UNIT TITLE: Literature Settings – Our Growing State
Conceptual Lens: This 4-5-week unit invites students to explore North Carolina’s history through key historical events in North Carolina’s past. Students
explore how these settings are represented in—and affect events in—literature.
Grade Level: Fourth Grade
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview: As part of a balanced literacy approach, this unit focuses on and cultivates the skills of reading, writing, listening and speaking. This unit will focus on
informational texts in the content area of history/social studies. Students will explore different structures and elements of these texts while determining main idea and
supporting details. Students will also be able to explain events, ideas, or concepts including what happened and why based on textual evidence and inferences. After spending
time exploring informational texts, students will focus on informational writing. Students will analyze devices and structures that authors use to convey ideas precisely.
Students will utilize technology and the writing process to compose writing of their own that demonstrates control of conventions, language, vocabulary, development and
organization. Students will collaborate and share their work, and will review and refine their speaking and listening skills.
Learning Experiences from Unit
Writing/Language
Reading
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Read and discuss a variety of fiction and
nonfiction books about North Carolina: Our
Growing State. During this unit, students will
study North Carolina American Indian groups
indigenous to North Carolina before European
contact, the impact of colonization, and key
historical events leading up to the Civil War and
Reconstruction. Although the time period of
focus is Pre-Colonial through Reconstruction,
teachers are encouraged to guide students in
drawing parallels between contemporary issues
and their historical origins.
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Write informative/explanatory texts to examine
a topic and convey ideas and information
clearly.
Write a researched interview of a historical
figure/present it to the class .(Research can be
completed prior to Christmas/Paper and
presentation after Christmas and can be turned
in as RCS writing sample #2.)
Additional Literacy
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Engage in collaborative discussions.
Read with accuracy and fluency to support
comprehension.
Grade Level 4
Unit 2
Unit Standards
Q = Quizzes
T = Tests
P = Prompts
Reading
Learning Targets
Assessment Codes
SA = Student Self-Assessment
WS = Work Samples
PT = Performance Tasks
RL.4.1/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.
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).
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.4.4: Determine the meaning of general
academic and domain-specific words or
phrases in a text relevant to a grade 4
topic or subject area.
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Essential Questions
O = Observations
C = Checklists/Notes
RR =Reading Record
RL.4.1/RI 4.1: I can define inference and explain how a
reader uses details and examples from a text to reach a
logical conclusion (“based on what I’ve read, it’s most
likely true that…”)
I can analyze an author’s words and refer to details and
examples needed to support both explicit and
inferential questions.
RL.4.3: I can identify characters, settings and events in a
story or drama.
I can use specific details from the text to describe
characters, settings or events.
I can locate sections of a text where characters, settings
or events are described.
RI.4.3: I can identify events, procedures, ideas and/or
concepts in different types of text.
I can use specific information in a text (e.g., historical,
scientific, technical) to explain events, procedures,
ideas, and/or concepts, including what happened and
why.
RI.4.4: I can identify general academic words or phrases
(different ways to say the same thing, e.g., stroll instead
of walk) in a text.
I can identify domain specific words or phrases (content
words, e.g., sedimentary, igneous, metamorphic) in a
text.
I can use various strategies (e.g., context clues, root
words, affixes) to determine the meaning of general
academic and domain-specific words and phrases in a
text.
I can locate and use resources (e.g., glossary, footnote,
dictionary) to assist me in determining the meaning of
unknown words and phrases.
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What do good readers do?
Am I clear about what I just read?
How do I know?
Author’s choice: Why does it matter?
What makes a story a “great” story?
Writing/Language W.4.2: Write informative/explanatory
texts to examine a topic and convey ideas
and information clearly.
(a) Introduce a topic clearly and group
related information in paragraphs and
sections; include formatting, (e.g.,
headings) illustrations and multi-media
when useful to aid comprehension.
(b) Develop the topic with facts,
definitions, concrete details, quotations,
or other information related to the topic.
(c) Link ideas within categories of
information using words and phrases (e.g.,
another, for example, also, because).
(d) Use precise language and domainspecific vocabulary to in-form about or
explain the topic.
(e) Provide a concluding statement or
section related to the in-formation or
explanation presented.
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W.4.9: Draw evidence from literary or
informational texts to support analysis,
reflection and research.
