week grade 4 • unit 1 question of the week: what experiences bring diverse people ...€¦ ·...

Question of the Week: What experiences bring diverse people together?Concepts: Understand diversity; recognize how people share music; describe an experience with people from other cultures.

1 Grade 4 • Unit 1

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 4 • Unit 1 • Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

Objectives

To introduce and discuss concepts and vocabulary related to the way that music connects people.Use: Student Book, pp. 24–25.

To have students use words to discuss the kinds of music they enjoy.

To have students write a sentence(s) about how the banjo brought together diverse people.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 1Concept & Vocabulary Development

P/Q What kinds of music do you enjoy? Lesson Vocabulary for the Week

(* = Academic Vocabulary)

banjo, gourd, parlor, culture*, diverse, appreciate*, praises, diversity, values

Content Vocabulary

enslaved, Africans, played, enjoyed, playing, cultures

P/Q How did the banjo bring diverse people together?

Have students say a sentence about how music brings people together. Provide a sentence frame as needed. For example, Music makes people feel ______.

Compile an illustrated vocabulary list of student generated ideas for students to use as reference.

Skill Check: Practice Book, p. 5

B I ______ all kinds of music. B Many different people ______ the ______.

EI I ______ music from many ______. EI People from ______ cultures played the ______.

I I ______ music from many different ______. I In the 1800s, people from ______ ______ played the ______.

EA I ______ music from ______ cultures. EA The ______ was brought to America by ______ and many ______ people ______ playing it.

A I ______ music from many ______ ______. A The ______ was brought to America in the 1700s by ______. By the 1800s, ______ enjoyed ______ it.

RDG10_LCSF04_CA_U1W1.indd Page 1 7/1/10 4:36:11 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_4

Grade 4 • Unit 1 Question of the Week: What experiences bring diverse people together?Concepts: Understand diversity; recognize how people share music; describe an experience with people from other cultures.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring1WEEK


Objectives

To help students understand how the suffix -ed changes the pronunciation and meaning of a word.

To have students use words with the suffix -ed to discuss how people felt about the banjo by the middle of the 1800s.

To have students write a sentence about whether women played the banjo in the 1800s.

ELD Standard LS: Participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

DAY 2Word Analysis

P/Q By the middle of the 1800s, how did people feel about the banjo?

Lesson Vocabulary

appreciated, played, strummed, learned, practiced

Content Vocabulary

parlor(s), banjo, diverse, liked

P/Q In the 1800s, did women play the banjo? Review what students have learned about how music brings people together. Have students talk with partners about other things that bring people together. Tell students they can use their Central Concept Map about culture to help them. Beginning students can draw pictures as needed.


B People ______ the ______. B Women ______ the ______.

EI Many people ______ the ______. EI Women ______ the ______ for their family and friends.

I By the middle of the 1800s, people ______ the ______.

I Women ______ the ______ in their ______ for family and friends.

EA By the middle of the 1800s, many people ______ the ______.

EA Women ______ the ______ for their friends in the ______ of their homes.

A By the middle of the 1800s, many ______ people ______ the ______.

A Women ______ the ______ for their friends in the ______ of their homes and their friends ______ hearing it.





Objectives

To help students understand and practice using words of sequence. To help students connect the sequence of events in a time line to words of sequence.Use: Student Book, pp. 26–27.

To guide students to recognize and use words of sequence to discuss when they will share music with other people.

To have students look at a time line and write a sentence telling what happened first and what happened last.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text (e.g., “The brown bear lives with his family in the forest”).

DAY 3Comprehension

Skills & Strategies

P/Q How will you share music with other people next week?

Lesson Vocabulary

next week, first, last, first thing, last thing, tomorrow

Content Vocabulary

plays, school, cultures, practices, violin, listen, friends

P/Q Look at the time line on page 27. What is the first thing in the week that Max does? What does he do last?

Have students read the sentences at the bottom of page 27 and circle what happened first. Then have them draw a box around what happened last. Have students tell a partner the order in which things happened.


B ______, I will ______ to music. B ______: He ______ the violin.

______: He ______ for the school.

EI ______, I will ______ to music with my friends.

EI ______, Max ______ the violin.

______, Max ______ for the school.

I ______, I will ______ to music from different ______.

I Max ______ the violin ______.

Max ______ for the school ______.

EA ______, I will ______ to music from different ______ with my ______.

EA The ______ Max does is he ______ the ______.

The ______ Max does is he ______ for the ______.

A ______, I will ______ to music from diverse ______ with my ______.

A The ______ in the week Max does is he ______ the ______.

The ______ in the week Max does is he ______ for the whole ______.





Objectives

To help students differentiate between declarative and interrogative sentences, both in writing and with intonation in reading aloud.Use: Student Book, p. 28.

To have students discuss whether a sentence is declarative or interrogative.

To have students rewrite a sentence using the correct pronunciation.

ELD Standard LC: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling.

DAY 4Grammar & Conventions

P/Q Read the sentence and say whether it is a question or a declarative sentence.

Lesson Vocabulary

declarative sentence, period, question(s), question mark, ask, tell, does, how does, information

Content Vocabulary

music, cultures, people, diverse

P/Q Write an interrogative question about music from different cultures.

Ask students to exchange sentences they wrote for “Your Turn” and tell their partner:

• “Yoursentences[do/notuse]aperiodatthe end of the sentence.”

• “Yoursentences[do/notuse]aquestionmark at the end of a question.”


B Where did you go after school yesterday?

It is a ______.

B ______ music bring people together?

EI Where did you go after school yesterday?

It is a ______. It ends with a ______.

EI ______music bring people together?

I Where did you go after school yesterday?

I know it is a ______ because it ends with a ______.

I ______ music bring ______ people together?

EA Where did you go after school yesterday?

I know it is a ______ because it ______ for information and it ends with a ______.

EA ______ music bring ______ from different ______ together?

A Where did you go after school yesterday?

I know it is a ______ because it ______ for ______. It ends with a ______, not a ______.

A ______ bring ______ from ______ ______ together?





Objectives

To write about an experience that connected people from different backgrounds.Use: Student Book, p. 29.

To have students use vocabulary learned this week to discuss what experiences bring diverse people together.

To have students write four or five sentences about an experience they had when people from different cultures came together.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 5Writing

P/Q Discuss an experience you had when people from different cultures came together.

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus.

P/Q Write about an experience you had when people from different cultures came together.

Have students build fluency by reading their completed writing to partners or the class.


B ______, we had a concert at my school. They had music from many ______. One student played the ______. Many people ______ the music.

B Student writes four or five basic sentence with support.

EI ______, we had a concert at my school. They had music from many ______ ______. One student played the ______. Another student played maracas made from ______. Many people ______ the music.

EI Student writes four or five sentences and includes some concept vocabulary.

I ______, we had a concert at my school with music from many ______ ______. One student played the ______. Another student played maracas made from ______. The musicians won ______ from the listeners. Many people ______ the music.

I Student writes four or five sentences and includes some concept vocabulary.

EA ______, we had a concert at my school to celebrate ______. There was music from many different ______. One student played the ______ and another student played maracas made from ______. The musicians won ______ from the listeners. Many people ______ the ______ music.

EA Student writes four or five well-constructed sentences and includes most concept vocabulary.

A ______, we had a concert at my school to celebrate ______. There was music from many different ______. ______, one student played the ______. Then, another student played maracas made from ______. The musicians won ______ from the listeners because they ______ the ______ music.

A Student writes four or five well-constructed sentences and includes most concept vocabulary.


week grade 4 • unit 1 question of the week: what experiences bring diverse people ...€¦ ·...

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