Sample 4th Grade Instructional Module
The following is a sample module intended to provide an example of possible
instruction for the Fresno Unified School District Scope and Sequence.
Consider this a work in progress. As a sample instructional plan, it should
invite discussion and development. It is not intended to be prescriptive, only
suggestive. It may provide ideas and guidance. The module can be adapted,
modified, expanded, delivered as-is, or not used at all. It simply provides an
example of a shorter module of instruction which incorporates:
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Integration of interactive reading, writing, and speaking processes
Text dependent writing and speaking
Formative assessment opportunities
Additional instructional supports should be planned in addition to the
activities contained within this sample module. Some suggestions are
included at the end of each task. Others to consider include:
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Extension activities for advanced students
o Read more challenging text (suggestions are listed in text set
resources)
o Participate in a Literature Circle
Explicit language instruction for English Language Learners
Designated time to address Reading Foundational Skills, including
different levels of support for Phonics and Word Recognition
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
4th Grade ELA Sample Opinion Module
Why is voting important?
The Big Idea
Perseverance
Enduring Understanding of Unit 4:
Making a difference takes courage, dignity, and perseverance.
Sample Module 1 Essential Question:
Why is it important for a leader to persevere?
Additional Possible Essential Questions:
What are the effects of perseverance?
What does it take to persevere?
Text Title
“Working for Change”
“Voting”
“The Vote”
“The Table of Brotherhood”
“Impossible? Not!”
Brain Pop: Voting
“I Have a Dream,” speech
by Martin Luther King Jr.
Module Text Set
Resource
In Social Studies text, California Vistas
p. 392.
This informational article was obtained
from the Destiny system using Grolier
on-line. It is also located in the
appendix.
This informational article by Rebecca
Hershey was in Hopscotch magazine
(2003, Issue 14). It is also located in
the appendix.
This short story by Michael P. Spradlin
was featured in Boy’s Life from the
August 2013 issue. It is also located in
the appendix.
This poem can be found in Houghton
Mifflin Paths to Discovery magazine on
student page 45.
Non-Print Text
You may also access Brain Pop through
the FCOE portal at:
http://myfcoeportal.org/
Username: firstname.lastname
Password: discovery
The audio recording and accompanying
transcript of Dr. King’s speech can be
accessed by clicking on the link.
Purpose/Commentary
Scope and Sequence Anchor Text: In this section
of the California Social Studies text, students are
given a historical overview of various leaders and
groups who have persevered for civil rights in
California from the 1950s through the 1970s.
Students are given an overview of voting in the
United States, including a historical synopsis of
voting rights.
This article provides students with background
information on Susan B. Anthony and the
struggles women had to endure in order to
secure the right to vote.
This story is told from the perspective of a boy
who has come to hear Dr. Martin Luther King’s, “I
Have a Dream,” speech in Washington D.C.
This poem provides students with the
opportunity to examine poetry related to the big
idea while also analyzing specific prefixes.
While watching the video, students gain an
overview of voting in our country and also a
historical background of voting rights. Additional
resources, such as quizzes and lesson ideas are
located this link.
When the link is accessed students can listen to
the audio recording of the speech and then view
the actual transcript. This site was found through
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
the Destiny system.
Possible Text Set
(Additional Titles Which can be Used to Accompany This Module)
Text Title
Resource
Purpose/Commentary
“Happy Birthday, Dr. King, “ Houghton Mifflin, p. 534
This HM selection was listed as an additional title
due to its lower Lexile measure of 400. It could
be used as a tool for differentiation, or with
students who struggle with, “The Table of
Brotherhood,” article.
“People Who Made a
In Social Studies text, California Vistas,
These two pages present a timeline with leaders
Difference,”
p. 378
of change in California from 1842-1956.
“Order in the Court”
Brain pop: Women’s
Suffrage
Voting PSA example on You
Tube
This article is from the March 2008
Junior Scholastic magazine.
A more detailed description of the court battle
fought by Susan B. Anthony is provided in this
magazine article.
