Unit Title: Literary Heroes
Grade 4/Quarter 3/Unit 5
Conceptual Lens: This five-week unit looks at heroes—from characters in famous stories to real people.
Author: commoncore.org/adapted by Randolph County Schools
Unit Overview:
Using the Frayer Model, students are asked to generate collaboratively a definition of “hero” that will evolve over the course of this unit.
Through reading about overtly brave and courageous literary characters (e.g., King Arthur or Robin Hood) or “real” people who made an impact on the world
(e.g., Shakespeare, Davy Crockett, or Booker T. Washington), students are asked to 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 culminating project is for students to design their own multimedia presentation of a hero
based on what they learned in this unit about heroism as well as the previous unit on Revolutionaries. Students will use inferencing and cause and effect
strategies throughout the unit to draw conclusions about real life heroes, forces and motion, and economics.
Learning Goals for the Unit
Reading
Writing/Language
Students should know and be able to:
Students should know and be able to:
- Draw inferences using details and
- Conduct short research projects to build
examples in the text
knowledge of investigation of heroism
- Describe characters in depth, using specific
- Use the Frayer Model to define the term
details in the text
“hero” as well as to investigate the life of a
- Determine the meanings of words,
famous or not-so-famous revolutionary or
including literary, domain-specific, and
hero
academic words and phrases
- Explain how an author uses evidence to
support points in a text
Additional Literacy
Students should know and be able to:
- Paraphrase portions of text
- Report on a topic
- Participate in class discussions as a means
of building understanding
- Determine the effect of different points of
view
Performance Task and Scoring Rubric
G.R.A.S.P.S
Please note: This performance task is to be completed at the end of the third quarter – Week 9!
Performance Task:
GOAL: Your goal is to help a group of students understand how a famous or not-so-famous person was a revolutionary or a hero.
ROLE: You are an expert about your chosen revolutionary/hero.
AUDIENCE: The audience is a group of students.
SITUATION: You have been asked to create a multimedia presentation to teach a group of students about your chosen revolutionary/hero.
PRODUCT and PRESENTATION: As a class, review what was learned in the previous unit as it relates to the essential question (“What life lessons can we learn
from revolutionaries in fiction and nonfiction?”). Then summarize what was learned in this unit as it relates to the essential question (“How does what we read
teach us about heroism?”). With a classmate, choose a hero from the third quarter. Use multiple sources to gather information about the chosen hero.
Students choose 4 of the following categories to create a Frayer Model: description, facts, characteristics, examples of being a hero, examples of being a
revolutionary, and illustration. Students utilize the Frayer Model to create a multimedia presentation using one of the following mediums: PowerPoint, blog
post, video, publisher document, glogster poster, or audio recording.
STANDARDS and CRITERIA for SUCCESS: Your presentation needs to include …
 The Frayer Model
 A supporting multimedia presentation
Rubric for Revolutionary/Literary Hero Presentation
CRITERIA
The Frayer Model
EXCELLENT (4 PTS.)
Shows knowledge of the
chosen topic (W.4.7),
including a list of sources
(W.4.8) and elaborate
details. The model
presents accurate and
useful information as
related to the topic.
PROFICIENT (3 PTS.)
Shows knowledge of
chosen topic, including a
list of sources. The model
presents accurate and
useful information as
related to the topic.
Multimedia Artifact
The presentation provides
a summary of the text(s),
including details
(RL.4.1/RI.4.1).
Descriptions of
character(s) are thorough
The presentation provides
a summary of the text(s).
Descriptions of the
character(s) are thorough,
but may not include
specific examples from the
ADEQUATE (2 PTS.)
Shows knowledge of
chosen topic, does not
include sources. The model
presents accurate
information that may not
be useful for describing
the character’s
revolutionary or heroic
qualities.
The presentation provides
a summary of the text.
Descriptions of the
character(s) are not
thorough.
LIMITED (1 PT.)
Shows little knowledge of
chosen topic, does not
include sources. The model
presents information that
is either inaccurate or not
useful for describing the
character’s revolutionary
or heroic qualities.
The presentation provides
incomplete summary of
the text. Descriptions of
the character(s) are absent
or incomplete.
Classroom Presentation
and include specific
