esl pacing guide grade 4 - pemberton.k12.nj.us...grade 4 . mp units unit total* cumulative total**...

ESL Pacing Guide

Grade 4

MP Units Unit

TOTAL* Cumulative

TOTAL**

MP1 Unit 1 – Folk Heroes and Tall Tales

20 days 20 days

MP1 Unit 2 – Continents

20 days 40 days

MP2 Unit 3 – The Olympic Games

20 days 60 days

MP2 Unit 4 – Native Americans

20 days 80 days

MP3 Unit 5 – Exploring New Cultures

20 days 100 days

MP3 Unit 6 – The Universe

20 days 120 days

MP4 Unit 7 – Inventions

20 days 140 days

MP4 Unit 8 – Transportation

20 days 160 days

MP1-4 ACCESS for ELLS 2.0 (Assessment) & FLEX Days

20 days 180 days

* Unit Total is inclusive of introduction, instruction, unit assessments, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

Pemberton Township School District Fourth Grade ESL

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Unit Title: Unit 1: Folk Heroes and Tall Tales (Spotlight)

Stage 1: Desired Results Standards & Indicators: WIDA:

• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4-The Language of Science • 5-The Language of Social Studies

NJSLS Grade 4 English Language Arts

• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.4 • Rl.4.5 • RL.4.6 • RL.4.7 • RI.4.1 • RI.4.3 • RI.4.4 • RI.4.6 • RI.4.7 • RI.4.8 • Rl.4.9 • RI.4.10 • SL.4.1 • SL.4.2 • SL.4.3 • L.4.1 • L.4.2 • L.4.3 • L.4.5 • L.4.6 • W.4.1 • W.4.2 • W.4.3


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Standards & Indicators:

• W.4.4 • W.4.5 • W.4.8 • W.4.9

NJSLS Grade 4 Social Studies

• 6.1.4.C.15 • 6.1.8.C.4.b

NJSLS Grade 4 Science

• 3-5-ETS1-1

NJSLS Grade 4 Mathematics • 4.MD.A.3

NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.1 • 1.3.8.D.3

NJSLS 21st Century Life and Careers

• CRP11

2016 NJCCCS Technology • 8.1.P.E.1


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Central Idea / Enduring Understanding: Students will…

• Describe personal experiences, things and

actions

• Identify traditional practices

• Make predictions

• Retell/relate past events

• Compare/contrast realistic and nonrealistic events

• Identify details of a story

• Draw conclusions

• Sequence events of a story

• Compare/contrast actions, tools

• Identify literary elements

• Describe sentences

• Define and describe math-related concepts

• Describe spatial and temporal relations

• Explain how things work

• Describe musical instruments

• Describe elements of art

• Compare and contrast modes of transportation

Essential/Guiding Question:

• What is a tall tale?

• Why do people tell tall tales?

• What are the literary elements of a tall tale?

• What is a hero?

• Are tall tale heroes real or make-believe?

• What is hyperbole?

• Why do tall tales make people and actions seem larger than life?

• Can you name some American tall tale

figures?


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Content:

• Theme: Heroes and Tall Tales

• Grammar: prefixes, suffixes, subject-verb agreement, simple present tense, comparative and superlative forms, hyperbole

• Vocabulary Development: daily key vocabulary,

using a dictionary, frontload vocabulary

• Oral Language Development: Echo Reading, act it out, designing a better tool

• Listening Comprehension: connecting, building

background, music and lyrics, The Wabash Cannonball

• Reading Comprehension: folktales, predicting,

fantasy vs. reality, sequencing, elements of an image, literary elements, summarizing, tall tales, simple machines

• Writing Strategies: Oral traditions,

summarizing, writing a tall tale, rules for writing sentences, revising, punctuation

• Literary Response: genre, Author’s purpose,

setting, Finding the area writing

• Phonemic Awareness: vowel pairs ou/ow/oo

Skills(Objectives):

• Genre: Folktales

• Author’s purpose

• Predicting

• Using a Dictionary

• Elements of an Image

• Sequencing

• Fantasy vs. Reality

• Describing the Setting

• Summarizing

• Prefixes and Suffixes

• Point of View

• Writing Tall Tales

• Revising and Editing

• Punctuation

• Hyperbole

• Compare/Contrast


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Stage 2: Assessment Evidence

Performance Task(s):

• Echo Read

• Personal Response Entries

• Graphic Organizers: Prediction Chart Graphic Organizer,3-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer 2-Column Graphic Organizer

• Oral Responses: family stories

• Listening Comprehension: connecting

• Checking: Responses to critical thinking

questions and check the text for details to support it

• Focusing: Reality vs. fantasy, vocabulary review,

subject-verb agreement

• Reflecting: Paul Bunyan’s actions

• Applying: point of view, lumberjack comparison, tool preference writing

• Writing Paragraphs: oral traditions, lumberjack

paragraph, Paul Bunyan tool preference, writing a tall tale, Railroad paragraph, art writing, family trip writing, focal point writing

Other Evidence:

• Student Practice Books

• Student Writing Samples

• Unit Test

• Final Project – Tall Tale Writing

• Oral Presentation of Published Works


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Stage 3: Learning Plan Learning Opportunities/Strategies: Thematic Library

• Frontload Vocabulary – Students choral read the new vocabulary words

• Author’s Purpose – Review the main purposes

for writing. Have students identify the author’s purpose in The Tale of Johnny Appleseed

Lesson 1 • Thematic Introduction – Using the thematic

book, access prior knowledge as it relates to Folk Heroes and Tall Tales.

• Writing About Oral Traditions – Students write a paragraph describing any oral traditions that their family shares.

Lesson 2

• Frontload Vocabulary – Display and introduce key vocabulary to students.

• Predicting – Using a Prediction Chart graphic

organizer, students predict what the story is going to be about.

• Shared Read – Using Paul Bunyan, students

discuss questions to develop comprehension and language skills relating to sequencing and reality vs. fantasy.

• Describe the Setting – Students use a 3-Column Graphic Organizer to identify and describe the settings of the story.

Resources:

• TE pg. 8g

• The Tale of Johnny Appleseed • TE pg. 8h

• Audio CD Track 1 • Student Book pg. 8-9 and TE pg. 8-9 • TE pg. 10a

• Student Book pg. 10-11 TE. pg. 10a

• Prediction Chart Graphic Organizer • Paul Bunyan by Alexa Culpepper • Student Book pg. 10-11 and TE pg. 10a

• Paul Bunyan by Alexa Culpepper • Student Book pg. 10-19 and TE pg.10b-19

• 3- Column Graphic Organizer • TE pg. 19a


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Learning Opportunities/Strategies: Lesson 3

• Echo Read the Story – Students track print as they read and focus fluency on pronunciation and intonation.

• Sound It Out – Students identify and pronounce

words with vowel pairs ou/ow/oo. Lesson 4

• Group Reading – Students reread Paul Bunyan as a group and then in pairs.

• Summarizing – Students use a Sequence/Chain

of Events Graphic Organizer to create a summary of the text.

Lesson 5

• Build Background – Students work to connect key vocabulary with the text.

• Connecting – Students listen to audio and make connections to images from the text.

• Applying – Students write a short essay written

from a different character’s point of view.