Possible Non-Print Text
You may also access Brain Pop through This section in Brain Pop provides additional
the FCOE portal at:
information on the leaders who worked to gain
http://myfcoeportal.org/
voting rights for women along with legislation of
Username: firstname.lastname
historical significance.
Password: discovery
This Public Service Announcement
This video will help to spark student interest and
example on You Tube can be played to familiarize them with public service
demonstrate one method of delivering announcements.
a message to others on the topic of
voting.
Culminating Module Task:
Big Idea: Perseverance
Enduring Understanding: Making a difference takes courage, dignity, and perseverance.
Essential Question: Why is it important for a leader to persevere?
Writing Prompt: After researching individuals and groups who have persevered to achieve civil rights, you will
create a public service announcement for high school seniors about why voting is important. State your
opinion and support your opinion with reasons, facts, and details from the information you have studied.
Unit 4, Module 1 Overview
During this module, students will read about various groups of Americans who have persevered to gain civil
rights and the importance voting rights play in civic responsibility and making positive changes in our society. Within
those groups of people, certain individuals who have demonstrated the ability to preserve and inspire others to change
will be examined. The Scope and Sequence anchor text from California Vistas, “Working for Change,” highlights the
acquisition of civil rights, including voting rights in California from the 1950s through the 1970s.
Additional text and areas of study center around women’s voting rights, specifically how Susan B. Anthony
demonstrated courage, dignity, and perseverance when fighting for women’s suffrage. The text set also includes a short
story told from the perspective of a boy who has come to Washington D.C. to hear civil rights leader Martin Luther King
Jr. deliver his famous, “I Have a Dream,” speech. Students then listen to the speech and reconstruct a small portion
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
which pertains directly to voting rights. Video sources and poetry also round out the text set to provide students with
multiple venues for accessing information.
The culminating task calls for students to draft and deliver an opinion speech in the form of a public service
announcement. While the products to be scored can include both a written and oral speech, students can also extend
the culminating task by including visuals and music in the form of multi-media creations utilizing videos and computer
technology.
Sequence of Module Tasks
Launching the Module Tasks:
1. Mock Voting Experience
2. GIST for Culminating Task
3. Guided Viewing of Digital Media using a Word Splash
4. Concept Mapping
Entering the Text Set:
5. “Voting,” from Grolier On-line
6. “The Vote,” by Rebecca Hershey
7. “The Table of Brotherhood,” by Michael P. Spradlin
8. “I Have a Dream, “speech by Martin Luther King Jr.
9. “Working for Change,” in California Vistas Pg. 392
10. Poem, “Impossible? Not!”
11. Reflecting on Your Reading
Connect Reading to Writing:
12. Considering the Writing Task
13. Determine the Focus and Gather Information
14. Getting Ready to Write
Writing:
15. Draft
16. Consider Structure
Editing and Revising:
17. Revising
18. Editing and Proofreading
19-21. Responding to Feedback
Presentation:
22. Delivering the Public Service Announcements
Module Standards of Focus
Standard:
Description:
Reading for Literature 4.1
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine the theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in
Reading for Literature 4.2
Reading for Literature 4.3
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Reading for Literature 4.4
Reading for Literature 4.5
Reading for Literature 4.7
Reading for Literature 4.10
Reading for Information 4.1
Reading for Information 4.4
Reading for Information 4.8
Reading for Information 4.10
Writing 4.1 a-d
Writing 4.4
Writing 4.5
Writing 4.9
Writing 4.10
Speaking and Listening 4.1.c.d
Speaking and Listening 4.3
Speaking and Listening 4.4
Speaking and Listening 4.5
Speaking and Listening 4.6
the text (e.g. a character’s thoughts, words, or actions).
Determine the 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).
Explain major differences between poems, drama, and prose, and refer to the structural elements
of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions,
dialogue, stage directions) when writing or speaking about a text.
Make connections between the text of a story or drama and a visual or oral presentation of the
text, identifying where each version reflects descriptions and directions in the text.
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in
the grades 4-5 text complexity band independently and proficiently, with scaffolding as needed at
the high end of the range.
Refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text.
Determine the meaning of general academic and domain-specific words or phrases in a text
relevant to a grade 4 topic or subject area.
