Quarter 3 Unit of Study, 4th Grade
Backward Unit Design – Planning Document
Unit Focus
Focus: This Unit of Study is designed for four weeks and it focuses on how geography and the interdependence of the economic, social, and political factors
that effect a population. For this unit we focused on the American west and on westward expansion. Why did people travel west? What obstacles did they
face? What were the economics of the time?
Reading Focus
Standards
RI 4.3, RI 4.7
RL 4.3, RL 4.4, RL 4.6
Writing Focus
Standards
W4.1, W4.8
Language Focus
Standards
L4.4, L4.5
Speaking and
Listening Focus
Standards
Reading
Foundations
Focus
Standards
Reading Integrated
Standards
RI 4.1, RI 4.10
RL 4.2, RL 4.10
Writing Integrated
Standards
W 4.5, W4.5, W4.9
Language
Integrated
Standards
L 4.2, L 4.3
Speaking and
Listening
Integrated
Standards
SL4.1, SL 4.2, SL 4.4
Reading
Foundations
Integrated
Standards
FS 4.3, FS
4.4ac
Standards
Reading:
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.
Standard Analysis
Knowledge Needed (Know)
Learning Targets and
Student Outcomes (Do)
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Locate important text
evidence that supports or
causes inferential thinking.
Refer to text evidence in
discussion, or written
argument.
Connect inferential thinking
with text examples.

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Base inferences on text
evidence.
Ask and answer text
dependent questions
referencing text
evidence in their
argument.
Debate central idea’s
found in a text based on
Social Studies
Social Studies:
STRAND:
Geography
Content
Standard II:
Benchmark IIA, II-E
Suggested Integrated Tasks
Close Reading
Week 1
Week 2
Week 3
Week 4
1
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 4.7 Interpret
information
presented visually,
orally, or
quantitatively (e.g., in
charts, graphs,
diagrams, time lines,
animations, or
interactive elements
on Web pages) and
explain how the
information
contributes to an
understanding of the
text in which it
appears.
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Ways to annotate and track
their thinking (sticky notes,
journals, close reading
strategies, etc.)
Accountable talk strategies
to support class debate
about text.

Identify information in text
features
Explain how it contributes
to the whole of the text.
Understand the
organizational structure of a
text and how the sections of
text fit together (wholepart-whole.)
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text evidence.
How to annotate and
track their thinking.
How to identify
significant concepts,
events, etc. in a
informational text.
How to connect their
understanding to text
evidence.
Identify information in
text features and
explain how it
contributes to the
whole of the text.
Use text structure to
discuss how each
section contributes to
the whole of the text.
Close Reading
Week 1
Week 2
Week 3
Week 4
Close Reading
Week 1
Week 2
Week 3
Week 4
2
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).
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RL 4.4 Determine the
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meaning of words and
phrases as they are used
in a text, including
those
that allude to
significant characters
found in mythology (e.g.,
Herculean).
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Character Traits
Character Motives
Track Character thoughts,
actions, words.
Support with text details
Identify setting
Track events and how they
affect the character.
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How to use context clues.
How to find synonyms for
unknown words.
Fix-it up strategies for
reading unknown words.
How to use meaning of
prefixes, suffixes and root
words to figure out word
meaning.
Understanding and
interpret figurative
language.
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Interactive Read Aloud
Character Traits
Character Motives
Track Character
thoughts, actions,
words.
Support with text
details
Identify setting
Track events and how
they affect the
character.
Interactive Read Aloud
To look for context
clues surrounding
unknown words to help
infer meaning.
Sometimes authors
define new words in
the text.
Try a synonym to check
your understanding of
what an unknown word
could mean. Would
that meaning make
sense?
Strategies for when to
read on and when
meaning was
interrupted in the
passage.
Use meaning of
prefixes, suffixes and
root words to figure out
word meaning.
Understanding and
3
interpret figurative
language.
RL 4.6 Compare and
contrast the point of
view from which
different stories are
narrated, including
the difference
between first- and
third-person
narrations.

RF 4.3Know and
apply grade-level
phonics and word
analysis skills in
decoding words.
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Recognize point of view of
characters, and themes.
How to recognize first and
third person narrations.
How to recognize
similarities and differences
in multiple texts based on
text evidence.

Reread multiple texts
comparing point of
view of characters,
themes, and narrators
perspective.
Interactive Read Aloud
Use Letter-sound
correspondences,
syllabication, patterns, and
morphology.

Know and apply grade
level phonics and word
analysis skills in
decoding words
Guided Reading, Close Reading,
Interactive Read Aloud, Book
Clubs.
a. Use combined
knowledge of all
letter-sound
correspondences,
syllabication
patterns, and
morphology (e.g.,
roots and affixes)
to read accurately
unfamiliar
4
multisyllabic
words in context
and out of
context.
RF 4.4 a & c Read with
sufficient accuracy and
fluency to support
comprehension.
a. Read grade-level
text with purpose
and
understanding.
b. Read grade-level
prose and poetry
orally with
accuracy,
appropriate rate,
and expression on
successive
readings.
c. Use context to
confirm or selfcorrect word
recognition and
understanding,
rereading as
necessary.
Writing:
W. 4.1 Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons and
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Read grade level text with
purpose and understanding.
Use context to confirm /
self-correct unknown
words.

How to identify an authors
claim (opinion).
How to identify details from
supporting text to support
your claim?

