CURRICULUM
FOR
LANGUAGE ARTS
GRAD E 4
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Cynthia Zatorski
Margaret Quisenberry
Stephanie Holobinko
Stephanie Volino
Christine H. Salcito, Assistant Superintendent for Curriculum and Instruction
Subject/Course Title:
Date of Board Adoptions:
Language Arts
Grade 4
September 17, 2013
Revised - August 26, 2014
RAHWAY PUBLIC SCHOOLS CURRICULUM
GENERAL TECHNOLOGY RESOURCES
Teachers College Reading & Writing Project: Multimedia

Pathways to the Common Core: Videos from Inside Classrooms
40 clips of Common-Core aligned teaching and learning videos
http://readingandwritingproject.com/resources/video-and-e-media.html
Readworks.org (free sign up)
http://www.readworks.org/
Colorin Colorado: A bilingual site for families and educators English language learners
http://www.colorincolorado.org/
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close reading literature: "The Story of Dr. Dolittle: Chapters 1-2"
Common Core Standards: RL.4.1, RL.4.2, RL.4.3
https://learnzillion.com/lessonsets/372-close-reading-literature-the-story-of-dr-dolittle-chapters-12
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Describe an event using a character's words and actions
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Describe a change in a character
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Describe a character using evidence from what the character does, says, and thinks
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Identify cause and effect of events in a story by examining a character's actions
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Describe how one character feels about another
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Determine the theme of a story
Narrative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Evidence-based narrative writing in response to "The Story of Doctor Dolittle: Chapters 1 and 2"
Common Core Standards: W.4.3A, W.4.3B, W.4.3C, W.4.3D, W.4.3E, W.4.5
https://learnzillion.com/lessonsets/373-narrative-writing-in-response-to-the-story-of-dr-dolittle-chapters-12
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Develop a sequence of events for a narrative response
Orient the reader by establishing a situation and a point of view
Develop events in a narrative using description and dialogue
Use transitional words and phrases to craft a sequence of events in a story
Bring characters to life using details such as thoughts, feelings, actions, and dialogue
Provide a satisfying conclusion to a story
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close reading poetry: "The Land of Nod"
Common Core Standards: RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.7
https://learnzillion.com/lessonsets/488-close-reading-poetry-the-land-of-nod
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Understand how an author develops setting by using words and phrases in the text
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Describe a setting using words and phrases from the text
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Determine the meaning of words in a text to understand how an author creates contrast
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Make connections between the text and an illustration
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Explain how an author uses rhythm to express point of view
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Determine how the author is using rhyme scheme to convey a message
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Determine the theme of a poem
Opinion Writing: Learn Zillion (free sign up)
Lesson Set Videos- Writing opinion essays in response to "The Land of Nod"
Common Core Standards: W.4.1, W.4.1A, W.4.1B, W.4.1C, W.4.1D, W.4.5
https://learnzillion.com/lessonsets/557-writing-opinion-essays-in-response-to-the-land-of-nod
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Identify what an assignment is asking you to do
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Take a position on a prompt by weighing the evidence
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Organize information for an essay using a graphic organizer
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Introduce an opinion essay by hooking the reader and telling your argument
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Write body paragraphs for an opinion essay
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Write a conclusion by referring to the "big ideas"
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Revise opinion writing by rereading a draft
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Connect related ideas using transition words
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Close reading drama: "Little Red Riding Hood"
Common Core Standards: RL.4.1, RL.4.2, RL.4.3, RL.4.5
https://learnzillion.com/lessonsets/544-close-reading-drama-little-red-riding-hood
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Describe a character's personality using details from the text
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Draw inferences about what a character is thinking by examining dialogue
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Explain how a playwright tells a story by examining structural elements of a drama
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Describe how a playwright builds suspense through setting, stage directions, and dialogue
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Determine the theme of a drama
Opinion Writing: Learn Zillion (free sign up)
Lesson Set Videos- Writing in response to drama: "Little Red Riding Hood"
Common Core Standards: W.4.1, W.4.1A, W.4.1B, W.4.1C, W.4.1D, W.4.4
https://learnzillion.com/lessonsets/708-writing-in-response-to-drama-little-red-riding-hood
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Plan a response to an opinion piece by rereading
Generate reasons to support your opinion
Introduce an opinion in a persuasive letter
Support reasons with details from a text
Use words and phrases to link opinions and reasons
Draft a conclusion to a persuasive letter
Evaluate your own writing by rereading and comparing it to the assignment
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: A Dog's Tale (Fiction)
Common Core Standard: RL.4.10, RL.4.2, RL.4.3
https://learnzillion.com/lessonsets/259-reading-literature-a-dogs-tale-fiction
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Identify the narrator in a story
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Track the setting throughout a story
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Develop ideas about characters by tracking their actions and feelings
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Revising the movie in your mind as you read
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Track a character's development through a story
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Determine the theme of a story
A Dog’s Tale (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/a_do/A_Dog_s_Tale_PDF.pdf
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/259a/259ADogsTaleAssessment.pdf
Opinion Writing: Learn Zillion (free sign up)
Lesson Set Videos- 4th grade writing using text-based evidence: Responding to a constructed response question
Common Core Standards: RL.4.1, W.4.2A, W.4.2E, W.4.4, W.4.5
https://learnzillion.com/lessonsets/187-4th-grade-writing-using-textbased-evidence-responding-to-a-constructed-response-question
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Analyze a constructed response question
Locate evidence in a text by skimming
Weigh evidence from a text
Write a response using evidence from the text
Cite evidence from the text in your own words
Writing a conclusion to a constructed response answer
Revising a constructed response answer
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: The Fieldmouse (Poetry)
Common Core Standards: RL.4.1, RL.4.10, RL.4.4
https://learnzillion.com/lessonsets/338-reading-literature-the-fieldmouse-poetry
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Interpret the title of a poem
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Use the title of a poem to guide your reading
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Use imagery in a poem to visualize the setting
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Explore a poet's word choice by examining verbs
The Fieldmouse (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/the_/The_Fieldmouse_PDF.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/338t/338TheFieldmouseAssessment.pdf
Reading Literature: Learn Zillion (free sign up)
Lesson Set Videos- Reading Literature: In the Garden (Poetry)
Common Core Standards: L.4.5a, RL.4.10, RL.4.3, RL.4.5
https://learnzillion.com/lessonsets/208-reading-literature-in-the-garden-poetry
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Distinguish a poem from prose by looking for line breaks and stanzas
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Make predictions from a poem's title
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Read a poem out loud
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Visualize the setting
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Rereading and retelling to understand a poem
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Analyzing descriptive comparisons in a poem
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Tracking thoughts and questions while reading poetry
In the Garden (Text):
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/in_t/In_the_Garden_PDF.pdf
Assessment: http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/208i/208IntheGardenAssessment.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Close reading informational text: "The Seasons and the Sun"
Common Core Standards: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI.4.7
https://learnzillion.com/lessonsets/541-close-reading-informational-text-the-seasons-and-the-sun
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Explain a scientific event using details and information from the text
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Determine the meaning of unfamiliar words using a glossary
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Explain a scientific process by summarizing its causes and effects
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Interpret information in pictures and in text
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Determine the main idea and summarize a nonfiction text
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Identify and describe a text's structure
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Evidence-based informative writing in response to "The Seasons and the Sun"
Common Core Standards: W.4.2, W.4.2B, W.4.2D, W.4.2E
https://learnzillion.com/lessonsets/652-writing-informative-essay-about-the-text-the-seasons-and-the-sun
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Plan a written response to an informative question by rereading the text
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Support and develop a topic using details and information
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Group details to support your answer
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Use precise language to explain a topic
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Write a conclusion to an informative paragraph
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Close reading informational text: "Animals: Surviving Change"
Common Core Standards: RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.7
https://learnzillion.com/lessonsets/637-close-reading-informational-text-animals-surviving-change
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Answer questions about a text by locating evidence
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Determine the meaning of academic words using text features
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Determine the meaning of domain-specific words
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Use diagrams and graphic aids to understand a text's meaning
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Explain scientific concepts based on information in a text
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Determine the main idea and summarize a nonfiction text
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational texts: "The Settlers of Jamestown"
Common Core Standards: RI.4.1, RI.4.2, RI.4.7, RL.4.5
https://learnzillion.com/lessonsets/356-reading-informational-texts-the-settlers-of-jamestown
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Make predictions about a text using text features and skimming
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Interpret pictures and photographs in an informational text
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Revise predictions as you read based on new information
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Find the main idea of a paragraph as you read
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Keep track of problems and solutions in informational texts
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Determine the main idea of an entire text
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Determine the author's purpose in an informational text
Who Was Pocahontas? (Short Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/who_/Who_Was_Pocahontas_PDF.pdf
Settlers at Jamestown (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/4_se/4_Settlers_at_Jamestown_PDF.pdf
The Powhatan of Tsenacomoco (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/the_/The_Powhatan_of_Tsenacomoco.pdf
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/356t/356TheSettlersofJamestownAssessment.pdf
Informative Writing: Learn Zillion (free sign up)
Lesson Set Videos- Using text resources to research, plan, and write an informational text
Common Core Standards: W.4.2, W.4.2A, W.4.2B, W.4.2E, W.4.7
https://learnzillion.com/lessonsets/228-4th-grade-research-reading-and-writing-using-text-resources-to-research-plan-and-write-aninformational-text
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Choose a research writing topic for an informational text
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Develop a research question