Explain how an author uses reasons and evidence to support particular points in a text.
By the end of the year, read and comprehend informational texts, including history/social studies,
science, and technical texts, in grades 4-5 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Write opinion pieces on topics, or texts, supporting a point of view with reasons and 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 writers’ 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.
Produce clear, coherent writing (including multiple-paragraph texts) in which the development and
organization are appropriate to task, purpose, and audience.
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or
event in a story, drama, drawing on specific details in the text)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
Identify the reasons and evidence a speaker or media source provides to support particular points.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descripting details to support main ideas or themes; speak clearly
at an understandable pace.
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
Differentiate between contexts that call for formal English (e.g. presenting ideas) and situations
where informal discourse is appropriate (e.g. small-group discussion); use formal English when
appropriate to task and situation.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Possible Launching the Module Tasks
Purpose: Activating students’ background knowledge, building schema, and preparing students to enter into content
through complex text.
Launching the module could include activities that address the following concepts:
 Getting Ready to Read
 Exploring Key Concepts
 Making Predictions and Asking Questions
 Understanding Vocabulary
Task 1: Mock Voting Experience SL.4.1.c.d
Purpose of task: Activate students’ thinking about the content that is to come. Students will be given a mock vote
experience in order to hook them into the topic.
Materials: Activator Forms titled Class Mascot (in appendix) and Learning Logs (glossary of strategies)
Instructional Notes:
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Explain to students that they will be voting for a class mascot. Remind the students of your school mascot and
provide them with some additional examples. You may choose to utilize the handout in the appendix.
Explain that a mascot is an animal, person or thing that is considered to bring good luck. Point out that most
sports teams have mascots. Tell them that their class mascot will be on everything they do and make.
Tell students that the outcome of their vote will affect everyone in class, but not everyone will be able to vote.
Only the boys will vote. The girls do not have a right to vote.
Take a moment to have students share with a partner and respond to the following question, “How do you feel
about our class vote for our new mascot?”
Allow students to respond in writing to the prompt listed above. It is also printed on the student handout in the
appendix.
Come together for a class discussion where you let the students know that the purpose of the activity was to
open our module of study on leaders and groups who have persevered to obtain civil rights, including the right
to vote. Explain that there were times in our history when only certain groups of people were allowed to vote.
You may choose to gather all student materials in a Learning Log. More information on how you can use
learning logs as part of your daily instructional routine is in the glossary of strategies.
Formative Assessment Notes: Listen for student responses when they are sharing with a partner. You may also
examine student writing for evidence of the ability to form an opinion about their mock voting experience.
Meeting all Students’ Needs: Provide students with picture representations and examples of mascots from their school
site and sports teams that they would be familiar with. You might also choose to use sentence frames to help second
language learners with the prompts. For example, “I feel that the vote was ___________ because____________.”
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Task 2: GIST for the Culminating Task RI.4.4, W.4.10
Purpose of task: Students will gain an understanding of the requirements for the culminating task to help focus their
attention on the information they will need to gather while completing the module.
Materials: GIST graphic organizer for Unit 4, Sample Module 1 Culminating Task (in appendix), PowerPoint explaining
assignment and PSAs in folder with module)
Instructional Notes:
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Teacher will read the culminating task instructions out loud.
Students highlight 10 or more key words that are the “most important.”
Students write out the steps to finish the task.
Next, students write a 10-20 word GIST.
A power point with the culminating task instructions and some explanation of the components of a public
service announcement is in the folder with the module.
Formative Assessment Notes: See if students are able to independently identify 10 important words. If you notice that
this is difficult, guide students more directly through the process. For example, write out the steps with partners and
then come together as a class to form a group GIST.
Meeting all Students’ Needs: When possible, provide beginning EL students with a translation of this task in their
primary language, or with primary language support for key terms. Students can also view an example of a public
service announcement on voting at this link: Voting PSA example on You Tube. If you choose to view the PSA you might
explain that their format might be different in order for them to respond to all aspects of the prompt.