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Read grade level text
with purpose and
understanding.
Use context to confirm
/ self-correct unknown
words.
Guided Reading, Close Reading,
Interactive Read Aloud, Book
Clubs.
Introduce a topic and
state an opinion.
Provide reasons that
support their opinion
with facts and details
Writing - Persuasive Essay
5
information.
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.
b. Provide reasons
that are
supported by
facts and details.
c. Link opinion and
reasons using
words and
phrases (e.g., for
instance, in order
to, in addition).
d. Provide a
concluding
statement or
section related to
the opinion
presented.
W 4.4
W 4.5 With guidance
and support from
peers and adults,
develop and
strengthen writing as
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Structures for planning, and
writing. (Introduction,
supporting paragraphs,
conclusion. 3 or more
paragraphs)
Transitional words or
phrases
Introduction and concluding
statements should both
state the authors opinion.
Students should include
complex

Know and use the Writing Process
 Plan
 Draft
 Revise
 Edit ( L 4.1-3)
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
from a text.
Transitions words or
phrases (For instance,
in order to, in addition)
Provide a concluding
statement that restates
your opinion .

Know and use the Writing
Process
 Plan
 Draft
 Revise
Culminating Task
Writing - Persuasive Essay
6
needed by planning,
revising, and editing.
(Editing for
conventions should
demonstrate
command of
Language standards
1-3 up to and
including grade 4
here.)
W 4.9B 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").
W 4.8 Recall relevant
information from
experiences or gather
relevant information
from print and digital
sources; take notes
and categorize
information, and
provide a list of
sources.
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Publish
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Edit
Publish
Identify authors claim
Identify supporting
information in a text.
Answer open ended
prompts about authors
claims and support using
evidence from the text.


Identify what is relevant
Experience a variety of text
types.
Use accountable talk to
discuss and categorize
information.
Develop note taking
strategies (two column
notes, boxes and bullets,
sticky notes, charts,
timelines, etc.)
Site sources when referring
to text evidence.

Identify authors claim
Identify supporting
information in a text.
Answer open ended
prompts about authors
claims and support
using evidence from
the text.
Discuss and categorize
relevant and nonrelevant information.
Annotate and record
text evidence and their
thinking (Note taking
strategies).
Compare multiple texts
and gather relevant
information to support
a claim.
Site sources when
referring to text
evidence.
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Close Reading
Questions
Open
Ended
Close Reading
Questions
Open
Ended
Culminating Task
Language:
7
L.4. 2 Demonstrate
command of the
conventions of
standard English
capitalization,
punctuation, and
spelling when writing.
a. Use correct
capitalization.
b. Use commas and
quotation marks to
mark direct speech and
quotations from a text.
c. Use a comma before
a coordinating
conjunction in a
compound sentence.
d. Spell gradeappropriate words
correctly, consulting
references as needed.
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L.4.3 Use knowledge of
language and its
conventions when
writing, speaking,
reading, or listening.
a. Choose words and
phrases to convey
ideas precisely.*
b. Choose
punctuation for
effect.*
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Capitalizations
Punctuation
Commas in a compound
sentence
Spell grade level words
correctly.
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Use precise language
Punctuate for effect.
Distinguish between formal
and informal English.
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Writing - Persuasive Essay
Capitalizations
Punctuation
Commas in a compound
sentence
Spell grade level words
correctly.
Use precise language
Punctuate for effect.
Distinguish between
formal and informal
English.
Writing - Persuasive Essay
8
c. Differentiate
between contexts
that call for formal
English (e.g.,
presenting ideas)
and situations
where informal
discourse is
appropriate (e.g.,
small-group
discussion).
L 4.4 Determine or
clarify the meaning of
unknown and
multiple-meaning
words and phrases
based on grade 4
reading and content,
choosing flexibly from
a range of strategies.
a. Use context (e.g.,
definitions, examples,
or restatements in
text) as a clue to the
meaning of a word or
phrase.
b. Use common,
grade-appropriate
Greek and Latin
affixes and roots as
clues to the meaning
of a word (e.g.,
telegraph, photograph,
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How to use context clues.
How to find synonyms for
unknown words.
Fix-it up strategies for
reading unknown words.
How to use meaning of
prefixes, suffixes and root
words to figure out word
meaning.
How to use context clues to
infer meaning.
How to use reference tools
and be familiar with their
organization.
When to use reference
materials to clarify meaning.
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
Guided Reading, Close Reading,
To look for context
Interactive Read Aloud, Book
clues surrounding
unknown words to help Clubs.
infer meaning.
Sometimes authors
define new words in
the text.
Try a synonym to check
your understanding of
what an unknown word
could mean. Would
that meaning make
sense?
Strategies for when to
read on and when
meaning was
interrupted in the
passage.
Use meaning of
prefixes, suffixes and
root words to figure out
word meaning.
9
autograph).
c. Consult reference
materials (e.g.,
dictionaries,
glossaries,
thesauruses), both
print and digital, to
find the pronunciation
and determine or
clarify the precise
meaning of key words
and phrases.
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L 4.5 Demonstrate
understanding of
figurative language,
word relationships,
and nuances in word
meanings.
a. Explain the
meaning of
simple similes
and metaphors
(e.g., as pretty
as a picture) in
context.
Speaking and
Listening:
SL 4.1 Engage
effectively in a range
of collaborative
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
What is a simile?
What is a metaphor?
How does figurative
language contribute to the
meaning of the text?
Why did the author select
figurative language? How
did it evoke strong
emotions, images, or help
the reader refine ideas in
the text?
Participate in collaborative
discussions (one-on-one, in
groups, and teacher-led)

First use context clues
to determine meaning
of unknown words and
phrases.
Select appropriate
reference tool to
confirm or clarify
meaning or
pronunciation of key
words or phrases.

