4th Grade 2nd Quarter Unit
Government, Change, and Overcoming Adversity
Founding Fathers and Founding Documents
C.5.4.1, C.5.4.2
Essential Question: What life lessons can we learn from Founding Fathers in fiction and nonfiction?
Reading Workshop
Reading Mini-lessons
Guided Reading
(Short / Extended)
Guided Reading Non-Fiction
Text Structure mini-lessons
This article provides some great tips for
creating text structure.
http://www.adlit.org/strategies/23336
/
The US. Constitution- Capstone- DRA 38 / P
The US Constitution, by Norman Pearl
Presents a brief profile of the US
Constitution, who wrote it, and the
circumstances for which it was written.
What’s the US Constitution? Heineman- DRA 34 /
N
Writing in Response to
Reading
4th Grade 2nd Quarter Unit
What’s the Declaration of Independence?Heineman- DRA 28 / M
Analyze Content: RI.4.2-Determine the main idea
of a text and explain how it is supported by key
details; summarize the text.
RI. 4.1- Cite Evidence- Refer to details and
examples in a text when explaining what the
text says explicitly and when drawing
inferences from the text.
What can you infer that is important in
1783 by the letter written by Thomas
Jefferson to his 11 year old daughter
Patsy. (p. 22, Thomas JeffersonCapstone- DRA 40)
The Second Continental CongressWhat are three reasons the colonists
decided to go to war against Great
Britain? Use evidence from the text
to support your thinking. (taxed too
high, treated unfairly, colonists didn’t
want to follow King’s laws, colonists
wanted to help make decisions…)
RI. 4.1- Cite Evidence- Refer to details and
examples in a text when explaining what
the text says explicitly and when drawing
inferences from the text.
*Plantation
*Inventor
Thomas Jefferson- Capstone- DRA 40
Analyze Content: RI.4.2-Determine the main idea
of a text and explain how it is supported by key
details; summarize the text.
Thomas Jefferson, Weekly Reader, DRA 28Analyze Content: RI.4.2-Determine the main idea
Thomas Jefferson was chosen as the
main writer of the Declaration of
Independence. State how that
affected his future as a leader in
America. Use evidence from the text
to support your thinking.
RI. 4.1- Cite Evidence- Refer to details and
examples in a text when explaining what
the text says explicitly and when drawing
inferences from the text.
4th Grade 2nd Quarter Unit
of a text and explain how it is supported by key
details; summarize the text.
Ben Franklin's Quotes
This site contains some of the quotes
from "Poor Richard's Almanac."
http://www.notablequotes.com/f/franklin_benjamin.html
Benjamin Franklin- Red Brick- DRA 34 / O
It has been said that “Necessity is the
Mother of Invention,” how does this
thought relate to Benjamin Franklin
as a Scientist and Inventor? Use
evidence from the text to support
your thinking. (Benjamin FranklinRed Brick- DRA 34 / O)
(possible answers: Franklin Stove,
bifocals, improving ships because of
water currents, lightening is
electricity.) RI. 4.1- Cite Evidence- Refer
to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
Text FeaturesIndex and glossary
Benjamin Franklin- American Inventor
Rosen- DRA 30 / N
Inventing Poor Richard
This website discusses how Poor Richard came to
be and also provides some primary sources.
http://www.librarycompany.org/bfwriter/poor.ht
m
Benjamin Franklin wrote “Poor
Richard’s Almanac under a
pseudonym for 25 years. What can
you infer as possible motives why he
chose to use a pseudonym instead of
his own name? (p. 11, Benjamin
Franklin- American Inventor- RosenDRA 30 / N)
4th Grade 2nd Quarter Unit
Inference- Model inference of why Ben
continued to work in his brothers print
shop (p. 7 second paragraph). Create
an anchor chart to chart inferences and
how it improves your understanding of
the text.
