an author’s use of hyperbole and similes aid a reader’s enjoyment?Question 4-How do North American Tall Tales reflect geography and customs?

Text 1 – Lesson 5 Text 2 – Lesson 5 Additional Resources/ LinksELL Reader

“The Amazing Balina”by Michael Sandler

ELL BLM #5 (Level P)Lesson Plan Starter #5

4th Grade Reading Anchor“Stormalong”

by Mary Pope OsborneJourneys ELL Reader

Houghton Mifflin

Reading A-Z “On Eagle River” (Level Q)

by Ruth Siburt“Close Reading Pack “Stormalong””

by Reading A-Z

4th Grade Math Customary Measurement Conversions”Houghton Mifflin - Customary Measurement

Math, Social Studies and Science Links for building background, guided practice,

independent centers, and Classroom20.Com

Vocabulary Reader #5 Vocabulary BLM #5

Language Support Card #5 w/loginStruggling BLM #5 (Level Q)

Grammar Practice ParkCustomary Measurement Video

What am I learning? SPI 04.I am learning to read closely, analyzing and evaluating what I read,

Why am I learning this? SPI 04.So that I can predict story events, as well as and infer and draw conclusions before, during, and after I read. Study Zone - Tall Tales

Study Zone - Making PredictionsGenre: Tall Tale

What am I learning? SPI 406.4.7,CCSS.MATH.CONTENT.4.MD.A.2I am learning to determine appropriate sizes of units of measurement

Why am I learning this? SPI 406.4.7So that I can solve word and math problems involving length, capacity, or weight.

Cups to Quarts Measurement GameInches to Feet Measurement Game

Feet to Yards MeasurementMetric Measurement Game

U.S. Map Games

Capacity - Examples

56

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.SWBAT convert standard units of measurement. SWBAT research and apply knowledge regarding foreign or domain-specific units of measurement. SWBAT pull out examples of figurative language from a story or text.

Task 1: Reference – “Stormalong.” Calculate how many feet are in 100 yards of Chinese silk is. Calculate how many cups and how many quarts make up 100 gallons of whale soup.Task 2: Research the measurement “fathom.” The baby in “Stormalong” was “three fathoms long.” How many feet is a

ESL Planning Guide Grade 4 Quarter 1fathom? How many yards is a fathom? Who, or what profession, normally uses the word “fathom?” (It is a homograph).Task 3: Find three examples of hyperbole and three examples of simile in “The Amazing Balina” or “The Golden Age of Sail” (Vocabulary Reader). In what way do these examples add or confuse your understanding of the story?Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students use note cards to formulate their thoughts and then respond to teacher-prepared questions or text prompts using Classroom20.Com or a recorder. SWBAT plan and respond to the prompt comprehensibly.

Task 1: How did Stormalong or Balina feel at the beginning, the middle, and the end of the story? Plan and record your conclusions.Task 2: In “The Amazing Balina,” how did knowing what Balina was thinking and feeling impact your feelings about her? Did you feel sorry for her? Proud of her? Did your feelings change? Explain how you felt in one paragraph—five to six sentences.Task 3: What things did you figure out about Stormy or Balina that were not stated by the author?

Grade 4 Unit 2 - Lesson: 6Overarching

Questions:Question 1–What are strategies for keeping events in chronological order while reading?Question 2–What is the relationship of the planet Mars to the mythical Greek god, Ares?Question 3–There are many strategies for analyzing and evaluating a text, why should a student practice more than one comprehension strategy?

Text 1 – Lesson 6

ELL Reader “The Amazing Game” (Level S )

by Barbara WeldonELL BLM #6

Lesson Plan Starter #6Lesson Plan Prezi #6

Destination Game - Visualization 4th Grade Reading Anchor

“Invasion From Mars”by Howard Koch

Journeys ELL ReaderHoughton Mifflin

Text 2 – Lesson 6 Reading A-Z (Level W)

“Curiosity on Mars”by John Perritano

(Fluency Focus: Expression)The Planets and Mars - A-Z Practice Sets

4th Grade Math Calculate Distances from the SunCCSS.MATH.CONTENT.4.MD.A.2

Math ADV Challenge - Escape from Planet X

4th Grade ScienceMcMillian Science Text Online

Chapter 4.1, 4.2, and4.3

Additional Resources/ LinksMathematics and Science Links

for building background, guided practice, independent centers, and Classroom20.Com

Vocabulary Reader #6 Vocab BLM #6

Language Support Card #6Struggling Reader #6

Grammar Practice - VerbsVocabulary Practice #6

(Vocabulary Focus: Suffixes -ily,-ly, and -y )

What am I learning? RI.4.7 SPI 0401.5.1I am learning to infer and predict by using text clues to figure out what is not exactly stated,

Why I am I learning this? RI.4.3So that I can give details about the characters, the setting, and the plot (story structure).

