Fourth Grade
At a Glance
UNIT ONE:
Students will examine how authors utilize
characters to create real life situations, and
details to help determine settings, themes, and
events. Students will utilize close reading
strategies to deepen their understanding of
various texts, and continue to respond to text
dependent questions.
Genre/Reading Focus:
Fiction:
*Because of Winn Dixie (610L)
Because of Winn‐Dixie (2005) ‐ IMDb (film)
www.imdb.com/title/tt0317132
UNIT TWO:
Students will continue to utilize close reading
strategies in texts that will deepen their
understanding of how authors use conflicts and
challenges to develop realistic characters.
Students will formulate opinions about how and
why characters respond to situations presented,
and overcome challenges.
Genre/Reading Focus:
Fiction:
*Dear Mr. Henshaw
From the Mixed Up Files of Mrs. Basil E.
Frankweiler (700L)
Basal Alignment Project/Houghton Mifflin
Harcourt Trophies
The Gardener, p. 22
The Baker’s Neighbor, p. 152
The Garden of Happiness, p. 232
Basal Alignment Project/Houghton Mifflin
Harcourt Trophies
Blue Willow, p. 568
The Cricket in Times Square, p. 326
A Very Important Day, p. 522
Nonfiction:
Read Aloud – The Edible Schoolyard by Alice
Waters Lexile not available
Nonfiction:
How to babysit an Orangutan, p. 252
Night of the Pufflings, p. 206
Houghton Mifflin Harcourt Trophies
Fly Traps! Plants That Bite Back, p. 690
I Do Not Plant My Garden, p. 246
Basal Alignment Project/Houghton Mifflin
Harcourt Trophies
Saguaro Cactus, p. 544
English Language Arts Skill Map
UNIT THREE:
Using legends, myths, fables, and folktales from a
variety of cultures, students will focus on
summarizing, identifying themes and comparing
character experiences. Writing will focus on
dialogue and imagined experiences that include
clear details and descriptive language.
UNIT FOUR:
Through nonfiction texts students will learn
/explore how historical characters (past and
present) face and overcome challenges in their
personal lives. Students will conduct research
and write informational pieces.
Genre/Reading Focus:
Fiction:
The BFG by Roald Dahl 720L
The BFG (British play‐adaption)
http://bms.westport.k12.ct.us/mccormick/rt/rtsc
ripts/rtsbfg.htm
Toe’osh: A Laguna Coyote Story – A Native
American Story
http://parentseyes.arizona.edu/wordsandplace/s
torytelling_toeosh.html
The Stonecutter – A Japanese play
http://www.lisablau.com/scripts/2001scripts/Sto
necutter.txt
Anansi and the Chameleon – An African Folktale
Lions Wings and Lions Bones – An African Folktale
http://www.amedja.tripod.com/legends.html
Genre/Reading Focus:
Non‐Fiction:
Jackie Robinson written by Matt Christopher
(L1000)
Sonia Sotomayor: Supreme Court Judge by
Carmen T. Bernier‐Grand
Daniel Hale Williams: Surgeon Who Opened
Up Hearts and Minds by Mike Venezia (L980)
Houghton Mifflin Harcourt Trophies
Paul Bunyan, p. 668 – A tall tale
The Hen and the Apple Tree, p. 432 –A fable
Basal Alignment Project/Trophies:
One Grain of Rice, p. 472 – An Indian Folktale
Basal Alignment Project/Trophies:
Amelia & Eleanor Go for a Ride, p. 126
Luckiest Man Alive, p. 104
Read Aloud
Mae Jemison: Awesome Astronaut by Jill C.
Wheeler (700L)
Multimedia Resources:
Amelia Earhart:
http://www.youtube.com/watch?v=PNxLLtZhv
jQ&list=PL10FC2471DBA4A85C
http://www.youtube.com/watch?v=gzBfuoC9
pvk&list=PL10FC2471DBA4A85C
Lou Gehrig:
http://www.youtube.com/watch?v=HbNrCxqx
zgo
Mae Jemison:
http://www.biography.com/people/mae‐c‐
jemison‐9542378/videos
Fourth Grade
Concepts:
Author’s purpose
Evidence based responses
Relationships between characters in fiction and
non‐fiction
At a Glance
Concepts:
Opinions must be supported by facts
Identifying writing purpose and audience
Gathering relevant information
Character analysis
Concepts:
Each type of writing has its own distinct elements
Main idea is determined through details
Integrate information from two texts on the same
topic
Skills:
Explain/give examples of how authors create real‐
life situations from settings and characters
Provide text‐based responses verbally and in
writing
Demonstrate understanding of authors’ use of
details to help readers determine main idea,
themes, characters, settings and events.
Demonstrate understanding of the relationships
between characters/subjects in fictional and non‐
fictional works.
Skills:
Determining themes from details in the text
Explain how the key details support the main
idea
Summarize text
Writing Focus:
Narrative
Informative
Research
Writing Focus:
Opinion
Comparative
Writing Focus:
Creative Narrative
Drama
Concepts:
Investigating various aspects of topics to build
knowledge
Identifying the effective use of technique,
descriptive details, and clear sequencing to create
narratives depicting real or imagined events