Task 3: Guided Viewing of Digital Media Using a Word Splash RI.4.4, SL.4.1, SL.4.3
Students will view the video clip from Brain Pop: Voting
Purpose of task: Students will gather information from a digital media source to gain knowledge on the topic of
voting. Their background knowledge of the vocabulary associated with the topic will be pre-assessed using the Word
Splash strategy (see glossary) prior to viewing the video.
Prompt: What do you know about voting?
Materials: Video Clip (see link above), voting Word Splash (in appendix)
Instructional Notes:
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Pose the prompt to students prior to showing the video.
Show a large version of the Word Splash on voting (using poster size or document camera) to students. Explain
that they are going to brainstorm in groups with a recorder as they respond to the following direction:
“Generate sentences for each of these terms to show how you think they are related to voting.”
Come together for a class discussion on the sentences the groups have generated.
After viewing video, review the prompt and give students time to revisit the Word Splash they have created with
their group. Encourage students to discuss their original response and provide an opportunity to add to the
sentences they generated using their knowledge from the video.
Conduct a whole class discussion regarding the elements of the video and newly generated information on the
Word Splash.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Formative Assessment Notes: Examine the Word Splash students create prior to viewing the video. Circulate around
the room as they are discussing their sentences for the Word Splash with a partner. Note which terms are difficult for
them and how well they are able to engage in a collaborative discussion and add to their notes when receiving
information from their partners.
Meeting all Students’ Needs: It is important to group students strategically for the Word Splash activity in
configurations where second language students are able to receive support from those who demonstrate more
proficient or advanced language proficiency. Make sure to clarify terms on the Word splash for the class after the
students have viewed the video and have had the opportunity to revisit their sentences with their group. Keep the
Word Splash posted throughout the module, so you can revisit terms throughout the module. It would also be
beneficial to provide non-linguistic representations of the terminology for students at beginning language proficiency.
Task 4: Concept Map RI.4.4, SL.4.1.c.d.
Purpose: Connect the module content to the big idea, enduring understanding, and essential questions.
Materials: Concept map for module (see appendix for example and glossary for strategy)
Instructional Notes:
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Create a chart to introduce the big idea, enduring understanding, and essential questions for the unit and
module using the concept map format.
Leave plenty of space on the chart to add students’ understandings as you process additional information
throughout the module. With repeated references to the term perseverance, students will gain conceptual
understanding through multiple examples of the leaders and groups who have fought for change.
Look for opportunities daily to build upon students’ knowledge of the big idea and enduring understanding using
the text set material, class discussion, and reflective writing.
Introduce the concept map and have students think, share with a partner, and write in response to one or more
of the following prompts:
o What does the term perseverance mean to you?
o What are some synonyms for the word perseverance?
o How can someone demonstrate courage and dignity?
o What questions do you have about what you are going to learn about perseverance?
Formative Assessment Notes: Note student responses both orally and in writing to gauge the depth of understanding
of the key concepts discussed. This will help to inform future instruction in terms of how much it will be necessary to
scaffold the key understandings to help students connect what they are currently reading or processing to the overall
concepts of the unit and module.
Meeting All Students’ Needs: Students may require non-linguistic representations of some of the more abstract
terminology. Pictures and video clips can be utilized to make the concepts more tangible. Sentence frames may also be
utilized when making reference to the big idea. _ (name of leader or group) demonstrated perseverance when they
_____________________.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Entering the Text Set
Integrated Reading, Writing, Listening, and Speaking
Complex Text, Talk, and Task
Task 5: Using a Timeline to Sequence Information on Voting RI.4.1, RI.4.10, and SL.4.1.c.d.
Purpose: Students will gain a historical overview of voting in the United States by reading an informational article and
sequencing that information using a timeline.
Materials: Article: “Voting,” from Grolier On-line, Note Catcher, Timeline (student and annotated version), and Learning
Log (all located in appendix)
Instructional Notes (complex text, talk & task)
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Have students independently read the article for the first time silently.
For a second read of the text, have students annotate the text using the following marks:
o Place a box around all dates listed in the article.
o Underline terms you do not understand.
o Place a star by any important events in the history of voting.
Read the text aloud a third time as students follow along.
Explain to students that a timeline is a way for collecting information sequentially. You can show an example of
a time line in their social studies books, California Vistas, pg. 378-379.