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Find answers to research questions by skimming texts for evidence
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Plan writing for an informational text
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Group research into categories to plan informational writing
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Write an introduction for an informational text
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Draft informational, research-based writing
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Organize ideas in informational writing using headings
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Write a conclusion for an informational text
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Add text features to informational writing
Settlers at Jamestown (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/4_se/4_Settlers_at_Jamestown_PDF.pdf
The Powhatan of Tsenacomoco (Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/the_/The_Powhatan_of_Tsenacomoco.pdf
Who Was Pocahontas? (Short Text)
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/who_/Who_Was_Pocahontas_PDF.pdf
Reading Informational Text: Learn Zillion (free sign up)
Lesson Set Videos- Reading Informational texts: "The Great Chicago Fire"
Common Core Standards: RI.4.1, RI.4.2, RI.4.4
https://learnzillion.com/lessonsets/355-reading-informational-texts-the-great-chicago-fire
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Preview a text using text features and skimming
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Find the main idea of a paragraph as you read
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Teach what you have learned in an informational text to someone else
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Determine the meaning of unfamiliar words in a text
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Have a conversation in your head as you read
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Ask and answer questions to check your own understanding of a text
Assessment:
http://resourcefiles.learnzillion.com.s3.amazonaws.com/lesson_set/355g/355GreatChicagoFireAssessment.pdf
Nonfiction Texts: Newsela.com (free sign up)
https://newsela.com/
Search by grade level and reading standard:
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Reading Standard 1: What the Text Says Grade 4
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Reading Standard 2: Central Idea Grade 4
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Reading Standard 3: People, Events & Ideas Grade 4
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Reading Standard 4: Word Meaning & Choice Grade 4
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Reading Standard 5: Text Structure Grade 4
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Reading Standard 6: Point of View/Purpose Grade 4
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Reading Standard 7: Multimedia Grade 4
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 1/Tales of the Heart
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: Students examine emotions displayed by characters in texts. Students summarize fiction and nonfiction texts, write
informative/explanatory pieces, and engage in collaborative discussions. Nonfiction texts include materials associated with designated FOSS
Science kits and the Social Studies Curriculum. Students keep a daily journal of what they learned throughout the year. Finally, this unit ends
with a class discussion and paragraph response to the essential questions.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. drawing inferences from the text.
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter)
and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
Reading: Informational Skills
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Reading: Foundational Skills
RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.
Writing
W.4.2
W.4.4
W.4.9
W.4.10
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection and revision for range of discipline-specific tasks, purposes
and audiences)
Speaking and Listening
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly.
Language
L.4.1
L.4.2
L.4.4
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
Language 21st Century Life and Career Skills:
9.1.4. A.1SW
9.1.4. A.2 SW
9.1.4.A.5 SW
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…
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themes recur in literature and are often applicable to our own lives and to our world
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among literature texts with similar themes, there are both similarities and differences among the narrative elements
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poets use a variety of verses, rhyme schemes, and meters and also use specific techniques to make their poems unique.
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knowledge and understanding of a topic requires integration of information from a variety of texts and writing to explain and reflect
on the topic.
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effective discussions require the ability to clearly state one’s own opinion and to build upon others’ ideas.
Unit Essential Questions
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How do stories reveal what we have in common?
What is the same and what is different about characters, problems, and solutions in literature?
How do these texts remind you of experiences you’ve had?
What are the structural elements of poems and techniques that poets use?
Knowledge and Skills
Students will know…
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narrative elements including; setting, characters, plot, conflict, climax, and resolution
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theme
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text-to-text, text-to-self and text-to-world connections
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structural elements of poetry
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editing as part of the writing process
Students will be able to…
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find similarities and differences in story characters, and how they change over the course of a story.
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begin to make connections between poetic/literary devices and the theme of a story, drama, or poem
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write a variety of responses to stories and poems using coherent paragraphs.
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recite poetry for classmates.
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become more fluent in the use of terminology related to poetry.
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begin to use multiple text sources to write knowledgably about and reflect upon a topic.
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engage in effective two-way discussions with classmates on 4th grade topics
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edit writing to improve standard convention
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Short answer questions to literature texts
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Compare and contrast a new text’s narrative elements and theme to another text in the unit.
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FOSS Matter and Energy Assessments
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NJ ASK Open-ended questions
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Class Discussion
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Journal Entries
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Reading Informational Text, Research, Writing Poetry, Multimedia Presentation
Read biographical texts about famous figures. Generate several open-ended research questions to guide your research. Write a biopoem about the person that includes important facts you think your classmates should know. Include audio or visual displays in your
presentation, as appropriate. Share your poem with your class. Before turning in your poem, edit your work for correct capitalization,
use of relative pronouns and adverbs, and homophones (see Standards for more details). Your teacher may ask you to type your poem
and insert a picture of the person from the web for publication on the class web page. (RI.4.1, RL.4.6, RI.4.8, RI.4.9, W.4.2d, W.4.7,
SL.4.4, SL.4.5, L.4.1a, L.4.1g, L.4.2a)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Review writing processes and good practices
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Provide examples of finish written products
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Think-Pair-Share
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Guided Reading
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Independent Reading
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Read aloud
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Class Discussions
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Journal Writing
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Literacy Center
RESOURCES
Teacher Resources:
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Writing Workshop Materials
Trophies Anthology
Trophies Leveled Readers
Other Resources:
Sample Literary Texts
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Poems
 "Dreams" (Langston Hughes) (EA)
 Honey, I Love: And Other Love Poems (Eloise Greenfield and Leo and Diane Dillon)
 "Humanity" (Elma Stuckey) (OOP)
 "Monday’s Child Is Fair of Face" (Mother Goose)
 “On the Way to School” (Charles Ghigna) (OOP)
 "The Drum" (Nikki Giovanni)
 “They Were My People” (Grace Nichols) (OOP) (E)
 Stories
 Clarice Bean Spells Trouble (Lauren Child)
 Fourth Grade Rats (Jerry Spinelli)
 Harriet the Spy (Louise Fitzhugh) (Read Aloud)
 Just Juice (Karen Hesse and Robert Andre Parker)
 Love that Dog (Joanna Cotler Books) (Sharon Creech) (EA)
 Porch Lies: Tales of Slicksters, Tricksters, and other Wily Characters (Patricia McKissack and Andre Carrilho)
 Red Ridin' in the Hood: and Other Cuentos (Patricia Santos Marcantonio and Renato Alarcáo)
 Tales of a Fourth Grade Nothing (Judy Blume) and other Fourth Grade novels
Teacher Resources:
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Trophies
Writer’s Companion
Trophies Language Handbook
Spelling Practice Book
Practice Book
FOSS Materials
Reading Text
Journals
Assessments
NJ ASK preparation materials
Harcourt Learning Site
New Jersey: Adventures In Time And Place (McGraw Hill)
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementary-listpg
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RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
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Character Analysis Activities
https://www.risd.k12.nm.us/assessment_evaluation/Character%20Analysis.pdf
Student Resources:
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Raz Kids http://www.raz-kids.com/
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Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/
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Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/
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Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/
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Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html
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Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/
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Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
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Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
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Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
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E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/
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4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm
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Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 2/ Literature Settings: Weather or Not
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: Students read contrasting styles of poems about weather and discuss how poetic techniques affect the interpretation of
poems. Students will read informational texts and apply the information learned to their appreciation of the setting and its effects on a
literary piece. Students learn about geography and weather through a variety of informational texts. Class discussions will focus on the backand-forth relationship between information gleaned from the informational texts and the insights they develop from literature. Nonfiction
texts include materials associated with designated FOSS Science kits and the Social Studies Curriculum. Students keep a daily journal of
what they learned throughout the year. Finally, this unit ends with a class discussion and paragraph response to the essential questions.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.3
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).
RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a
text.
Reading: Informational Text
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why,
RI.4.3
based on specific information in the text.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
RI.4.9
Reading: Foundational Skills
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4
RF.4.4 (a) Read on-level text with purpose and understanding.
RF.4.4 (b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
Writing
W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Speaking and Listening
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
SL.4.1
4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.1(c) Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
SL.4.1(d) Review the key ideas expressed and explain their own ideas and understanding in light of the discussion
Language
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5
L.4.5 (a) Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.
Language 21st Century Life and Career Skills:
9.1.4.A.1 SW Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.2 SW Evaluate available resources that can assist in solving problems.
9.1.4.A.5 SW Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…

