Stephen Foster Elementary School Understanding by Design Template

Big Idea for Unit: What makes up the world around us? Grade: 4th Grade Quarter: 4 Unit: 6 Unit Start: March 30, 2015 Unit End: May 15, 2015

Stage 1- Desired Results (DQ1) Established Goals (Social Studies NGSSS): SC.4.P.8.1 Measure and compare objects and materials based on their physical properties including: mass, shape, volume, color, hardness, texture, odor, taste, attraction of magnets. SC.4.P.8.2 Identify properties and common uses of water in each state. SC.4.P.8.3 Explore the Law of Conservation of Mass by demonstrating that the mass of a whole object is always the same as the sum of the masses of its parts. SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking. SC.4.P.8.4 Investigate and describe that magnets can attract magnetic materials and attract and repel other magnets. SC.4.N.1.3 Explain that science does not always follow a rigidly defined method but that science does involve the use of observations and empirical evidence. SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evident support. SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations. SC.4.N.1.7 Recognize and explain the scientists base their explanations on evidence. SC.4.N.1.8 Recognize that science involves creativity in designing experiments. Common Core State Standards/NGSS (ELA, Math, Science, Social Studies): ELA: Reading Literature: LAFS.4.RL.3.7- 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. LAFS.4.RL.4.10 –By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELA: Reading Informational Text LAFS.4.RI.2.5 Describe the overall structure (e.g. chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. ELA: Writing

LAFS.4.W.1.2(b) Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. LAFS.4.W.2.4 Produce clear and coherent wring in which the development and organization are appropriate to task, purpose and audience. LAFS.4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. LAFS.4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflections, and research. LAFS.4.W.3.9 (b) Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reason and evidence to support particular points in a text”). ELA: Reading Foundational Skills LAFS.4.RF.1.3 Know & apply grade level phonics and word analysis skills in decoding words (Spelling) LAFS.4.RF.1.3 (A) Use combined knowledge of all letter-sound correspondences, syllabication pattern, and morphology (e.g. roots and affixes) to read accurately multisyllabic words in context and out of context. LAFS.4.RF.2.4 Read with sufficient accuracy and fluency to support comprehension LAFS.4.RF.2.4 (a) Read on-level text with purpose and understanding ELA: Speaking & Listening LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, & teacher led) with diverse partners on grade 4 topics & texts, building on others' ideas and expressing their own clearly LAFS.4.SL1.1(a) Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion LAFS.4.SL1.1(b) Follow agreed-upon rules for discussions and carry out assigned roles LAFS.4.SL.1.3 Identify the reasons and evidence a speaker provides to support particular points. LAFS.4.SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. ELA: Language LAFS.4.L.1.1 Demonstrate command of the conventions of Standard English grammar and usage when writing and speaking. LAFS.4.L.1.1 (a) Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). LAFS.4.L.1.1(b) For and use the possessive (e.g. I was walking; I am walking; I will be walking) verb tenses. LAFS.4.L.1.1(d) Order adjectives within sentences according to conventional patterns (e.g. a small red bag rather than a red small bag) LAFS.4.L.1.1 (g) Correctly us frequently confused words (e.g., to, two, too; there, their). LAFS.4.L.1.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, ad spelling when writing. LAFS.4.L.1.2 (b) Use commas and quotation marks to mark direct speech and quotations from a text.

LAFS.4.L.3.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). Please note that Math Standards will be identified by the resources used to teach this unit. Math: Operations & Algebraic Thinking Math: Number & Operations in Base Ten Math: Measurement & Data Math: Geometry

Understandings:

Students will understand that….

objects can be classified in groups by their observable properties.

using standard measurements can be used to quantify observable properties of an object.

the arrangement of the particles of water change when a liquid, solid, and a gas.

how magnets can be used to produce motion.

Essential Questions:

What are the physical properties of matter?

How are physical properties observed?

What is Conservation of Mass?

What are the states of water?

What are magnets?

How do magnets attract objects?

What are the physical and chemical changes

of matter?

How can you tell when a new substance

forms?

Student will know….

.the differences between mass, matter,

density, and volume

how to identify the physical properties of

matter.

how heating and cooling change the state of

matter.

the states of change that water goes through.

the usefulness of magnets

how to explain the differences between a

chemical change and a physical change

Student will be able to…

explain how physical properties can be used to identify matter.

define matter, mass, density, and volume.

compare a set of objects by their physical properties.

describe the three states of water.

explain that matter isn’t lost or gained as it changes states.

compare the properties of magnets

identify that chemical changes cause the substance out have different characteristics before and after.

