2015-2016 Curriculum Blueprint
Grade:
4th
Course: ELA
District Unit 3
Lexile Band: 830L-1010L
Flexible Time:
20 days
790
Unit Overview
Students will be able to identify the theme of various text and compare and contrast the point of view from which different stories are narrated. They will also
be able to identify the main idea and details to support the authors particular point in the text. Students will use this information to write an informational
essay citing specific evidence from the text.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Suggested Essential Questions to Choose From
Students will be able to understand the differences in the structure of
 How does an author convey the theme through the structure of the text?
poetry and drama and determine a central idea or theme of a drama or
 How can students use the details of the text to express the theme?
poem from details in the text. RL.1.2
 How does the point of view from which a story is told affect the reader's
experience?
Students will compare and contrast the point of view from which different
 What is the main idea of the story?
stories are narrated and will be able to tell the difference between first How does the author use reasons and evidence to support a particular point
and third-person narrations. RL.2.6
in a text?
Students will be able to understand how an author uses structure, reason,
and evidence to support meaning in informational text. RI.3.8
Published Product
The authors use both first and secondhand accounts in the
DBQ, St. Augustine. They make separate claims. Create a
graphic organizer noting the evidence that the authors use to
support their claims. Create a graphic organizer noting the
evidence that the author uses to support the claim. Have a
discussion on which type of account (1st or 2nd person) best
supports your claim and write 2-3 paragraphs supporting your
point of view on the effectiveness of evidence and how this
account most impacted the reader. Use details from the text to
support your response.
Focus Writing Standard
4.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and
convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and
sections; include formatting (e.g., headings), illustrations, and multimedia when
useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g.,
another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
Revised 4-8-15
*The purpose of the Published Product is to allow for students to go through the
writing process aligned to the standard. Use Literary Tasks to scaffold learning
Suggested
Literary
that will prepare
students
for the Texts
Published Product.
*Depending on readability of text, Interactive Read-Alouds may be
utilized (refer to Higher Order Questions to ensure deeper
comprehension)
e. Provide a concluding statement or section related to the information or
explanation presented.
Literary Tasks
LDC 4-5 Template Tasks
4.RL.1.2 (DOK 3) After reading a teacher selected poem/text, students will
be Embedded
in Instructiondiscussion to identify key details and determine the
Recommended Paired Texts Recursive Standards toparticipate
in a collaborative
reoccurring throughout the entire school year. Evidence of the recursive
WeekRecursive
1 (RL1.2):standards are non-negotiable standards. They must be taught
theme of the text. Students will orally refer to dialogue/quotes/sections of the
standards
must
be
documented
in
your
lesson
plans
determined
through
your
PLC process.
 Thundercake (630L) Narrative Nonfiction
text thatassupport
the theme
when
presenting
their responses.
WRITING:
Patricia
4.W.1.3 (DOK
3) WritePolacco
narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
4.RL.1.2 (DOK 2) After reading a teacher selected fictional text, students will use
 The Princess and the Pizza (780L) Fairy Tale
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety
of transitional
andAuch
phrases to manage the sequence of events.
a graphic organizer to record key details from the story to determine the theme.
Mary
Jane andwords
Herm
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
Using evidence from the text, students will write a summary of the story.
 aChicken
(650L)
Narrative
Nonfiction
e. Provide
conclusionSunday
that follows
from the
narrated experiences
or events.
4.W.2.4 (DOK
3) Produce
clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
Patricia
Polacco
standards 1–3 above.)
4.RL.2.6
(DOKrevising,
3) After
two teacher
selected
texts,
compare
and ofcontrast
4.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed
by planning,
andreading
editing. (Editing
for conventions
should
demonstrate
command
Language
standards
up to
including grade 4)
 1–3
DBQ
St.and
Augustine
the points of view used in each text. Identify whether the stories were written in
4.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
first person or third person narrative. Share with a partner the text evidence
4.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
Week
2 (RL2.6):
a. Apply grade
4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).
that supports their thoughts.
b. Apply
Reading
standards
to informational
texts (e.g., “Explain
how an author
reasons and evidence to support particular points in a text”).
 grade
Bat4 Boy
and
His Violin
(700L) Narrative
Nonfiction
(Firstuses
Person
4.W.4.10 (DOK 3) 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,
Narration)
4.RI.1.2 (DOK 3) After reading a teacher selected text, analyze the important
Gavin Curtis
details in the text to determine the main idea of the passage/story. Cite
LANGUAGE:
 Teammates (930L) Narrative Nonfiction (Third Person Narration)
4.L.3.4 (DOK
2)
Determine
or
clarify
the
meaning
of
unknown
and
multiple-meaning
words
and
phrases
based
on grade 4 reading and content, choosing flexibly from a range of strategies.
Peter GolenBock
evidence
from the text to support your response.
and audiences.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
c. Consult
(e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
 reference
DBQ St.materials
Augustine
(DOK2)
After reading
a teacher
selected
text, actions,
evaluate
how or
the
author
4.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as 4.RI.3.8.
found in grade
level appropriate
texts, including
those that
signal precise
emotions,
states
of
being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
uses reasons and evidence to support his/her point. Write a diary/blog entry for
Additional literary resources:
a character or historical figure that supports a particular point given in the
 Casey at the Bat (NP)
SPEAKING AND LISTENING:
passage.with
Include
same
reasons
and
that
in expressing