Study Zone - Story StructureGenre: Drama/Play

“What is a play? A play tells a story through the words and

actions of its characters.”

What am I learning? GLE 0407.T/E.1I am learning how tools, technology, and inventions help to answer questions and solve problems,

Why am I learning this? SPI 0407.62So that I can understand more about the moon, the sun, the planets, and the stars.

Author's Craft - HyperboleNews Break Article - Mars

News ELA Article - Woman Going to MarsTeacher PD - APK and Text Clues

78

Teacher Note:Students could be prompted to consider a

challenge: a week without all T.V. and social media—except radio. It could be used as a

fundraiser or simply as a contest to help children realize how dependent they are on

electronic media. What would happen if students didn’t watch T.V. for a week?

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.

ESL Planning Guide Grade 4 Quarter 1SWBAT discuss and chart key differences between the genre of plays and other genres. SWBAT define and evaluate the key elements of story structure and determine the author’s purpose for writing. SWBAT to think beyond the text and form opinions about current events.

Task 1: Students will partner in pairs to create a poster-sized comparison and contrast of play and another genre of their choosing.Task 2: Ask and answer questions about “The Amazing Game.” Who do you think was the author’s primary audience and what was his purpose for writing? Compare it to the author’s purpose in the Vocabulary Reader, “Golden Age of Radio.” Is it the same?Task 3: Read the article about the woman who is going to Mars--even though she knows she may not return. What is your opinion about opening up space travel to ordinary citizens who have no NASA background? (One paragraph, level 2; two paragraphs, level 3-4.)

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. SWBAT plan their thoughts and then record comprehensibly.

Task 1: Homework: Practice the “The Amazing Game,” running record. Focus on fluency and rate. Record and get a peer review; submit.Task 2: Pronunciation practice: with a partner, review this week’s vocabulary along with the lists of planets. Take turns recording; submit.Task 3: Summarize the A-Z story, “Curiosity on Mars” make a three-minute presentation; include similarities between earth and mars.Task 4: Explain what you have learned about decoding diagraph consonant patterns and vowel sounds short /u/, long /u/yoo/, and/oo/.

Grade 4 Unit 2 – Lesson 7Overarching

Questions:Question 1–Why do movie studios show different commercials to different audiences?Question 2–Should movies reflect life as it is or life as it should be?Question 3–How can movies negatively affect the norms and standards of communities?

Text 1 – Lesson 7

ELL Reader“Making Movies”by Joanne Mattern

ELL BLM #7 (Level T)Lesson Plan Starter #7

Lesson Plan Prezi #7

4th Grade Reading Anchor“Coming Distractions:

Questioning Movies” (audio)by Frank W. Baker

Journeys ELL ReaderHoughton Mifflin

Text 2 – Lesson 7

Reading A-Z“Pie Chart ”

(Fluency Focus: Phrasing per Punctuation)

Can You Act? Memorize This! Students can take “parts” and present for class or video delivery. It’s a great way to

practice pronunciation.

4th Grade Math ConnectionVideo Rentals - PictographMultiply Two-Digit Numbers

Additional Resources/ Links

Math and Science Links for building background, guided practice, independent

centers, and Classroom20.Com

Vocabulary Reader #7 (Level P)Vocab BLM #7

Language Support Card #7 Struggling Reader #7 (Level T)

Struggling BLM #7

Verb Tense Train Grammar Practice - Verb Tenses

Vocabulary Practice - Unit 2 Lesson 7(Focus: Greek and Latin Word Parts)

Teacher PD – Greek and Latin Vocabulary

What am I learning? RI.4.3I am learning to summarize important parts of the text in my own words,

Why I am I learning this? RI.4.5W4.1.A, W4.1.BSo that I can decide if an idea can be proved as fact or if it is a belief or opinion. I am learning to write my own examples.

Study Zone – Fact and OpinionGenre: Informational Text

What am I learning? SPI 0406.2.7I am learning to add and subtract proper fractions with like and unlike denominations,

Why am I learning this? SPI 0406.210So that I can solve contextual problems using whole numbers, fractions, and decimals.

Math Strategy Selection

9104th Grade Math ActivityStudents will create an imaginarymovie budget in which they mustuse the four operations to pay personnel and marketing costs.They will have to determine whichparts of the budget can be allotted to different aspects of movie production. Students must use a

ESL Planning Guide Grade 4 Quarter 1What is informational text? Informational text gives facts and examples about topics.

pie chart to present their budget to the studio.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.SWBAT use a graphic organizer and compare facts and opinion from a text. SWBAT summarize key elements of an informational text and identify technical, domain-specific vocabulary. SWBAT should be able to infer about elements of science and art that impact movies.