Describe examples of physical and chemical changes.

Stage 2- Assessment Evidence (DQ1 & DQ4)

Performance Tasks (must include evidence

of ELA Standards: for speaking, listening

& writing & 21st Century Skills):

21st Century Skills: Collaboration, Creativity,

Critical Thinking, and Communication

Initial Assessments (Progress Monitoring):

Science Fusion Textbook:

Introduce the unit-write the word “MATTER”

on the board. Have the student brainstorm

what they know about the topic. Create a word

web with each student’s explanation.

Science Fusion Textbook

Sum it Up! And Brain Check at the end of

each lesson.

Science Fusion Digital labs

Unit 4 Lessons (1-6)

Unit 5 Lessons (1-2)

Forms of Water Diagram

Students will create a visual diagram about the

forms of water and the particle arrangements

to distinguish a solid, liquid, or gas. The

students will then write a brief explanation to

describe what is taking place with the particles

as the water changes form. The diagram will

then move into the states of change for the

water from freezing, melting, evaporation, to

condensation.

Compare/Contrast Physical & Chemical

Change The students will create a graphic organizer to

compare physical changes to chemical

changes. The students will write a two-

paragraph explanation to describe their

graphic organizer. Illustrations/pictures should

be included in the graphic organizer.

Vocabulary Building: Use the vocabulary

words to create visual definitions for each

word. Make a foldable to list the words, an

illustration, and definition on the inside of the

flaps. Have the students’ think/pair/share with

Other Evidence: test, quizzes, prompts,

work samples, observations (ELA

Standards):

Formative Assessments:

Science Fusion Textbook:

Unit 4 Benchmark Review pp. 219-222

Unit 5 Benchmark Review pp. 245-246

Unit 4 Benchmark Test

Assessment Guide pp. AG 40- AG 43

Unit 5 Benchmark Test

Assessment Guide pp. AG 48- AG 51

a partner to review definitions and knowledge. LAFS.4.RL.3.6, LAFS.4.RI.2.4

Journeys

Unit 1 Lesson 3

SE p. 78-92

My Library is a Camel

Context Clues

Journeys Unit 5 Lesson 23

SE p.684-699

The Ever-Living Tree: The Life and Times of

a Coast Redwood

Text Features

Journeys

Unit 1 Lesson 1

SE p.20-31

Because of Winn Dixie

Plot Development

Journeys

Unit 5 Lesson 22

SE p.654-665

Morris Gets Women to Vote

Cause and Effect

Journeys-

Students will create a context clues chart to

use while reading this story. Using sticky

notes, they will add unknown words, clues

from the text, and prediction of the word

meaning. For example: tundra and

archipelago.

Journeys –

Students will complete the chart on page 700

using the features from the text.

Journeys- Students will complete a story map with a partner. They will include the characters, setting, problem, major events, and outcome. Students will write a 2-paragraph response explaining their story map. Journeys- Students will complete the cause and effect graphic organizer on SE p.666. They will use text evidence in their graphic organizer.

Final Performance Task:

Physical and Chemical Changes of Matter:

Students will participate in the “Rotten to the

Core” science experiment. Cut 2 apples in

half, gather one cup of dirt, water, sand, and

vinegar. Put the ingredients along with ½ an

apple into separate Ziploc bags. Write down

the date and time to begin rotting. Students

will write their “hypothesis” about the process,

based on their current knowledge about

physical and chemical changes. Students will

make observations along the way in their ELA

notebooks. The purpose of the activity will be

to determine which apple rots the fastest over

a 7-day period. Students will use their

documented observations to write a one-page

conclusion about the process, finding, and

how the experiment relates to physical and

chemical changes that occur around us.

Illustrations will be included as

documentation. SC.4.P.9.1, LAFS.4.W.2.4, LAFS.4.W.3.9, LAFS.4.RI.3.7,

LAFS.4.RI.1.3

Extension Activities:

Make a Magazine Ad

Invite students to work in small groups to pick

an item and compose an ad for it that could be

used in a magazine. They should point out the

physical properties of their item in the ad.

Provide them with art materials and old

magazines.