examples from the
text(RL.4.3)
Reports in an organized
manner (SL.4.4).
Paraphrases the text(s)
used (S.L.4.2). Uses formal
English (SL.4.6) as well
choosing words
appropriately to convey
ideas (L.4.3).
text.
Presents presentation to
students. Accurately
answers questions asked
by teacher and/or peers,
but may not elaborate.
Presents presentation to
students. May answer one
question asked by teacher
and/or peers.
Learning Experiences
Unit Progression
Week 1
Big Ideas
Define the term
“hero” through a
variety of
interactions with
texts.
Week 2
Week 3
Explore point of view
through journal
writing and further
discuss traits of
heroes by studying
famous characters
such as Robin Hood
and King Arthur.
Further define
heroes by looking at
characters and
historical figures
(including
revolutionaries from
Unit 4) that have
been studied
throughout the year.
Suggested read alouds to incorporate in classroom discussions and
lessons:
Fiction
(provided by Randolph County Schools)
The Knights of the Kitchen Table (Jon Scieszka and Lane Smith)
Saint George and the Dragon (Margaret Hodges and Trina Schart Hyman)
Week 4
Explore the role of
point of view in
heroic stories.
Define and learn
about unsung
heroes.
Non –Fiction
(provided by Randolph County Schools)
Magnetic Forces (E-book)
(additional options)
Informational
Presents presentation to
students. Either does not
answer questions or is
unable to answer them
accurately or
authoritatively.
Merlin and the Dragons (Jane Yolen and Li Ming)
(additional options)
 England: The Land (Erinn Banting) (E)
Illuminations (Jonathan Hunt)
 King Arthur (Scholastic Junior Classics) (Jane B. Mason and Sarah Hines
Stephens)
Knights And Castles (Magic Tree House Research Guide) (Mary Pope and Will
Osborne and Sal Murdocca)
 The Story of King Arthur & His Knights (Classic Starts) (Howard Pyle and
Dan Andreasen)
 King Arthur (Troll Illustrated Classics) (Howard Pyle, Don Hinkle, Jerry
Tiritilli)
 The Kitchen Knight: A Tale of King Arthur (Margaret Hodges and Trina
Schart Hyman)
Knights: Warriors of the Middle Ages (High Interest Books) (Aileen Weintraub)
Adventures in the Middle Ages (Good Times Travel Agency) (Linda Bailey and Bill
Slavin)
The Middle Ages: An Interactive History Adventure (You Choose: Historical Eras)
(Allison Lassieur)
 The Whipping Boy (Sid Fleischman and Peter Sis)
Women and Girls in the Middle Ages (Medieval World) (Kay Eastwood)
 Robin Hood: Tale of the Great Outlaw Hero (DK Readers Proficient
Biographies
Readers, Level 4) (Angela Bull and Nick Harris)
 The Adventures of Robin Hood (Classic Starts) (Howard Pyle, and Lucy
Corvino)
 Favorite Medieval Tales (Mary Pope Osborne and Troy Howell)
 Days of the Knights: A Tale of Castles and Battles (DK Readers Proficient
Readers, Level 4) (Christopher Maynard)
 The Young Merlin Trilogy: Passager, Hobby, and Merlin (Jane Yolen)
 Sir Cumference and the First Round Table: A Math Adventure (Cindy
Neuschwander and Wayne Geehan)
 Door in the Wall (Marguerite De Angeli) [easier to read]
 Christmas in Camelot (Magic Tree House Book 29) (Mary Pope Osborne
and Sal Murdocca) (easier)
 Ella Enchanted (Gail Carson Levine) [advanced readers]
Joan of Arc: The Lily Maid (Margaret Hodges and Robert Rayevsky)
William Shakespeare & the Globe (Aliki)
George Washington: Soldier, Hero, President (DK Readers Reading Alone, Level 3)
(Justine and Ron Fontes)
Davy Crockett (Photo-Illustrated Biographies) (Kathy Feeney)
Booker T. Washington: A Photo-Illustrated Biography (Photo-Illustrated Biographies)
(Margo McLoone)
Henry Ford: A Photo-Illustrated Biography (Photo-Illustrated Biographies) (Erika L.
Shores)
Elizabeth Cady Stanton: A Photo-Illustrated Biography (Photo-Illustrated
Biographies) (Lucile Davis)
Chief Joseph of the Nez Perce: A Photo-Illustrated Biography (Photo-Illustrated
Biographies) (Bill McAuliffe)
 The Grey King (The Dark is Rising Sequence) (Susan Cooper) (EA)
 The Mystery of the Alamo Ghost (Real Kids, Real Places)(Carole Marsh)
(advanced)
Other Time Periods
The Children's Book of Heroes (William J. Bennett, Michael Hague, and
Amy Hill)
Kaya's Hero: A Story of Giving (American Girls Collection) (Janet Beeler
Shaw, Bill Farnsworth, and Susan McAliley)
Adventures of the Greek Heroes (Anne M. Wiseman, Mollie McLean, and
Witold T. Mars)
Welcome to the Globe: The Story of Shakespeare's Theatre (DK Readers
Proficient Readers, Level 4) (Peter Chrisp)
The Library Card (Jerry Spinelli) (advanced)
Poems
“Why Dragons?” (Jane Yolen)
“Robin Hood and Little John” (Anonymous)
“Robin Hood and Maid Marian” (Anonymous)
WEEK 1
“I Can” Statements
Reading/
Whole Group Shared
Reading
Comprehension Tool Kit Lessons
Standards
Lesson 10 – Infer the Meaning of Unfamiliar Words
Standards
RI.4.1
RI.4.4
I can use the text and background knowledge
to infer the meaning of unfamiliar words.