among literature texts with similar themes, there are both similarities and differences among the narrative elements.

poets use a variety of verses, rhyme schemes, and meters and also use specific techniques to make their poems unique.

poetic techniques affect the interpretation of poems.

knowledge and understanding of a topic requires integration of information from a variety of texts and writing to explain and
reflect on the topic.

factual knowledge of a topic (e weather) can increase your appreciation of literature about the topic.

effective discussions require the ability to clearly state one’s own opinion and to build upon others’ ideas.

figurative language is an element that is used as a means of enhancing one’s writing.

poetry can be written in different styles about the same topic.
Unit Essential Questions






How does the author's use of setting affect the plot of a story?
How do poetic techniques affect the interpretation of poems?
How can figurative language enhance one’s writing?
What are the structural elements of poems and techniques that poets use?
What is essential to gaining knowledge and understanding of a topic?
What constitutes an effective discussion?
Knowledge and Skills
Students will know…

context
explicit information

inference

poetic devices: rhyme scheme, meter, simile, metaphor

poetic terms: stanza, line, verse

prediction

setting

Students will be able to…

find similarities and differences in story settings, and note how the author’s use of setting affects a story.

explain how having factual knowledge of a topic (e.g. weather) can increase your appreciation of literature about the topic.

track information and take notes on a topic studied over time (e.g., weather).

write a question-and-answer report that includes audio and/or visual aids to communicate research findings about different aspects
of a topic (e.g., a particular weather phenomenon)

identify similes and metaphors in texts read.

recite poetry written in different styles about the same topic.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Short answer questions to literature texts

Compare and contrast a new text’s narrative elements and theme to another text in the unit.

FOSS Ecosystems Assessments

NJ ASK Open-ended questions

Class Discussion

Journal Entries

Informative Writing, Language Usage, Language Mechanics

Following a class discussion of weather and climate, be prepared to write about the positive and negative effects of weather on real
life and life in literature. Your response should be a well-developed essay that includes at least two supporting details. Before
turning in your essay, edit your work for modal auxiliaries, order of adjectives, and commas and quotation marks (see Standards
for more details). (W.4.2, L.4.1a, c, d, g; L.4.1g, L.4.2a, L.4.2b)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Review writing processes and good practices

Provide examples of finish written products

Think-Pair-Share

Guided Reading

Independent Reading

Read aloud

Class Discussions

Journal Writing

Literacy Center
RESOURCES
Teacher Resources:



Trophies Anthology
Trophies Leveled Readers
Writing Workshop Materials
Other Resources:
Sample Literary Texts


