Stage 3 Learning Plan (DQ1, DQ2, DQ3 & DQ4) Resources (Balance of Fiction & Information Text):

Literary Text Reading (To be used during Guided, Read Aloud,

Chapter) “Changes in Matter” By Lorrie Oestreicher “Ways Matter Changes” By Thea Feldman “About Time: A First Look at Time and Clocks” By Bruce Koscielniak

Informational Texts (To be used during Guided, Read Aloud,

Chapter) “What Makes a Magnet?” Franklyn M. Branley and True Kelley “What Magnets Can Do ” By Allan Fowler “Solids (States of Matter)” by Jim Mezzanotte “Liquids (States of Matter)” by Carol Ryback and Jim Mezzanotte “Gases (States of Matter)” By Jim Mezzanotte “What Is the World Made Of? All About Solids, Liquids, and Gases” by Kathleen Weidner Zoehfeld and Paul Meisel

Tier II Content Area

Vocabulary Words

Science:

matter physical properties

mass volume

density solid

liquid gas

change of state motor

evaporation magnet

condensation magnetic field

magnetic pole electromagnet

physical change

chemical change

Writing Write a one-page narrative about

what happens to a particle of water

during the changes of state from the

viewpoint of the particle. The

narrative should describe the events

that occur during each change of

state, detailing the key characteristics

that represent each state.

Close Reading (RI, RL)

“About Time: A First Look at

Time and Clocks”

By Bruce Koscielniak

“Words Free As Confetti: Poems

for Children”

By Pat Mora

Poetry/Nursery Rhyme

Show students different examples of

matter poems. Have each student

write one of their own that in one

way describes the meaning of the

state of matter that they chose.

Science/Science Experiments

Volume Experiment- How much

space an object takes up. Items:

water, 2 beakers, an orange. The

beaker on the left shows volume of

water. The beaker on the right

measures the volume of an object

with an irregular shape plus the

volume of the water. To find the

volume of the orange, use

subtraction: Volume of water over

volume of orange.

Chemical/Physical Change- Rotten

to the core experiment. Students will

participate in the “Rotten to the

core” science experiment. Cut each

apple in half, gather one cup of dirt,

water, sand, and vinegar. Put the

ingredients along with ½ apple

separate Ziploc bags. Write down

date and time to begin rotting. Make

observations along the way in their

ELA notebooks. Determine which

apple rots the fastest over 7 days

time.

Social Studies/ History Florida Studies: Students will use Florida as a place

with high humidity and compare to a

place with low humidity (a desert

area or a Southwest state). Students

will research the levels of humidity

and evaporation, what happens to

precipitation, water in a puddle, and

a freshly watered lawn in both

places. The intention is for the

student to distinguish that humidity

and evaporation plays a role in the

states of water.

Language/Grammar Skills

Homophones- Unit 1 Lesson 5 I-

chart/Review skill TE pgs: 352

Synonyms- I-chart/Review skill

Antonyms- I-chart/Review skill.

Readers pg.99/Projectable 9.3

Comparative and Superlative

Adjectives and Adverbs Unit 5

Lesson 21 TE: 52-53; SE pgs: 646-

647. Readers Pg: 283

Technology/Web Sites/Web

Resources

United Streaming Videos

BrainPop.com

studyjams.com

Library/Research

Skills/Media

Guest Speakers

The students will research the

different states of matter,

states of water, magnets, and

physical and chemical

changes.

Art/Music/Physical

Education

Art/Music/Physical

Education Art: Have students work with a

small group to design a robot. The

drawing should include labels of

where the magnets are in the robot.

Items to include would be: speakers,

computer devices, and generators.

Students will need to research other

items with magnets that can be used

to mobilize the robot.

P.E. Ask students to work in a small

group to plan and perform a dance

that represents particles going

through one or more changes of

state. The students will perform the

dance for classmates.

Music: Encourage students to use as many

vocabulary words as possible to

write a song about the physical

properties of an item. They are to

work with a partner to compose a

magazine ad to put together an ad

campaign. The song is to be the

jingle for the television ad. Students

will share their jingle with the class.

High Effect Strategies:

Setting objectives and providing feedback (DQ1, E1-3)

Identifying similarities and differences (DQ3, E17)

Summarizing and note taking (DQ2, E12, DQ3, E18)

Reinforcing effort and providing recognition ((DQ1, E3)

Cooperative Learning (DQ2 E7, DQ3 E15, DQ4 E21)

Learning Activities (Weekly Focus Activity w/ ELA Standards):

Week 1 and 2 (March 30-April 10): Physical Properties of Matter: Students will work in groups

of three to discover the differences in the three properties of matter using balloons. The groups will

be responsible for writing a description of the state on an index card that will describe their property.