I can infer to determine the meaning of
general academic and domain-specific words
and phrases in a text.
Essential Questions
What do good readers do?
How do I use what I know to figure out what I
don’t know?
When a word doesn’t make sense, what can I
do?
Jan Richardson Strategies
“I Can” Statements
Make Inferences
- Make inferences from dialogue (including
speaker tags) – p. 231 – 233
- Make inferences from a character’s actions – p.
233 – 234
- Make inferences from a character’s actions – p.
233 – 234
I can define inference and explain how a
reader uses details and examples from a text
to reach a logical conclusion.
Standards
RL.4.1
Essential Questions
How can I use details and examples from a
text to reach a logical conclusion?
Other Whole Group Reading Learning Experiences
Standards
Introductory Activity
As a class, we will create a chart (using the Frayer
Model) that outlines the definitions, characteristics, and
examples of heroes as we know them. We will continue
to add to this chart as we read the literature and
informational text in this unit and see how our definition
changes.
Literary Response
As a class, let’s begin by examining our understanding
of hero through one of its common definitions: “the
primary character in a literary work.” As we read stories
throughout the unit, write down characteristics,
examples, and non-examples of the heroes about whom
we read. You will be asked to share your notes with a
Introductory
Activity
(RL.4.4, RI.4.4,
L.4.4a,c)
Literary Response
(RL.4.2, RL.4.3,
RL.4.9)
Poetry/Literature
Response
(RL.4.4,RL.4.5,
RL.4.9, W.4.8)
“I Can” Statements
Introductory Activity
I can use various strategies to determine the
meanings of words and phrases.
I can use various strategies to determine the
meanings of general academic and domainspecific words and phrases in a text.
Literary Response
I can write a summary.
I can use specific details from the text.
I can compare stories.
I can take notes from sources and sort the
information.
partner, and together share your ideas with the class.
First, we will focus on the Red Cross Knight in Saint
George and the Dragon by Margaret Hodges and Trina
Schart Hyman. On another day, we will focus on Young
Arthur in Merlin and the Dragons by Jane Yolen and Li
Ming. After summarizing and discussing insights from
these books with the class, you will write a response
about how your understanding of the word “hero”
changed or remained the same after hearing each story.
Poetry/Literature Response
Read and discuss the poem “Why Dragons?” by Jane
Yolen. How does knowing the story of St. George from
reading the book St. George and the Dragon (see
above) increase your understanding of, and
appreciation for, this poem? What are the poetic
techniques used that you recognize? Does this poem
remind you of Merlin and the Dragons (since it’s written
by the same author and about the same time period)?
Your teacher may ask you to write your own response
on a white board or on Post-It notes before discussing
as a class. After the class discussion, we will divide up
the stanzas and recite the poem as a class.
Poetry/Literature Response
I can use various strategies to determine the
meanings of words and phrases.
I can compare stories.
I can identify common structural elements of
poems.
Essential Questions
Introductory Activity
What makes a story a “great” story?
How do I use what I know to figure out what I
don’t know?
Literary Response
What do good readers do?
Whose story is it, and why does it matter?
Poetry/Literature Response
What makes a story a “great” story?
Whose story is it, and why does it matter?
What do good researchers do?
Writer’s Workshop
Resource: Units of Study: Informational Writing
and Research for 3rd – 5th Grades
http://blogs.muskegonisd.org/writers3to6/files/2009/
03/3-6-09-report-research-unit-of-study.pdf
(Muskegon Public Schools)
Standards
“I Can” Statements
W.4.2
I can select a topic and gather information to
share with my audience.
Session 1 – Generating Ideas for Reports
Session 2 – Selecting a Topic
Session 3 – Planning to Draft by Grouping
Information and Writing Headings
Session 4 – Using Booklets to Begin Drafting
Session 5 – Adding Interest as we Continue Drafting
Essential Questions
What do good writers do?
What’s my purpose and how do I develop it?
Social Studies/Science
Content Integration
*** Social Studies and Science must be taught as additional content rather than integrated into the ELA Unit due
to the lack of coherence between the ELA theme of “Literary Heroes” and the standards required for Science
and Social Studies content. Teachers should consider using content-related texts within mini-lessons and
guided reading.
(See Pacing Guides for Science and Social Studies Standards)
Tier Three ELA Words
Tier Two Words (from Read-Alouds)