Concepts:
Opinions must be supported by facts.
Writing must be organized, and task, purpose
and audience appropriate.
Concepts:
Creative writing can take many forms and
includes distinct elements.
Skills:
Paraphrasing
Developing logical story sequence using
transition words and phrases
Employing figurative and sensory language and
descriptive details
Skills:
Organize ideas for writing creative narratives
effectively
Effective use of dialogue
Planning, revising, editing
Skills:
Investigating topics from several sources
Creating written narratives using correct and
effective details and sequencing techniques.
Skills:
Compare and contrast similar themes, topics, and
patterns of events in stories, myths, and
traditional literature from various cultures
Explain major differences between poems, drama
and prose
Make connections between text and audio/video
presentations of the same piece.
Character and setting analysis
English Language Arts Skill Map
Concepts:
Biographies and videos help us understand
events, history, and concepts.
Biographies, although different, contain the
same elements.
Skills:
Describe in depth a character, setting or event
is a story or drama drawing on specific details
in the text.
Make connections and identify differences
between the text and the visual/oral
presentation.
Compare and contrast point of view from
which different stories are narrated.
Compare and contrast treatment of similar
themes and topics and patterns of events.
Identifying text/organization and structure
Writing Focus:
Informative
Explanatory
Research
Concepts:
Make connections and identify differences
between the text and the visual/oral
presentation.
Determine that search and investigation lead
to knowledge.
Skills:
Clearly introduce and develop a topic.
Use technology to publish research findings.
Use precise, domain‐specific language
Fourth Grade
Language/Grammar:
Proper use of conventions, including relative
pronouns and relative adverbs
Form and use correct verb tense
Use of correct capitalization
Focus CCSS:
RL4.1, RL4.4, RL4.7
RI4.1, RI4.2, RI4.3
RF4.3, RF4.4
W4.3, W4
SL4.1, SL4.4
L4.1, L4.2a
Teacher’s Notes: Divide the class into small
groups based on the time period selected to
conduct the research.
A writing guide is available on Edmodo in the
Scaffolded Writing Section for Saguaro Cactus
and Because of Winn Dixie.
Language/Grammar:
Transition words and phrases
Adjectives and adjective phrases
Punctuation
Multiple meaning words
At a Glance
Language/Grammar:
Prepositional phrases
Use of complete sentences in speech and writing
Correct use of frequently misspelled words
Word choice
Focus CCSS:
RL4.3, RL4.6, RL4.7, RL4.9
RI4.4, RI4.8, RI4.9
RF4.3, RF4.4
W4.1, W4.4, W4.8, W4.9
L4.2, L4.3
SL4.1
Teacher’s Notes:
Divide the students into groups according to the
main character selected. Students must create a
written justification which they will used to
orally defend their position. Each team will have
three minutes to present. The students who are
not participating will take notes and determine
the winner of the debate.
Focus CCSS:
RL4.2, RL4.4, RL4.5 RL 4.7, RL4.9
RI4.5
RF4.3, W4.4
W4.3, W4.5, W4.10
L4.1, L4.3, L4.5, L4.6
SL4.1
Teacher’s Notes:
All of the readings for this unit (except for the
book, The BFG and the stories in Trophies)
can be downloaded from the websites listed
above.
English Language Arts Skill Map
Language/Grammar:
Appropriate use of conventions
Accurate use of domain‐specific words
Use of punctuation and capitalization
Focus CCSS:
RL4.7, RL4.10
RI4.1, RI4.3, RI4.5, RI4.6, RI4.7, RI4.10
RF4.3, RF4.4
W4.2, W4.6, W4.7
SL4.2, SL4.6
Teacher’s Notes:
For the first sign post activity students should
be given a graphic organizer to do the
comparison of the two characters.
For the culminating activity students will
create a PowerPoint presentation which they
will present orally.
A writing guide is available on Edmodo in the
Scaffolded Writing Section for A Cricket in Times
Square, Night of the Pufflings, and Dear Mr.
Henshaw.
A writing guide is available on Edmodo in the
Scaffolded Writing Section for Mae Jemison
and Lou Gehrig.
In addition, the Lou Gehrig Story (60 minutes
is highlighted on a YouTube video:
http://www.youtube.com/watch?v=x8Ht7‐
Cqx8w&wide=1 If time allows, students should
be shown the video.
Enduring Understanding: Our neighborhoods
influence our lives, and our actions can affect our
community.
Enduring Understanding: One person’s
actions can change the world.
Enduring Understanding: With perseverance,
it’s always possible to turn difficult situations
around.
Enduring Understanding: Fables, myths and
folktales help one learn lessons about life and
other cultures.
Fourth Grade
Assessment Sign Post Tasks: (to be completed
during the unit).