Resources:

• Audio CD Track 2 • Student Book pg. 10-19 and TE pg. 20

• TE pg. 20a

• Audio CD Track 2 • Student Book pg. 10-19 and TE pg. 21a

• Sequence/Chain of Events Graphic Organizer • Student Book pg. 21 and TE pg. 21a

• Earth Photo Cards • TE pg.22

• Audio CD Track 3 • Student Book pg. 22 and TE pg. 22

• Student Book pg. 23 and TE pg. 22a


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• Building Background – Students discuss the correlation between the text and key vocabulary.

• Connecting – Students listen to audio and make connections between the passage and the unit theme.

• Focusing – Students complete sentences using subject-verb agreement.

• Applying – Students write a paragraph

comparing a day in the life of a lumberjack with their own.

• Vocabulary Review – Students hypothesize what Babe and Paul would do with their friends using key vocabulary.

Lesson 7

• Build Background – Students discuss how tools are used and why they are needed.

• Connecting – Students read the text independently then work in groups to connect key vocabulary with the unit.

• Focusing – Students revise sentences using the comparative and superlative form.

• Vocabulary Review – Students discuss in pairs the advantages and disadvantages of tools.

Resources:

• TE pg. 24

• Audio CD Track 4 • Student Book pg. 24 and TE pg.24

• Student Book pg. 25 and TE pg. 24


• TE pg. 24a

• School Photo Cards • TE pg. 26

• Student Book pg.26 and TE pg.26




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• Access Prior Knowledge – Students review the key components of tall tales.

• Tall Tales – Students read, dissect, and write a tall tale on a hero.

Lesson 9 • Frontload Vocabulary – Review rules for writing

declarative, interrogative, imperative, and exclamatory sentences.

• Rules for Writing Sentences – Students edit and

rewrite declarative, interrogative, imperative, and exclamatory sentences.

• Revising – Students revise tall tale writing piece for correct punctuation based on the sentence.

Lesson 10 • Frontload Vocabulary – Review length, width,

perimeter and area of a polygon.

• Area and Perimeter – Students solve word problems for area and perimeter.

• Paul and Babe’s New Home – Students solve word problems for area and perimeter.

Resources:

• TE pg. 28

• Plot Graphic Organizer • Student Book pg. 28 and TE pg. 28

• TE pg. 30

• Student Book pg. 30-31 and TE pg. 30


• TE pg. 32


• TE pg. 33


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• Frontload Vocabulary – Introduce key vocabulary and have students repeat them back.

• Connecting a Growing Nation – Students read a passage on growth in American railroads. Students research and write a 1 paragraph response to the conditions of railroad workers.

Lesson 12

• Frontload Vocabulary – Students discuss how tools and other items create simple machines.

• Simple Machines – Students research which

simple machine helps improve productivity at specific jobs.

• Designing a Better Tool – Students design, draw, and describe a simple machine that would help make their work easier.

Lesson 13

• Music and Lyrics – Students discuss the musical instrument families.

• The Wabash Cannonball – Students listen to

audio and make connections with the unit theme.

• Vocabulary Review – Students define musical instruments and identify the instrument family.

Resources:

• Community Photo Cards • TE pg. 34

• Student Book pg. 34-35 and TE pg. 34-35

• TE pg. 36


• TE pg. 37

• Musical Instrument Photo Cards • TE pg. 38


• TE pg. 38


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• Frontload Vocabulary – Students identify focal points in pieces of paintings or tall tale heroes.

• Stories in Art – Students create a picture on a

tall tale hero with emphasis on the position and focal point of the hero.

• Vocabulary Review – Students write a paragraph on the focal point of one of the exemplar paintings.

Lesson 15 • Access Prior Knowledge – Students share

results from family interviews on their country.

• Trains in the USA – Students compare and contrast the advantages and disadvantages of traveling by train.

• Published Work – Students write a paragraph reflecting on the best choice for a family vacation.

Lesson 16

• Reuse and Recycle – Students reflect on old work to ensure they have reached mastery Unit 1 skills on the checklist.

• Your Tall Tale – Using the 2-Column graphic organizer, students will write a tall tale using the writing process.

• Writing Fair – Students present finished projects to the class.

Resources:

• TE pg. 39a


• TE pg. 39

• Unit 1 Family Interview • TE pg. 40


• TE pg. 40a

• Unit 1 Checklist • TE pg. 41a

• 2-Column Graphic Organizer. • Student Book pg. 41 and TE pg. 41a

• TE pg. 41c


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Differentiation Advanced Intermediate Beginner Newcomer

• Individual

presentations

• Lead group discussions

• Independent

reading and research

• Graphic

Organizers

• Open-ended questioning

• Write multiple

paragraphs with consistent spelling, grammar, and punctuation

• Develop

confidence with the writing process

• Group

presentations

• Group discussions

• Guided and independent reading and research

• Graphic Organizers

• Multiple choice and

open-ended questioning

• Repeated practice

with key vocabulary

• Write one

paragraph with consistent spelling, grammar, and punctuation

• Guided and

independent practice with the writing process

• Rhymes, songs,

games, and dramatizations

• Questions with a

one or two word oral response

• Opportunities to

speak with key vocabulary

• Print-rich

environment

• Portable word wall

• Small group instruction and partner work with key and abstract vocabulary

• Teacher support with directions

• Visual aids, realia,

and manipulatives

• Draw and talk aloud to develop writing ideas

• Use of sentence

frames to jumpstart writing

• Rhymes, songs,

games, and pantomime using gestures and facial expressions

• Questions with a yes

or no oral response

• Opportunities to listen to and repeat key vocabulary

• Print-rich

environment with visual cues

• Portable word wall with visual cues

• Small group

instruction with letter/sound acquisition

• Visual aids, realia, and manipulatives

• Small group reading instruction using repetitive text with picture support

• Draw to develop

writing ideas


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Unit Title: Unit 2: Continents (Spotlight)




• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.4 • RL.4.5 • RL.4.6 • RL.4.7 • RL.4.9 • RL.4.10 • Rl.4.1 • RI.4.3 • RI.4.4 • RI.4.7 • SL.4.1 • SL.4.5 • L.4.1 • L.4.3 • W.4.1 • W.4.2 • W.4.3 • W.4.4 • W.4.5 • W.4.8 • W.4.9 • W.4.10


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Standards & Indicators: NJSLS Grade 4 Social Studies

• 6.1.4.B.3 • 6.1.4.B.4

NJSLS Grade 4 Science

• 4-ESS2-1

NJSLS Grade 4 Mathematics • 4.MD.A.1 • 4.MD.A.2


• 1.3.P.B.1 • 1.1.2.B.3 • 1.2.2.A.2 • 1.3.5.D.4


• CRP5

NJCCCS Technology • 8.1.P.E.1


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• Identify places and main idea

• Compare and contrast places, people, and climates

• Describe places, cultures, and actions

• Express likes


• Identify cause and effect


• Hypothesize and speculate

• Make predictions and draw conclusions

• Sequence events in a story

• Explain purpose

• Identify and define sentences

• Explain measuring systems

• Ask informational questions

• Explain latitude and longitude

• Explain and sequence natural processes

• Express, support opinions

• Persuade readers

• Describe elements of art (explain masks)


• What is a continent?

• What are the seven continents?

• What do you know about the different continents? (animals, climate, location, etc.)

• What factors affect the climate in the United

States?

• How do maps and globes help you? Can you find where you live on a map?

• What are the advantages of knowing the

longitude and latitude of a geographic location?

• Are there a lot of different cultures around

the world?

• What country would you like to visit? Why?