Vocabulary


Choose a few words from the read-aloud(s)
for your targeted vocabulary instruction and
for students to put in their vocabulary
notebooks

hero/heroine
formatting structure, precise, domainspecific vocabulary, purpose, research
inference/infer
WEEK 2
“I Can” Statements
Comprehension Tool Kit Lessons
Reading/
Whole Group Shared
Reading
Lesson 11 – Draw Conclusions from Text Evidence
Standards
RL.4.10
I can define inference and explain how a
reader uses direct quotes from a text to
reach a logical conclusion.
I can analyze an author’s words and find
details and examples to support both
explicit and inferential questions.
Essential Questions
What do good readers do?
Am I clear about what I just read? How do
I know?
How can I draw conclusions using the
evidence in the text?
Jan Richardson Strategies
“I Can” Statements
Make Inferences
- Make inferences from physical descriptions – p.
234
- Make inferences from a character’s inner
thoughts – p. 235
- Classify inferences – p. 236
I can define inference and explain how a
reader uses details and examples from a
text to reach a logical conclusion.
Standards
RL.4.1
Essential Questions
How can I use details and examples from
a text to reach a logical conclusion?
Other Whole Group Reading Learning Experiences
Standards
“I Can” Statements
Literature Response
Choose an eventful scene or chapter from a Middle Ages
story you are reading. Write a journal entry retelling the
scene from another point of view (i.e., if it’s in first
person, rewrite it in third; if it’s in third person, rewrite it in
first). Trade your journal entry with a classmate who is
reading the same book and ask him/her to tell you if your
new version makes sense and why (or why not). Revise
if needed.
Research Report
Literature Response
Literature Response
(RL.4.6, W.4.4, RL.4.3,
RL.4.10)
Research Report
I can determine points of view.
I can compose a clear and logical piece of
writing.
I can use specific details from the text.
(W.4.4, W.4.7, L.4.1,
L.4.2, L.4.3, L.4.6)
I can use details to describe characters,
settings, or events.
Writing Your Opinion
I can use reading strategies to help me
understand difficult complex text.
Using the Internet, an encyclopedia, and informational
texts, read as much as you can about a historical event
from the Middle Ages. Present your findings in a short
report with visuals, similar to the illuminated manuscript
pages found in Jonathan Hunt's Illuminations, to the
class.
Writing Your Opinion
If heroism demands courage and taking risks, which
legendary character, King Arthur or Robin Hood, is a
better hero? Support your opinion with strong evidence
from the text.
(W.4.1a,b,c,d, W.4.4,
W.4.7, W.4.10, L.4.1,
L.4.2, L.4.3, L.4.6)
Research Report
I can compose a clear and logical piece of
writing.
I can focus my research around a
provided or chosen topic/question.
I can write for a variety of reasons.
I can write sentences correctly.
I can use writing conventions correctly.
I can choose words and phrases carefully
to make sure my ideas are clearly
presented to my reader.
I can acquire and use grade-appropriate
academic and domain-specific words and
phrases.
Writing Your Opinion
I can write an opinion piece.
I can compose a clear and logical piece of
writing.
I can focus my research around a
provided or chosen topic/question.
I can write sentences correctly.
I can use writing conventions correctly.
I can choose words and phrases carefully
to make sure my ideas are clearly
presented to my reader.
I can acquire and use grade-appropriate
academic and domain-specific words and
phrases.
Essential Questions
Literature Response
What makes a story a “great” story?
Writing clearly: What makes a difference?
What do good readers do?
Research Report
Writing clearly: What makes a difference?
What do good researchers do?
Why do the rules of language matter?
How does author’s choice impact
audience?
When a word doesn’t make sense, what
can I do?
Writing Your Opinion
What do good writers do?
Writing clearly: What makes a difference?
What do good researchers do?
Why do the rules of language matter?
How does author’s choice impact
audience?
When a word doesn’t make sense, what
can I do?
“I Can” Statements
Resource: Units of Study: Informational Writing and
Research for 3rd – 5th Grades
http://blogs.muskegonisd.org/writers3to6/files/2009/0
3/3-6-09-report-research-unit-of-study.pdf (Muskegon
Public Schools)
Writer’s Workshop
Social Studies/Science
Content Integration
Session 6 – Revising Using Organizational Patterns
Session 7 – Revising By Keeping the Promise to
Teach
Session 8 – Revising to Stay Focused: Turning
Headings Into Questions
Session 9 – Generating Questions for Research: A
Teacher-Chosen Content Area Topic
Session 10 – Revising our Questions to Guide our
Research
I can select a topic and gather information
to share with my audience.
I can organize my topic into paragraphs
and sections that group related
information.
Standards
W.4.2
Essential Questions
What do good writers do?
What is my purpose and how do I develop
it?
*** Social Studies and Science must be taught as additional content rather than integrated into the ELA Unit due
to the lack of coherence between the ELA theme of “Literary Heroes” and the standards required for Science
and Social Studies content. Teachers should consider using content-related texts within mini-lessons and
guided reading.
(See Pacing Guides for Science and Social Studies Standards)
Tier Three ELA Words
Tier Two Words (from Read-Alouds)

