Grade: 4
Unit: 1
Title: Stories of the Earth and Sky
Key Content: The student will…
Essential Question
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How are the earth and sky
portrayed in fiction and
nonfiction?
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Read and discuss a variety of fiction and nonfiction texts about Native
American mound builders and the earth, sun, moon, and stars.
Explain how knowledge of Native American mound builders, the earth,
the sun, the moon, and the stars increases understanding of literature
that includes these topics.
Write a variety of responses to stories and poems.
Interpret information in print or online about constellations (or animal
habitats).
Unit Focus
Discuss how some stories explain nature’s mysteries
and are passed down from generation to generation;
share stories about the earth/sky; compare/contrast
Native American stories; focus on how authors take
“artistic license” to make a “good story”; conduct and
present research on constellations (or animal
adaptations and habitats); discuss Vincent van Gogh’s
Starry Night, then write a “Starry Night Tale” and publish
it on a class webpage; end unit with a class discussion
and essay response to the essential question.
Vocabulary and Terms to Emphasize
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artistic license
facts
details
legend
lore
myth
narrative writing
research
Dates of Instruction: _____________________
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theme
word choice
adaptations
habitat
environment
Code
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Summarize what was learned about the earth, sun, moon,
and stars for classmates, using appropriate facts and
descriptive details.
Write a story based on Vincent van Gogh’s Starry Night,
incorporating factual information and “fiction” techniques used
by authors.
Participate in group discussions about Native American mound
builders and the earth, sun, moon, and stars.
Standard
Concept
RL.4.9
Compare and contrast treatment of similar themes/topics (good vs. evil) and patterns of events in
stories, myths and literature from a different culture.
Compare/Contrast
RI.4.7
Interpret visual, oral, or quantitative information (e.g., charts, graphs, diagrams, time lines,
animations, or interactive Web pages) and explain how it contributes to an understanding of the
text.
Write narratives of real or imagined experiences/events using effective technique, descriptive
details and clear sequence. Establish situation, use dialogue and descriptions to develop events or
show character’s responses; use transitional words/phrases/clauses for sequence; use concrete
words and sensory details for events; provide conclusion that follows each event.
Create and/or present a poem, narrative, play, art work, or literary review in response to a particular
author or theme studied in class.*
Informational Text
Structure
W.4.3
W.4.11
SL.4.4
Speaking clearly, and at understandable pace, give a report, tell a story, or recount an experience
(in an organized manner), with relevant facts and descriptive details to support main ideas
or themes.
Use knowledge of language conventions when writing, speaking, reading, or listening; choose
L.4.3
precise words and phrases to convey ideas and punctuation for effect; differentiate between
contexts that call for formal English and situations where informal discourse is appropriate.
*Indicates standard specific to NY only.
Writing: Narrative
Response to
Literature
Oral Response
Language
Conventions
Grade: 4
Unit: 1
Title: Stories of the Earth and Sky
Dates of Instruction: _____________________
Suggested Activities/Investigations/Demos:
1.
2.
3.
4.
5.
6.
7.
INTRODUCTORY ACTIVITY/DISCUSSION: Show the book Children of the Earth and Sky: Five Stories About Native American Children, by
Stephen Krensky and ask the students to predict what they think it will be about. Use a prediction chart graphic organizer to keep track of and
revise predictions. Read the book to learn about Native American traditions and cultures; point out instances in which the Native American’s
respect for the earth and sky is described or inferred. Have students make notes about how the earth and sky are described in Native American
literature, and then compare the portrayals with what is already known about these topics.
LITERARY GRAPHIC ORGANIZER: As a class, keep a GO Box graphic organizer of the Native American and other stories about the earth and
sky read during this unit. As the organizer is filled in, use the information to talk about what was learned from literature. Include: title and author;
culture where the story is based; role of the earth and sky in the story (e.g., personified character, setting, etc.); importance of character’s
interaction with the earth or sky; summary; theme of the story; uniqueness of the story’s portrayal of the earth and/or sky. Have students write
their responses in their journal, before each section of the class organizer is filled.
DISCUSSION: Read and discuss a story about rock carving, such as And Still the Turtle Watched by Sheila MacGill-Callahan. Then, read
informational books, such as The Mound Builders of Ancient North America by E. Barrie Kavasch or Mounds of Earth and Shell by Bonnie
Shemie, which tell why the Native Americans created structures and dwellings from the earth. Ask students to write what they’ve learned about
the purposeful nature of Native American artifacts and structures in their journals. Review the story for any additional information or insights
missed the first time. Using a Venn diagram, compare and contrast how the earth and sky are treated in Native American stories and other texts.