Benjamin Franklin- Weekly Reader- DRA 28
Non-Fiction Passage- American GovernmentPreamble to the United States Constitution, Lexile
= 860
http://www.readworks.org/passages/americangovernment-preamble-united-states-constitution
Non-Fiction PassageAmerican Government: The Bill of Rights Part 1,
Lexile = 790
http://www.readworks.org/passages/americangovernment-bill-rights-part-i
Non-Fiction PassageAmerican Government: The Bill of Rights Part 2,
Lexile 830
http://www.readworks.org/passages/americangovernment-bill-rights-part-ii
Non-Fiction PassageColonization & Revolutionary War - The
Declaration of Independence – Lexile= 810
http://www.readworks.org/passages/colonizationrevolutionary-war-declaration-independence
Non-Fiction PassageUS Presidents- George Washington, Lexile= 780
http://www.readworks.org/passages/uspresidents-george-washington
Non-Fiction Passage-
Inference practice or guided practice
if neededReread pages 4-5, explain the
dangers of “Judging a book by its
cover”? (Benjamin Franklin- Weekly
Reader- DRA 28)
4th Grade 2nd Quarter Unit
American Government- James Madison, Lexile=660
http://www.readworks.org/passages/americangovernment-james-madison
Non-Fiction PassageUS Presidents- James Madison, Lexile= 740
http://www.readworks.org/passages/uspresidents-james-madison
John Adams and Thomas Jefferson: Two FriendsMcGraw Hill- DRA 38
Ben Franklin and His Notebooks, McGraw Hill- DRA What if Ben Franklin had been too
40
shy to discuss his ideas / inventions
with other people? Pick one of his
ideas / inventions from the book, and
think about what our world would be
like today without this idea /
invention.
As a class, we will keep a chart with the
*Use the “Inspiring Words” Chapter
questions and categories listed here of
p. 42-49
the historical fiction stories and poems
we’ve read. Use the information to
1. The Declaration of Independence
talk about related information learned
p. 42-47
from literature.
O, say can you see? : American symbols,
Why is the Declaration of
landmarks and inspiring words
Independence the most important
 Title and author
by Keenan, Sheila. DRA=40R, Lexile = 800
document in our nation’s history?
 Text structure(s) used
Use evidence from the text to
 Type of narration (first-person, Tells the stories behind nearly thirty places,
support your thinking.
objects, documents, holidays, and other symbols
third-person)
 Character(s) (major and minor) of importance to America, including Plymouth
 Does this character remind you Rock, the Liberty Bell, the Pledge of Allegiance, and 2. The United States Constitution
and the Bill of Rights p. 48-49
Memorial Day.
of other characters? Who /
*Use the “Inspiring Words” Chapter p. 42-49
why?
4th Grade 2nd Quarter Unit

What information was changed
that shows you this is historical
fiction?
 What did you learn from the
major characters?
 Summary
Write your response on a sticky note,
on a whiteboard, or in your journal and
share it with a partner before each
section of the class chart is filled in.
(RL.4.1, RL.4.2, RL.4.3, RL.4.5, $L.4.6,
RL.4.9)
1. The Declaration of Independence p. 42-47
***Read to find out why the Declaration of
Independence is the most important document in
our nation’s history.
2. The United States Constitution and the Bill of
Rights p. 48-49
***Read to find out how the United States
Constitution and the Bill of Rights show the world
we are a democracy.
What's the big idea, Ben Franklin?, by: Fritz,
Jean.
A brief biography of the eighteenth-century
printer, inventor, and statesman who played an
influential role in the early history of the United
States.
How does the United States
Constitution and the Bill of Rights
show the world we are a democracy?
Use evidence from the text to
support your thinking.
4th Grade 2nd Quarter Unit
Will you sign here, John Hancock? By Fritz, Jean.
If you lived at the time of the American
Revolution
by Moore, Kay. (Scholastic), DRA =40 Q, Lexile =
860
Analyze Content: RI.4.2-Determine the main idea
of a text and explain how it is supported by key
details; summarize the text.
If you lived at the time of the
American Revolution
by Moore, Kay. (Scholastic), DRA
=40 Q, Lexile = 860
If you lived at the time of the
American Revolution, how would
your life have changed after the
Declaration of Indepencence? Use
evidence from the text to support
your thinking.
Guided Reading Historical Fiction
Visualizing- Narrative text uses words
and phrases to convey ideas precisely.
Good readers look for these words and
phrases to help them visualize and
understand the story better.
Model the words and phrases on p. 3
to describe what people say Benjamin
Franklin in Paris- McGraw Hill- DRA 40
*page at King’s Louis’s court- p. 2
*lecture- p.3
*persuades – p. 7
*apprentice-p. 11
4th Grade 2nd Quarter Unit
Franklin will look like and how this
helps the reader understand him
better.
Guided Practice- Use p. 4 to guide
students in visualizing how Ben
Franklin really looked.