Guided Reading, Close Reading,
Identify similes and
Interactive Read Aloud, Book
metaphors in text.
Discuss the meaning of Clubs.
figurative language and
why the author chooses
to use it.
Notice places in the text
that evokes strong
emotions, or images.
Make connections to
figurative language and
the author’s tone,
purpose, and central
ideas.
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Guided Reading, Close Reading,
Accountable Talk
Participate in collaborative Interactive Read Aloud, Book
discussions (one-on-one, in Clubs.
10
discussions (one-onone, in groups, and
teacher-led) with
diverse partners on
grade 4 topics and
texts, building on
others' ideas and
expressing their own
clearly.
a. Come to
discussions
prepared, having
read or studied
required material;
explicitly draw on
that preparation
and other
information
known about the
topic to explore
ideas under
discussion.
b. Follow agreedupon rules for
discussions and
carry out assigned
roles.
c. Pose and respond
to specific
questions to
clarify or follow up
on information,
and make
comments that
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Be prepared to talk about
required material.
Follow classroom discussion
norms
Ask and answer questions
within the discussion.
Identify key ideas expressed by
the author.
Develop your own thinking and
understanding about a text.
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
groups, and teacher-led)
Be prepared to talk about
required material
Follow classroom
discussion norms
Ask and answer questions
within the discussion
Identify key ideas
expressed by the author
Develop your own thinking
and understanding about a
text.
11
contribute to the
discussion and
link to the
remarks of others.
d. Review the key
ideas expressed
and explain their
own ideas and
understanding in
light of the
discussion.
SL 4.2 Paraphrase
Culminating Task
 Take notes from text read aloud  Take notes from text read
portions of a text read
or media sources.
aloud or media sources.
aloud or information
 Summarize information.
 Summarize information.
presented in diverse
 Develop a synthesis statement
 Develop a synthesis
media and formats,
with the support of a sentence
statement with the support
including visually,
frame.
of a sentence frame.
quantitatively, and
orally.
Social Studies: STRAND: Geography
Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the
ways in which people live, and how societies interact with one another and their environments.
Benchmark II-A:
 Know and be able to use
 Know and be able Guided Reading, Close Reading,
Understand the
geographic tools.
to use geographic Interactive Read Aloud, Book
concept of location by
Clubs, Culminating Task.
tools.
 Read and record geographic
using and
 Read and record
information using charts and
constructing maps,
diagrams.
geographic
globes, and other
information
 Draw conclusions about
geographic tools to
using charts and
geographic information.
identify and drive
diagrams.
information about
 Draw conclusions
people, places, and
about geographic
environments.
information.
12
1. Apply
geographic
tools of title,
grid system,
legends,
symbols, scale
and compass
rose to
construct and
interpret
maps.
2. Translate
geographic
information
into a variety
of formats such
as graphs,
maps,
diagrams and
charts
3. Draw
conclusions
and make
generalizations
from
geographic
information
and inquiry.
Benchmark II-E:
Describe how
economic, political,
cultural, and social
processes interact to
shape patterns of
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Describe how cultures change
Describe how geographic factors
impact economic activities
Describe types and patterns of
settlements
Identify the causes for migration


Describe how
cultures change
Describe how
geographic
factors impact
economic
Guided Reading, Close Reading,
Interactive Read Aloud, Book
Clubs, Culminating Task.
13
human populations,
 Describe how and why people
and their
create boundaries
interdependence,
 Identify types of boundaries
cooperation, and
conflict.
1. Describe how
cultures
change.
2. Describe how
geographic
factors
influence the
location and
distribution of
economic
activities.
3. Describe types
and patterns of
settlements.
4. Identify the
causes of
human
migration.
5. Describe how
and why
people create
boundaries
and describe
types of
boundaries.
Big Ideas: Enduring Understandings