• Why are masks important in some cultures?

• What can tourists see/do in your country?


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Content:

• Theme: Continents

• Grammar: adverbs, prepositions, verbs

• Vocabulary Development: daily key vocabulary, using a dictionary, phonetic spelling, frontload vocabulary

• Oral Language Development: echo reading, act

it out, all around the world

• Listening Comprehension: connecting, building background, music and lyrics, I Still Call Australia Home

• Reading Comprehension: non-fiction,

predicting, elements of an image, literary elements, summarizing, reading an image, beyond words

• Writing Strategies: summarizing, revising,

punctuation, reflection writing, likes/dislikes, comparative writing, descriptive writing, types of sentences

• Literary Response: Genre, Author’s purpose,

setting, Antarctica Response, Where in the World?

• Phonemic Awareness: syllabification

Skills(Objectives):

• Genre: Nonfiction

• Author’s Purpose

• Cause/Effect

• Retell

• Draw Conclusions

• Predict

• Main Idea and Detail



• Sequencing

• Describing the setting

• Summarizing

• Adverbs

• Prepositions

• Point of View

• Writing Informative Pieces


• Punctuation

• Compare/Contrast

• Hypothesize/Speculate


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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer , Sequence/Chain of Events Graphic Organizer, Main Idea and Details Graphic Organizer

• Oral Responses: All Around the World

• Listening Comprehension: connecting,

frontload vocabulary

• Checking: responses to critical thinking questions and check the text for details to support it

• Focusing: adverbs, prepositions, verbs

• Reflecting: travel preferences

• Applying: travel advice, travel preference

writing, recommendations for our community

• Writing Paragraphs: Antarctica response, travel advice writing, travel preference writing, comparing and contrasting homes, comparing and contrasting climates, home writing, informative piece writing

Other Evidence:



• Unit Test

• Final Project – Your Informative Writing



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for writing. Students identify the author’s purpose in Antarctica: The World’s Wildest Continent.

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to Continents.

• What Do You Think? – Students brainstorm and write words associated with topics on traveling.

• All Around the World – Using a globe, students identify countries around the world and other details about their country.

Lesson 2




• Shared Read – Using The World Awaits,

students discuss questions to develop comprehension and language skills relating to main idea and details, and cause and effect.

• Where in the World? – Students analyze and write about how the setting has changed through the story.

Resources:

• TE pg. 42g

• Antarctica: The World’s Wildest Continent • TE pg. 42h

• Audio CD Track 7 • Student Book pg. 42-43 and TE pg. 42-43 • TE pg. 10a

• TE pg.43

• Student Book pg. 44 TE. pg. 44a

• Prediction Chart Graphic Organizer • The World Awaits by Sean Martin • Student Book pg. 44-45 and TE pg. 44a

• The World Awaits by Sean Martin • Student Book pg. 44-53 and TE pg.44b-53

• TE pg. 53a


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• Sound It Out – Students identify how many

syllables there are in a variety of unit theme vocabulary.

Lesson 4

• Group Reading – Students reread Paul Bunyan as a group and then in pairs.



Lesson 5



• Applying – Students write paragraphs

recommending places for tourists to visit in their community.

Resources:


• TE pg. 54a



• TE pg. 56




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• Building Background – Students discuss the correlation between the text and the key vocabulary.


• Focusing – Students complete sentences using prepositions.


describing where the student would like to travel and why.

• Vocabulary Review – Students identify if the prepositions in the text refer to time, place, direction, or position.

Lesson 7

• Build Background – Students discuss key vocabulary with their own experience.


• Focusing – Students revise sentences using the correct verb choice.

• Vocabulary Review – Students practice key vocabulary by writing sentences.

Resources:

• TE pg. 58




• TE pg. 58a

• Home Photo Cards • TE pg. 60





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• Access Prior Knowledge – Students review the key components of informative writing.

• Informative Writing – Students, read, dissect, and write an informative piece on the student’s home.

Lesson 9 • Frontload Vocabulary – Review rules for writing


• Types of Sentences – Students edit and rewrite


• Revising – Students revise informative writing piece for correct punctuation based on the sentence.

Lesson 10 • Frontload Vocabulary- Review measuring sizes

and distance.

• Systems of Measurement- Students work to convert measurements (ex. Centimeters to inches).

Resources:

• USA Photo Cards • TE pg. 62

• Main Idea and Details Graphic Organizer • Student Book pg. 62 and TE pg. 62

• TE pg. 64



• TE pg. 66



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• Frontload Vocabulary - Introduce key vocabulary and students repeat them back.

• Latitude and Longitude – Students read a passage on latitude and longitude. Then students use the information to find specific locations on a globe.

Lesson 12

• Frontload Vocabulary – Students use photo cards to discuss features on Earth’s surface.

• Weathering, Erosion, and Deposition –

Students research natural processes and how it has affected Earth’s surface.

Lesson 13

• Music and Lyrics – Students discuss the songs being sung in unison, as rounds, or in harmony.

• I Still Call Australia Home – Students listen to


• Vocabulary Review – Students define musical terms using a dictionary.

Resources:

• TE pg. 68


• Earth photo cards • TE pg. 70


• TE pg. 72


• TE pg. 72


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• Frontload Vocabulary – Students discuss how and why masks are created.

• African Masks – Using a Venn Diagram,

students read about, compare, and create an African mask.

• Vocabulary Review – Students orally define key vocabulary.

Lesson 15

• Access Prior Knowledge – Students share results from family interviews on their country.

• Climate in the United States – Students compare and contrast the climate in the USA and around the world.

• Published Work – Students write a paragraph reflecting on what they learned about their country in this unit.

Lesson 16


• Your Informative Writing – Using the Main idea and Details graphic organizer, students will write an informative piece using the writing process.

• Writing Fair – Students present finished projects with the class.

Resources:

• TE pg. 73a

• Venn Diagram • Student Book pg. 73 and TE pg. 73a

• TE pg. 73



• TE pg. 74a


• Main Idea and Details Graphic Organizer. • Student Book pg. 75 and TE pg. 75a

• TE pg. 75c


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• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


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Unit Title: Unit 3: The Olympic Games (Spotlight)




• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.5 • RL.4.7 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • Rl.4.9 • RI.4.10 • SL.4.1 • SL.4.4 • SL.4.5 • SL.4.6 • L.4.2 • L.4.3 • L.4.4 • L.4.6 • W.4.1 • W.4.2 • W.4.3 • W.4.5 • W.4.7


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Standards & Indicators:

• W.4.8 • W.4.10

NJSLS Grade 4 Mathematics

• 4.NF.C.7

NJSLS Health and Physical Education • 2.1.4.B.3


• CRP4


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• Describe actions, people, and things


• Express and support opinions

• Sequence events of a story

• Sequence and describe sporting competitions



• Explain commas

• Compare and contrast people

• Express likes

• Interpret the food pyramid



• Why do athletes participate in the Olympics?

• What do the Olympic rings signify?

• When were the first Olympic Games?

• Where did the first Olympic Games take place?

• Who took part in the Ancient Olympic Games?

• What are some of the events of the winter/summer Olympics?

• What do athletes want to win an Olympic

medal?

• What makes an athlete?

• What is a fable?

• What are the characteristics of a fable?

• Why do people tell fables?

• Do you know any fables from your home country?

• Could you ever confuse a myth with a fable?

Why or why not?

• Which genre do you like more?