Vocabulary



Choose a few words from the read-aloud(s)
for your targeted vocabulary instruction and
for students to put in their vocabulary
notebooks
perspective, point of view
infer/inference
formatting structure, precise, domainspecific vocabulary, purpose, research
WEEK 3
Reading/
Whole Group Shared
Reading
Comprehension Tool Kit Lessons
Standards
Lesson 12 – Tackle the Meaning of Language (Infer
Beyond the Literal Meaning)
RI.4.1
RI.4.4
RL.4.10
L.4.6
Lesson 13 – Crack Open Features (Infer the Meaning
“I Can” Statements
I can use reading strategies (e.g., make
inferences) to help me understand difficult
complex texts.
I can infer to determine the meaning of
general academic and domain-specific
words and phrases in a text.
of Subheads and Titles)
I can read closely and find answers that
require an inference.
I can analyze an author’s words and find
details and examples to support both explicit
and inferential questions.
Essential Questions
How do I use what I know to figure out what I
don’t know?
When a word doesn’t make sense, what can
I do?
How can I draw conclusions from the text
features?
“I Can” Statements
Jan Richardson Strategies
Cause-and-Effect Relationships –
Students find a cause-and-effect relationship stated in
the text. (Literal) – p. 225 - 226
Students find cause-and-effect relationships implied in
the text. (Interpretive) – p. 226 - 227
Standards
I can use reading strategies to help me
understand difficult complex text.
RL.4.10
RI.4.10
Essential Questions
What do good readers do?
How can I find cause-and-effect
relationships in the text?
Other Whole Group Reading Learning Experiences
Standards
“I Can” Statements
Literature Response
After reading the King Arthur myths, read the Knights of
the Kitchen Table by Jon Scieszka and Lane Smith.
Discuss how knowing the original story and historical
information about the time period helps you appreciate
the details in this humorous version.
Informational Text Graphic Organizer
As a class, we will keep a chart of information using the
Literature
Response
Literature Response
I can explain my own ideas.
(SL.4.1, RL.4.9)
Informational Text
Graphic Organizer
(RI.4.1, RL.4.3,
RL.4.4, RL.4.5,
I can compare stories.
Informational Text Graphic
Organizer
I can read closely and find answers.
categories and questions below we’ve learned about
heroes from a variety of times and places. Start with the
nonfiction texts from this unit, but also review all
historical figures studied this year. As the chart is filled
in, we will use the information to talk about how this
changes or reinforces our understanding of a “hero.”
 Person’s name
 When did they live?
 Where did they live?
 Why is he/she considered a
hero/heroine?
 Are there any fiction stories written
about him/her? What are they?
 Other memorable/interesting facts
Write your own responses in your journal and share
them with a partner before presenting your findings to
the class.
Acrostic Poem
Following a class discussion of heroes, write an acrostic
poem about your favorite hero/heroine. Recall from
grade 3 that an acrostic poem is one that uses each
letter of a word to provide the first letter of each line. Use
descriptive words to exemplify the hero’s traits, and
include words of history from the time period (e.g.,
chivalrous and medieval).