activities
Describe types
and patterns of
settlements
Identify the
causes for
migration
Describe how
and why people
create
boundaries
Identify types of
boundaries
This Unit of Study is designed for four weeks and it focuses on how geography and the interdependence of the economic, social, and political factors that
effect a population. For this unit we focused on the American west and on westward expansion. Why did people travel west? What obstacles did they face?
What were the economics of the time?
14
The Interactive read aloud, Sarah Plain and Tall, is a common core text exemplar is a historical fiction piece about life on the frontier. The rich characters
from different cultures and geographic locations provide opportunities for discussions on how geography influences character, theme, economics, and social
factors in the text. RL 4.6 encourages students to compare and contrast point of view within literature. This narrative is supported with informational close
readings about westward expansion. Throughout the unit students will be focusing on determining the meaning of unknown words using context clues in
the text and on gathering information from multiple accounts and sources about a theme or topic.
The writing in this unit supports developing and supporting opinion writing as well as recognizing an authors opinion or point of view and the facts the
author used as support. Students will be writing in response to open ended questions as well as developing their own opinion stance with support.
Essential Questions (“big umbrella” questions about the content)
 What evidence supports why people traveled west?
 What obstacles did they face?
 How did the geography of the area affect the people?
Guiding Questions (questions that build to
understanding of Essential Questions)
 What evidence supports the author’s point of
view?
 What claims did the author make?
 What does that tell you about the authors
purpose or point of view?
 How are the characters affected by _______?
 How does this text support what we are learning
about how and why people traveled west?
 Did geography play a role in this text?
 What context clues help me to understand this
unknown word?
Possible Misconceptions: (About the content)
The instruction in this text requires that the theme of western expansion be purposely pointed out and tracked throughout this unit of
study. Students may not see the connection of frontier life to westward expansion. Students may also struggle recognizing the factors
that contribute to the reasons and causes of westward expansion.
Another misunderstanding that teachers and students may have is in regards to determining meaning of unknown words. (FS 4.4c, RL
4.3, RI 4.3, L 4.4 and L 4.5) All of these standards refer to students ability to determining meaning of unknown words using first context
clues, synonyms, morphology, and then using reference material to confirm meaning. So instead of teaching students dictionary skills
the focus should be on word knowledge and context clues with the work in reference material only as a check. This may be a shift in
instructional strategies in some classrooms.
Culminating Activity: (End of Unit multi-standard and multi-task project):
Each piece of this activity is broken into four Tasks that are each designed to be completed in a 45 minute time period.
Students will research and plan a journey in which they travel west by either wagon or train.
15
Task 1: Research: Maps of wagon routes and train routes. Plan your route west. You may travel by wagon or train.
Task 2: Using words, pictures, and diagrams explain what obstacles you would face on this journey.
Task 3 & 4: Construct a map of your route using geographical indicators. Include a legend.
Extension: Create a letter home or diary entry about your travels west and any obstacles you faced on your journey.
What will mastery/success look like? (in the content)
Indicators of mastery/success? (criteria expectations
with rubric…)
See Culminating Task Rubric
Culminating Task Rubric
Pre-Post Summative Assessment (Please attach assessment)
Westward Expansion - CFA
If wanted you could also give the following passage…
Out West
Out West questions
Focus Standards Assessed
RI 4.1, RI 4.3, RI 4.4 RL 4.7
L 4.2, L 4.4, L 4.5
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area Articles, Books, Magazines, etc.)
Focus Standards:
L4.5a
Geography Strand II E 1,2,3,4
Integrated Standards:
RL 4.3, SL 4.1abcd
English Text: Sarah, Plain and Tall By Patricia MacLachlan
Spanish Text: Sarah, Sencilla Y Alta By Patricia MacLaclan
16
Week 1
Week 2
Text: Sarah, Plain and Tall
Chapters 1-5
Text: Sarah, Plain and Tall
Chapters 6-9
Instructional Focus: (Standard and Focus):
L4.5a
Geography Strand II E 1,2,3,4
RL 4.3, SL 4.1 abcd
Throughout the reading of this book pay attention to the
setting, characters, events and figurative language found
in the book.
Think about how Sarah’s culture is different from that of
Pa, Anna, and Caleb. Track what you notice about
character, setting and how it affects cultural differences
between these characters. How is the setting different
between where Anna’s home (Maine) and Caleb and
Anna’s home?
17
English Text: Skylark By Patricia MacLachlan
Spanish Text: Como una alondra By Patricia MacLachlan
Week 3
Week 4
Text: Skylark
Chapters 1-8
Read 2 chapters a day
Text: Skylark
Chapters 9-15
Read 2 chapters a day
Available from Houghton Mifflin
Instructional Focus: (Standard and Focus):
L4.5a
Geography Strand II E 1,2,3,4
RL 4.3, SL 4.1 abcd
Throughout the reading of this book pay attention to the
setting, characters, events and figurative language found
in the book.
Think about how Sarah’s culture is different from that of
Pa, Anna, and Caleb. Track what you notice about
character, setting and how it affects cultural differences
between these characters. How is the setting different
between where Anna’s home (Maine) and Caleb and
Anna’s home? Types of boundaries and settlements in
the text.
Interactive Read Aloud Structure (3-5)
Instructional Strategies
Think Aloud – Use Gradual Release Model & Accountable Talk Stems
1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking process.
2. List the cues and strategies used.
3. Turn and Talk – Allow students to practice the strategy.
4. Share Out
Turn and Talk – Use Accountable Talk Stems
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Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading instruction. Use questions
and prompts such as the ones below to help move your students’ understanding from character attributes to theme:
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Can you tell me the reasons why the character said ...in the story? How has your understanding of the character changed your thinking
about the story?
What do you notice about the settings in the story? How does the setting help you understand the culture in that area?
How do the characters actions connect to the setting?
What big ideas and messages keep repeating in the text? How does that help me draw conclusions about themes in the text?
Where else have you noticed similar themes?
Can you tell me how the character is feeling in this part of the story? Explain why the character is feeling this way. How does that help
you understand more about the theme in the story? What does it tell you about how cultures change and why?
What role does culture play in understanding the characters in this book?
Describe the evidence of culture in this book. Is there one culture or multiple cultures represented? How do you know?
Reading Response Journal
Use a three-column response to keep track of the evidence about your character and how your thinking is changing or questions that you
have.
Character and
Setting Evidence
Tracking what
characters think, say,
do…
Events that impact
the character.
References to the
settings in the story
and culture.
My Thinking and
Questions
My theories of
possible themes
Some themes that may
emerge are: poverty,
oppression, hope,
discrimination,
acceptance,
perseverance, loss, etc.
Stop and Jot/Sketch
Reading Response Journal
After reading the initial chapter of a narrative piece or if the setting changes prompt students to stop and jot or sketch what they notice about
the details in the setting. How does the setting help the reader understand the characters and theme in the text?
Assessment19
Reading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses
Close Reading
Week 1:
English: Becoming a Melting Pot
Spanish: Una mezcla de culturas
Instructional Focus
(Standard and Focus):
RI 4.4
Academic Vocabulary
in context.
Instructional Focus
(Standard and
Focus):
RI 4.1
Referring to details
and examples in text.
Instructional Focus
(Standard and Focus):
RI 4.3, RI 4.7
Interpreting Information
Instructional Focus
(Standard and Focus):
W4.1 RI 4.7
Opinion Writing
How does the information
contribute to the
understanding of the text
Instructional Focus
(Standard and
Focus):
W4.8, W4.9
Gathering relevant
information in the
text. Explain how
authors use reasons
to support text.
Introduce Text
Vocabulary
Development
Close Reading
1. Read through a
lens.
Close Reading
2.Look For Patterns
3.Developing a new
understanding
Assessment
Narrative or Expository
Writing Task
Assessment
Narrative or
Expository Writing
Task
Identify Genre: NonFiction / Informational
Text Structure:
Read Aloud and scaffold
vocabulary.
Reread the passage
looking for
Look for Patterns
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Teacher will pose an open-ended
question for students to respond to
in written form.
Model how to use the
PARCC Literary
Response Rubric so
students can assess
their writing with a
partner.
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text you’ve
selected.)
Evidence of the types
of challenges the
Mountain men faced.
Have students
highlight text evidence.
Chart student
responses in the first
column of an anchor
Chart the patterns you find
in the second column of
your anchor chart.
This may be an opportunity to
encourage students to respond
using technology.
Students will work on this task
independently, using evidence from
the text.
Students that are ready to gather
text evidence independently
should use question 1. Students
Model identifying 1 or
2 areas that students
could improve in their
response based on the
rubric.
20
chart.
Vocabulary:
Poverty
Manifest destiny
Fur trapper
Model reading around
the text for clues to
word meaning and
checking to confirm
understanding.
Developing a new
understanding
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Oral Synthesis in small
groups:
Statement using
sentence frame: – First I
was thinking ______ now I
am thinking _____
because….
Share out students
Synthesis with whole
group.
that are struggling with text
evidence should respond to
question 2.
Open Ended Questions:
1. The author claims that
Mountain men were
responsible for the
growth of the west. How
does the author support
this claim in the text? Use
evidence to support your
reasoning.
2. Compare the challenges
the Mountain Men faced.
Use text evidence to
support how the
challenges were similar.
Have students get in
groups of four and
share their Open
Ended Responses to
the prompt. Students
will provide 1-2 things
the writer could do to
improve their
response.
Students should spend
10 minutes revising
their responses to the
open-ended question
based on the feedback
they received.
Share 2-3 revised
responses with the
whole class.
Week 2
English: The Growing US pages 2-5
Spanish: Los Estados Unidos Crecen pages 2-5
Instructional Focus
(Standard and Focus):
RI 4.4
Academic Vocabulary
in context.
Instructional
Focus (Standard
and Focus):
RI 4.1
Referring to details
and examples in text
Instructional Focus
(Standard and Focus):
RI 4.3, RI 4.7
Interpreting Information
Instructional Focus
(Standard and Focus):
W4.1 RI 4.7
Opinion Writing
How does the information
contribute to the
understanding of the text
Instructional Focus
(Standard and
Focus):
W4.8, W4.9
Gathering relevant
information in the
text. Explain how
authors use reasons
to support text.
Introduce Text
Vocabulary
Close Reading
1. Read through a
Close Reading
2.Look For Patterns
Assessment
Narrative or Expository
Assessment
Narrative or
21
Development
lens.
Identify Genre:
Text Structure:
Read Aloud and scaffold
vocabulary.
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text you’ve
selected.)
Reread the passage
looking for
Vocabulary:
Migration
Chores
evidence of why
people chose to
migrate west.
Have students
highlight text
evidence.
Chart student
responses in the first
column of an anchor
chart.
Model reading around
the text for clues to
word meaning and
checking to confirm
understanding.
Have students identify
2-3 other unfamiliar
words and use context
clues to determine
meaning.
Create a list of the words
that the student
identified and their
meaning.
3.Developing a new
understanding
Look for Patterns
In small groups reread the
passage and the evidence
from yesterday.
Have students work in pairs
and find which pieces of
evidence fit together.
Chart the patterns you find
in the second column of
your anchor chart.
Developing a new
understanding
Review anchor chart