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Content:

• Theme: The Olympic Games

• Grammar: prefixes, verbs, pronouns

• Vocabulary Development: daily key vocabulary, using a dictionary, frontload vocabulary

• Oral Language Development: Echo Reading, act

it out

• Listening Comprehension: connecting, building background, Music and lyrics, Take Me Out to the Ball Game

• Reading Comprehension: predicting,

sequencing, elements of an image, literary elements, summarizing, draw conclusions, author’s purpose, beyond words, checking, fables, comparing numbers, time lines, Food and Good Health, Bas-Relief

• Writing Strategies: reflecting, summarizing,

revising, punctuation, pronouns, opinion writing, fables, commas, published works

• Literary Response: genre, summarizing

• Phonemic Awareness: consonant blends

Skills(Objectives):

• Genre: Fables


• Predicting



• Sequencing

• Drawing Conclusions

• Cause and Effect

• Comparing and Contrasting

• Summarizing

• Writing Fables


• Punctuation

• Commas

• Supporting Opinions


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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Cause and Effect Graphic Organizer, Sequence/Chain of Events Graphic Organizer 2-Column Graphic Organizer

• Oral Responses




• Focusing: prefixes, pronouns, verbs

• Reflecting: challenges and accomplishments

with writing

• Applying: prefixes, pronouns, verbs

• Writing Paragraphs: reflection writing, accomplishment writing, ceremony writing, fable writing, eating plan, summary, Interview reflection

Other Evidence:



• Unit Test

• Final Project – Fable Writing



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for writing. Students identify the author’s purpose in Cheering for Anna.


book, access prior knowledge as it relates to The Olympic Games.

• The Games – Students use key vocabulary to write a paragraph on the Olympic Games.

Lesson 2




• Shared Read – Using Jesse Owens, students

discuss questions to develop comprehension and language skills relating to author’s purpose and drawing conclusions.

• Discovering Cause and Effect – Students use a Cause and Effect Graphic Organizer to identify and describe problems and the result.

Resources:

• TE pg. 76g

• Cheering for Anna • TE pg. 76h

• Audio CD Track 13 • Cheering for Anna • Student Book pg. 76-77 and TE pg. 76-77 • TE pg. 77

• TE. pg. 78a

• Prediction Chart Graphic Organizer • Jesse Owens by Sophia Jones • Student Book pg. 78 and TE pg. 78a

• Jesse Owens by Sophia Jones • Student Book pg. 78-87 and TE pg.78b-87

• Cause and Effect Graphic Organizer • TE pg. 87a


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words with consonant blends. Lesson 4

• Group Reading – Students reread Jesse Owens as a group and then in pairs.



• Reflecting – Students write a paragraph reflecting on challenges in their own life and what lessons they can learn from Jesse Owen’s story.

Lesson 5



• Applying – Students use a dictionary to find

words beginning with prefixes.

Resources:


• TE pg. 88a




• TE pg.90




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• Building Background – Discuss the correlation between the text and the key vocabulary.


• Focusing – Students complete sentences using pronouns.

• Applying – Students write a paragraph about

one of the athletes in the first-person perspective.

Lesson 7 • Build Background – Discuss how key vocabulary

words are relevant to the world around us.


• Focusing – Students revise sentences using action verbs.

Lesson 8

• Access Prior Knowledge – Students review the key components of fables.

• Fables – Students read, dissect, and write a tall tale on a hero.

Resources:

• Health Photo Cards • TE pg. 92




• TE pg. 94



• TE pg. 96

• 2-Column Graphic Organizer • Student Book pg. 96-97 and TE pg. 96-97


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• Frontload Vocabulary – Review rules for using commas.

• Commas – Edit and rewrite sentences using

commas appropriately.

• Revising – Revise fable writing piece for correct punctuation.

Lesson 10 • Frontload Vocabulary – Review decimal and

whole numbers using a number line.

• Comparing Numbers – Using a number line, students solve word problems that compare decimals.

Lesson 11 • Frontload Vocabulary – Introduce key

vocabulary and students sequence the holidays using a time line.

• Time Line – Students read a passage on the time line of the Olympic Games. Students then create a timeline of important events in their lives.

Resources:




• TE pg. 100


• TE pg. 102



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• Frontload Vocabulary – Introduce and discuss with students new vocabulary relating to the food pyramid.

• Food and Good Health – Students research and

design a balanced eating plan for a day based on the food pyramid.

Lesson 13

• Music and Lyrics – Students define and discuss elements of music such as melody, pattern, and parts.

• Take Me Out to the Ball Game – Students listen

to audio and make connections with the unit theme.

• Vocabulary Review – Students listen to musical arrangements to find melody, patterns, and parts.

Lesson 14

• Frontload Vocabulary – Students identify metals used for Olympic medals.

• Bas-relief – Students research and create a bas-

relief Olympic medal using their own design.

• Vocabulary Review – Students match key vocabulary with corresponding phrases.

Resources:



• TE pg. 106


• TE pg. 106a

• TE pg. 107a


• TE pg. 107


11 | P a g e


• Access Prior Knowledge- Students share results from family interviews on their country.

• Going for the Gold – Students compare and contrast events at the Summer Olympic Games and Winter Olympic Games.

• Published Work- Have students write a paragraph reflecting on information provided in the family interview.

Lesson 16


• Your Fable – Using the graphic organizer, students write a fable using the writing process.

• Writing Fair – Students present finished

projects to the class.

Resources:



• TE pg. 108a


• Earth Photo Cards • Graphic Organizer from pg. 97 • Student Book pg. 109 and TE pg. 109a

• TE pg. 109c


12 | P a g e

Differentiation

Advanced Intermediate Beginner Newcomer

• Individual presentations

• Lead group

discussions

• Independent reading and research

• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 5: Exploring New Cultures (Spotlight)




• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.3 • RL.4.5 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.6 • RI.4.7 • RI.4.8 • SL.4.1 • SL.4.2 • SL.4.3 • SL.4.5 • SL.4.6 • L.4.1 • L.4.2 • L.4.4 • L.4.5 • L.4.6 • W.4.1 • W.4.3 • W.4.4 • W.4.5


2 | P a g e

Standards & Indicators: NJSLS Grade 4 Social Studies

• 6.1.4.D.2 • 6.1.4.D.3 • 6.1.4.D.13 • 6.1.4.D.15


• 4.MD.A.2

NJSLS Visual and Performing Arts • 1.3.P.B.1 • 1.1.2.B.3 • 1.1.5.D.1 • 1.3.8.D.2


• CRP5


3 | P a g e


• Describe people, actions, environments, and flags

• Identify people, places,



• Express likes

• Interpret expressions

• Hypothesize and speculate

• Express, support opinions, and persuade readers

• Explain voice

• Identify monetary units


• Compare/contrast

• Define emigration and explain reasons for emigrating

• Define musical elements

• Identify elements of art

• Explain proportion

• Identify immigration patterns

• Explain transition


• What is culture?

• What are the elements of a culture?

• Are all the cultures the same?

• What makes cultures different from each other?

• What cultures have you read about?

• Why do people emigrate to other countries?

• How does immigration influence American

culture?

• What are some of the elements of your country’s culture?

• How has your family’s culture influenced

American culture?

• How does learning about new cultures help our understanding of the world?