the text.their
Common
Appendix
67-68discussions (one-on-one, in groups, and teacher-led)
4.SL.1.1 (DOK
3) Engage Core
effectively
in a rangeBofpage
collaborative
diverse the
partners
on grade
3 topics
andevidence
texts, building
on were
others’ used
ideas and
own clearly.
 Celebration (NP)
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.
Alonzo Lopez
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with
speaking
one2)
at In
a time
about theresponse
topics and texts
under the
discussion).
4. care,
W.1.3
(DOK
a journal
rewrite
ending to a teacher selected
Common
Appendix
B page 19
c. Ask questions
to checkCore
understanding
of information
presented, stay on topic, and link their comments to the remarks of others.
narrative.
d. Explain
own
and understanding in light of the discussion.
 their
DBQ
St.ideas
Augustine
4.SL.1.2 (DOK 2) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.2.6 (DOK 1) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Week 3 (RI. 3.8 & RI.1.2):
READING:
 A Tale of Segregation (800L) Historical Nonfiction
4.RL/RI.1.1 (DOK 2) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Revised 4-8-15
4.RL.2.4 (DOK
2) Determine
Read
Works the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
•Recognize words and phrases.
 Honoring
King that
(880L)
Nonfiction
•Recognize
words and phrases
alludeHistorical
to mythical characters.
•Know significant
Greek
characters
and
defining
characteristics.
Read Works
•Determine the meaning of words and phrases as they are used in a text.
•Determine the meaning of words and phrases that allude to mythological characters.
3rd: Determine
theSt.
meaning
of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
 DBQ
Augustine
5th: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
4.RI.2.4 (DOK 2) Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RL.3.7 (DOK 2) 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.
*The tasks provided are a sampling therefore additional tasks would be
• Identify similarities and differences between a text and a visual or oral presentation
• Recall specific descriptions and directions in a text of a story or drama and its visual or oral presentation required to ensure adequate practice and deepening of knowledge to ensure
• Compare specific descriptions and directions between written and oral or visual presentations of text
mastery
of the
focus
standards.
3rd: Explain how specific aspects
of a text’s illustrations
contribute
to what
is conveyed
(e.g., create
mood,
emphasize
aspects of a character or setting).
Audio/Multimedia
Presentations
to Address
RI.3.7
and
SL.1.2 by the words in a story
5th: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
All
video clips are located on Safari Montage. Your login is the same as
4.RI.3.7 (DOK 3) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information
your
district
contributes
to anlogin.
understanding of the text in which it appears.
•Perplexing
Define interpret.
Points of View
• Recognize informational text features.
• Read graphs, charts, diagrams, timelines, etc.
• Recognize interactive Web elements.
• Analyze information from charts, diagrams, graphs, timelines, animations and interactive elements.
Tools
and Resources for Finding Optional Texts
• Analyze information visually, orally, and quantitatively.
Science
Texts:
Whenpresented
applicable
• Evaluate how
information
visually, orally, and quantitatively aids in understanding.
3rd: Use information
gained from
illustrations
and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur)
Social
Studies Texts:
When
applicable
5th: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
4.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas,
Document-Based
Questions
(DBQs) studies, science, and technical texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
poetry, informational texts,
including history/social
RF.3.3
(DOKwill
1) Know
and apply
grade-level
phonics
and word
analysis all
skillsDBQ
in decoding
words.
This link
direct
you to
login to
Moodle
to access
documents
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
login/password
is your
district
login/password
RF.4.4 (DOK 2) Read with
sufficient
accuracy
and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
NEWSELA
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
NEWSELA
is an innovative way to build reading comprehension with
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
nonfiction that's always relevant: daily news.
ebscohost
Reading Standards
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
4.RL.1.2 (DOK 3) Determine a theme of a story, drama, or poem from details in the text; Summarize the text
lexile.com
•Apply textual details to determine the theme
lexile.com serves as a tool to assist teachers with verifying reading sources
•Define “theme” of a story, drama, or poem
for curriculum support.
•Summarize key ideas and details
Tools to measure text complexity (Vetting a text)
3rd:Recount stories, including fables, folktales, and myths from diverse cultures; Determine the central message, lesson, or moral and explain how it is
*Students should interact with the suggested/optional texts multiple
conveyed though key details in the text
times to master the three focus reading standards within this unit. PLC’s
5th:Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the
should collaborate to determine the order of instruction and strategies
speaker in a poem reflects upon a topic; Summarize the text
that support the learning goal.
4.RI.1.2 (DOK 2) Determine the main idea of a text and explain how it is supported by key details; Summarize the text.
Revised 4-8-15
• Identify the main ideas and themes.
• Explain how details are needed to support the main idea.
• Summarize text with key supporting details.
3rd: Determine the main ideas of a text; Recount the key details and explain how they support the main idea
5th: Determine two or more main ideas of a text and explain how they are supported by key details; Summarize the text
4.RL.2.6 (DOK 3) Compare and contrast the point of view from which different stories are narrated, including the difference between first-and- thirdperson narrations
• Define vocabulary, compare/contrast, and point of view
Higher Order Questions
• Recognize first and third narrations
Link to Webb’s DOK Guide
• Define first and third narrations
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
• Identify point of view (including first and third narrations)
• Compare the points of view (including first and third narrations)
R.2.6
RI.3.8
• Contrast the points ofR.1.2
view (including first and third narrations)
RL.1.2
RL.2.6