evidence and patterns. Turn
and Talk about noticing’s.
Oral Synthesis in small
groups:
Statement using sentence
frame: – First I was
thinking ______ now I am
thinking _____ because….
Share out students
Synthesis with whole
group.
Writing Task
Teacher will pose an open-ended
question for students to respond to
in written form.
This may be an opportunity to
encourage students to respond
using technology.
Students will work on this task
independently, using evidence from
the text.
Students that are ready to gather
text evidence independently
should use question 1. Students
that are struggling with text
evidence should respond to
question 2.
Open Ended Question:
1. What challenges faced
those who migrated west?
Why did they choose to come?
Support you answer using
evidence from the text.
2. What reasons did the
author give for why people
migrated west?
Expository Writing
Task
Model how to use the
PARCC Literary
Response Rubric so
students can assess
their writing with a
partner.
Model identifying 1 or
2 areas that students
could improve in their
response based on the
rubric.
Have students get in
groups of four and
share their Open
Ended Responses to
the prompt. Students
will provide 1-2 things
the writer could do to
improve their
response.
Students should spend
10 minutes revising
their responses to the
open ended question
based on the feedback
they received.
Share 2-3 revised
responses with the
whole class.
Week 3
English: For Purple Mountains Majesties
22
(The English text includes a lot of text features with labels. This text would be appropriate for Bilingual students because we are
really focusing on the visual text evidence in this book.)
Instructional Focus
(Standard and Focus):
RI 4.4,
Academic Vocabulary
in context.
Instructional Focus
(Standard and
Focus):
RI 4.1, RI 4.3
Referring to details
and examples in text
Instructional Focus
(Standard and Focus):
RI 4.3, RI 4.7
Interpreting Information
Instructional Focus
(Standard and Focus):
W4.1 RI 4.7
Opinion Writing
How does the information
contribute to the
understanding of the text
Instructional Focus
(Standard and
Focus):
W4.8, W4.9
Gathering relevant
information in the
text. Explain how
authors use reasons
to support text.
Introduce Text
Vocabulary
Development
Close Reading
1. Read through a
lens.
Assessment
Narrative or Expository
Writing Task
Assessment Narrative
or Expository Writing
Task
Identify Genre:
Text Structure:
Read Aloud and scaffold
vocabulary.
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
needs and the text you’ve
selected.)
Vocabulary:
Reread the passage
looking for
Evidence in the text
features (pictures,
diagrams, text labels,
etc.)
Have students
highlight text evidence.
Chart student
responses in the first
column of an anchor
chart.
Close Reading
2.Look For Patterns
3.Developing a new
understanding
Look for Patterns
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Teacher will pose an open-ended
question for students to respond to
in written form.
Model how to use the
PARCC Literary
Response Rubric so
students can assess
their writing with a
partner.
Model reading around
the text for clues to
word meaning and
checking to confirm
understanding.
Have students identify
2-3 other unfamiliar
words and use context
clues to determine
meaning.
Chart the patterns you find
in the second column of
your anchor chart.
Developing a new
understanding
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Oral Synthesis in small
groups:
Statement using
This may be an opportunity to
encourage students to respond
using technology.
Students will work on this task
independently, using evidence
from the text.
Students that are ready to
gather text evidence
independently should use
question 1. Students that are
struggling with text evidence
should respond to question 2.
Open Ended Question:
1. How did the illustrations
and visuals in the text
contribute to your
Model identifying 1 or 2
areas that students
could improve in their
response based on the
rubric.
Have students get in
groups of four and
share their Open Ended
Responses to the
prompt. Students will
provide 1-2 things the
writer could do to
improve their response.
23
sentence frame: – First I
was thinking ______ now I
am thinking _____
because….
Create a list of the words
that the student
identified and their
meaning.
Share out students
Synthesis with whole
group.
understanding of the text as a
whole?
2. How did the authors’ use
of illustrations and visual
information contribute to
your understanding of the
text?
Students should spend
10 minutes revising
their responses to the
open-ended question
based on the feedback
they received.
Share 2-3 revised
responses with the
whole class.
Week 4
Transcontinental Railroad Video – Westward Expansion
http://www.history.com/topics/westward-expansion
Students will also need access to close reading passages from weeks 1-3.
Instructional Focus
(Standard and Focus):
RI 4.4, L4.4a-c
Academic Vocabulary
in context. Use
reference material to
confirm word
meaning.
Instructional Focus
(Standard and Focus):
RI 4.1, SL 4.2
Referring to details
and examples in text,
paraphrase portions
of text read aloud or
media sources.
Instructional Focus
(Standard and Focus):
RI 4.7
Interpreting Information
Instructional Focus
(Standard and Focus):
W4.1 RI 4.7
Opinion Writing
How does the
information contribute
to the understanding of
the text
Instructional Focus
(Standard and
Focus):
W4.8, W4.9
Gathering relevant
information in the
text. Explain how
authors use reasons
to support text.
Introduce Text
Vocabulary
Development
Close Reading
1. Read through a
lens.
Assessment
Narrative or Expository
Writing Task
Identify Genre:
Text Structure:
Read Aloud and scaffold
vocabulary.
(Intentionally plan this
lesson based on the
Language Standards and
Vocabulary, student
Replay the video
looking for
Close Reading
2.Look For Patterns
3.Developing a new
understanding
Replay video
Look for Patterns
In small groups reread the
passage and the evidence from
yesterday.
Have students work in pairs and
find which pieces of evidence fit
together.
Assessment
Narrative or
Expository Writing
Task
Model how to use the
PARCC Literary
Response Rubric so
students can assess
their writing with a
partner.
Role of
Transcontinental
Railroad in Growth of
the West.
Teacher will pose an openended question for students
to respond to in written
form.
This may be an opportunity
to encourage students to
respond using technology.
Model identifying 1 or
24
needs and the text
you’ve selected.)
Vocabulary in the video:
Make a list
Replay video looking for
clues for meaning of
words.
KIM See reference