4 | P a g e

Content:

• Theme: Exploring New Cultures • Grammar: homonyms, idioms, possessive

adjectives

• Vocabulary Development: daily key vocabulary, using a dictionary, frontload vocabulary, using a thesaurus


it out, Our Culture, reading editorials

• Listening Comprehension: connecting, building background, music and lyrics, The Star-Spangled Banner

• Reading Comprehension: realistic fiction,

predicting, cause & effect, sequencing, elements of an image, literary elements, summarizing, editorials, author’s purpose

• Writing Strategies: summarizing, writing an

editorial, opinion writing, active voice and passive voice, revising, brochures

• Literary Response: Genre, Author’s purpose

• Phonemic Awareness: double consonants

Skills(Objectives):

• Genre: Realistic Fiction


• Predicting



• Sequencing


• Compare and Contrast

• Summarizing

• Idioms

• Homonyms

• Opinion Writing

• Writing Tall Editorials


• Active Voice and Passive Voice

• Hyperbole


5 | P a g e



• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, Cluster Graphic Organizer, Venn Diagram, Cause & Effect Graphic Organizer, 5Ws & 1H Graphic Organizer

• Oral Responses




• Focusing: homonyms, idioms, possessive

adjectives

• Reflecting: Family Immigration Story, Results of Immigration

• Applying: Apprentice writing, Moving writing,

Travel Experience writing

• Writing Paragraphs: summary, family interview, immigrant writing, family immigration story, moving writing, travel experience, brochure

Other Evidence:



• Unit Test

• Final Project – Editorial Writing



6 | P a g e




for writing. Students identify the author’s purpose in Sandwiches, Sandwiches


book, access prior knowledge as it relates to Exploring New Cultures.

• Welcome to America – Students write a paragraph describing an American Immigrant and the reason they immigrated from their home country.

• Our Culture – Students orally describe their own cultures and how it has influenced their American culture.

Resources:

• TE pg. 144g

• Sandwiches, Sandwiches • TE pg. 144h

• Audio CD Track 25 • Student Book pg. 144-145 and TE pg. 144 • TE pg. 145

• TE pg. 145


7 | P a g e





• Shared Read – Using An Wang, Immigrant Inventor, students discuss author’s purpose and cause and effect.

• Changing Technology – Students use a Venn

Diagram to compare and contrast early computers and modern computers.

Lesson 3



words with double consonants. Lesson 4

• Group Reading – Students reread An Wang, Immigrant Inventor as a group and then in pairs.

• Summarizing – Students use a Cause and Effect

Graphic Organizer to create a summary of the text.

Resources:

• Student Book pg. 146 TE. pg. 146a

• Prediction Chart Graphic Organizer • An Wang, Immigrant Inventor by Daniel

McHenry • Student Book pg. 146 and TE pg. 146a

• An Wang, Immigrant Inventor by Daniel

McHenry • Student Book pg. 146-155 and TE pg.146b-155

• Venn Diagram • TE pg. 155a


• TE pg. 156a


• Cause and Effect Events Graphic Organizer • Student Book pg. 157 and TE pg. 157a


8 | P a g e




• Applying – Using a cluster graphic organizer,

students write a short essay about an apprenticeship they would be interested in.

Lesson 6

• Building Background – Students discuss the correlation between the text and vocabulary.


• Focusing – Students match idioms from the poem to the correct meaning.


discussing their feelings during their own moving experience.

Lesson 7

• Build Background – Students discuss the correlation between the text and the key vocabulary.


• Focusing – Students revise sentences using possessive adjectives.

• Applying – Students write a paragraph about their own or relative’s travel experience.

Resources:

• USA Photo Cards • TE pg.158


• Cluster Graphic Organizer • Student Book pg. 159 and TE pg. 159a



• Student Book pg. 161 and TE pg. 160-161







9 | P a g e


• Access Prior Knowledge – Students review the key components of editorials.

• Editorials – Students read, dissect, and write an editorial on a change they would like to see in your school or community.

Lesson 9

• Frontload Vocabulary – Introduce active and passive voice to students.

• Active Voice and Passive Voice – Students identify and rewrite sentences using active voice and passive voice.

• Revising – Students revise editorial writing piece for correct usage of active voice.

Lesson 10 • Frontload Vocabulary – Students review

monetary units and their relation to one another.

• Currency – Students solve word problems using currency.

• Vocabulary Review – Students use key vocabulary to place a value on currency.

Resources:

• TE pg. 164

• 5Ws & 1H Graphic Organizer • Student Book pg. 164-165 and TE pg. 164-165




• Money Photo Cards • TE pg. 168


• TE pg. 169


10 | P a g e


• Frontload Vocabulary – Introduce key vocabulary and students repeat them back.

• Why People Emigrate – Students read a passage on Emigration and complete questions on patterns in Emigration.

Lesson 12

• Frontload Vocabulary- Introduce and discuss key vocabulary with students.

• Adaptation – Students read a passage on

adaptation and complete a chart on its contents.

Lesson 13

• Music and Lyrics – Students review elements of music such as pitch, parts, melody, pattern, and rhythm.

• The Star-Spangled Banner – Students listen to


• Vocabulary Review – Students review music elements using a thesaurus to find synonyms.

Resources:

• TE pg. 170


• Earth Photo Cards • TE pg. 172


• TE pg. 174


• TE pg. 174a


11 | P a g e


• Frontload Vocabulary – Introduce vocabulary related to murals to students using the community photo cards.

• Making Murals – Using mural grid, students

create a realistic mural that they would paint in their community.

• Vocabulary Review – Students compare different types of murals completed by Portinari and other artists.

Lesson 15


• Coming to America – Students compare and contrast how people adapt when they arrive in America.

• Published Work – Students create a brochure for immigrants newly arrived in America.

Lesson 16


• Your Editorial – Using the 5Ws & 1H graphic organizer, students will write an editorial using the writing process.


Resources:

• Community Photo Cards • TE pg. 175a


• TE pg. 175



• TE pg. 176a


• 5Ws & 1 H Graphic Organizer. • Student Book pg. 177 and TE pg. 177a

• TE pg. 177c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 6: The Universe (Spotlight)




• RF.4.3 • RF.4.4 • RL.4.1 • RL.4.2 • RL.4.9 • RI.4.1 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • RI.4.8 • RI.4.10 • SL.4.1 • L.4.4 • SL.4.4 • L.4.3 • L.4.4 • L.4.5 • L.4.6 • W.4.2 • W.4.3 • W.4.4 • W.4.5


• 6.1.4.B.1


2 | P a g e

Standards & Indicators: NJSLS Grade 4 Mathematics

• 4.NBT.A.2

NJSLS Grade 4 Science • 4-ESS1-1


• 1.3.P.B.1 • 1.1.2.B.1 • 1.1.5.D.2 • 1.3.P.D.2


• CRP2


3 | P a g e


• Describe the universe and gravity

• Compare and contrast

• Compare and contrast planets

• Explain the seasons, orbits, and natural events


• Identify the main idea



• Define myths

• Describe dialogue

• Identify place values, types of rocks, and maps

• Describe maps

• Identify action words and descriptive words

• Describe value

• Explain shades and tints

• Describe countries of origin

• Sequence events in a story


• What kinds of things are in the universe?

• What are the laws of the universe?

• What is the solar system?

• What force holds you down to Earth?

• What are constellations? Why do stars look different?

• What types of rocks do you know? How are

they similar and different?

• What is a map? How are different maps useful?

• What is a myth? What are the elements of a

myth?