RI.4.8, RI.4.9,
RI.4.10, SL.4.1,
SL.4.2, SL.4.4)
Acrostic Poem
(RL.4.4, RI.4.4,
W.4.4, W.4.7, L.4.1,
L.4.2, L.4.3, L.4.6)
I can use various strategies to determine the
meanings of words and phrases.
I can use specific details from the text.
I can read complex grade level texts.
I can locate evidence to support particular
points in a text.
I can integrate information from two texts on
the same topic.
I can identify common structural elements of
poems.
I can explain my own ideas.
I can paraphrase gathered information.
I can present my topic with facts and
relevant, descriptive details.
Acrostic Poem
I can use various strategies to determine the
meanings of words and phrases.
I can use various strategies to determine the
meanings of general academic and domainspecific words and phrases in a text.
I can compose a clear and logical piece of
writing.
I can focus my research around a provided
or chosen topic/question.
I can write sentences correctly.
I can use writing conventions correctly.
I can choose words and phrases carefully to
make sure my ideas are clearly presented to
my reader.
I can acquire and use grade-appropriate
academic and domain-specific words and
phrases.
Essential Questions
Literature Response
What makes collaboration meaningful?
Whose story is it, and why does it matter?
Informational Text Graphic
Organizer
What makes a story a “great” story?
What do good readers do?
Whose story is it, and why does it matter?
What makes collaboration meaningful?
What makes a presentation great?
Acrostic Poem
What makes a story a “great” story?
What do good readers do?
Writing clearly: What makes a difference?
What do good researchers do?
Why do the rules of language matter?
How does author’s choice impact audience?
When a word doesn’t make sense, what can
I do?
“I Can” Statements
I can select a topic and gather information to
share with my audience.
Resource: Units of Study: Informational Writing and
Research for 3rd – 5th Grades
http://blogs.muskegonisd.org/writers3to6/files/2009/0
3/3-6-09-report-research-unit-of-study.pdf (Muskegon
Public Schools)
I can recognize that a well-developed piece
of writing requires more than one draft.
I can apply revision strategies with the help
of others.
Standards
Writer’s Workshop
Session 11 – Let the Research Begin: Seeking and
Recording Research
Session 12 – Drafting our Research with our Final
Published Piece in Mind
Session 13 – Drafting Using Specific Details and
Examples
Session 14 – Revising Using Question and Answer
Boxes
Session 15 – Adding Personal Voice
I can edit my writing.
W.4.2
W.4.5
I can prepare multiple drafts using revisions
and edits to develop and strengthen my
writing.
Essential Questions
What do good writers do?
What is my purpose and how do I develop
it?
Writing clearly: What makes a difference?
Final product: What does it take?
Social Studies/Science
Content Integration
*** Social Studies and Science must be taught as additional content rather than integrated into the ELA Unit due
to the lack of coherence between the ELA theme of “Literary Heroes” and the standards required for Science
and Social Studies content. Teachers should consider using content-related texts within mini-lessons and
guided reading.
(See Pacing Guides for Science and Social Studies Standards)
Tier Two Words (from Read-Alouds)