(Franklin in Paris- McGraw Hill- DRA
40)
The Work of Many Hands: Writing the Declaration
of Independence, McGraw Hill- DRA 44/50.
Ben Franklin and his first kite, by: Krensky,
Stephen.
Ten-year-old Ben Franklin would rather be doing
experiments than working in his father's candle
shop, so to pass the time, he creates a kite with
the hopes that he can cross the lake without
swimming a single stroke.
Ben Franklin Playhttp://readerstheatrelp.blogspot.com/
2008/05/ben-franklin.html
Ben Franklin’s Visit- A When Machine
Play- (Benchmark Education),
Reader’s Theater- DRA = 9-28
Ben Franklin’s Visit- A When Machine Play(Benchmark Education), Reader’s Theater- DRA =
What are some of the things that
Franklin invented? How have these
things affected your life? Use
evidence from the text to support
your thinking.
4th Grade 2nd Quarter Unit
9-28
Thomas Edison Invents the Lightbulb,
(Benchmark Education), Reader’s
Theater- DRA 16-24
Thomas Edison Invents the Lightbulb, (Benchmark
Education), Reader’s Theater- DRA 16-24
Thomas Edison never gives up on his
plan to make a better lightbulb
despite thousands of attempts that
don’t work. Use evidence from the
text to support your thinking why he
kept on trying, in spite of all the
disappointments.
Language Workshop
Mini-lesson
Ben Franklin's almanac of
wit, wisdom, and
practical advice : useful
tips and fascinating facts
for every day of the year
Interactive Read-Alouds
Poor Richard’s Almanac
Grammar
Study and Apply VocabularyL.4.5 Demonstrate
An Online Version of Poor Richard's Almanac
understanding of figurative
http://archive.org/stream/poorrichardsalm01frangoog#page/n12/mo language, word relationships,
de/2up
and nuances in word
meanings.
PDF VersionL.4.5b- Recognize and explain
http://www.unsv.com/voanews/specialenglish/scripts/2010/11/07/00 the meaning of common
40/Poor_Richard's_Almanack_by_Franklin_Benjamin.pdf
idioms, adages, and proverbs.
Actual pages of 1753 Poor Richard’s Almanac
4th Grade 2nd Quarter Unit
by the editors of the Old
Farmer's Almanac.
http://public.gettysburg.edu/~tshannon/341/pra1753contents.html
Presents more than 1,500
practical tips for daily life
in the twenty-first century
covering such topics as
learning, saving money,
and health and assembled
in almanac style in the
tradition
of Benjamin Franklin, and
includes quotations by
Franklin and anniversaries
of historic events.
Ben Franklin's Quotes
This site contains some of the quotes from "Poor Richard's Almanac."
http://www.notable-quotes.com/f/franklin_benjamin.html
Quotable Ben Franklin
This website has various
quotes taken from "Poor
Richard's Almanac." Each
quote is also explained.
Note, you have to scroll
down a little and look for
start. From there you can
move from quote to
quote.
http://www.ushistory.org
/franklin/quotable/index.
htm
Ben Franklin's World
This website provides information about Ben Franklin's world. There is
an interactive overview of his town, his experiments, and even a Poor
Richards' quiz.
http://www.pbs.org/benfranklin/explore.html
Speaking and Listening,
Language Usage, Multimedia
PresentationBenjamin Franklin coined a
number of phrases still used
today, and they are found in
Poor Richard’s Almanac.
Illustrate the literal and
figurative meaning of two
idioms that enhance
understanding of the
foundations of our country.
What did Ben Franklin hope
people would learn from these
phrases?
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,
4th Grade 2nd Quarter Unit
Information about
Figurative And Literal
Meanings
Some background
information about
figurative and literal
meanings.
http://www.englishclub.c
om/vocabulary/figures.ht
m
Vocabulary Graphic
Organizer
 Vocabulary Card
Organizer
This graphic organizer
provides a note card
like setup for
organizing
information about
vocabulary words.
http://www.realclassr
oomideas.com/resou
rces/graphic+organiz
ers-vocabcards.pdf

Flash Card Machine
This website allows
you to create your
own online flash
cards. It also allows
SL.4.1, L.4.5b
The Idiom Site
This website explains the
meanings of different idioms
http://www.idiomsite.com/
Now & Ben : the modern inventions of
Benjamin Franklin by- Barretta, Gene
Describes some of Ben Franklin's many ideas and inventions, and looks
at how they are still being used in the twenty-first century.
