Subject
Grade/Course
Unit of Study
ELA
4
Reading: Using Language Structure and Access Features in
Informational Text
Writing: Persuading Readers Through Writing
30 days Duration of Unit
“UNWRAPPED” Priority Standards
C.C.4.R.I.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
C.C.4.R.I.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
C.C.4.W.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.
CC.4.W.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
CC.4.W.2.d Use precise language and domain specific vocabulary to inform about or explain a topic
C.C.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
C.C.4.L.3a Choose words and phrases to convey ideas precisely.
C.C.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.4.R.F.4a Read on-level text with purpose and understanding.
Grade 4 ELA Performance Task Unit 5 1 May, 2014

“Unwrapped” Concepts
(students need to know)
C.C.4.RI - 2
Main Idea/details
C.C.4.RI - 9
Reporting

Multiple texts on same topic
C.C.4.L – 3a
Convey ideas
C.C.4.RF – 4a
On level text
C.C.4.W – 1a
Writer’s Purpose
C.C.4.W - 2a
Write topic clearly to aid comprehension

Paragraphs
 Sections

Headings
C.C.4.W – 2d
Explain topic

Precise language

Domain specific vocabulary
Grade 4 ELA Performance Task Unit 5
“Un-wrapped” Skills
(students need to be able to do)
C.C.4.RI - 2
DETERMINE(main idea of text)
EXPLAIN(how main idea is supported by details)
5
2
SUMMARIZE(text)
C.C.4.RI - 9
INTERGRATE(information from two texts in order to write or speak about a subject knowledgeably)
C.C.4.L – 3a
6
CHOOSE(words /phrases)
C.C.4.RF – 4a
5
Bloom’s
Taxonomy
Levels
2
READ(on-level text with purpose and understanding)
C.C.4.W – 1a
INTRODUCE(topic, text)
STATE(opinion)
CREATE(structure)
C.C.4.W-2a
1
4
6
INTRODUCE(topic)
1
C.C.4.W – 2d
USE(language)
INFORM(about a topic)
EXPLAIN(the topic)
2,3
2
2 May, 2014

C.C.4.W - 5
Writing
 Plan, revise, and edit
C.C.4.SL – 2
How to paraphrase
C.C.4.W – 5
DEVELOP(writing)
STRENGTHEN(writing)
C.C.4.SL – 2
PARAPHRASE(text read aloud or information from diverse media)
6
6
Essential Questions
1.
How can the main idea help you understand the meaning of a paragraph in an informational text?
2.
Why are text features important to an informational text?
3.
How can technology help you find information on a topic?
4.
How do you create an opinion piece that conveys your point of view?
Corresponding Big Ideas
1.
The main idea helps you to understand what the paragraph is about.
2.
Text features add meaning to the text.
3.
Technology can help you find current information and compare sources.
4.
To write a persuasive piece, you must state your point of view and support it with facts.
Supporting Standards
CC.4.R.I.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.4.W.2.c Link ideas within categories or information using words and phrases (e.g., another, for example, also, because).
CC.4.W.2.e Provide a concluding statement or section related to the information or explanation presented.
CC.4.SL.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
C.C.4.L.6 Acquire and use accurately grade-appropriate general academics 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).
Grade 4 ELA Performance Task Unit 5 3 May, 2014

Interdisciplinary Connections
Science- Habitats Writing-Opinion
Performance Task Synopses
Directions: After reading the sources, students will write an opinion article about whether or not we should have zoos using information from all three sources.
Task 1: Read the three sources.
Details: Read the three sources and take notes.
Task 2: Answer the questions pertaining to the sources.
Details: Answer the questions using the information presented in the three sources.
Task 3: Opinion Writing
Details: Use the information from the three sources to create an opinion article with information about zoos.
Engaging Scenario
Directions:
A local group who protects animals is meeting with the President about limiting the number of zoos in Connecticut. You are working on the school newspaper and have been asked to write an article giving your opinion about whether or not there should be zoos.
Performance Task # 1
In Detail
Priority Standards:
C.C.4.L.3a Choose words and phrases to convey ideas precisely.
C.C.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Supporting Standards:
CC.4.R.I.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
“Unwrapped” Concepts, Skills, Bloom Levels:
C.C.4.L – 3a C.C.4.L – 3a
Convey ideas CHOOSE(words /phrases)
C.C.4.SL – 2 C.C.4.SL – 2
How to paraphrase PARAPHRASE(text read aloud or 6
information from diverse media)
Task 1: Read the three sources.
Details: Read the three sources and take notes.
Grade 4 ELA Performance Task Unit 5 4 May, 2014