Do
you
agree
with
the actions ...? with the
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
Whichhow
dialogue/quotes/sections
help
in of view influences
 What is
theevents
point of
of the text?
outcomes ... ? with the decision to …?
5th:Describe
a narrator’s or speaker’s
point
how
areview
described.
determining the author’s message to the
What evidence from the text helps you

How would you prove ...? disprove ...?
****Removed 4.RI.2.6 *******Was focus of Unit 2
readers?
identify the point of view?
 Can you assess the value or importance of

How
might
you
summarize
this
text?

How
do
the
points
of
view
impact
the
...?
4.RI.3.8 (DOK 3) Explain how an author uses reasons and evidence to support particular points in a text
meaning
of
the
text?
 Whatthe
keydifferences
ideas/details
wouldfact
be included
 What information would you use to
• Recognize
between
and opinion
in
a
summarization?

Why
does
the
author
tell
the
story
in
the
support a differing perspective ... ?
• Define evidence and reason
third-person
point
of
view
instead
of
the

What
is
the
theme
of
(text
title)?
Use
 What can be learned about this time in
• Identify the author’s reasons and evidence
first-person
point
of
view?
details
from
the
text
to
support
your
history from reading and analyzing various
• Evaluate how to use reasons to support points
analysis.

How
would
the
story
be
different
if
it
had
cultural, political, and social perspectives?
• Evaluate how to use evidence to support points
been
told
in
a
different
point
of
view?
How does
the author
use ____
to describe
 What evidence
would you in
cite
to defend
3rd:Describe
the logical
connection
between
particular sentences and paragraphs in a text (e.g., comparison, cause/effect,
first/second/third
a sequence).
the
family?
the
actions
of
...?

Compare
and
contrast
the
point
of
view
5th: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
 What does the passage suggest about
from which (text title) and (text title) are
____? Which detail gives support for your
narrated. Use examples from both texts in
answer?
your comparison.
 Which statement correctly summarizes
the passage?Speaking and Listening Standards
Language Standards
Additional Resources
& Links
4.L.1.1 (DOK
2) Demonstrate command of the conventions of standard English
Marzano
Proficiency
Scales
4.SL.1.3 (DOK
3) Identify
theBank
reasons and evidence a speaker provides to grammar and usage when writing or speaking.
Writing
– Informative/Explanatory
support Rubric
particular
points.
b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs
Writing Rubric - Opinion
(where, when, why).
th
th
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications
4 Grade
ELA
Test
Specifications
Grade
ELA ITest
Item Specifications
c. Form
and
useItem
the progressive
(e.g., I5was
walking;
am walking;
I will be
walking) verb tenses.
Revised 4-8-15
d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
e. Order adjectives within sentences according to conventional patterns (e.g., a
small red bag rather than a red small bag).
f. Form and use prepositional phrases.
g. Produce complete sentences, recognizing and correcting inappropriate
fragments and run-ons.
h. Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L.1.2 (DOK 1) Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from
a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
Revised 4-8-15