L.4.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 4 reading and content,
choosing flexibly from a range of strategies.
L.4.4a-Use context (e.g., definitions, examples or restatements in text)
as a clue to the meaning of a word or phrase.
L.4.4b- Use common, grade-appropriate Greek and Latin affixes and
roots as clues to the meaning of a word.
L.4.4c- Consult reference materials both print and digital, to find the
pronunciation and determine or clarify the precise meaning of key
words and phrases.
RI.4.4- Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or
4th Grade 2nd Quarter Unit
you to include a
picture.
http://www.flashcard
machine.com/

Quizlet
Allows you to create
online flash cards and
do so much more.
http://quizlet.com/te
achers/
subject area.
Tier 2 Vocabulary:
Tier 2 word Page
Kid friendly
definition
Related
Words
Additional
Tier 2 words
gadget
device
originated
p. 2
created
commenced
begun
avid
p. 13
dedicated and
enthusiastic
eager
keen
efficient
p. 17
productive &
saves money
& time
economical
skillful
publicized
primitive
Heroes of the Revolution by Adler, David A.
(Holiday House) DRA=38P, Lexile = 890
Profiles twelve men and women who had a significant impact on the
American Revolution.
RI.4.4- Determine the meaning of general academic and domainspecific words or phrases in a text relevant to a grade 4 topic or
subject area.
Tier 2 Vocabulary:
Tier 2 word
Page
Number
defeat
p. 9
Kid friendly Related
definition
Words
to lose
conquer
triumph
over
Additional
Tier 2 words
commander
independence
mutiny
4th Grade 2nd Quarter Unit
surrendered
p. 17
enlist
p. 25
to give up
or give in
to sign up
for the
military
submitted
unanimously
join
register
Determining Importance,
Reading and note-takingText- Thomas JeffersonRed Brick (Capstone)
Read p. 5 and model how
to take bulleted list of
facts. Use p. 7 as a
Guided practice. Then,
students apply the ability
to create a bulleted list of
facts during independent
reading.
Poetry- “George
Washington” byRosemary & Stephen
Vincent Benet
http://almostchosenpeop
le.wordpress.com/2010/
02/22/alternate-georges/
Poetry- A Nation’s
Strength- by Ralph Waldo
Emerson
http://poetry.about.com
/od/poems/l/blemersonn
Text- Thomas Jefferson- Red Brick (Capstone)
Analyze Content: RI.4.2-Determine the main idea of a text and
explain how it is supported by key details; summarize the text.
A Nation’s Strength- by Ralph Waldo Emerson
A Nation’s Strength- by Ralph
Waldo Emerson
Theme- http://www.guesspapers.net/662/a-nations-strength/
Idiomshttp://www.guesspapers.net/
662/a-nations-strength/
4th Grade 2nd Quarter Unit
ationsstrength.htm
http://www.poets.org/vie
wmedia.php/prmMID/202
75
A. Tragic Story
by William Makepeace
Thackeray
http://allpoetry.com/poe
m/8454049A_Tragic_Story-byWilliam_Makepeace_Thac
keray
Reading Literature,
Speaking and Listening
Compare and contrast the
points of view from which
these stories and poems
are narrated. Which
clues/key words provide
information about the
point of view? How are
the narratives different?
Look back for specific lines
or paragraphs in order to
find explicit details from
the stories and poems
read. (Conduct
Discussions: SL.4.1,
RL.4.6)
4th Grade 2nd Quarter Unit
This website provides
some great advice for
recording and performing
poetry.
http://www.squidoo.com/
kids-poetry-presentations
This website has tips for
reciting poetry out loud.
http://www.poetryoutlou
d.org/poems-andperformance/
Writing Workshop
***Note- Maroon underlined text demonstrates the progression from 3rd to 4th grade writing standards.
Narrative
W.4.3- Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive a.
details, and clear event
sequences.