below.
Key
Infor Mem
word matio ory
n
Clue
Confirm meaning using
reference materials.
Have students highlight
text evidence.
Chart student responses
in the first column of an
anchor chart.
Chart the patterns you find in the
second column of your anchor
chart.
Developing a new
understanding
Review anchor chart evidence
and patterns. Turn and Talk
about noticing’s.
Oral Synthesis in small groups:
Statement using sentence
frame: – First I was thinking
______ now I am thinking _____
because….
Share out students Synthesis
with whole group.
Students will work on this
task independently, using
evidence from the text.
Open Ended Question:
Compare the video and
1 of your close reading
texts from this unit.
Provide examples of
how the geography
affected the growth of
the west.
2 areas that students
could improve in their
response based on the
rubric.
Have students get in
groups of four and
share their Open
Ended Responses to
the prompt. Students
will provide 1-2 things
the writer could do to
improve their
response.
Students should spend
10 minutes revising
their responses to the
open-ended question
based on the feedback
they received.
Share 2-3 revised
responses with the
whole class.
25
Writing Calendar
Genre: Opinion – Persuasive Essay
Writers Workshop Structure
Mini-Lesson
Guided Practice
Independent Writing
Share
Student Goals:
1. Students will use prewriting activities to select a focus and generate ideas for writing.
 Identify audience and purpose
 Begin to convince the reader with reasons and evidence
2. Students will write multi-paragraph compositions to convince a reader to take a certain action or avoid a certain action.
 Provide an Opinion Statement
 Include supporting paragraphs with strong reasons and evidence
 Begin to use transitions and linking words
 Conclude with a paragraph that summarizes and calls for action
3. Students will include relevant examples, anecdotes and details.
 Use words that describe explain, or provide additional details and connections.
 Correctly uses adverbs
 Create interesting sentences using a variety of sentence patterns
4. Students with the assistance from peers and teachers will reread and revise drafts.
5. Students will proofread and edit own writing, as well as the writing of others, focusing on:
 Apostrophes to show possession
 Apostrophes in contractions
Focus Standards: W 4.1, W 4.8
Integrated Standards: W4.4, L 4.2, L 4.3
Assessment and Resources
Assessment and Resources
This is the mini lessons and complete unit that this writing
plan is based upon.
Opinion: Persuasive Essay
Lucy Calkins Resources:
Check List – Editing
Check List – Elements of Opinion Writing 4th
Nancy Fetzer Resources
Opinion Writing p. 227
This chapter outlines detailed steps of how to teach Stages 7-8 of opinion writing
for topics, narrative texts, and informative/explanatory texts. Students learn how
to form opinions, backed with evidence (direct quotes/paraphrasing) that is
analyzed to explain how the evidence supports the opinion. Finally, students
learn how to make the opinion matter beyond the text or topic by connecting it to
the world or at a personal level.
Opinion Writing Overview
26
Conferring Document – If /Then Opinion
Learning Progression – Opinion
Rubric Opinion
Opinion Writing: Stage 7 Narrative Text
Opinion Writing: Stage 7 Informative/Explanatory Text
Opinion Writing: Stage 7 Topic
Opinion Essay Stage 8 Overview
Opinion Essay About a Text: Stage 8
Opinion Essay About a Topic : Stage 8
Opinion: Persuasive Essay
Genre:
Monday
Tuesday
Wednesday
Thursday
Friday
Week 1
Standard and Focus:
Characteristics of
Persuasive Writing
(W.4.1; W.4.4)
Generating
Ideas:
Things That
Bug Me
(W.4.1.a;
W.4.8)
A Strong Argument Has
Strong Reasons
(W.4.1.a;W.4.1.b)
Planning
Part I: Support
Your Reasons
With Evidence
(W.4.1.a; W.4.1.b)
Planning
Part II: Support
Your Reasons
With Evidence
(W.4.1.a; W.4.1.b)
Week 2
Standard and
Focus:
Planning
The Graphic
Organizer: Mapping
a
Plan
(W.4.1.a; W.4.1.b)
Planning
Organizationa
l
Structure and
Analyze This!
(W.4.1.a;
W.4.1.b)
Drafting the Essay–Part 1: Drafting the
Ready, Set, Go!
Essay – Part 2:
(W.4.1.a; W.4.1.b)
The Conclusion
(W.4.1.d)
Week 3
Standard and Focus:
Revise Draft With
Persuasive
Techniques:
Comparisons
(L.4.3.a)
Revise Draft:
A
Lead That
Captures the
Audience
(W.4.1.a)
Revise Draft With
Persuasive Techniques:
Anecdotes
(W.4.1.b)
Editing:
Check That
Apostrophe!
(L.4.2.c)
Editing:
Proofread for
Spelling
(L.4.2.d)
Week 4
Standard and Focus:
Publishing
Publishing
Using a checklist to
check your own writing.
Publishing
Author’s
Celebration
27
Word Study
Use word sorts (Words Their Way Books or Teacher Created Sorts) to help students generalize learned spelling patterns. Once
students have learned the spelling sorts and letter patterns, connect the skill to text by having students do a word hunt and collect
words that follow the same pattern.
Focus Standards: L 4.4b (affixes and suffixes)
Integrated Standards: FS 4.3 (grade level phonics skills), FS 4.4 a-c
Check In’s per focus standard: Word Study should be differentiated and skills taught should be based on student need.
Words Their Way
Differentiated Instruction – Give students word sorts based on where they are on the Qualitative Spelling Inventory.
Small Group: Word Study Word Sorts:
 Word Study Groups are based on Qualitative Spelling Inventory, Writing Samples, or Letter/Sound Assessments. Students are
grouped according to their needs, not all students will be on the same sort. Use Word Sorts (Words Their Way books or
teacher created sorts) to help students generalize learned spelling patterns. Once students have learned the sort and letter
patterns, connect the skill to text by having students do a word hunt and collect words that follow the same pattern. They can
find words in text or around the room and write them in their journals. (Teachers can create their own word sorts focusing on
other spelling patterns.)
Day 1
Introduce the word sort
in small groups
Day 2
Students sort their
words, check with self,
partner or teacher
Day 3
Students do a Blind Sort
or…
Students do a Speed
Sort
Day 4
Students do a Word
Hunt in their guided
reading book looking
for words that contain
the spelling feature.
Day 5
Assessment:
Teacher gives students a
writing sort with a few
words from the sort and
a few words that follow
the pattern, but are not
in the sort. Students can
glue the sort into a
journal
Assessment: Qualitative Spelling Inventory
http://www.christina.k12.de.us/LiteracyLinks/elemresources/inventories/elem_spelling_inventory.pdf
Word Study Activities
 Independent Sort
28