• How do myths entertain, instruct and explain?


4 | P a g e

Content:

• Theme: The Universe

• Grammar: Sequence, synonyms and antonyms, prepositions


using a dictionary, frontload vocabulary

• Oral Language Development: echo reading, act it out, reading myths


background, music and lyrics, Vincent

• Reading Comprehension: realistic fiction, predicting, cause & effect, sequencing, elements of an image, literary elements, summarizing, myths, author’s purpose

• Writing Strategies: summarizing, writing a

myth, descriptive writing, cause and effect, compare and contrast, dialogue, sequencing, revising, editing

• Literary Response: genre, author’s purpose

• Phonemic Awareness: consonant blends

Skills(Objectives):

• Genre: Realistic Fiction


• Predicting


• Making Inferences

• Hypothesis

• Fact vs Opinion

• Main Idea and Details


• Dialogue


• Sequencing



• Summarizing

• Writing Myths



5 | P a g e



• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, 2-Column Graphic Organizer, 3-Column, Venn Diagram, Cause & Effect Graphic Organizer, Main Idea and Details Graphic Organizer

• Oral Responses

• Listening Comprehension: connecting, reuse

and recycle

• Checking: Responses to critical thinking questions and check the text for details to support it

• Focusing: sequencing, synonyms and antonyms,

prepositions

• Reflecting: compare the sky at night and during the day

• Applying: order writing, Impact writing, best

friend comparison

• Writing Paragraphs: summary, family interview, space trip, order writing, best friend comparison, impact writing, myths, painting critique, maps writing

Other Evidence:



• Unit Test

• Final Project – Myth



6 | P a g e

Learning Opportunities/Strategies: Thematic Library


• Author’s Purpose - Review the main purposes

for writing. Students identify the author’s purpose in The Star Party

Lesson 1

• Thematic Introduction – Using the thematic book, access prior knowledge as it relates to The Universe.

• A Trip into Space – Students write a paragraph describing what a trip in to space would be like.

• Space Riddles – Students create riddles about key vocabulary.

Lesson 2




• Shared Read – Using Our World and Beyond,

students discuss questions to develop comprehension and language skills relating to making inferences and comparing and contrasting.

• What Do You Think? – Students use a 2-column graphic organizer to separate fact from fiction.

Resources:

• TE pg. 178g

• The Star Party • TE pg. 178h

• Audio CD Track 31 • The Star Party • Student Book pg. 178-179 and TE pg. 178 • TE pg. 179

• TE pg. 179

• Universe Photo Cards • TE. pg. 180a

• Prediction Chart Graphic Organizer • Our World and Beyond by Roberto Espinella • Student Book pg. 180 and TE pg. 180a

• Our World and Beyond by Roberto Espinella • Student Book pg. 180-189 and TE pg.180b-189

• 2-Column Graphic Organizer • TE pg. 189a


7 | P a g e

Learning Opportunities/Strategies:

Lesson 3 • Echo Read the Story – Students track print as

they read and focus fluency on pronunciation and intonation.


words with consonant blends. Lesson 4

• Group Reading – Students reread Our World and Beyond as a group and then in pairs.

• Summarizing – Students use a Main Idea and

Details Graphic Organizer to create a summary of the text.

Lesson 5




what locations they pass on the way to school in order.

Resources:


• TE pg. 190a


• Main Idea and Details Graphic Organizer • Student Book pg. 191 and TE pg. 191a

• Science and the Universe Photo Cards • TE pg.192




8 | P a g e


• Building Background – Students discuss the correlation between the text and the key vocabulary.


• Focusing – Students complete sentences using synonyms and antonyms.


their similarities and differences with their best friend.

Lesson 7

• Build Background – Students discuss the correlation between the text and the key vocabulary.


• Focusing – Students revise sentences using prepositions.

• Applying – Students write a paragraph about a good or bad experience that had a big impact on the lives of others.

Lesson 8 • Access Prior Knowledge – Students review the

key components of myths.

• Myths – Students read, dissect, and write a possible myth for natural events.

Resources:

• People Photo Cards • TE pg. 194



• Venn Diagram • Student Book pg. 195 and TE pg. 194a





• TE pg. 198



9 | P a g e


• Frontload Vocabulary - Introduce students to conversation and the use of commas, quotation marks, and words that indicate someone is speaking.

• Dialogue - Students identify and rewrite

sentences using dialogue and appropriate punctuation.

• Revising – Students revise myths for correct usage of dialogue.

Lesson 10

• Frontload Vocabulary – Students review numbers with large place values.

• Place Value – Students solve problems using place value.

• Vocabulary Review – Students use flashcards to review place value key vocabulary.

Lesson 11

• Frontload Vocabulary – Introduce key vocabulary and students repeat them.

• Map Skills – Students read a passage and complete questions on map skills.

Resources:




• TE pg. 202


• TE pg. 203




10 | P a g e


• Frontload Vocabulary - Introduce and discuss key vocabulary with students.

• Types of Rock – Students read a passage on

types of rocks and complete a chart on its contents.

Lesson 13

• Music and Lyrics – Students review how songs can be sung in rounds, duets, parts, harmony, and unison.

• Vincent – Listen to audio and make connections

with the unit theme.

• Vocabulary Review – Students review music elements by singing songs in rounds and unison.

Lesson 14

• Frontload Vocabulary – Introduce students to vocabulary related to movement using Vincent van Gogh’s painting The Starry Night.

• Contrast and Movement – Students create a

sketch of the night sky incorporating lines and swirls to give the illusion of movement.

• Vocabulary Review – Students write a one-paragraph critique of a painting with movement.

Resources:

• TE pg. 206


• TE pg. 208


• TE pg. 208a

• TE pg. 209a


• TE pg. 209


11 | P a g e



• Mapping Our Country – Students compare and contrast the purpose and uses of different kinds of maps.

• Published Work – Students write a one paragraph response to how a political and a physical map would help them on a road trip across their native country.

Lesson 16


• Your Myth – Using the Sequence/Chain of Events graphic organizer, students will write a myth using the writing process.


Resources:



• TE pg. 210a


• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 211 and TE pg. 211a

• TE pg. 211c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 7: Inventions (Spotlight)




• RL.4.1 • RL.4.2 • RL.4.3 • RL.4.7 • RL.4.10 • RI.4.2 • RI.4.3 • RI.4.4 • RI.4.5 • RI.4.7 • RI.4.9 • SL.4.1 • SL.4.2 • SL.4.4 • L.4.4 • L.4.6 • W.4.1 • W.4.2 • W.4.4 • W.4.5


• 6.1.4.C.4 • 6.1.4.C.12


• 4.OA.A.3


2 | P a g e

Standards & Indicators: NJSLS Grade 4 Science

• 4-PS3-2 NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.4 • 1.1.5.D.2 • 1.3.P.D.2


• CRP6


3 | P a g e


• Identify inventions

• Describe and explain inventions

• Describe people, buildings, and actions

• Explain character traits



• Define headlines

• Identify bylines and phrases

• Interpret context clues

• Identify and sequence math operations

• Define manufacturing

• Define electric circuits

• Define proportion


• Define computerized manufacturing


• What is an invention?

• How do inventions help people?

• What do all inventions help in common?

• What famous inventor do you know? What were their inventions?

• What characteristics are important for an

inventor to have in order to be innovative and successful?

• How would your life be different without

inventions?

• What inventions should be created for the future? Why?