Complete a Venn diagram
http://www.fresno.k12.ca.us/divdept/ssci
ence/GraphicOrganizers/VennDiagram.2.
pdf to compare and contrast movie and
book versions of Because of Winn Dixie.
Complete 1 and 2 below.
1. Comparison of Newark, then (1675,
1850, 1910) and now. Create a tri‐
fold brochure highlighting similarities
and differences.
2. Narrative writing – If students were
transported back to any one of those
periods, what would life be like?
Explain a full day in the life of a young
boy or girl during the selected time
period.
In an Author’s Chair setting, students will
present the sign post of their choosing.
They will either share their tri‐fold
brochure comparing Newark then and
now, or they will share their “Day in the
Life” piece with the class.
Culminating Activity:
Select two characters from the text Because of
Winn Dixie and another story studied in the unit.
Write a narrative about the encounter between
At a Glance
Assessment Sign Post Tasks: (to be completed
during the unit).



Select either the character, Leigh (Dear
Mr. Henshaw) or Claudia (From the
Mixed up Files) and create a timeline
http://www.eduplace.com/graphicorgan
izer/pdf/timeline.pdf of his/her major
interactions from the beginning of the
story to the conclusion. Be sure to
include all of the challenges and
conflicts they faced, and explain what
they did to overcome them. Be sure to
include supporting details from the text
and show how the character thrives in
spite of their problems.
Analyze the reasons why Leigh and
Claudia felt the way they did about their
families. Be sure to include what
problems they had with their parents,
how they felt, and what actions they
chose to deal with those feelings. All
responses should be backed up by
textual evidence.
Make a comparison of two of the Basal
Alignment Project texts. Be sure to
highlight the similarities as well as the
differences.
Culminating Activity:
Select one of the main characters from the texts
Blue Willow, Cricket in Times Square and A Very
Important Day.
English Language Arts Skill Map
Assessment Sign Post Tasks: (to be completed
during the unit).



Using examples from the stories, write a
comparative essay of the themes of two
of the stories.
Complete a Character Trait graphic
organizer to compare any 2 main
characters from the readings.
http://www.educationoasis.com/curricul
um/GO/GO_pdf/Character_traits2.pdf.
Write a brief summary of the story “Toe‐
osh.” Be sure to include setting, main
characters, plot and theme.
Culminating Activity:
Select one of the countries as your setting from
the text studied in the unit. Write a fable that has
the following elements:
Assessment Sign Post Tasks: (to be completed
during the unit).



Select two characters from the text
studied. Compare and contrast each
character’s challenges using the
graphic organizer provided. Include a
concluding paragraph that describes
how these challenges to make great
contributions to society.
Write a letter to one of the people
from this unit asking five questions
that you would like to ask him or her.
Write a news article that summarizes
an event that’s included in one of the
readings.
Culminating Activity:
Select one of the topics below to research and
report:
 Heart Disease –causes, the latest
medical updates
 The Supreme Court – how that branch
of government works and cases
 Amelia Earhart’s disappearance –
details of the disappearance, and the
Fourth Grade
these two characters in present day Newark.
At a Glance
Write an opinion piece on why the character you
selected experienced the greatest challenge.
Justify your claim with textual evidence.



Moral or a lesson
Characters are animals with human traits
Plot involves wise and/or foolish
characters

English Language Arts Skill Map
latest updates
Lou Gehrig’s disease – what it is, and
the latest medical developments
After completion of the activity, report out to
the class using the Speaking and Learning
standards addressed above.