They will compare and contrast the three in a written description and communicate their findings to

the class. Students will be placed into 4 different groups (compare and contrast, chronology, cause

and effect, and problem and solution), each responsible for finding an article that is written in the

form of the text structure they are focusing on. Articles must relate to the properties of matter. They

must find the words that relate to their text structure. Students will present their article and teach their

text structure to the class. The class will find the evidence from the text. Brittanica from BEEP would

be a great resource for this project.

SC.4.P.8.1, SC.4.N.1.4, LAFS.4.RI.2.5, LAFS.4.SL.2.4

Week 3 and 4 (April 13-April 22):

States of Water: Teachers will bring in ice cubes and beakers. Place the ice (solid) in the glass beaker.

Let the students’ watch the ice melt into water (liquid). Then place the glass beaker in the window so

the sun can cause evaporation (gas) of the water. Also cover one beaker with plastic wrap, and have

the students observe condensation. Have the students measure (using the beaker) the water every day

to show the change. Have the students’ note in their ELA journals the observations and changes they

noticed. They will need to document the transformation of the water from each state. The students

will create a diagram poster about the water cycle with a group of three to four students to explain the

process of the states of matter. The students will use the evidence found in their observations to

explain their diagram. From what they have learned, students will create a script taking on the

characteristics of the different stages of matter to show the changes in the states of matter. The script

must include the stage directions, narrations, actions, etc. Students will allow other groups to first

read their script. Then the script will be performed through an oral presentation. The audience will

find similarities and differences between the two representations of the project.

SC.4.P.8.2, SC.4.N.1.7, LAFS.4.SL.2.4, LAFS.4.RI.2.4, LAFS.4.RL.3.7

Week 5 (April 23-May 1): Influential Scientists: Students will research an influential scientist who

deals with or dealt with the states of matter. They will find an article written about the scientist and

change the secondhand account into a firsthand account. They will describe the differences between

the two texts and how the accounts affect the understanding. Students will switch articles with a

partner. Their partner will be able to answer the following question: Do you think that the people in

the text are looking at the event/topic in the same way?

SC.4.P.8.2, SC.4.N.1.7, LAFS.4.RI.2.6

Weeks 6 and 7 (May 4-15): Final Performance Task- Physical and Chemical Changes of Matter:

Students will participate in the “Rotten to the Core” science experiment. Cut 2 apples in half, gather

one cup of dirt, water, sand, and vinegar. Put the ingredients along with ½ an apple into separate

Ziploc bags. Write down the date and time to begin rotting. Students will write their “hypothesis”

about the process, based on their current knowledge about physical and chemical changes. Students

will make observations along the way in their ELA notebooks. The purpose of the activity will be to

determine which apple rots the fastest over a 7-day period. Students will use their documented

observations to write a one-page conclusion about the process, finding, and how the experiment

relates to physical and chemical changes that occur around us. Illustrations will be included as

documentation.

SC.4.P.9.1, LAFS.4.W.2.4, LAFS.4.W.3.9, LAFS.4.RI.3.7, LAFS.4.RI.1.3

Final Performance Task Rubric Unit 6 Rotten to the Core Students will work in groups of four to create a model to explain the physical and chemical and why the Earth rotates and revolves. Students worked collaboratively in groups.

15

Write a hypothesis about what you think will happen to apples after 7 days physical and chemically

15

Written explanation 1. What steps did you take to prepare each

apple 2. What substances did you put each apple in 3. Describe how each apple change physical or chemically in daily log.

30

Presentation: poster 15

Visual illustrations showing how the apples change from day 1 to day 7

15

Conclusion: Decide whether your hypothesis was correct why? Or Why not?

10

Total

100

Text Exemplar:

Mora, Pat. “Words Free As Confetti: Poems for Children”. Illustrated by Enrique O. Sanchez.

New York: Lee and Low, 1999. (1996)

Text Dependent Questions:

1. This author uses each of the 5 senses. Give examples of each.

2. Why would the author compare words to confetti?

3. Create a word confetti of your own using your favorite animal, food, or activity.

GRADE 4

Standards Lessons

LAFS.4. Week 2-Week 3

LAFS.4.RI.2.5

Describe the overall structure (e.g., chronology, comparison, cause/effect,

problem/solution) of events, ideas, concepts, or information in a text or part of a text.

DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and

Sample Questions Pace: 1-2 lessons Pace: 2-3 lessons Pace: 3-4 lessons

1. http://www.pinter

est.com/pin/2391

83430184965793

/

2. http://www.fcrr.

org/studentactiv

ities/C_022c.pdf

3. Focus on key

words for

standard

* Text Structure I-Chart

*2 copies of the text for

each class

*Achieve3000.com

Articles

1. “Problem on the

Mississippi”

Critical Thinking:

Problem /Solution

2. “High Power, Low

Cost” Chronology

3. “Westward

Expansion: The

Rush for Riches”

Cause and Effect

4. “The Robot

Teacher”

Comparison

* SFE Teacher guide pg. 28

* Text Structure I-Chart

1. *2 copies of the

text for each class 2. Student will work

together in groups

of four to discover

the different

properties of

matter

*How did the author

organize the information

in the text? Why do you

think (s)he chose to do

that? Use evidence from

the text to support your

answer.

*How does the author

organize the section in

the text titled “____”?

*How is the section

titled “_____” different

from the section titled

“_____”? Use evidence

to support your answer.

*Which event led to

______? Used evidence

to support your answer.

*What problem(s) can be

found in the section title

“______”? Support your

answer using evidence

from the text.

*Can you find sections in

the text that are

organized differently?

If so, how did the author

organize the information

in the different

sections? Why do you

think the author chose

to do that?

*What are some of the

causes of______?

Support your answer

using evidence from the

text.

*Do you think the text

structure the author

chose was effective in

helping him convey

his/her message? Explain

your thinking using

evidence from the text.

*How does the author

organize

paragraph#____on

page#_____

Steps: 1. Introduce the

informational text

structure I Chart

and the clue words

to understand the

meaning standard.

2. Students will

engage in the Text

Structure Sort to

recall all

structures of

informational text.

Steps: 1. Students will work

collaboratively to

dissect a piece of

informational

text. (Read and

discuss)

2. Each text will be

used as a format

of “I, We, You”, to

scaffold with each

text.

3. Students will find

the signal words

for each of the

texts.

4. Classify the text

using the overall

structure coming

from the

standard.

5. Students will

explain why the

structure chosen

is correct.

Steps: • Physical

Properties of Matter:.

1.Students will be placed

into 4 different groups

(compare and contrast,

chronology, cause and

effect, and problem and

solution), each responsible

for finding an article that

is written in the form of

the text structure they are

focusing on. Articles must

relate to the properties of

matter.

2. Students will

compare and

contrast the three

properties in a

written description

and communicate

their findings to

the class

3. Students must

find the words that

relate to their text

structure.

4. Students will

present their article

and teach their text

structure to the

class. The class

will find the

evidence from the

text. Brittanica

from BEEP would

be a great resource

for this project.

CAFÉ Strategy: Compare and Contrasts(Comprehension), Use graphic Organizers to

show my thinking(Comprehension), Identify Cause and Effect(Comprehension),

Work on Writing: Thought questions on Achieve3000

Read to Self and Someone: Dice questions

Word Work: Understanding text feature task cards

Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are? LAFS.4.RI.2.5: Describe the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in a text or

part of a text.

1 2 3 4

I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) events in a text or part of a text. I can find signal words but I cannot identify with them.

I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events and ideas in a text or part of a text. I can find signal words, match them up but I cannot identify with them but have trouble

I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas and concepts in a text or part of a text. I can find signal words, match them, and identify with them.

I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text or part of a text. I can find signal words, match them up, identify with them and explain.

GRADE 4

Standards Lessons

Weeks 3 and 4 LAFS.RL.3.7- DOK 3 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. DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and

Sample Questions Pace: 1-2 lessons Pace: 3-4 lessons Pace: 3-4 lessons

3.

4. 5. http://mhschool.c

om/lead_21/grade

4/ccslh_g4_rl_1_

3.html

1. Close read directions

PowerPoint

2. Ready Florida LAFS

book pages 64-65

(script)

3. Ready Florida LAFS

book pages 245-246

(chart)

1.

Small Group:

http://mhschool.com/lea

d_21/grade4/ccslh_g4_r

l_1_3.html

Practice pages

Steps: 1. Recall story

elements and

compare and

contrast using

anchor charts.

2. Using the website

from the

resources,

introduce parts of

a script when

reading it on your

own without an

oral presentation.

3. With assistance,

students will find

the similarities

Steps: 6. Students will read

the script of

William Tell as a

close read.

7. Students will read

the script first to

find unknown

words.

8. Students will read

the script a

second time and

write an “A” next

to examples of

when William

reacts angrily.

Steps: 1. Review script anchor

chart.