Poems
A Visit to William Blake's Inn: Poems for Innocent and Experienced Travelers (Nancy Willard)
1
“Clouds” (Christina Rossetti) (OOP)
"Dust of Snow" (Robert Frost) (E)
"Fog" Carl Sandburg (E)
The Storm Book (Charlotte Zolotow)
Stories
Sarah, Plain and Tall (Patricia MacLauchlan)
A Prairie Alphabet (ABC Our Country) (Jo Bannatyne-Cugnet)
Hurricane Book & CD (David Wiesner) (Read Along)
Hurricane! (Jonathan London and Henri Sorensen)
One Day in the Prairie (Trophy Chapter Book) (Jean Craighead George)
Owen and Mzee: The True Story of a Remarkable Friendship (Isabella Hatkoff, Craig Hatkoff, Paula Kahumbu and Peter Greste)
Rainbow Crow (Nancy Van Laan)
Safari Journal (ASPCA Henry Bergh Children's Book Awards) (Hudson Talbott) (OOP)
The Long Winter (Little House) (Laura Ingalls Wilder) (EA)
Time of Wonder (Robert McCloskey)
Informational Texts
Nonfiction Books
 Can It Rain Cats and Dogs? Questions and Answers About Weather (Scholastic Question and Answer Series) (Melvin and Gilda
Berger) (EA)
 Cloud Dance (Thomas Locker)
 Do Tornadoes Really Twist? Questions and Answers About Tornadoes and Hurricanes (Melvin and Gilda Berger) (EA)
 Hurricanes: Earth's Mightiest Storms (Patricia Lauber) (E)
 If You're Not from the Prairie (David Bouchard)
 It Figures! Fun Figures of Speech (Marvin Terban and Guilio Maestro)
 “Kenya’s Long Dry Season” (Nellie Gonzalez Cutler) (E)











Let's Investigate Marvelously Meaningful Maps (Madelyn Wood Carlisle and Yvette Santiago Banek) (E)
Storms (Seymour Simon) (EA)
The Everything Kids' Weather Book (Joseph Snedeker)
The Snowflake: A Water Cycle Story (Neil Waldman)
The Weather Wizard's Cloud Book: A Unique Way to Predict the Weather Accurately and Easily by Reading the Clouds (Louis D.
Rubin Sr., Jim Duncan and Hiram J. Herbert) (Advanced Readers or Read Aloud)
W Is for Wind: A Weather Alphabet (Pat Michaels and Melanie Rose)
Weather Whys: Questions, Facts And Riddles About Weather (Mike Artell) Art, Music and Media
Art
Claude Monet, Bridge over a Pond of Water Lilies (1899)
Claude Monet, Rouen Cathedral: The Portal (Sunlight) (1893)
Édouard Manet, Boating (1874)
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementarylist-pg

Writing with Writers: Poetry
http://teacher.scholastic.com/writewit/poetry/

Giggle Poetry
http://www.gigglepoetry.com/

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Poetry Fun –Webquest
http://questgarden.com/06/78/3/051030204754/index.htm

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/

4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 3/ Animals are Characters, Too: Characters who Gallop, Bark, and Squeak
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: Students study how animals and their traits are personified in literature and film. Students choose an animal to research and
compare the research with how animals are portrayed in literature. After reading poems about animals, students also try their hand at writing
a poem or limerick about an unusual animal. Students also begin writing their own narratives that incorporate the techniques and vocabulary
learned with animal characters. If time permits, students may have the opportunity to compare how film and print versions of texts are
similar and different from each other. This unit ends with a class discussion and informative/explanatory essay response to the essential
questions. Nonfiction texts include materials associated with the Structures of Life FOSS Science kit and the study of the Lenape from the
Social Studies Curriculum. Students keep a daily journal of what they learned throughout the year. Finally, this unit ends with a class
discussion and paragraph response to the essential questions.
Approximate Length of Unit: 6 weeks
Primary Interdisciplinary Connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.3
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).
RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a
text.
RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and
third-person narrations.
Reading: Informational Text
RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Reading: Foundational Skills
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4(c) Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Writing
W.4.3
W.4.5
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Speaking and Listening
SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Language
L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.5 (b) Recognize and explain the meaning of common idioms, adages, and proverbs.
L.4.5(c) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical
meanings (synonyms).
Language 21st Century Life and Career Skills:
9.1.4.A.1 SW Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.2 SW Evaluate available resources that can assist in solving problems.
9.1.4.A.5 SW Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…

animals are portrayed differently in literature and informational texts.

poets use a variety of verses, rhyme schemes, and meters and also use specific techniques to make their poems unique.

peer editing is a valuable part of revising in the writing process.

the use of first or third person affects point of view in literature.
Unit Essential Questions




What are the similarities and differences in how animals are portrayed in literature and informational texts?
What are the structural elements of poems and techniques that poets use?
How does giving and receiving peer feedback improve one’s writing?
What are the differences between first person and third person narratives?
Knowledge and Skills
Students will know…

character traits

limerick

narration

figurative language including personification, simile, metaphor

poetic devices such as rhyme scheme and meter

first person

third person
Students will be able to…








discuss and interpret poetic techniques and forms, such as rhyme scheme and limericks.
compare the structures of poems and their use of poetic devices.
find similarities and differences in how animal characters are personified in fiction.
collaborate with classmates in order to publish a story.
read informational texts about a topic (e.g., animals) and compare the factual information with fictional portrayals.
compare print and film versions of stories (e.g., Shiloh).
explain major differences among poetry, drama, and prose.
shape a journal response into an informative/explanatory essay with several well-constructed paragraphs.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Short answer questions to literature texts
 Compare and contrast a new text’s narrative elements and theme to another text in the unit.
 FOSS Structures of Life assessments
 NJ ASK Open-ended questions
 Class Discussion
 Journal Entries
 Reading Informational Text, Research, Writing Poetry, Multimedia Presentation Read non-fiction texts about an animal. Generate
several open-ended research questions to guide your research. Create a multi paragraph informational essay about the animal.
Write a poem about the animal that includes important facts or traits about that animal. Share your poem with your class.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Review writing processes and good practices
 Provide examples of finished written products
 Think-Pair-Share
 Guided Reading
 Independent Reading
 Read aloud
 Class Discussions
 Journal Writing
 Literacy Center
RESOURCES
Teacher Resources:



Trophies Anthology
Trophies Leveled Readers
Writing Workshop Materials
Other Resources:
Sample Literary Texts










Poems
Scranimals (Jack Prelutsky)
The Complete Nonsense of Edward Lear (Edward Lear)
The Sweet and Sour Animal Book (Langston Hughes)
Stories
Shiloh (Phyllis Reynolds Naylor)
Because of Winn-Dixie (Kate DiCamillo)
The Story of Jumping Mouse: A Native American Legend (John Steptoe)
The Mouse and the Motorcycle (Beverly Cleary)
Other 4th grade novels
Informational Texts





Horse Heroes: True Stories Of Amazing Horses (DK Readers Proficient Readers, Level 4) (Kate Petty)
Horses (Seymour Simon) (E)
How to Speak Dog (Sarah Whitehead)
I Want to Be a Veterinarian (Stephanie Maze)
Other non-fiction texts on dogs and dog care
Teacher Resources:












Trophies
Writer’s Companion
Trophies Language Handbook
Spelling Practice Book
Practice Book
FOSS Materials
Reading Text
Journals
Assessments
NJ ASK preparation materials
Harcourt Learning Site
New Jersey: Adventures In Time And Place (McGraw Hill)
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementarylist-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/