Vocabulary
Choose a few words from the read-aloud(s)
for your targeted vocabulary instruction and
for students to put in their vocabulary
notebooks
Tier Three ELA Words
acrostic poem
formatting structure, precise, domainspecific vocabulary, purpose, research,
revision strategy, edit
 cause, effect


WEEK 4
“I Can” Statements
I can read closely and find answers that
require an inference.
I can infer theme using the text evidence.
Comprehension Tool Kit Lessons
Standards
Lesson 14 – Read with a Question in Mind (Infer to
Answer Your Questions)
Lesson 15 – Wrap Your Mind Around the Big Ideas (Use
Text Evidence to Infer Themes)
RL.4.2
RI.4.1
I can define inference and explain how a
reader uses direct quotes from a text to
reach a logical conclusion.
Essential Questions
What do good readers do?
How can I infer theme using text evidence?
How can I use the text evidence to reach a
logical conclusion?
Reading/
Whole Group Shared
Reading
“I Can” Statements
Jan Richardson Strategies
Standards
Cause-and-Effect Relationships –
Students share cause-and-effect relationships and determine
whether they are literal (in the book) or inferred (in one’s
head). (Evaluative) – p. 227
RL.4.10
RI.4.10
I can use reading strategies to help me
understand difficult complex text.
Essential Questions
What do good readers do?
How can I find cause-and-effect
relationships in the text?
Other Whole Group Reading Learning Experiences
Class Discussion
What is the role of point of view when describing heroes?
Review an old favorite where the perspective of the story is
turned around, such as The True Story of the Three Little
Pigs by Jon Scieszka. Discuss how the “villain” portrays
him/herself as a hero. Can this strategy—taking a different
Standards
Class Discussion
(villain point of
view)
(SL.4.1a,b,c,d,
RL.4.5)
“I Can” Statements
Class Discussion
(villain point of view)
I can explain my own ideas.
I can identify common structural elements
of poems and dramas.
point of view in order to change the story—always work?
Write your ideas in your journal, and share them with a
partner before discussing as a class. How does point of view
change our class definition of a “hero” or not?
Class Discussion
Compare film and print versions of a book, such as The
Adventures Robin Hood or Knights of the Round Table.
(Note: You may need to ask your teacher which scenes
would be appropriate to watch.)While viewing select scenes,
discuss major differences between drama and prose, and
structural elements (e.g., casts of characters, settings,
descriptions, dialogue, and stage directions).
Journal Response
Does heroism require overt acts of courage and bravery?
Who are some everyday people who are also heroes? Read
this article titled “Foster parents are the unsung heroes of
kids,” and then read these descriptions of heroes from ABC
Montana. After reading these articles, write a journal entry
where you nominate someone you know who you feel is an
unsung hero. Be sure to explain with strong reasons why you
chose that person.
Class Discussion
(film/print)
(SL.4.1a,b,c,d,
RL.4.5)
Journal
Response
(RI.4.8, W.4.4,
W.4.9a,b)
Class Discussion (film/print)
I can explain my own ideas.
I can identify common structural elements
of poems and dramas.
Journal Response
I can read complex grade level texts.
I can explain my own ideas.
I can identify common structural elements
of poems and dramas.
I can compose a clear and logical piece of
writing.
I can compose written responses that
include textual evidence.
Essential Questions
(villain point of view)
What makes collaboration meaningful?
Class Discussion (film/print)
What makes collaboration meaningful?
Journal Response
Whose story is it, and why does it matter?
Writing clearly: What makes a difference?
What do good researchers do?
“I Can” Statements
Writer’s Workshop
Resource: Units of Study: Informational Writing and
Research for 3rd – 5th Grades
http://blogs.muskegonisd.org/writers3to6/files/2009/03/36-09-report-research-unit-of-study.pdf (Muskegon Public
Schools)
I can explain my topic using precise
language and domain-specific vocabulary.
Standards
I can compose a clear and logical piece of
writing that demonstrates my understanding
of a specific writing style.
W.4.2
W.4.4
Essential Questions
Session 16 – Writing With Content Specific Vocabulary
Session 17 – Creating a Bibliography
Session 18 – Finishing Final Product
Session 19 – Publishing Celebration
What do good writers do?
Writing clearly: What makes a difference?
Final product: What does it take?
Social Studies/Science
Content Integration
*** Social Studies and Science must be taught as additional content rather than integrated into the ELA Unit due
to the lack of coherence between the ELA theme of “Literary Heroes” and the standards required for Science
and Social Studies content. Teachers should consider using content-related texts within mini-lessons and
guided reading.
(See Pacing Guides for Science and Social Studies Standards)
Tier Three ELA Words
Tier Two Words (from Read-Alouds)
Vocabulary