Informational
W.4.2- Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
W.4.2a- Introduce a topic clearly and group related
information in paragraphs and sections; include formatting
(e.g., headings), illustrations, and multimedia when useful to a.
aiding comprehension.
a. W.4.3a- Orient the reader
b. W.4.2b- Develop the topic with facts,
by establishing a situation and
definitions, concrete details, quotations, or other information
introducing a narrator and/or
and examples related to the topic.
characters; organize an event c. W.4.2c- Link ideas within categories of information using words b.
sequence that unfolds naturally.
and phrases (e.g., another, for example, also, because).
b. W.4.3.b- Use dialogue and
d. W.4.2d- Use precise language and domain-specific vocabularyc.
description to develop
to inform about or explain the topic.
experiences and events or show
W.4.2e- Provide a concluding statement or section related to
the responses of characters to
the information or explanation presented.
situations.
c. W.4.3.c-Use a variety of
transitional words and
Opinion Writing
W.4.1- Write opinion pieces on
topics or texts, supporting a point
of view with reasons and
information.
W.4.1a- 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.4.1b- Provide reasons that
are supported by facts and details.
W.4.1c- Link opinion and reasons
using words and phrases (e.g., for
instance, in order to, in addition).
W.4.1d- Provide a concluding
statement or section related to the
opinion presented
4th Grade 2nd Quarter Unit
phrases to manage the sequence
of events.
d. W.4.3.d-Use concrete words
and phrases and sensory details
to convey experiences and
events precisely.
W.4.3.de-Provide a conclusion
that follows from the narrated
experiences or events.
***PARCC uses 2 Types=
Narrative story- describe
characters over timebiography, memoir, etc…
Narrative descriptionexperiment, sequential
Extended Texts: (Longer information text)
Choose a Founding Father, research and write a biography to
share with others. Close reading, compare and synthesize
ideas across other short related texts, produce written work
aligned with standards.
Craft words tht display a degree of logical integration and
coherence.
W.4.4- Produce a clear and coherent writing in which the
development and organization are appropriate to task,
purpose, and audience.
W.4.5- With guidance and support from peers and adults,
develop and strengthen writing as needed by planning,
revising, and editing.
(L.4.1-3 - Editing for conventions should demonstrate
command of Language standards 1-3 up to and including
grade 4 on 28-29 of CCSS.)
Can’t You Make them behave, King
George?, by Jean Fritz, DRA 40,
Lexile = 800
State your opinion on the
colonists’ choice to rebel against
the king.
4th Grade 2nd Quarter Unit
http://econed.org/userfiles/files/C
ant%20You%20Make%20Them%2
0Behave.pdf
Thomas Jefferson- History Maker Bios- DRA 40
Thomas Jefferson, Compass Point, Red Brick
Create a venn -Capstone page. 22
Benjamin Franklin- History Maker Bios- DRA 34N
George Washington- History Maker Bios- DRA 40 R
4th Grade 2nd Quarter Unit
George Washington- Our First Leader, by Joseph Dreany
Thomas Edison is remembered for
wise sayings such as these:
“Genius is 1% inspiration and 99%
perspiration.”
“I can never pick up a thing
without wishing to improve it.”
Now & Ben : the modern inventions of Benjamin Franklin
by- Barretta, Gene
Describes some of Ben Franklin's many ideas and inventions,
and looks at how they are still being used in the twenty-first
century.
Research a Founding Father that also was an inventor.
State his inventions and the challenges he faced with his
inventions.
“There’s a better way to do it.
Find it.”
Choose one of these sayings.
Explain what you think it means.
Tell how Edison followed this
saying in his life.
What do you think is the greatest
invention? The computer, the
telephone, the car…? Draw a
picture of the invention and write
about what it does, and why you
think it is the greatest invention.
Be specific and give enough details
so that your reader understands.
4th Grade 2nd Quarter Unit
Post these papers on a bulletin
board titled “Greatest Invention.”
Benjamin Franklin : an American genius, by: Olson, Kay
Melchisedech.
Presents a graphic novel that describes the life
of Benjamin Franklin, who was a printer, an inventor, and a
statesman.
Non-Fiction Passage- Famous Inventors- Ben Franklin, Lexile
= 630
http://www.readworks.org/passages/famous-inventors-benfranklin
Write a narrative about the
events in a school day.
Refer to the book- John Adams
and Thomas Jefferson: Two
Friends- McGraw Hill- DRA 38,
p. 2.
John Adams and Thomas
Jefferson were good friends
and bitter enemies at times.
Are you friends in someone in
the same way? Write “your
story.”
(Refer to p. 2 in The Work of
Many Hands: Writing the
Declaration of Independence,
McGraw Hill- DRA 44/50.)