4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 4/Revolutionaries from the Past
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: While reading about America’s past, not only do students highlight key information and supporting details about people
and events in order to get a sense of chronology, but they spend time comparing and contrasting first- and third-person narratives. Students
will read and discuss poetry, speeches by revolutionaries and informational texts about the American Revolution. After learning about
revolutionary people of the past, students write their own speeches outlining their opinion on a current event, possibly taking a
“revolutionary” position. This unit ends with a class discussion and essay response to the essential question. Nonfiction texts include
materials associated with the Social Studies Curriculum. Students keep a daily journal of what they learned throughout the year. Finally, this
unit ends with a class discussion and paragraph response to the essential questions.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.3
RL.4.6
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions)
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and thirdperson narrations.
Reading: Informational Text
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.5 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.
RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the
information provided.
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
W.4.1
W.4.2
W.4.4
W.4.9
W.4.10
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection and revision for range of discipline-specific tasks,
purposes and audiences)
Speaking and Listening
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points. L.4.1: Demonstrate command of the conventions
of standard English grammar and usage when writing or speaking.
Listening
L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.4
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.
Language 21st Century Life and Career Skills:
9.1.4.A.1 SW
9.1.4.A.2 SW
9.1.4.A.5 SW
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…

the American Revolutionary War (1775–1783), the American War of Independence, or simply the Revolutionary War in the
United States resulted in an American victory and European recognition of the independence of the United States.

differences exist amongst firsthand accounts (primary sources) and secondhand accounts (secondary sources) in informational
texts.

among literature texts with similar themes, there are both similarities and differences among the narrative elements.

reading and highlighting key information and supporting details about people and events in order establishes a sense of
chronology.

differences and similarities exist between first-and-third person narrations.

an idiom is a form of expression that means something other than the literal meanings of its individual words.

knowledge and understanding of a topic requires integration of information from a variety of texts and writing to explain and
reflect on the topic.

effective discussions require the ability to clearly state one’s own opinion and to build upon others’ ideas.

speakers must provide support for their position.
Unit Essential Questions










What led to the American Revolutionary War?
What life lessons can we learn from revolutionaries in fiction and nonfiction?
What are the differences amongst firsthand and secondhand accounts in informational texts?
How does highlighting key information and supporting details about people and events in order establish a sense of chronology?
What are the structural elements of poems and techniques that poets use?
What are some differences and similarities that exist between first and third person narrations?
How can you determine the meaning of an idiom?
What is essential to gaining knowledge and understanding of a topic?
What constitutes an effective discussion?
What are the reasons and evidence a speaker provides to support their positions?
Knowledge and Skills
Students will know....

audience
autobiography

biography

first-person point of view

informational text structure

major character

minor character

point of view

primary source

secondary source

third-person point of view

writing style

speech

Students will be able to…

describe the differences between firsthand accounts (primary sources) and secondhand accounts (secondary sources) in
informational text.
order events in informational and literary text chronologically.





compare and contrast first- and third-person narrations.
discuss and interpret the literal and figurative meaning of idioms.
identify the reasons that speakers provide to support their positions (e.g., Patrick Henry and Sojourner Truth).
write opinion pieces about people and events explored in reading (e.g., American revolutionaries), supporting your point of view
with at least two reasons
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Short answer questions to literature texts
 Compare and contrast a new text’s narrative elements and theme to another text in the unit.
 Adventures in Time and Place Assessments
 NJ ASK Open-ended questions
 Class Discussion
 Journal Entries
Speaking and Listening, Language Usage, Multimedia Presentation. Illustrate the literal and figurative meaning of two idioms that

enhance understanding of the foundations of our country? Compile these illustrations into a class book to share (e.g., with younger
students), and try to incorporate the phrases you learned into your daily writing and speaking. Your teacher may ask you to create
a slide of your page, including scanned illustrations or relevant photos from the Internet, before assembling them into a class book
(either electronic or in print). (RL.4.1, SL.4.1, L.4.5b)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Review writing processes and good practices
 Provide examples of finish written products
 Think-Pair-Share
 Guided Reading
 Independent Reading
 Read aloud
 Class Discussions
 Journal Writing
 Literacy Center
RESOURCES
Teacher Resources:







Trophies Anthology
Trophies Leveled Readers
Writing Workshop Materials
Poems
NJ ASK preparation materials
Harcourt Learning Site
New Jersey: Adventures In Time And Place (McGraw Hill)
Other Resources:
Sample Literary Texts
Poems
 “A Nation’s Strength” (Ralph Waldo Emerson)
 “A Tragic Story” (William Makepeace Thackeray)
 “Concord Hymn” (Ralph Waldo Emerson)
 “George Washington” (Rosemary and Stephen Vincent Benet)
Stories







Heroes of the Revolution (David A. Adler and Donald A. Smith)
John Henry: An American Legend (Ezra Jack Keats)
Navajo Long Walk (The Council for Indian Education) (Nancy M. Armstrong and Paulette Livers Lambert)
Poor Richard's Almanack (Benjamin Franklin) (Read Aloud)
The Madcap Mystery of the Missing Liberty Bell (Real Kids, Real Places) (Carole Marsh)
The Secret of Sarah Revere (Ann Rinaldi)
Yankee Doodle (Gary Chalk)
Informational Texts
Biographies
 Abigail Adams: Girl of Colonial Days (Childhood of Famous Americans Series) (Jean Brown Wagoner)
 How Ben Franklin Stole the Lightning (Rosalyn Schanzer)
 In Their Own Words: Sojourner Truth (Peter and Connie Roop)
 Now & Ben: The Modern Inventions of Benjamin Franklin (Gene Barretta)
 Paul Revere (In Their Own Words) (George Sullivan)
 Sojourner Truth: Ain't I a Woman? (Scholastic Biography) (Patricia C. and Frederick McKissack)
 Susan B. Anthony: Champion of Women's Rights (Childhood of Famous Americans Series) (Helen Albee Monsell)
 The Secret Soldier: The Story Of Deborah Sampson (Scholastic Biography) (Ann McGovern, Harold Goodwin, and Katherine
Thompson)
 Victory or Death!: Stories of the American Revolution (Doreen Rappaport, Joan Verniero, and Greg Call)
Nonfiction Books
 A is for America (Devin Scillian and Pam Carroll)
 Crispus Attucks: Black Leader of Colonial Patriots (Childhood of Famous Americans) (Dharathula H. Millender and Gary
Morrow)
 If You Lived At The Time Of The American Revolution (Kay Moore and Daniel O’Leary)
 Molly Pitcher: Young Patriot (Childhood of Famous Americans) (Augusta Stevenson)
 O, Say Can You See? America's Symbols, Landmarks, And Important Words (Sheila Keenan and Ann Boyajian)
 Will You Sign Here, John Hancock? (Jean Fritz and Trina Schart Hyman)
Speeches