Task 1: Choose two of our five texts from this week. Look for examples of facts and opinion in each, and detail them in a graphic organizer.Task 2: a. The anchor text, “Coming Distractions,” has domain-specific vocabulary and technical jargon. Summarize the text. b. Make a chart of the words you learned that are movie jargon and explain them—CGI, dub—etc.Task 3: Use your voice; write an opinion paragraph. Do movies today have a positive or negative influence on you and your peers? Explain.

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.

Task 1: Read or listen to Compare Print Vs. Non-Print Info. Plan a response to the author’s position and “give accountable talk” feedback.Task 2: How can lighting and music change the mood and tempo of a movie?Task 3: Name some elements of science that go into the making of movies, based on the external reading links.Task 4: Explain what you have learned about decoding clusters (common consonant patterns) and the vowel sound /oo/.

Grade 4 Unit 2 – Lesson 8Overarching

Questions:Question 1– How can understanding your own character traits help you understand the character traits in others?Question 2–In what way might an artist’s work be considered as a “self-reflection?”Question 3–Is there a “right” way to interpret someone else’s artistic or musical work?

Text 1 – Lesson 8

ELL Reader“A Gift for Grandpa”by Joanne Mattern

ELL Reader #8Lesson Plan Starter #8Lesson Plan Prezi #8

4th Grade Reading Anchor“Me and Uncle Romie”

by Claire HartfieldJourneys ELL Reader

Houghton Mifflin

Text 2 – Lesson 8Reading A-Z

“Jazz Greats”by Linda Johns

(Fluency Focus: Stress) Huffington - Poetry and Rap

4th Grade Math LinkReference Story from StudyZone.Com

“Multiplying Makes Me Sick”*by Linda Owens

* This story is mentioned in our understanding characters review, and it

has multiplication as the theme.Birthday Math Challenge

Additional Resources/ LinksMath, Music, Art, and Science Links

for building background, guided practice, independent centers, and Classroom20.Com * *Shared workspace for classes to record – free!

Vocabulary Reader #8 Vocabulary BLM #8 (Level R)

Language Support Card #8 Struggling Reader #8

Struggling BLM #8 (Level S)

Teacher Tips - ConjunctionsGrammar Practice - Conjunctions

Vocabulary Practice(Vocabulary Focus: Figurative Language)

What am I learning? RL4.10 I am learning to read, visualize, and comprehend grade-level literature.

Why I am I learning this? RL4.3So that I can understand and compare characters, setting, and event details to present-day life.

Study Zone - Point of ViewStudy Zone – Characters

What am I learning? SPI 0406.2.4 SPI 0406.2.11I am learning to find factors, multiples, and common multiples of two numbers,

Why am I learning this? SPI 0406.2.10So that I can solve problems using whole number multi-digit multiplication, and solve contextual problems using whole numbers,

Engagement Idea: Story Scroll Example1112

One Grain of Rice - Lesson Plan (cultural story)One Grain of Rice - Resource

Realistic Fiction - Extended Reading

Teacher notes: a. Explain to students that the ELL title is not correct, as it should be “Uncle Romie and I.” However, this informal

ESL Planning Guide Grade 4 Quarter 1Genre: Realistic Fiction

“What is realistic fiction? It’s a present-day story that could take place in real life.”

fractions, and decimals. language is used to keep the mood of the setting and character. b. This is a good weekly lesson to introduce poetry, as figurative language is a focus. Help students find their poetic voice through word choice exemplifying figurative language.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.SWBAT use a graphic organizer to analyze the characters. SWBAT work collaboratively and infer challenges of moving away from one’s native environment. SWBAT should be able to talk about the culture of the immediate community.

Task 1: Analyze your own character traits. This is not what others say about you, but according to your point of view. Choose an organizer and analyze the main characters in “A Gift for Grandpa,” “Multiplication Makes Me Sick” and “One Grain of Rice.” Explain the similarities.Task 2: Partner-Pair-Share. a. Under what circumstances do you imagine yourself moving from the place of your birth to another city? Pick a city, pretend that you are moving there. What difficulties would you expect to find? b. If you have moved from another country or city, you may share how you felt about moving and what may difficult—share only what is comfortable for you.Task 3: a. What aspects of life define the culture of your immediate community? b. Write a short poem that reflects your culture. c. What idioms are popular in your culture? (Name two that you hear (or use) often or that you have learned this week.)

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At this center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. Record for 90-120 seconds unless stated otherwise. SWBAT plan and then record comprehensibly.

