• Elementary Literacy Fourth Grade, Quarter 3 Unit 1


    Subject: Literacy
    Grade: Fourth
    Timeline: 4 - 4 1/2 weeks

     
    Quarter 3 Unit 1 Overview: 

    In this novel, Moose Flanagan is a twelve year old who moves with his family to Alcatraz Island so his father can work as a prison guard.  He has a difficult family situation with a mentally challenged sister and a mother with whom he has a strained relationship.  Moose struggles to make friends and adjust to a completely new living arrangement, while trying to balance school and his family situation.  He tries to please his parents and avoid trouble, but he finds himself in many predicaments.

     Students will demonstrate a command of the conventions of standard English as they read and write with accuracy and clarity throughout this unit.  The block framework provides opportunities for modeling, guided practice and independent practice necessary for student mastery of the competencies of this unit.


     
    Quarter 3 Unit 1 Performance Task:

     

    After reading Al Capone Does My Shirts, write an essay that describes the relationship between Moose and his mother and explains how Moose deals with the challenges of his family life.  Support your discussion with evidence from the text (i.e. Reader’s Notebook).  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 Read with accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

    CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text.

    CC1.3.4.B Describe in depth a character, setting or event in a story or drama, drawing on specific details in the text.

    CC1.3.4.C Determine a theme of text from details in the text; summarize the text.

    CC.1.3.4.F Determine the meaning of words and phrases as they are used in grade level text, including figurative language.

    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.A Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

    CC.1.5.4.B Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

    CC.1.5.4.C Identify the reasons and evidence a speaker provides to support particular points.

    CC.1.4.4.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.F  Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

    CC.1.4.4.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising and editing.

    CC.1.4.4.X Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline –specific tasks, purposes and audiences.

     
     

     Student Competencies:

                   

    Students will be able to…

    -Write an essay

    -Analyze story elements including plot, rising action, climax and resolution

    -Evaluate statements of fact and opinion

    -Evaluate author’s purpose for characterization and figurative language, including similes and metaphors

    -Apply word analysis skills and vocabulary strategies (context clues/multiple meaning words, prefix/suffix, synonyms/antonyms, etc.)

    -Communicate effectively in written and oral language applying appropriate conventions

    -Analyze point of view

     

     

     
    Assessments:
    Q3U1 Rubric                                                                                                                                                                   

     

    3

    2

    1

    0

    Scoring

    CONTENT

     

    € Thoroughly describes the relationship between Moose and his mother

     

    € Thoroughly explains the challenges presented by Moose’s family life using evidence from the text to support your answer

     

    € Adequately describes the relationship between Moose and his mother

     

    € Adequately explains the challenges presented by Moose’s family life using evidence from the text to support your answer

     

    € Minimally describes the relationship between Moose and his mother

     

    € Minimally explains the challenges presented by Moose’s family life using evidence from the text to support your answer

     

    € Does not describe the relationship between Moose and his mother

     

     

    € Does not explain the challenges presented by Moose’s family life using evidence from the text to support your answer

     

    ____ x 4 =

     

    ____ x 4 =

     

    ORGANIZATION

     

    €    Essay includes an introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €    Each paragraph contains a well-developed topic sentence and supporting details.

     

     

     

    €    Essay includes 4 of the 5 following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €    Most paragraphs contain a well-developed topic sentence and supporting details

     

     

     

    €    Essay includes  3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    €    Some paragraphs contain a well-developed topic sentence and supporting details

     

     

    € Essay includes less than 3 of the following: introductory paragraph, a body of 3 or more paragraphs, and a concluding paragraph

     

    € Paragraphs do not contain a well-developed topic sentence and supporting details

     

     

    ____ x 2 =

     

     

     

    ____ x 2 =

     

     

     

     

    CONVENTIONS

     

    € Writing contains very few errors for the amount written

     

     

    € Response contains language and tone consistently appropriate to the audience and purpose

    € Writing contains some errors for the amount written

     

     

    € Response contains language and tone appropriate to the audience and purpose

     

     

     

    €  Writing contains many errors for the amount written

     

     

    € Response contains language and tone with some inappropriate features to the audience and purpose

     

    € Contains serious and distracting grammatical errors

    € Response contains inappropriate language and tone.

    ____ x 2=

     

     

     

     

    ____ x 1=

    TASK SPECIFIC REQUIREMENTS

     

    €   All work sampling (Reader’s Notebook, Independent Written Response, Exit Slips, Two-Column note taking) is complete and accurate

    €   Most work sampling (Reader’s Notebook, Independent Written Response, Exit Slips, Two-Column note taking) is complete and accurate

    €   Some work sampling (Reader’s Notebook, Independent Written Response, Exit Slips, Two-Column note taking) is complete and accurate

    €   Work sampling (Reader’s Notebook, Independent Written Response, Exit Slips, Two-Column note taking) is incomplete and inaccurate

    ___ x 1 =

     

     

     

                                Total = ____ / 48

       
    Elements of Instruction:

     
    Differentiation:
    • Skill based groups
    • Reading level groups
    • DRA2

     
    Interdisciplinary Connections:
    -Scholastic News