“Ain’t I a Woman?” (Sojourner Truth, May 29, 1851)
“Give Me Liberty or Give Me Death” (Patrick Henry, March 23, 1775)
“On a Woman’s Right to Vote” (Susan B. Anthony, 1873)
Art, Music, and Media
 Art
 Grant Wood, Midnight Ride of Paul Revere (1931)
1
 John Singleton Copley, Paul Revere (1768)
 Media
 Rock and Revolution, “Too Late to Apologize” (2010)
1
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementarylist-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/

4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 5/Stories of the Earth and Sky
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: The unit begins with a discussion about stories that explain nature’s mysteries, and how these stories are often passed down
orally from generation to generation. Students are asked to share any personal stories about the earth and sky that they have been told. After
a brief introduction to Native Americans’ reverence and respect for the earth and sky, students read Native American stories and compare
and contrast them as a genre. Class discussions focus on how the informational text helps us to appreciate literature and how authors use
artistic license to make a good story. Students also conduct and present research on constellations. After discussing (e.g.,Vincent van Gogh’s
Starry Night and El Greco’s View of Toled), students write their own story and publish it on a class web page. Nonfiction texts include
materials associated with the Science and Social Studies Curriculum. Students keep a daily journal of what they learned throughout the year.
Finally, this unit ends with a class discussion and paragraph response to the essential questions.
Approximate Length of Unit: 6 weeks
Primary Interdisciplinary Connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.3
RL.4.6
RL.4.9
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions)
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and
third-person narrations.
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different cultures.
Reading: Informational Text
RI.4.1
RI.4.4
RI.4.5
RI.4.7
RI.4.9
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade four topic or
subject area.
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.
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 contributes to an understanding of the text in which it
appears.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
W.4.2
W.4.3
W.4.4
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
W.4.9
W.4.10
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for research, reflection and revision for range of discipline-specific tasks,
purposes and audiences)
Speaking and Listening
SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, group, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own clearly.
Identify the reasons and evidence a speaker provides to support particular points.SL.4.4 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.
SL.4.3
Language
L.4.1
L.4.2
L.4.3
L.4.4
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
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.
Language 21st Century Life and Career Skills:
9.1.4. A.1 SW
9.1.4. A.2 SW
9.1.4.A.5 SW
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…

stories explaining nature’s mysteries (folklore) are often passed down orally from generation to generation.

native Americans had a deep respect for the earth and sky.

informational texts help us to appreciate literature.

authors use artistic license to make a good story.

knowledge of a topic (e.g. Native American mound builders, the earth, the sun, the moon, and the stars) increases understanding of
literature that addresses the topics (e.g., Native American stories).

interpreting information presented visually, orally, or quantitatively (e.g., charts, graphs, or interactive elements on Web pages)
can contribute to an understanding of the text in which it appears.

similarities and differences exist within similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g.,
the quest) in stories, myths, and traditional literature from different cultures.
Unit Essential Questions





How are the earth and sky portrayed in fiction and nonfiction?
How does information presented visually, orally or quantitatively contribute to an understanding of the text in which it appears?
How do Native American stories of earth and sky compare and contrast from literature in different cultures?
How does knowledge of a topic increase the understanding of literature that addresses the topics?
How do authors use artistic license to make a good story?
Knowledge and Skills
Students will know…

artistic license

details

facts

legend

lore

myth

narrative writing

research

theme

word choice
Students will be able to…
explain how knowledge of a topic (e.g., Lenape, the earth, the sun, the moon, and the stars) increases understanding of literature

that addresses the topics (e.g., Native American stories).
summarize information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or

interactive elements on web pages) using appropriate facts and descriptive details.
write a story based on a painting (e.g., Vincent van Gogh’s Starry Night; El Greco’s View of Toledo) incorporating factual

information and stylistic techniques used by authors.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Short answer questions to literature texts
 Compare and contrast a new text’s narrative elements and theme to another text in the unit.
 FOSS Earth materials Assessments
 NJ ASK Open-ended questions
 Class Discussion
 Journal Entries
 Art, Narrative Writing
After looking at and discussing as a class two pieces of theme related art pieces (e.g. Van Gogh’s The Starry Night and El Greco’s
View of Toledo), students should select one of the two works and write a story that could take place at the time of day and in the
location depicted in the painting. Ask students to look closely at the painting before beginning to write, and to refer back to it
repeatedly. Begin by outlining your story using the “Somebody-Wanted-But-So” graphic organizer. Then, make a list of the main
events for your story. Next, add details by incorporating some facts you learned from your research, as well as some imaginary
information, because we have learned that taking artistic license is an effective technique that authors use to build a story. Write a
draft of your story and work with a partner to choose words and phrases that have the effect you want and that fit the painting you
selected. Once you and your partner believe your story is of the highest quality, record yourself reading it. Upload this as a podcast
to the class web page, which will have van Gogh’s and El Greco’s paintings displayed nearby. (W.4.3, W.4.4, W.4.5, W.4.6,
W.4.7, W.4.8, SL.4.5, L.4.3, L.4.5, L.4.1, L.4.2)
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
 Review writing processes and good practices
 Provide examples of finish written products
 Think-Pair-Share
 Guided Reading
 Independent Reading
 Read aloud
 Class Discussions
 Journal Writing
 Literacy Center
RESOURCES
Teacher Resources:











Trophies Anthology
Trophies Leveled Readers
Writing Workshop Materials
Poems
FOSS Materials
Reading Text
Journals
Assessments
NJ ASK preparation materials
Harcourt Learning Site
New Jersey: Adventures In Time And Place (McGraw Hill)
Other Resources:
Sample Literary Texts
Poems
A Pizza the Size of the Sun (Jack Prelutsky)

“Indian Names” (Lydia Howard Huntley Sigourney)