Forms of communication was either word of mouth, or by
handwriting letters during the Founding Fathers lifetime.
Hand letter writing is no longer a common way to
communicate. Write a letter to Thomas Jefferson letting him
know of kinds of communication used in the twenty-first
century.
Compare and contrast the
government beliefs of John Adams
& Thomas Jefferson. (John Adams
and Thomas Jefferson: Two
Friends- McGraw Hill- DRA 38, p.
8) Choose a side and defend your
opinion.
4th Grade 2nd Quarter Unit
Tell about how your family
celebrates Independence Day.
Many people call this holiday
“our country’s birthday.”
What exactly are you
celebrating?
Opinion Writing, Language Usage,
Oral Presentation
Revolutionaries aren’t always
popular during the time that they
live, but they believe in something
so passionately that they are
willing to go out on a limb to
express their beliefs.
Think about a current event that
you believe everyone should
understand. Write a speech,
supported by two pieces of
evidence, about your thoughts and
ideas, and present it to the class.
Edit your work for the use of
figurative language and idioms
before turning it in. You may
record your presentation using a
video camera. (W.4.1; W.4.4,
W.4.5, W.4.6, W.4.8, SL.4.5. L.4.
5b, L.4.1a,b,c,d,e,g; L.4.2)
Student Publishing
This website provides you with a way to create a book digitally and publish it. http://www.studentpublishing.com/
4th Grade 2nd Quarter Unit
Content Workshop
Mini-lesson- Explain
Use p. 12 to introduce the important discovery of electricity. Discuss why the
design of his experiment to use a metal wire and metal key was important.
PS.7.4.2
(Benjamin Franklin- American Inventor
Rosen- DRA 30 / N)
Engage & Explore
Use Electricity
Activities in the Delta
Kit.
Classify and sort
electrical conductors
and insulators. PS.7.4.2
Elaborate & Evaluate
Use Electricity
Activities in the Delta
Kit.
Construct simple
circuits. PS.7.4.3
Apply lab safety rules
as they relate to
specific science lab
activities. NS.1.4.14
Identify variables that
affect investigations.
NS.1.4.9
Generate conclusions
based on evidence.
NS.1.4.11
Develop a hypothesis
based on prior
knowledge and
observations.
NS.1.4.8
Now & Ben : the modern inventions of Benjamin Franklin by- Barretta, Gene
Describes some of Ben Franklin's many ideas and inventions, and looks at how
they are still being used in the twenty-first century.
Non-Fiction PassageElectricity & Energy- Circuits, Lexile = 830
http://www.readworks.org/passages/electricity-energy-circuits
Research/Extension Projects, and Technology
Research and create a map of the 13 Colonies. Plot each of the home states for the founding fathers. Analyze results of data.
4th Grade 2nd Quarter Unit
www.facthound.com
-select K-4
-Type in book ID #: 0736895957
Benjamin Franklin coined a number of phrases still used today, and they are found in Poor Richard’s Almanac. Illustrate the literal
and figurative meaning of two idioms that enhance understanding of the foundations of our country.
What did Ben Franklin hope people would learn from these phrases?
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.
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, Conduct Discussions: SL.4.1, L.4.5b)
Examples: “I need your John Hancock”
http://bensguide.gpo.gov\
Research the National Archives to find out what information is of
National importance.
http://www.archives.gov/exhibits/charters/declaration.html
Research about Thomas Jefferson, George Washington, and
Benjamin Franklin. condor.depaul.edu Create a Venn diagram
showing how these men were different and how they were the
same.
http://www.monticello.org
http://www.earlyamerica.com/lives/franklin/
http://www.imahero.com/herohistory/ben_herohistory.htm
Research, Speaking and Listening
Following a class discussion of historical events, create a timeline of events that shows the chronology and cause/effect relationship
among them. You may use a free online timeline generator or make your own. (W.4.2; W.4.4; W.4.7; L.4.1a,b,c,d,e,g; L.4.2)
Create a timeline of the events leading up to the signing of the Declaration of Independence. RI.4.7
4th Grade 2nd Quarter Unit
http://memory.loc.gov/ammem/collections/continental/
Timeline Options:
1. Thinkfinity Interactive Timeline
Verizon's thinkfinity's lesson plan resource site offers an interactive timeline that students can create and print.