• What are the most important inventions to

mankind?

• What makes a news article different from other types of writing?


4 | P a g e

Content:

• Theme: Inventions • Grammar: contractions, possessive,

coordinating conjunctions

• Vocabulary Development: daily key vocabulary, using a thesaurus, frontload vocabulary


it out, read news articles

• Listening Comprehension: connecting, building background, music and lyrics, Oh, Ben Franklin

• Reading Comprehension: nonfiction, predicting,

drawing conclusions, sequencing, elements of an image, literary elements, summarizing, news articles, author’s purpose, main idea and details, context clues

• Writing Strategies: summarizing, writing a news

article, descriptive writing, compare and contrast, context clue, sequencing, revising, editing


• Phonemic Awareness: suffixes -tion and -ion

Skills(Objectives):



• Predicting

• Using a Thesaurus

• Hypothesis



• Context Clues


• Sequencing



• Summarizing

• Writing News Articles



5 | P a g e



• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, 2-Column Graphic Organizer, Sequence/Chain of Events Graphic Organizer

• Oral Responses


and recycle, Oh Ben Franklin


• Focusing: contractions, possessives,

coordinating conjunctions

• Reflecting: Explain how Garrett Morgan’s invention has influenced your life.

• Applying: Brakes opinion, invention

comparison, elevators

• Writing Paragraphs: summary, Unit 7 Interview, inventions, Brakes opinion, assembly line writing, elevators writing, news article

Other Evidence:



• Unit Test

• Final Project – News Article



6 | P a g e




for writing. Students identify the author’s purpose in Microscopes: Windows on Hidden Worlds.


book, access prior knowledge as it relates to Inventions.

• Imagine – Students write a paragraph describing an invention that they believe had a significant impact on the world.

• Innovative Inventors – Students use key vocabulary to describe important characteristics of inventors.

Resources:

• TE pg. 212g

• Microscopes: Windows on Hidden Worlds • TE pg. 212h

• Audio CD Track 37 • Student Book pg. 212-213 and TE pg. 212 • TE pg. 213

• TE pg. 213


7 | P a g e


• Frontload Vocabulary – Display and Introduce key vocabulary to students.



• Shared Read – Using A Great Inventor, students

discuss questions to develop comprehension and language skills relating to main idea and drawing conclusions.

• Sequencing – Students use a Sequence/Chain of Events graphic organizer to separate fact from fiction.

Lesson 3


• Checking – Students answer reading comprehension questions.


words with the suffixes -ion and -tion. Lesson 4

• Group Reading – Students reread A Great Inventor as a group and then in pairs.

• Summarizing – Students use a 2-Column

Graphic Organizer to create a summary of the text.

Resources:

• Science and Universe Photo Cards • TE. pg. 214a

• Prediction Chart Graphic Organizer • A Great Inventor by Ana Santo • Student Book pg. 214 and TE pg. 214a

• A Great Inventor by Ana Santo • Student Book pg. 214-233 and TE pg.214b-223

• Sequence/Chain of events Graphic Organizer • TE pg. 223a


• TE pg. 224

• TE pg. 224a

• Student Book pg. 214-233 and TE pg. 225a

• 2-Column Graphic Organizer • Student Book pg. 225 and TE pg. 225a


8 | P a g e




• Applying – Students write a paragraph the

importance of the brakes invention. Lesson 6

• Building Background – Students discuss the correlation between the text and vocabulary.


• Focusing – Students complete sentences using possessives.

• Applying – Students write a paragraph the

prevalence and uses of elevators.

Lesson 7 • Build Background – Students discuss the

correlation between the text and the key vocabulary.


• Focusing – Students revise sentences using coordinating conjunctions.

• Applying – Students write a paragraph defending which invention is more important, a windshield wiper or a three-way traffic signal.

Resources:

• Community Photo Cards • TE pg.226












9 | P a g e


• Access Prior Knowledge – Students review the key components of news articles.

• News Articles – Students, read, dissect, and write a news article.

Lesson 9

• Frontload Vocabulary – Introduce students to key vocabulary related to context clues.

• Context Clues – Students identify and rewrite

sentences using context clues.

• Revising – Students revise news articles for correct usage of context clues.

Lesson 10 • Frontload Vocabulary – Introduce students to

key vocabulary relating to order of operations.

• Order of Operations – Students solve problems using order of operations.

• Vocabulary Review – Students explain the order of operations necessary to solve each problem.

Resources:

• TE pg. 232







• TE pg. 237


10 | P a g e


• Frontload Vocabulary – Introduce students to key vocabulary and have students use a dictionary to define each word.

• Mass-Produced Automobiles – Students read a passage and answer comprehension questions on mass-produced automobiles.

Lesson 12

• Frontload Vocabulary – Introduce and discuss key vocabulary with students.

• Electric Circuits – Students read a passage on

electric circuits and complete comprehension questions on the text.

Lesson 13 • Music and Lyrics – Students review instrument

families.

• Oh, Ben Franklin – Students listen to audio and make connections with the unit theme.

• Vocabulary Review – Students review instrument families and when each instrument should be used.

Resources:


• Student Book pg. 238-239and TE pg. 238





• TE pg. 242a


11 | P a g e


• Frontload Vocabulary – Introduce and define vocabulary related to diagrams with students.

• Diagrams – Students create a diagram of the

invention they discussed in the Unit 7 interview.

• Vocabulary Review – Students create a diagram of themselves as a robot to scale.

Lesson 15

• Access Prior Knowledge – Students share results from Unit 7 interviews on their country.

• Manufacturing in the USA – Students compare manufacturing in the USA and abroad.

• Published Work – Students write a one paragraph description of a product manufactured in their parents’ home country.

Lesson 16


• Your News Article – Using the 2-Column graphic organizer, students will write a news article using the writing process.

• Extra! Extra! Read All About It! – Students present finished projects to the class.

Resources:

• People Photo Cards • TE pg. 243a


• TE pg. 243

• Unit 7 Interview • TE pg. 244


• TE pg. 244a


• 2-Column Graphic Organizer. • Student Book pg. 245and TE pg. 245a

• TE pg. 245c


12 | P a g e


• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas


1 | P a g e

Unit Title: Unit 8- Transportation (Spotlight)


• 1-Social and Instructional Language • 2-The Language of Language Arts • 3-The Language of Mathematics • 4- The Language of Science • 5- The Language of Social Studies

2016 NJSLS Grade 4 English Language Arts

• 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.4.10 • SL.4.1 • SL.4.2 • SL.4.4 • L.4.1 • L.4.2 • L.4.6 • W.4.1 • W.4.2 • W.4.3 • W.4.4 • W.4.5

2016 NJSLS Grade 4 Social Studies

• 6.1.4.D.3 • 6.1.4.C.15 • 6.1.8.C.4.b

2016 NJSLS Grade 4 Mathematics

• 4.OA.A.3


2 | P a g e

Standards & Indicators: 2016 NJSLS Grade 4 Science

• 4-PS3-1 2016 NJSLS Visual and Performing Arts

• 1.3.P.B.1 • 1.1.2.B.3 • 1.1.5.D.2 • 1.3.2.D.1

2016 NJSLS 21st Century Life and Careers

• CRP5 • CRP11

2016 NJSLS Technology

• 8.1.P.E.1


3 | P a g e

Central Idea / Enduring Understanding:

• Describe modes of transportation

• Identify action words and modes of transportation

• Compare and contrast modes of transportation

• Identify and explain cause and effect


• Express and support opinions

• Describe people, actions, and things

• Identify parts of a hot-air balloon

• Sequence directions

• Define transitional words and phrases

• Define math-related concepts


• Define optical illusion

• Explain persistence of vision

• Explain why people migrate

• Explain benefits of modern transportation

• Describe inventions


• What are modes of transportation?