Stories




















A Pride of African Tales (Donna L. Washington and James Ransome)
And Still the Turtle Watched (Sheila MacGill-Callahan)
Butterfly Eyes and Other Secrets of the Meadow (Joyce Sidman and Beth Krommes)
Children of the Earth and Sky: Five Stories About Native American Children (Stephen Krensky and James Watling)
Common Ground: The Water, Earth, And Air We Share (Molly Bang)
Coyote Places the Stars (Harriet Peck Taylor)
Follow the Moon (Sarah Weeks and Suzanne Duranceau)
How the Stars Fell into the Sky: A Navajo Legend (Jerrie Oughton and Lisa Desimini)
Midnight on the Moon (Magic Tree House Book 8) (Mary Pope Osborne and Sal Murdocca)
Ming Lo Moves the Mountain (Arnold Lobel)
Moon Rope/Un lazo a la luna: A Peruvian Folktale (Lois Ehlert and Amy Prince)
Moonstick: The Seasons of the Sioux (Eve Bunting and John Sandford)
My Light (Molly Bang)
Space Explorers (The Magic School Bus Chapter Book, No. 4) (Eva Moore and Ted Enik)
Star Boy (Paul Goble)
The Earth Under Sky Bear’s Feet (Joseph Bruchac)
The Girl Who Loved Wild Horses (Paul Goble)
The Mission Possible Mystery at Space Center Houston (Real Kids, Real Places) (Carole Marsh)
They Dance in the Sky: Native American Star Myths (Ray A. Williamson, Jean Guard Monroe and Edgar Stewart)
Thirteen Moons on Turtle’s Back (Joseph Bruchac)
Informational Texts
Nonfiction Books
 A Child's Introduction to the Night Sky: The Story of the Stars, Planets, and Constellations--and How You Can Find Them in the
Sky (Michael Driscoll and Meredith Hamilton)
 A Walk Through the Heavens: A Guide to Stars and Constellations and Their Legends (Milton D. Heifetz and Wil Tirion) (Read
Aloud)
 Can You Hear A Shout In Space? Questions and Answers About Space Exploration (Scholastic Question and Answer) (Melvin
Berger, Gilda Berger and Vincent Di Fate) (EA)
 Constellations (True Books) (Flora S. Kim)
 Destined for Space: Our Story of Exploration (Don Nardo)
 Discovering Mars: The Amazing Story of the Red Planet (Melvin Berger and Joan Holub) (E)
 Earth (Picture Reference) (World Book) (Christine Butler-Taylor)
 Earth (True Books) (Elaine Landau)
 Earth: Our Planet in Space (Seymour Simon)
 Find the Constellations (H. A. Rey)
 G Is for Galaxy (Janis Campbell, Cathy Collison, and Alan Stacy)
 I Wonder Why Stars Twinkle: And Other Questions About Space (Carole Stott)
 Mounds of Earth and Shell (Native Dwellings) (Bonnie Shemie)
 See the Stars: Your First Guide to the Night Stars (Ken Croswell)
 Space: A Nonfiction Companion to Midnight on the Moon (Magic Tree House Research Guide, No. 6) (Will Osborne, and Mary
Pope Osborne)
 Stars (True Books: Space) (Paul P. Sipiera)
 The Moon (Starting with Space) (Paulette Bourgeois, Cynthia Pratt Nicolson, and Bill Slavin)
 The Mound Builders of Ancient North America (E. Barrie Kavasch) (E)
 The Stars (Starting with Space) (Cynthia Pratt Nicolson and Bill Slavin)
 The Sun (Starting with Space) (Paulette Bourgeois and Bill Slavin)
 The Sun (True Books) (Elaine Landau)
 Zoo in the Sky: A Book of Animal Constellations (Jacqueline Mitton and Christina Balit)
Art, Music and Media
Art
 Albert Pinkham Ryder, Seacoast in Moonlight (1890)
 Alfred Stieglitz, Equivalents (1923)
 El Greco, View of Toledo (c. 1595)
 Jean-François Millet, Landscape with a Peasant Women (early 1870s)
 John Constable, Hampstead Heath, Looking Towards Harrow at Sunset (1823)
 John Constable, Study of Clouds (1822)
 Louisa Matthíasdóttir, Gul (1990)
 Piet Mondrian, View from the Dunes with Beach and Piers (1909)
 Vija Celmins, Untitled #3 (Comet) (1996)
 Vincent van Gogh, The Starry Night (1889)
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementarylist-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/

Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/

Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/

4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm

Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Unit 6/ Literary Heroes
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: Students will generate a definition of hero that will evolve over the course of this unit. Students choose a story from this
unit to study using all the strategies and skills learned up to this point in the year. Through reading about overtly brave and courageous
literary characters (e.g., King Arthur, Robin Hood) or real people who made an impact on the world (e.g., Shakespeare, Davy Crockett,
Booker T. Washington), students continue to revise the definition of hero to accommodate what these varied people have in common. After
reading about famous heroes, attention is turned to the unsung hero, and class discussions reveal the importance of those people who often
remain unnoticed and behind the scenes. The class reviews characters from other novels read this year who, upon reflection, may be heroes.
In a culminating project students design their own multimedia presentation of an unsung hero based on what they learned in this unit about
heroism.
Approximate Length of Unit: 6 weeks
Primary interdisciplinary connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.4
Determine 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).
Reading: Informational Text
RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
Writing
W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Speaking and Listening
SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally.
Language
L.4.6
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).
Language 21st Century Life and Career Skills:
9.1.4.A.1 SW
9.1.4.A.2 SW
9.1.4.A.5 SW
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…




there are various ways in which heroes appear in literature and informational texts
A knowledge of classic stories increases understanding of others stories
heroes may be famous or not-so-famous heroes “unsung” heroes
print and film versions of stories about heroes share similarities and have differences
Unit Essential Questions




What are some of the ways heroes are depicted in literature and informational texts
How does knowledge of classic stories help in understanding other stories?
What is an “unsung” hero?
What are the similarities and differences in story and film versions of heroes?
Knowledge and Skills
Students will know…

character development

hero/heroine

literary terms: novel, plot, setting

perspective

point of view

unsung hero

villain

acrostic Poems
Students will be able to…







collaboratively define the word hero.
read and discuss a variety of fiction and nonfiction texts about literary and real heroes, from the Middle Ages and beyond.
explain how knowledge of classic stories (such as King Arthur) increases understanding of others, (such as Knights of the Kitchen
Table.)
conduct short research projects on famous and not-so-famous heroes.
compare print and film versions of stories about heroes, (such as Robin Hood.)
write acrostic poems.
design and share a multimedia presentation about unsung heroes.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?

Short answer questions to literature texts
 Compare and contrast literature and informational texts about heroes
 NJ ASK Open-ended questions
 Class Discussion
 Journal Entries
 Use a multi-media presentation to describe an unsung hero
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?

Review writing processes and good practices

Provide examples of finished written products

Peer collaboration

Think-Pair-Share

Guided Reading

Independent Reading




Read aloud
Class Discussions
Journal Writing
Literacy Center
RESOURCES
Teacher Resources:





Trophies Anthology
Trophies Leveled Readers
Writing Workshop Materials
Class Novels
New Jersey: Adventures In Time And Place (McGraw Hill)
Other Resources:
Sample Literary Texts
Poems
 “Robin Hood and Little John” (Anonymous)
 “Robin Hood and Maid Marian” (Anonymous)
 “Why Dragons?” (Jane Yolen)
Stories










Adventures of the Greek Heroes (Anne M. Wiseman, Mollie McLean, and Witold T. Mars)
Days of the Knights: A Tale of Castles and Battles (DK Readers Proficient Readers, Level 4) (Christopher Maynard)
Ella Enchanted (Gail Carson Levine)
Favorite Medieval Tales (Mary Pope Osborne and Troy Howell)
Sir Cumference and the First Round Table: A Math Adventure (Cindy Neuschwander and Wayne Geehan)
The Children's Book of Heroes (William J. Bennett, Michael Hague, and Amy Hill)
The Knights of the Kitchen Table #1 (Time Warp Trio) (Jon Scieszka and Lane Smith)
The Library Card (Jerry Spinelli)
The True Story of the Three Little Pigs (Jon Scieszka)
The Whipping Boy (Sid Fleischman and Peter Sis)
Informational Texts
Biographies
 Booker T. Washington: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Margo McLoone)
 Chief Joseph of the Nez Perce: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Bill McAuliffe)
 Davy Crockett: A Photo-Ilustrated Biography (Photo-Illustrated Biographies) (Kathy Feeney)
 Elizabeth Cady Stanton: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Lucile Davis)
Nonfiction Books