Speed Sort- Race a buddy
Write your sort
Sort it another way
Word Hunt- Finding other words with that pattern.
Elementary Word Wall pdf A word wall is an organized collection of words prominently displayed in a classroom. This display
is used as an interactive tool for teaching reading and spelling to children. It teaches children to recognize and spell high
frequency words, see patterns and relationships in words, build phonemic awareness skills, and apply phonics rules. Word walls
also provide reference support for children during reading and writing activities. Children learn to be independent as they use the
word walls in daily activities.
Nifty 50 Words and Lessons : detailed instructions for teaching root words, prefixes and suffixes
http://read4me.weebly.com/uploads/7/0/8/7/7087098/mbm_phonics_for_4th_and_5th_grade_2007_ak.pdf
Nifty Fifty Words and Sequence PDF
o Nifty Thrifty Word Cards
Word Study Plan
Guided Reading /Book Clubs (45 - 60 min)
Objective: Students will focus on tracking strong characters’ actions, words, and thoughts: inferring theme; and building reading
stamina, fluency, and metacognition skills.
Texts: Select personal narratives, and nonfiction accounts that support the study of westward expansion.
If you go to sucessnet.com you can search for guided reading material by selecting West or Exploration in the search. Many books
at various levels are available from Pearson.
Guided Reading
Students participate in small group differentiated instruction.
Text is determined based on student reading level and
strategy needs.
Book Clubs
(Only for students who are at or above grade level in reading)
Students engage in differentiated novel studies in which
students read independently, taking notes and tracking
characters and themes in the book and then engage in
“accountable book talk” and response to the book. Teachers
monitor the comprehension work by conferring with readers
29
Literacy Stations
 Independent Reading
 Writing About Reading
 Word Sorts (Words Their Way)
 Spelling Inventory
 Lexia
 Nifty Thrifty
o
and engage in small group strategy lessons.
o Independent Reading – 20 min / Conferencing with
Readers
o Book Clubs Meet and Discuss Books- 15 min
o Word Work – 15 min
Resources:
Jan Richardson Guided Reading Lesson Plans
http://www.janrichardsonguidedreading.com/resources-1
Assessment:
Bi-Weekly Running Records
Reading Response Journal
Integrated Tasks
These tasks are based on the content of social studies, integrating ELA standards and building toward the Culminating
Task. These tasks contribute to the students overall understanding. Students will have opportunities to explore,
research, discuss, write and publish about the topic. Each task is designed to be completed in one 45 minute session.
Task 1
Focus Standards: Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and drive information about people, places, and environments.
1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps.
2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts
Draw conclusions and make generalizations from geographic information and inquiry.
Integrated Standards: W 4.8, W4.4, SL 4.4, RI 4.10
Research: Maps of wagon routes and train routes.
Plan your route west. You may travel by wagon or train.
30
Task 2
Focus Standards: Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and drive information about people, places, and environments.
1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps.
2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts
Draw conclusions and make generalizations from geographic information and inquiry.
Integrated Standards: W 4.8, W4.4, SL 4.4, RI 4.10,
Using words, pictures, and diagrams explain what obstacles you would face on this journey.
Task 3 – 4
Focus Standards: Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other
geographic tools to identify and drive information about people, places, and environments.
1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps.
2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts
Draw conclusions and make generalizations from geographic information and inquiry.
Integrated Standards: W 4.8, W4.4, SL 4.4, RI 4.10
Construct a map of your route using geographical indicators. Include a legend.
Extension: Create a letter home or diary entry about your travels west and any obstacles you faced on your journey.
Resources to support teacher learning for Project Based Learning (PBL)
http://bie.org/ - This site shows teachers how to use PBL in all grade levels and subject areas. It creates, gathers, and shares
PBL instructional practices and products. Go to “Resources” to find many of the materials.
The Main Course, Not Dessert - article that explains how a PBL project is an essential tool for creating 21st Century students
8 Essentials For Project Based Learning – article that describes the 8 components that make up a quality PBL project
Resources to help support student learning for PBL (planning and reflection)
 Team Agreement
 Project Team Work Plan
31



Presentation Plan
Project Presentation Audience Feedback
My Thoughts
PBL Rubrics
 Collaboration Rubric
 Presentation Rubric
32