Grade: 4 Unit: 1.3
Genre: Nonfictional
Article
Theme: Our National Parks
Unit Theme: Let’s Explore
With Every Text address these items: Text type & Genre, point of view, main idea
Essential Question
Texts
A Prehistoric Park
Animals Come Home to Our National Parks
Saving a National Park
How did the return of elk to one national park and gray wolves to another affect the ecosystems of those parks? TE page 74
Key Ideas & Details:
What things could you learn about at a national park?
(TE page 77) What animals were returned to Yellowstone
National Park and to Great Smoky Mountain National Park?
Craft & Structure :
(TE page 77) How does the disappearance of one animal affect the other animals and plants in an ecosystem?
Phonics/Spelling
Fluency
Comprehension &
Collaboration
Integration of Knowledge & Ideas:
Using the Main Ideas and Details Chart (TE page 76) summarize
Animals Come Home to Our National Parks.
Long e (TE page 81G)
Repeated Reading Pronunciation (TE page 77A)
Share your article with two people in your class. Ask two questions about their article the might help them clarify their writing. Add and revise your article.
Utah Core Standard
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.4.5
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.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
RF.4.3 – R.F. 4.3.a
RF.4.4.b
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
SL.4.1
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on
grade 4 topics and texts, building on others' ideas and expressing their own clearly.

Presentation of
Knowledge
Academic Language
Text Vocabulary
Grammar
Text Type
Form
Focus
TD Writing Prompt
Share your final article with two different peers.
(TE Page 81U) - national park, ecosystems, environment, research/researchers, population, endangered
(TE Page 72 and 81C) Words in context.
(TE Page 81I and 81J) Compound sentences.
Write an article, responding to literature.
Article
Use details to support your writing, determine your audience.
(TE page 81)
Do you think it was a good idea to bring elk back? How will this affect the park? Use details from the article to support your answer. (TE page 81)
SL.4.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
L.4.4 - L.4.4.a. - L.4.4.c -
L.4.5.c
L.4.2.c
Use a comma before a coordinating conjunction in a compound sentence.
W.4.1.a
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.