(a) Apply grade 4 Reading standards to
literature (e.g., “Describe in depth a
character, setting, or event in a story or
drama, drawing on specific details in the
text”).
(b) Apply grade 4 Reading standards to
informational texts (e.g., “Explain how an
author uses reasons and evidence to
support particular points in a text”).
Additional
Literacy
RF.4.4: Read with sufficient accuracy and
fluency to support comprehension.
RF.4.4 (a): Read on-level text with purpose
and understanding.
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W.4.2: I can select a topic and gather information to
share with my audience.
I can define common formatting structures and
determine the best structure that will allow me to
organize my information.
I can introduce and organize my topic into paragraphs
and sections that group related information.
I can use formatting structures, illustrations, and
multimedia to clarify (make clear) my topic.
I can link my information (e.g., facts, definitions, details,
quotations, examples) using words and phrases.
I can explain my topic using precise language and
domain-specific vocabulary.
I can present my information and provide a concluding
statement or section that relates to the information
presented.
W.4.9: I can define textual evidence (“word for word”
support).
I can determine textual evidence that supports my
analysis, reflection, and/or research.
I can compose written responses and include textual
evidence to strengthen my analysis, reflection, and/or
research.
What do good writers do?
RF.4.4: I can read grade-level text fluently and show
comprehension through voice, timing, and expression.
I can recognize when a word I have read does not make
sense within the text.
I can self-correct misread or misunderstood words using
context clues.
What do good readers do?
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What’s my purpose and how do
develop it?
What do good researchers do?
Why does fluency matter?
RF.4.4 (b): Read on-level text orally with
accuracy, appropriate rate, and expression
on successive readings.
SL.4.1: Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts,
building on others’ ideas and expressing
their own clearly.
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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.
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SL.4.1 (d): Review the key ideas expressed
and explain their own ideas and
understanding in light of the discussion.
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L.4.1: Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
(c) Use modal auxiliaries (e.g., can, may,
must) convey various conditions.
(d) Order adjectives within sentences
according to conventional patterns (e.g., a
small red bag rather than a red small bag).
I can reread with corrections when necessary.
I can read fluently (easy, smooth, and automatic).
SL.4.1: I can read or study material(s) to be discussed.
I can list important information about the topic to be
discussed.
I can identify and follow the agreed upon rules for
discussion and carry out assigned roles.
I can ask questions when I do not understand.
I can stay on topic by making comments about the
information being discussed.
I can make connections between the comments of
others.
I can explain my own ideas and tell what I’ve learned
from a discussion.
L.4.1: I can identify and use relative pronouns and
relative adverbs.
L.4.2: I can determine when to capitalize words (e.g.,
proper nouns, “I”, first word in a sentence).
I can punctuate dialogue correctly by using commas
before/after speaker tags and placing quotation marks
around direct speech (e.g., “I was walking,” Elle said,
“when Mia tripped me.”)
I can use quotation marks to indicate words I have taken
directly from a text.
L.4.2: Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
and writing.
(b) Use commas and quotation marks to
mark direct speech and quotations from a
text.
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What makes collaboration
meaningful?
Making meaning from a variety of
sources: What will help?
Why do the rules of language matter?
Communicating clearly: What does it
take?
Social Studies—NC History and
Geography
4.H.1: Analyze the chronology of key
historical events in North Carolina
history.
4.H.1.2: Explain how and why North
Carolina was established.
4.H.1.4: Analyze North Carolina’s role in
major conflicts and wars from the PreColonial period through Reconstruction.
4.G.1: Understand how human, environmental and technological factors
affect the growth and develop-ment of
North Carolina.
4.G.1.1: Summarize changes that have
occurred in North Carolina since
statehood (population growth, transportation, communication and land use).
4.G.1.2: Explain the impact that human
activity has on the availability of natural
resources in North Carolina.
4.G.1.3: Exemplify the interactions of
various peo-ples, places and cultures in
terms of adaptation and modification of
the environment.
4.G.1.4: Explain the impact of technology
(communication, transportation and
inventions) on North Carolina’s citizens,
past and present.
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I can summarize the change in cultures, everyday life
and status of indigenous American Indian groups in
North Carolina before and after European exploration.