Choose a few words from the read-aloud(s) for
your targeted vocabulary instruction and for
students to put in their vocabulary notebooks



WEEK 5
Performance Task
character development, unsung hero,
villain
formatting structure, precise, domainspecific vocabulary, purpose, research,
revision strategy, edit
cause, effect
Making Interdisciplinary Connections
History
Middle Ages: (e.g., Feudalism, life in a castle, chivalry, knights, castles, Joan of Arc, etc.)
Biographies: (e.g., William Shakespeare, George Washington, Davy Crockett, Booker T. Washington, Henry Ford, Chief Joseph, etc.) and what
people want to write about their lives
Geography
Geography of England and Western Europe (i.e., rivers, mountain ranges, etc.)
Mathematics
Geometry (e.g., the circumference, diameter, and radius of circles; perimeter of quadrilaterals, etc.)
makes
Additional Resources
 Is Superman Really All That Super? Critically Exploring Superheroes (ReadWriteThink) (RL.4.6)
Note: Popular culture texts such as comic books, video games, or even television shows can be valuable tools for teaching students
critical reading skills. Comparing these texts with children's literature helps students explore what elements they share in common and
how perspective or point of view influences their understanding of the characters.

Question and Answer Books— From Genre Study to Report Writing (ReadWriteThink) (RL.4.5)
Note: This lesson looks at question and answer books as a genre. Through read-alouds and independent reading, students explore the
content and format of these books, establish how they are different from and similar to other nonfiction texts, and discuss their possible
uses for doing and presenting research.

Heroes Around Us (ReadWriteThink) (W.4.7)
Note: Students will explore the distinction between a hero and an idol. Based on collaboratively established criteria for heroism and
characteristics of heroes, students will select, read about, and report on a hero. Students will identify how their hero matches their
criteria and characteristics. (This is a unit for grades 6-8, but could be simplified for grade 4.)

Jane Yolen For Kids (JaneYolen.Com)

Black History Month, Unsung Heroes Project (National Association for the Advancement of Colored People, NAACP)

Contributions of Americans of Hispanic Heritage (America USA)

“The Cullman Times 2010 Unsung Heroes named,” The Cullman Times, March 28, 2010
Unit Resources
Week 1




Frayer Model
Saint George and the Dragon (Margaret Hodges and Trina Schart Hyman)
Merlin and the Dragons (Jane Yolen and Li Ming)
The poem “Why Dragons?” (Jane Yolen)
Week 2



classroom library books set in the Middle ages
Illuminations (a book by Jonathan Hunt)
Texts about Robin Hood and King Arthur
Week 3

Knights of the Kitchen Table (Jon Scieszka and Lane Smith)
Week 4



The True Story of the Three Little Pigs (Jon Scieszka)
Other “fractured fairy tales” such as:
 Honestly, Red Riding Hood was Rotten!; the story of Little Red Riding as told by the Wolf (Trisha Speed Shaskan)
 Trust Me, Jack’s Bean Stalk Stinks!; the story of Jack and the Beanstalk as told by the Giant (Eric Mark Braun)
 Believe Me, Goldilocks Rocks!; the story of the Three Bears as told by Baby Bear (Nancy Jean Loewen)
Film: “The Adventures of Robin Hood” (1938)
OR



Film: “Knights of the Round Table” (1953)
Article: “Foster parents are the unsung heroes of kids
Descriptions of heroes from ABC Montana