2. From what they have

learned, students will

create a script taking

on the characteristics

of the different stages

of matter to show the

changes in the states

of matter.

3. The script must

include the stage

directions, narrations,

actions, etc.

4. Students will allow

other groups to first

read their script.

Daily 5:

Read to Self:

Making Connections

Template

Read to Someone:

Making Connections

Template

Work on Writing:

http://www.teaching

heart.net/readersth

eater.htm Groups to

work on Readers’

Theater Scripts

CAFÉ Strategy- Compare and Contrast

between the

scripts and the

differences using

the anchor chart.

9. Students will

circle three

details (such as

words, actions, or

thoughts) that

show what kind of

person he is.

10. Students will

create the chart

from page 246 and

fill in the setting,

characters, and

events for the

script portion.

11. The script will be

read to the

students involving

the stage

directions.

12. Students will then

complete the

chart for the

recording portion

of the chart.

5. The script will be

performed through an

oral presentation.

6. The audience will

find similarities and

differences between

the two

representations of the

project.

7. The similarities and

differences will be

explained in a writing

piece

Word Work:

Science Scripts

Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are?

LAFS.RL.3.7- DOK 3 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.

1 2 3 4

I can see how a text shows specific descriptions and directions in a text.

I can see how the text reflects specific descriptions and directions in a text and can use them to begin to make connections between a drama.

I can make connections between the text of a story or drama and a visual or oral presentation of a text but I am having trouble explaining it.

I can make connections between the text of a story or drama and a visual or oral presentation of a text and I can explain the connections.

GRADE 4

Standards Lessons

Week 5:

LAFS.4.RI.2.6 Compare and contrast a firsthand and secondhand account of the same

event or topic; describe the differences in focus and the information provided.

CAFÉ Strategy: Compare and Contrast, and recognize points of view

Work on Writing:

DOK Level 1 DOK Level 2 DOK Level 3 Test Specs and

Sample Questions Pace: 1-2 lessons Pace: 2 lessons Pace: 1-2 lessons

1. point of view

anchor chart

2. HW: Students

will find an

article about

a scientist to

change from

secondhand

account into a

firsthand

account. Also

put on the

contract.

Due: Wed/Thurs

* Assign “Where

you live matters”

from achieve

3000.

1. mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2d.html (Lesson and Model)

2. http://www.learningfarm.com

3. Comparing accounts graphic organizer.

1. mhschool.com/lead_21/grade4/ccslh_g4_ri_2_2d.html

(Model and Practice) 2. http://www.learningfarm.com 3. Comparing accounts graphic organizer.

In each story, how does

the author use point of

view to tell about the

relationship between

______ and _______ ?

Steps: 1. Recall standard

and key words and

anchor chart.

2. Identify 1st

person point of

view and 3rd

person point of

view.

Steps: 1. Using the above

website, explain

why each are a

firsthand or

secondhand

account.

2. Identify which

passage from the

above website is

firsthand and

which is a

secondhand

account.

Steps: 1. Compare and contrast

the two accounts.

2. Using the article that

students found about an

influential scientist,

students will change a

secondhand account into a

firsthand account.

3. Students will then

describe the differences

between the two texts and

how the accounts affect

their understanding.

What is a similarity in

the way the authors use

point of view in each

story?

Part A: How do the

authors use the points of

view of the main

characters in each

story?

Part B: Select a

sentence from each text

that shows this.

- Students will research an influential scientist. They will find an article written about the scientist

and change the secondhand account into a firsthand account. They will describe the differences

between the two texts and how the accounts affect the understanding.

- Short Answer Response: Why might the focus of a person who was present at an event be

different than the focus of someone who wasn't present? Explain your thinking.

Read to Self and Someone:

-Read the article that students found about an influential scientist to a buddy.

Word Work:

- Make a flipchart for firsthand account and secondhand account.

Reflection: What ELA standard are you working on this week? How would you rate yourself? 1, 2, 3, or 4 Why do you think you are at the number that you think you are? LAFS.4.RI.2.6: Compare and contrast a firsthand and secondhand account of the same

event or topic; describe the differences in focus and the information provided.

1 2 3 4

I am having trouble finding the differences between firsthand and secondhand accounts.

From a text, I can identify whether it is a firsthand or secondhand account.

From a text, I can identify whether it is a firsthand or secondhand account and find similarities and differences between the two texts based on the same topic.

From a text, I can identify whether it is a firsthand or secondhand account and find similarities and differences between the two texts based on the same topic and explain.