Elementary Literacy Fourth Grade, Quarter 2 Unit 1Subject: LiteracyGrade: Fourth
Timeline: 4 - 4 1/2 weeksQuarter 2 Unit 1 Overview:
In this 4 - 4 ½ week unit, students study characters in stories and how they change to deepen the plot. Students read such stories as Nights of the Pufflings, Samson: A Horse Story, Charlotte’s Web, and The Hen and the Apple Tree as they continue to make connections between the text of a story, drama, or piece of nonfiction. Students will also determine the main idea of a text supporting them with key details. They will begin to summarize short pieces of text. They will also focus on literary devices (including personification) as used in text as they begin writing their own constructed response about characters and how they change. Students will demonstrate a command of the conventions of standard English as they read and write with accuracy and clarity. During Word Study, students will be exposed to high frequency words and the following Nifty Thrifty Fifty words: beautiful, communities, prettier, classify, electricity, community and happiness. The teacher will model comprehension strategies while providing opportunities for guided and independent practice. The block framework provides opportunities for modeling, guided practice, and independent practice necessary for students’ mastery of the competencies of this unit.Quarter 2 Unit 1 Performance Task:
Characters play important roles in stories. The way characters change throughout the stories help to deepen the plot. Think about all the stories we have read in this unit. Which character has changed the most? Why did the character change and how did this change affect the plot? Support your answers by providing evidence/reasons from the selection. Write a constructed response to answer this question. Your work will be judged according to the attached rubric.Focus Standards:
CC.1.1.4.D Know and apply grade level phonics and word analysis skills in decoding words.
CC.1.1.4.E Determine the meaning of words and phrases as they are used in grade level text, including interpretation of figurative language.
CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CC.1.3.4.B Cite relevant details from text to support what the text says explicitly and make inferences.
CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
CC.1.3.4.D Compare and contrast an event or topic told from two different points of view.
CC.1.3.4.E Explain major differences between poems, drama and prose and refer to the structural elements of each when writing or speaking about a text.
CC.1.3.4.G Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
CC.1.4.4.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and informational texts.
CC.1.5.4.F Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.
CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences.
CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.
CC.1.5.4.A Engage effectively in a range of collaborative discussions on grade-level topics and texts, building on others’ ideas and expressing their own clearly.
CC1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.4.B Identify and introduce the topic clearly.
CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.
CC.1.4.3.E Demonstrate command of the conventions of standard English.
CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; providing a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.4.E Use precise language and domain-specific vocabulary to inform about or explain the topic.
Students will be able to…
-Use knowledge of language and its conventions when writing, speaking, reading or listening
-Compare and contrast the point of view from which stories are narrated
-Determine the main idea of a text and explain how it is supported by key details
-Read on-level text with purpose and understanding
-Introduce a topic clearly and group related information in paragraph
-Come to discussions prepared, having read /studied required materials
-Use knowledge of main idea to support note taking
-Determine essential and non-essential information
-Interpret and apply figurative language in writing and reading
-develop a topic with facts and detailsAssessments:Q2U1 Rubric
Includes many pieces of evidence about how character has changed
Includes many pieces of evidence about why character has changed
Thoroughly describes how changes effect the plot
Includes some pieces of evidence about how character has changed
Includes some pieces of evidence about why character has changed
Adequately describes how the plot has changed
Includes few pieces of evidence about how character has changed
Includes few pieces of evidence about why character has changed
Somewhat describes how the plot has changed
Includes no evidence of how character changed
Includes no evidence of why character changed
Does not describe how the plot has changed
____ x 4 =
____ x 4 =
____ x 4=
Demonstrates effective use of question/answer format organization
Demonstrates some evidence of question/answer format organization
Demonstrates little evidence of question/answer format organization
Demonstrates no evidence of question/answer format organization
____ x 2 =
Writing contains few errors for the amount written
Writing contains some errors for the amount written
Writing contains many errors for the amount written
Contains serious and distracting grammatical errors
____ x 1=
TASK SPECIFIC REQUIREMENTS
Total = ____ / 45Elements of Instruction:Differentiation:
Interdisciplinary Connections:-Scholastic News
- Skill based groups
- Reading level groups
- Skill based groups