Interdisciplinary Connections and Related
Priority Standards
Specific to Task #1
Science- Habitats
21 st Century Learning Skills
Specific to Task #1
 Check all those that apply for each task:
Teamwork and Collaboration
Initiative and Leadership
 Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
Effective Oral and Written Communication
 Accessing and Analyzing Information
Other
Performance Task # 2
In Detail
Priority Standards:
C.C.4.R.I.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
C.C.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.4.R.F.a Read on-level text with purpose and understanding.
Supporting Standards:
CC.4.SL.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
C.C.4.L.6 Acquire and use accurately grade-appropriate general academics 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).
Grade 4 ELA Performance Task Unit 5 5 May, 2014

“Unwrapped” Concepts, Skills, Bloom Levels:
C.C.4.RI - 2 C.C.4.RI - 2
Main Idea/details DETERMINE(main idea of text) 5
EXPLAIN(how main idea is supported by details) 5
SUMMARIZE(text) 2
C.C.4.SL – 2 C.C.4.SL – 2
How to paraphrase PARAPHRASE(text read aloud or 6
information from diverse media)
C.C.4.RF – 4a C.C.4.RF – 4a
On level text READ(on-level text with purpose 2
and understanding)
Task 2: Answer the questions pertaining to the sources.
Details: Answer the questions using the information presented in the three sources.
Interdisciplinary Connections and Related
Priority Standards
Specific to Task #2
Science- Habitats
21 st Century Learning Skills
Specific to Task #2
 Check all those that apply for each task:
Teamwork and Collaboration
Initiative and Leadership
 Curiosity and Imagination
Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
 Effective Oral and Written Communication
 Accessing and Analyzing Information
Other
Grade 4 ELA Performance Task Unit 5 6 May, 2014

Performance Task # 3
In Detail
Priority Standards:
C.C.4.R.I.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
C.C.4.R.I.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
C.C.4.W.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.
CC.4.W.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension
CC.4.W.2.d Use precise language and domain specific vocabulary to inform about or explain a topic
C.C.4.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
C.C.4.L.3a Choose words and phrases to convey ideas precisely.
C.C.4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Supporting Standards:
CC.4.R.I.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CC.4.W.2.c Link ideas within categories or information using words and phrases (e.g., another, for example, also, because).
CC.4.SL.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
C.C.4.L.6 Acquire and use accurately grade-appropriate general academics 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).
Grade 4 ELA Performance Task Unit 5 7 May, 2014

“Unwrapped” Concepts, Skills, Bloom Levels:
C.C.4.RI - 2 C.C.4.RI - 2
Main Idea/details DETERMINE(main idea of text) 5
EXPLAIN(how main idea is supported by details) 5
SUMMARIZE(text) 2
C.C.4.RI - 9 C.C.4.RI - 9
Reporting INTERGRATE(information from two texts in 6

Multiple texts on order to write or speak about a subject
same topic knowledgeably)
C.C.4.W – 1a C.C.4.W – 1a
Writer’s Purpose INTRODUCE(topic, text) 1
STATE(opinion) 4
CREATE(structure) 6
C.C.4.W - 2a C.C.4.W - 2a
Write topic clearly to aid INTRODUCE(topic) 1 comprehension

Paragraphs

Sections

Headings
C.C.4.W – 2d C.C.4.W – 2d
Explain topic USE(language) 2,3

Precise language INFORM(about a topic)
 Domain specific EXPLAIN(the topic) 2
Vocabulary
C.C.4.W - 5 C.C.4.W - 5
Writing DEVELOP(writing)
 Plan, revise, and edit STRENGTHEN(writing) 6
C.C.4.L – 3a C.C.4.L – 3a
Convey ideas CHOOSE(words /phrases)
C.C.4.SL – 2 C.C.4.SL – 2
How to paraphrase PARAPHRASE(text read aloud or 6
information from diverse media)
Grade 4 ELA Performance Task Unit 5 8 May, 2014

Task 3: Opinion Writing
Details: Use the information from the three sources to create an opinion article with information about zoos.
Interdisciplinary Connections and Related
Priority Standards
Specific to Task #3
Science- Habitats
Writing-Opinion
21 st Century Learning Skills
Specific to Task #3
 Check all those that apply for each task:
Teamwork and Collaboration
 Initiative and Leadership
 Curiosity and Imagination
 Innovation and Creativity
Critical thinking and Problem Solving
Flexibility and Adaptability
 Effective Oral and Written Communication
 Accessing and Analyzing Information
Other
Grade 4 ELA Performance Task Unit 5 9 May, 2014