Adventures in the Middle Ages (Good Times Travel Agency) (Linda Bailey and Bill Slavin)
England: The Land (Erinn Banting) (E)
Knights And Castles (Magic Tree House Research Guide) (Mary Pope Osborne, Will Osborne, and Sal Murdocca)
Knights: Warriors of the Middle Ages (High Interest Books) (Aileen Weintraub)
Women and Girls in the Middle Ages (Medieval World) (Kay Eastwood)
Art, Music and Media
Art
 Donatello, St. George (1415-1417)
 Raphael, St. George and the Dragon (1504-1506)
 The Unicorn Tapestries (late fifteenth through early sixteenth centuries)
Film


Michael Curtiz, William Keighley, dir., The Adventures of Robin Hood (1938)
Richard Thorpe, dir., Knights of the Round Table (1953)
Technology Resources:
Teacher Resources:

Achieve the Core lessons
http://achievethecore.org/dashboard/300/search/1/1/4/page/796/search-for-lessons-to-use-with-popular-stories-upper-elementarylist-pg

RubiStar (Create Rubrics for Your Project-Based Learning Activities)
http://rubistar.4teachers.org/index.php
Student Resources:

Raz Kids http://www.raz-kids.com/

Read Write Think Interactive: Plot Diagram
http://www.readwritethink.org/files/resources/interactives/plot-diagram/

Read Write Think Interactive: Story Map
http://www.readwritethink.org/files/resources/interactives/storymap/

Read Write Think Interactive: Circle Plot Diagram
http://www.readwritethink.org/files/resources/interactives/circle-plot/

Read Write Think Interactive: Compare & Contrast Map
http://www.readwritethink.org/files/resources/interactives/compcontrast/map.html

Read Write Think Interactive: Essay Map
http://www.readwritethink.org/files/resources/interactives/essaymap/

Read Write Think Interactive: Persuasion Map
http://www.readwritethink.org/files/resources/interactives/persuasion_map/
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Read Write Think Interactive: Timeline
http://www.readwritethink.org/files/resources/interactives/timeline_2/
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Read Write Think Interactive: Venn Diagram
http://www.readwritethink.org/files/resources/interactives/venn_diagrams/
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E-Learning for Kids
http://www.e-learningforkids.org/language-arts/grade/4/
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4th Grade Language Arts Skills Builders
http://www.internet4classrooms.com/skills-4th-langbuilders.htm
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Mr. Nussbaum! Learning + Fun
http://mrnussbaum.com/fourth-grade-language-arts/
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Language Arts
Unit Title: Outside Reading
Target Course/Grade Level: Language Arts/Grade 4
Unit Summary: Students will read a minimum of four books (at least one per marking period) independent of the in-class novels. These
books may be loosely connected in terms of their subject matter or theme to the units being studied in the classroom. The outside reading
books should be enjoyable and interesting to the students; however, they must be at the student’s independent reading level. The purpose of
this unit is for students to make choices about reading and to read for pleasure.
Approximate Length of Unit: Varies
Primary interdisciplinary connections: Science, Social Studies, Math, Technology
LEARNING TARGETS
Standards:
Reading: Literature
Reading: Informational Text
Reading: Foundational Skills
Writing
Speaking and Listening
Language
Reading: Literature
RL.4.3
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).
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity
band proficiently, with scaffolding as needed at the high end of the range.W.4.1: Write opinion pieces on topics or texts,
supporting a point of view with reasons and information.
Reading: Informational Text
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based
on specific information in the text.
RI.4.10 By the end of year, read and comprehend informational texts, including history/social 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.
Writing
W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.6
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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a
single sitting.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Speaking and Listening
SL.4.2
SL.4.4
SL.4.5
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively,
and orally.
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.
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
Language
L.4.6
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).
Language 21st Century Life and Career Skills:
9.1.4.A.1 SW
9.1.4.A.2 SW
9.1.4.A.5 SW
Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.
Evaluate available resources that can assist in solving problems.
Apply critical thinking and problem-solving skills in classroom and family settings
Unit Understandings
Students will understand that…
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reading books at their reading level will allow them to effectively and efficiently advance their reading skills
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reading is a worthwhile hobby that can be interesting, entertaining, stimulating and relaxing.
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reading strengthens one’s vocabulary, deepens one’s understanding of human nature, and broadens one’s world view.
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readers can communicate their understanding of literary elements and textual meaning through a variety of creative mediums.
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readers often develop preferences with regard to genre, author, and topic;
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accomplished readers challenge themselves with quality texts that are outside of their comfort zone.
Unit Essential Questions
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How does reading outside the classroom make one a better reader?
How does an independent reading book influence the reader’s perspective on a topic or theme being studied in class?
How can an independent reading book be both entertaining and challenging?
Knowledge and Skills
Students will know…
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all works of fiction share structural elements, such as character, setting, plot, and point of view.
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there can be multiple perspectives on scientific phenomena.
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written and oral presentations about literature help deepen one’s understanding of the text.
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art and technology are creative mediums through which understanding can be communicated.
Students will be able to...
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choose literature and informational texts books that are appropriate to their reading and interest levels.
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read for an average of twenty minutes each day outside of the classroom.
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discuss the literary and or structural aspects of independent reading with their in-class reading groups.
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compare and contrast the structure and literary elements of two or more literary works.
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develop a variety of creative and engaging “book reports” to demonstrate understanding of outside reading.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
Performance Tasks (one for each book):
Students will choose their assessment from a list of differentiated, teacher-approved activities and present to the class.
For example: write letters to the author, compose poems or songs relating to characters or events in the book, write a character’s diary, create
a comic book version of the book, write ten chat room-style questions that could be used to start an online discussion about the book, write
ten questions (and answers) that test other students' understanding of the story, create a travel brochure for the setting of the story, Create a
scrapbook about key characters (literature) or facts (informational,) Draw a mural depicting a major scenes from the book, Create a timeline
depicting keys events.
Other Evidence:
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Explanatory essay: Compare and contrast outside books to class texts
Persuasive essay: make recommendations about the book to fellow students, librarian.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Discuss essential questions and assessments.
Choose the correct level of text complexity based on independent reading level
Visit that school library and/or the classroom library to select outside reading books.
Refer to a teacher-suggested list that offers a range of difficulty levels or they may choose their own.
Choose the form of their assessment (without using one form more than once) from a teacher-approved list that offers a range of
creative tasks catering to multiple intelligences.
Present performance tasks to their groups or to the class.
RESOURCES
Teacher Resources:
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Class Library
School Library
Sample text lists from unit