http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html
2. Time Toast
You can create an interactive timeline and share it online. You do need to sign up for an account.
http://www.timetoast.com/
3. Dipity
Allows you to create a timeline and upload pictures. You do have to sign up for an accoun
http://www.dipity.com/
4. Human Timeline
This website offers a lesson plan for making your students the timeline. http://www.lessonplans.com/extresource.php?l=http://www.beaconlearningcenter.com/lessons/2876.htm
5. Time Line Graphic Organizer
This graphic organizer has dates on one side and events on the other side.
http://www.teachervision.fen.com/graphic-organizers/printable/43071.html
6. Timeline Graphic Organizer http://www.scholastic.com/teachers/lesson-plan/graphic-organizer-timeline
Fun Facts of the Founding Fathershttp://www.brighthubeducation.com/history-homework-help/113603-learn-about-six-great-americans-our-founding-fathers/
Create a Bill of Rights for your class or school. Be prepared to defend your rights and why you think you should have those rights.
How many of the Founding Fathers are depicted on our American currency bills?
http://www.squidoo.com/presidentsonmoney
Electrical Inventors-
4th Grade 2nd Quarter Unit
http://www.wcps.k12.va.us/~ffalkenstein/my%20web%20page/electric_inv.htm
Media, Speaking and Listening
Independently or as a class, view the video “Too Late to Apologize” (see Art, Music, and Media).
PREVIEW VIDEO AHEAD OF TIME TO ANALYZE APPROPRIATNESS FOR YOU GROUP OF STUDENTS:
http://www.youtube.com/watch?v=uZfRaWAtBVg&feature=player_embedded#!
The first time, talk about the meaning and historical significance of the words.
Then view the video a second time, stopping to discuss the images used and how they represent America’s past in a contemporary
manner.
Optional extension: create or remix your own music video to accompany your speech. (RL.4.7, RL.4.9, RI.4.7, RI.4.9, Conduct
Discussions: SL.4.1)
This video offers step by step information for creating your own video using Window's Movie Maker.
http://www.youtube.com/watch?v=JZXK68NS7gU
Research, Informative Writing, Language Mechanics
Keep a class chart using the categories and questions below with information learned about historical events from the Founding
Fathers and Founding Documents. Read informational texts about people and events that are both firsthand (primary sources) and
secondhand (secondary sources), and talk about how the differences in point of view affect understanding. Does the overall
structure of text (chronology, cause/effect, etc…) affect your understanding of events as they are presented?
As the chart is filled in, use the information to talk about what we learned from nonfiction books.
 Person or event (writing of the Founding Document)
 Where this took place
 When this took place
 What is the historical significance of this event?
 From whose point of view is this account written.
 What other significant information do you want to remember about this person or event?
 Notes about text structure (chronology, cause/effect, etc…)
Write your response and share it with a partner before each section of the class chart is filled in. (SL.4.3, RI.4.1, RI.4.2, RI.4.5,
RI.4.6, RI.4.7, RI.4.9)
Reading Poetry, Writing Poetry, Language Usage
4th Grade 2nd Quarter Unit
Choose a poem or story and change the point of view from which it is written. In other words, if the story is in first person, rewrite it
in third, or if the story is in third person, rewrite it in first. Alternatively, choose a story to write in poetic form, or a poem to rewrite
in story form. Discuss with a partner which style of writing you prefer and why. (RL.4.6. W.4.4, L.4.1a,b,c,d,e,g; L.4.2)
Narrative Writing, Performance
After reviewing the structural elements (e.g., casts of characters, settings, descriptions, dialogue, stage directions, etc.) thaty are
unique to drama (ie., compared to prose), and these elements to a Reader’s Theater script of a historical story. With at least two
other classmates, add at least two scenes- one before the script begins and one after the script ends- to make it a one-act, threescene play; present it as a class. You may record and create a movie from the presentations. (RL.4.5, W.4.4)
Evaluations
Speaking and Listening, Opinion Writing, Language Usage
Summarize as a class what was learned in this unit as it relates to the essential question. (What life lessons can we learn from
Founding Fathers in fiction and nonfiction?)
Following the class discussion, individually write a response in your journal.
Work with a partner to edit your work and strengthen the content before turning it in. You may type your essay and respond to a
poll about the unit.
(W.4.9a, W.4.9b, W.4.4, W.4.5, L.4.1a,b,c,d,e,g, L.4.2)