Ask student to look back in the stories and poems read for specific lines or paragraphs in order to find specific details.
INFORMATIONAL TEXT GRAPHIC ORGANIZER: Using a GO Box, as a class, document information learned about constellations (or animal
adaptations and habitats) using the categories below. With a partner, research a constellation/animal habitat on the Internet. Make sure to look for
information in charts, graphs, diagrams, or interactive elements. Constellation Name: Where does the name come from? What is the definition of
a constellation? What is unique about this constellation? What does it look like (draw a picture)? Another suggested topic Animal Name: What is
the animal’s habitat? How is this animal unique? What does the animal look like? How does the animal adapt to the environment and predators?
How do their adaptations and their habitat help them survive? Summarize what was learned about animals, their needs. Have students record
information learned; reference where it was found and present findings to class. Students should continue to update their word bank cards with
new words from this unit. Have them create a semantic map of related words.
LITERARY RESPONSE: Ask students to choose one of the stories about the earth or sky (e.g., Butterfly Eyes and Other Secrets of the Meadow,
by Joyce Sidman or A Pride of African Tales, by Donna L. Washington), and compare how the facts we know about the earth and sky are
modified in order to make a good story. Explain what is meant by taking “artistic license.” Have students keep an on-going T-chart in their journal
with two columns—fact and fiction—to track the amount of artistic license taken in each book read. Discuss why they feel the author changed
some facts and kept others.
ART APPRECIATION/NARRATIVE WRITING: Show and discuss Vincent van Gogh’s Starry Night (see Resources), then write stories (“Starry
Night Tale”) which could be illustrated with the painting. Using a story map graphic organizer, have students outline their stories, including main
events, details, facts from research, and imaginary information – taking “artistic license” to build the story. Students should then write a draft, and
work with a partner to choose words and phrases to give the desired effect. Record the finished product and upload the podcast to a classroom
webpage, next to an image of Vincent van Gogh’s painting. Extension: Select two or more works to show the class. Show them one at a time and
ask students to study them to determine if the artist took liberties/artistic license, and if so, how.
DISCUSSION/REFLECTIVE ESSAY: As a class, summarize what was learned in this unit as it relates to the essential question; then have
students write an essay response in their journal. Students may work with a partner to edit and strengthen their writing skills.
Strategies
Graphic Organizer: Prediction
Chart
Graphic Organizer: GO Box
Graphic Organizer: Venn Diagram
Graphic Organizer: GO Box
Vocabulary Word Cards
Graphic Organizer: Semantic Word
Map
Graphic Organizer: T-chart
Graphic Organizer: Story Map
Grade: 4
Unit: 1
Title: Stories of the Earth and Sky
Dates of Instruction: _____________________
Cross-Curricular Connections
Resources
Religion/Values: Respect God’s creations: Discuss how we can gain respect for God’s creations through folktales.
What can be done to protect God’s creations in their natural habitat?
Science: Substitute the constellation activities with animal adaptations and habitats (or teach in addition to).
Animal/Plant/Environment: Animals and plants are important parts of the environment. Discuss how plants and
animals depend on each other and their environment to survive.
ELA: Choose a character from the folktales that have been read and discussed. Research the history behind the
folktale and present findings. Keep a journal about the folktales and the lesson learned highlighted in each tale.
Art link:
Go to http://www.art.com and type painting name or artist in search box.
Indian Lore link:
http://www.ilhawaii.net/~stony/loreindx.html - multiple stories available;
click on title
Additional animal adaptations/habitats information: The American Museum
of Natural History – www.amnh.org; The Bronx Zoo – www.bronxzoo.com ;
National Geographic at www.myngconnect.com
Field Trips: Take a trip to the Bronx Zoo to observe animals and their behaviors or to the American Museum of
Natural History to learn about Native American culture.
Assessing Student Understanding
 Demonstrate understanding of “artistic license” by documenting usage in a story and/or art
work, and use it appropriately in a narrative story.
 Follow the rubric for the six writing traits while writing the “Starry Night Tale” narrative.
Maintain and add to a set of vocabulary cards and create semantic word map to show
word relationships.
 Keep an updated journal, documenting information about Native Americans, the earth, and
the sky. Include an essay reflection based on the unit’s essential question.
 Participate in collaborative work and discussion by making valid contributions.
Teacher Notes/Reflections