4.H.1.1
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I can explain how and why North Carolina was
established. 4.H.1.2
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I can analyze North Carolina’s role in major conflicts and
wars from the Pre-Colonial period through
Reconstruction. 4.H.1.4
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I can summarize changes that have occurred in North
Carolina since statehood. 4.G.1.1
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I can explain the impact that human activity has on the
availability of natural resources in North Carolina.
4.G.1.2
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I can exemplify the interactions of various peoples,
places and cultures in terms of adaptation and
modification of the environment. 4.G.1.3
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I can explain the impact of technology (communication,
transportation, and inventions) on North Carolina’s
citizens, past and present. 4.G.1.4
Science-Moon Phases
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I can explain the cause of day and night based on the rotation
of Earth on its axis.
I can explain the monthly changes in the appearance of the
moon, based on the moon’s orbit around the Earth.
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Performance Tasks and Scoring Guides/Rubric
Performance Task #2 including Scoring Guide/Rubric
Students must choose and research a famous historical figure that has impacted North Carolina history from Pre-1600s to 1876. For example, Sir
Walter Raleigh, Edward Teach (Blackbeard), Philip Alston, etc. Working in pairs, students will compose a written interview based on facts and
evidence about the historical person from the time period. Facts and evidence may be compiled on note cards for use during oral presentation. The
interview should include one student as the reporter and the other as the historical figure.
For more character suggestions, visit: http://www.secretary.state.nc.us/kidspg/famous.htm
http://ncpedia.org/
Rubric for Our Growing State
CRITERIA
EXCELLENT (4 PTS.)
PROFICIENT (3 PTS.)
ADEQUATE (2 PTS.)
LIMITED (1 PT.)
Evidence and Accuracy in
Written Response
Uses at least 5 pieces of
evidence to accurately
explain and elaborate on how
the historical figure impacted
North Carolina within a
written interview.
Written interview
exemplified proper use of
relative pronouns and
adverbs and correct
capitalization and
punctuation.
Able to present interview to
class and is able to answer
and elaborate on at least two
questions from teacher or
peers.
Uses 3- 4 pieces of evidence
to accurately explain on how
the historical figure impacted
North Carolina within a
written interview.
Uses 1- 2 pieces of evidence
to accurately explain on how
the historical figure impacted
North Carolina within a
written interview.
Little or no evidence to
explain how the historical
figure impacted North
Carolina within a written
interview.
Written interview mostly
contained the proper use of
relative pronouns and
adverbs and correct
capitalization and
punctuation.
Able to present interview to
class and is able to answer
two questions from teacher
or peers.
Written interview had some
errors in the use of relative
pronouns and adverbs and
had some capitalization and
punctuation errors.
Written interview had several
errors in the use of relative
pronouns and adverbs and
several capitalization and
punctuation errors.
Able to present interview to
class, but is able to only
answer one question from
teacher or peers.
Presents interview to class,
but is not able to answer any
questions from teacher or
peers.
Language
Presentation
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Suggested Learning Experiences
Lesson Plans and Activities
Reading Units of Study - The Comprehension Toolkit – Whole Group Reading Mini-Lessons
Ask and Answer Questions
Cluster 3: Ask Questions
7. Question the Text
Learn to ask questions as you read
Unit Texts
Dandelions (Eve Bunting) or any unit related
text
District Suggested Texts
The Mary Celeste: An Unsolved Mystery
from History
by Jane Yolen
A Strange Tree
Toolkit Texts 4/5
8. Read to Discover Answers
Ask questions to gain information
Where Do I Live?
Whose Feet are Whose?
Toolkit Texts 2/3
The Three Shades of Chocolate
Chocolate: The Happy Food
The Scoop on Dino Poop
An Interview with a Fire Investigator
Toolkit Texts 4/5
Any related unit text
9. Ask Questions to Expand Thinking
Wonder about the text to understand the big ideas
Appalachia: The Voices of Sleeping Birds
by Cynthia Rylant
For Men Only? Not!