Task 1: Plan and record a three-minute literature discussion with a partner. Discuss realistic fiction and one of this week’s stories.Task 2: Record multiplication facts (without looking) starting with 7 through 12. Self-assess your proficiency. Can you improve?Task 3: Explain what you have learned about decoding stressed and unstressed syllables and about vowel sounds /ou/ and/ô/.

Grade 4 Unit 2 – Lesson 9Overarching

Questions:Question 1–What is a “proper” apology in your culture? How do norms for apologies differ by culture?Question 2–In what ways are snakes useful and important to our environment?Question 3–What are common generalizations about snakes?

Text 1 – Lesson 9

ELL Reader“Sisters Play Soccer”

by Barbara Roenz ELL Reader #9 (R)

Lesson Plan Starter #9Lesson Plan Prezi #9

4th Grade Reading Anchor “Dear Mr. Winston” (audio)

by Ken RobertsJourneys ELL Reader

Houghton Mifflin

Text 2 – Lesson 9Reading A-Z

“ Snakes Alive! - Fluency Practice ”(Fluency Focus: Accuracy)

Teacher PD - Fluency and Self-CorrectionReading A-Z

“Ricardo’s Dilemma”by Lara Henderson Megard

4th Grade Math LinkMaking Line Graphs - Soccer

4th Grade Science LinkThe Ecosystem

McMillan Science Text

Additional Resources/ LinksSocial Studies and Science Links

for building background, guided practice, independent centers, and Classroom20.Com * *Shared workspace for classes to record – free!

Vocabulary Reader #9 Vocabulary BLM #9 (Level O)

Language Support Card #9

Struggling Reader #9 Struggling BLM #9 (Level S)

Grammar Practice - CommasVocabulary Practice - Unit 2-Lesson 9

(Vocabulary Focus: Antonyms)

What am I learning? RL4.1 I am learning to question details and examples,Why I am I learning this? RL4.7

What am I learning? SPI 0407.3.1I am learning to distinguish how diverse life forms in different in environments (deserts, forests, tundra, grasslands, and

Storyline.Net - "Catching the Moon"(Read by a Hollywood Actor and a child.)

TN Wildlife Refuge

ESL Planning Guide Grade 4 Quarter 1So that I can make inferences and draw valid generalizations and conclusions based on text or graphic cues.

Study Zone – Drawing ConclusionsStudy Zone – Inference

Genre: Realistic Fiction“What is realistic fiction? Realistic Fiction

is a present-day story that could take place in real life.”

wetlands) function in terms of their location in an energy pyramid,

Why am I learning this? SPI 0407.4.1So that I can understand how adaptations in physical structure or behavior may improve an organism’s chance for survival and reproduction.

Grammar Snap - Compound SentencesGrammar Snap - Complex Sentences

Teacher note:Some students will have a visible and

visceral reaction to seeing pictures of snakes or discussing snakes. Please allow them to focus on other Readers, or on the A-Z texts.

Culminating Assessment (Research and Writing) CCSS.ELA-Literacy.RL.4.1 Models for Writing Starters for Writing W.4.5 W.4.10 At the research and writing center, students will read, research, track information, create diagrams and write in various forms about texts.SWBAT create a habitat project that shows producers and consumers within the environment. SWBAT write sequential steps for a project.

Suggestion 1: Plan a model; consider elements that will make it realistic. How will you plan your habitat? Make a sequential list of steps you will take. What resources will you need? Use natural resources when possible—they are free and easily obtained.Suggestion 2: Consider peer perspectives. What can you do differently, based on peer feedback and self-assessment?Suggestion 3: Plan a one-page paper (organize with a prewrite) that describes your habitat and your process. Proof and polish your paper.

Culminating Assessments (Speaking, Listening, and Reflecting Center) CCSS.ELA-LITERACY.SL.4.1, 4.2, 4.1.B, 4.1.C, 4.1.D, 4.2, 4.5, and 4.6.At the speaking and recording center, students will use note cards to formulate their thoughts and then respond to a teacher-prepared question or a text prompt using Classroom20.Com or a recorder. SWBAT plan their thoughts and then record comprehensibly.

Task 1: Assemble a team of two classmates to ask questions about your habitat. Listen and respond to their inquiries, recording everyone.Task 2: Why do you think that your project is (or is not) a good representation of a habitat? How did peer feedback help you improve it?Task 3: You learned the Spanish word, “habitación,” which can mean “room.” Why is there a similarity between “habitat” and this word?Task 4: What is “repetition” in literature, and how is it used? Discuss at least two examples of repetition used in any of the Reader stories.Task 5: Explain what you have learned about decoding common beginning syllables and vowel + /r/ sounds.