• What do different modes of transportation allow people to do?

• Why do people use transportation?

• What is the oldest form of land travel?

• How did the invention of the wheel change

the world?

• How did automobiles change lives?

• How are people working to improve modes of transportation?

• What types of transportation will be invented

in the future?


4 | P a g e

Content:

• Theme: Transportation

• Grammar: past-tense verbs, future verbs, spelling rules


using a thesaurus, frontload vocabulary

• Oral Language Development: echo reading, act it out, reading How-to Articles


background, music and lyrics, I’ve Been Working on the Railroad

• Reading Comprehension: nonfiction, predicting,

drawing conclusions, sequencing, elements of an image, literary elements, summarizing, How-to articles, author’s purpose, main idea and details, transitional words, author point of view, sequence

• Writing Strategies: summarizing, writing a how-

to article, descriptive writing, compare and contrast, transition words, sequencing, revising, editing


• Phonemic Awareness: prefix sub- and trans-

Skills(Objectives):



• Predicting

• Using a Thesaurus

• Making Inferences


• Author’s Point of View


• Transitional Words


• Sequencing



• Summarizing

• Writing How-to Articles



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• Echo Read


• Graphic Organizers: Prediction Chart Graphic Organizer, 4-Column Graphic Organizer, Venn Diagram, Sequence/Chain of Events Graphic Organizer

• Oral Responses


and recycle, I’ve Been Working on the Railroad


• Focusing: future verbs, spelling rules, past-tense

verbs

• Reflecting: Commuter Transportation Preference

• Applying: Family Vacation Journal, Unusual

modes of transportation, TGV Ride

• Writing Paragraphs: summary, Unit 8 Interview, How-to Article, Family Vacation Journal, unusual modes of transportation, TGV Ride, immigration writing, comparing modes of transportation, long distance trip

Other Evidence:



• Unit Test

• Final Project – How- to Article

• Oral presentation of published works


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Learning Opportunities/Strategies: Thematic Library

• Frontload Vocabulary- Have students choral read the new vocabulary words

• Author’s Purpose- Review the main purposes for

writing. Have students identify the author’s purpose in The First Great Road Trip.


book, access prior knowledge as it relates to Transportation.

• Let’s Go -Students write a story about taking a long-distance trip with a friend.

• On the Move- Students use a dictionary and thesaurus to brainstorm action words related to travel.

Lesson 2

• Frontload Vocabulary – Display and Introduce key vocabulary to students.



• Shared Read – Using Modes of Transportation,

students discuss questions to develop comprehension and language skills relating to sequence and author’s point of view.

• Compare and Contrast – Students use a Venn Diagram to compare modes of transportation.

Resources:

• TE pg. 246g

• The First Great Road Trip • TE pg. 246h

• Audio CD Track 43 • Community Photo Card • Student Book pg. 246-247 and TE pg. 246


• TE pg. 247

• Student Book pg. 248 and TE. pg. 248a

• Prediction Chart Graphic Organizer • Modes of Transportation by Adam Gold • Student Book pg. 248 and TE pg. 248a

• Modes of Transportation by Adam Gold • Student Book pg. 248-257 and TE pg.248b-257

• Venn Diagram • TE pg. 257a


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• Checking – Students answer reading comprehension questions.


words with the prefixes sub- and trans-. Lesson 4

• Group Reading – Students reread Modes of Transportation as a group and then in pairs.

• Summarizing – Students use a 4-Column

Graphic Organizer to create a text summary.

Lesson 5 • Build Background – Students work to connect

key vocabulary with the text.


• Applying – Students write a journal entry

pretending to be on a family vacation.

Resources:


• TE pg. 258

• TE pg. 258a


• 4-Column Graphic Organizer • Student Book pg. 259 and TE pg. 259a

• Community Photo Cards • TE pg.260




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• Building Background – Discuss the correlation between the text and the key vocabulary.


• Focusing – Students revise sentences focus on spelling rule errors.

• Applying – Students write a paragraph on

unusual modes of transportation. Lesson 7

• Build Background – Discuss the correlation between the text and the key vocabulary.


• Focusing – Students revise sentences using future verbs.

• Applying – Students write a paragraph describing what a ride on the TGV would feel like.

Lesson 8

• Access Prior Knowledge – Students review the key components of How-to Articles.

• A How-to Article – Students read, dissect, and write a How-to Article.

Resources:









• TE pg. 266

• Sequence-Chain of Events Graphic Organizer • Student Book pg. 266 and TE pg. 266-267


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• Frontload Vocabulary – Introduce key vocabulary related to context clues to students.

• Transitional Words – Identify and rewrite

sentences using transitional words.

• Revising – Revise How-to Articles for correct usage of transitional words.

Lesson 10 • Frontload Vocabulary – Introduce key

vocabulary relating to algebraic expressions to students.

• Algebraic Expression – Students solve problems using variables.

• Vocabulary Review – Students create their own algebraic expressions and function machines.

Lesson 11

• Frontload Vocabulary – Introduce key vocabulary using a map of the United States.

• Western Movement – Students read a passage and answer comprehension questions on western expansion.

Resources:






• TE pg. 271

• TE pg. 272



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• Frontload Vocabulary – Introduce and discuss key vocabulary to students.

• Magnets and Electromagnets – Students read a

passage and answer comprehension questions on magnets.

Lesson 13

• Music and Lyrics – Students review instrument that can emulate other sounds.

• I’ve Been Working on the Railroad – Students

listen to audio and make connections with the unit theme.

• Vocabulary Review – Students review instrument vocabulary and write a sentence about each instrument

Lesson 14

• Frontload Vocabulary – Introduce and define vocabulary related to optical illusions to students.

• Optical Illusion – Students create a flip book

with the optical illusion of an object moving.

• Vocabulary Review – Students create another optical illusion for a partner.

Resources:

• TE pg. 274




• TE pg. 276a

• TE pg. 277a


• TE pg. 277


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• Access Prior Knowledge – Students share results from Unit 8 interviews on their country.

• Modern Migration – Students read a passage on Migration and answer comprehension questions.

• Published Work – Have students write an email to a family member explaining why they migrated.

Lesson 16


• Your How-to Article – Using the Sequence/Chain of Events graphic organizer, students will write a How- to Article on a new mode of transportation in the year 2050.

• Extra! Extra! Read All About It! – Present finished projects with the class.

Resources:

• Unit 8 Interview • TE pg. 278


• TE pg. 278a


• Sequence/Chain of Events Graphic Organizer. • Student Book pg. 279 and TE pg. 279a

• TE pg. 279c


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• Individual

presentations


• Independent


• Graphic

Organizers


• Write multiple


• Develop


• Group

presentations







with key vocabulary

• Write one


• Guided and


• Rhymes, songs,






• Print-rich

environment





and manipulatives


• Use of sentence


• Rhymes, songs,



or no oral response


• Print-rich



• Small group




• Draw to develop

writing ideas

esl pacing guide grade 4 - pemberton.k12.nj.us...grade 4 . mp units unit total* cumulative total**...

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