Toolkit Texts 4/5
Any related unit text
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Additional Reading Mini-Lessons/Shared Reading and Shared Writing Activities
Jan Richardson Strategies
Fact-Question (209-213)
Yellow Questions
Red Questions
Lesson Plan Links and Activities
 http://scnces.ncdpi.wikispaces.net/K-5+Science+Resources
Click on Earth in the Universe Grade 4. This is a complete unit written for science specifically moon phases. (4.E.1; 4.E.1.2)
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http://www.readworks.org/sites/default/files/passages/820_westward_expansion_the_trail_of_tears.pdf
Reading passage with questions and key vocabulary
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http://www.lessonplanet.com/article/education/molly-s-pilgrim-and-thanksgiving-activities
Molly’s Pilgrim Activity and video lesson
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http://www.nps.gov/history/nr/twhp/wwwlps/lessons/118trail/118trail.htm
Trail of Tears
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http://www.hendersoncountypublicschoolsnc.org/elementary-education/files/2011/05/trekkingncbook.pdf
Trekking North Carolina encompasses history and geography of North Carolina
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http://www.learnnc.org/lp/pages/5274?ref=search
Living the Pioneer Life
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http://www.learnnc.org/lp/pages/4036?ref=search
Cherokee and the Trail of Tears
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http://aespanthers.pbworks.com/w/page/55521575/Fourth%20Grade%20Social%20Studies
Lisa Garrison Website (Lost Colony)
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http://aespanthers.pbworks.com/w/page/55521530/Fourth%20Grade%20Science
Moon Phases-Lisa Garrison Website
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Class Discussion
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http://www.learnnc.org/lp/pages/5274?ref=search
Living the Pioneer Life
Teach this lesson and discuss how pioneer life compares to 21st Century living
Poetry/Literature Response
 Read the poems “Song of the Grandmothers” by Marilou Awiakta and “Tawodi” by Kenneth “Bear Hawk” Cohen. These poems are free form poems. Discuss the fact
that many types of poetry do not use rhyme. Write a collaborative poem about something the students have learned about Native Americans. Have the students
write their own poems independently.
Research Project
 See Performance Task #2
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http://www.readworks.org/lessons/grade4/cause-and-effect/lesson-1 (readworks.org) (RI.4.1; RI.4.3)
Note: The learning outcome is to use signal words in expository text that show cause and effect relationships.
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http://www.readworks.org/lessons/grade4/cause-and-effect/lesson-2 (readworks.org) (RL.4.3)
Note: Identify multiple causes and effects in historical fiction. Use text Pink and Say by Patricia Polacco
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http://www.readworks.org/lessons/grade4/cause-and-effect/lesson-3 (readworks.org) (RL.4.1; RL.4.3)
Note: Cause and effect relationships in myths.
Writer’s Workshop
Calkins Breathing Life into Essays (17 sessions)
Other resource: KCAS Informative/Explanatory Writing (Uses Toolkit Texts)
http://www.jefferson.k12.ky.us/Departments/Gheens/Curriculum%20Maps/LiteracyElem/4th-5th%20Informative-Explanatory%20Writing%20Unit.pdf
Explorations in Nonfiction Writing by Tony Stead and Linda Hoyt
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Word Study/Vocabulary Lessons
Continue the Vocabulary Notebook started in Quarter 1
http://randolphk-5instruction.wikispaces.com/Vocabulary+Resources
Continue Vocabulary Word Wall by adding and sorting words as you learn them in this unit of study (L.4.4)
Grammar
Books for Teaching Grammar (located at all schools-list given at trainings)
Page 10 of 11
Unit Materials/Resources
Poems
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Vocabulary
“Song of the Grandmothers” by Marilou Awiakta and “Tawodi” by Kenneth “Bear
Hawk” Cohen.
Stories
 Molly’s Pilgrim
 Pink and Say by Patricia Polacco
Informational Texts
General Reference
 NC Studies Weekly
 Soft Rain-Trail of Tears
 Roanoke: The Lost Colony by Jane Yolen
 So You Want To Be President
E-Books
 T is for Tarheel
 North Carolina by Rich Smith
 Sir Walter Raleigh
Songs
 http://www.cherokeediscovery.com/
Cherokee Morning Song
What Have They Done?
Teacher Notes
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dialogue
quotation marks
compound sentence
speaker tag
inference
explicit
character
setting
event
procedure
idea
concept
general academic words
domain-specific words
discussion
connection
fluency
context clues
concrete word
conclusion
sequence
transition