Distribute blank timelines to students for recording the information from the article.
Have students work with a partner to locate and record the earliest date for their timelines. Continue that
procedure, checking for student understanding. Students can independently record the remaining dates when
you feel they are ready to do so.
Bring class together to discuss the outcome, showing an enlarged version of the completed timeline for students
to check their work.
Introduce the note catcher for the module. Explain that students will be gathering information from each
source that will later be used for their culminating task.
Key understandings and vocabulary can also be recorded in students’ Learning Logs.
Have students respond to the following question in writing: What was the most important even in voting
history? Why? Share using the inside-outside circles strategy (see glossary).
Formative Assessment Notes: Students’ timelines can be collected and scored. It would also be helpful to view
annotated articles once students have underlined terms they do not understand. Vocabulary instructional strategies,
such as the six step process listed in the glossary, can be implemented for terms unknown to students.
Meeting All Students’ Needs: To challenge more advanced readers, the Lexile level of the article can be adjusted by
visiting Grolier on-line through the Destiny system. For second language learners, you may choose to add picture
representations for some of the events listed on the timeline. Students who experience difficulty correctly assembling
their timelines might also benefit from some additional small group instruction on the process.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Task 6: Annotating and Questioning the Text RI.4.1, RI.4.8, W.4.9, SL.4.3
Purpose: Annotating a text enables readers to explore more deeply how a text works to inform or persuade its readers.
Materials: “The Vote,” by Rebecca Hershey (in appendix), learning log/notebook, note catcher (in appendix)
Instructional Notes (complex text, talk & task)
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The following approach is one way to structure annotation in a double-entry journal (see glossary).
o Ask students to label these possible elements in the left-hand margin:
 Issue or problem being addressed (Women not being allowed to vote)
 Author’s main arguments (Voting is the one of the most important rights that we all have, men
and women. Paragraph 2)
 Author’s examples (Some examples might include giving speeches, forming women’s groups,
picketing, etc. Have students cite evidence with paragraph numbers)
o Note in the right-hand margin their reactions to what the author is saying.
 Personal connections that support or refute the author’s points
 Reflections on the quality of the evidence or examples
 Questions about the author’s ideas or assumptions
 Challenges to the author’s inferences or conclusions
o Finally, ask students to exchange their annotations and compare their labeling and responses in pairs,
trios or small groups. Use a structured discussion routine (see appendix).
o Relate this article back to the concept map discussed in the beginning. Prompt students to respond to
the following question in order to add to the map, “How did women persevere to change the laws that
kept women from voting?” Have them cite specific evidence from the text to support their answers.
o Take a moment to record some information regarding women gaining the right to vote in the module
note catcher. This note catcher will help students gather evidence for their culminating task.
One-Sentence Summarizing
o Assign each group of 3-4 students a different section for this activity. They write a one-sentence summary
of assigned section. Consider using a structure such as 4-2-1 Freewrite (in glossary).
o Explain “You may need to write a summary for each paragraph within your section before writing your
single sentence summary.”
o Groups will choose a spokesperson to present their one-sentence summaries while the class writes
them down.
o After each spokesperson presents, call on another student to provide a Peer Response to Summary (in
glossary).
Formative Assessment Notes: Multiple opportunities to assess note taking, summarizing, and discussion skills. Check
for students’ understanding during class discussions. Monitor partner discussions and responses for textual evidence to
support their thinking.
Meeting All Students’ Needs: Consider which students are able to complete the summaries and which students might
need additional support. You might choose to provide sentence stems for some of the questions to aid student
responses and pull small groups based upon need while others are completing the task independently.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Task 7: Reading for Understanding: Close Reading of Historical Fiction RL.4.1, RL.4.2, RL.4.3,
RL.4.4, RL.4.10
Purpose: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text. Summarize the text.
Materials: “The Table of Brotherhood,” by Michael P. Spradlin and Anchor Chart (in appendix)
Instructional Notes (complex text, talk & task)
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Have students read the article for the first time.
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Next, using the anchor chart in the appendix, have students read a second time annotate by underlining and
recording the following:
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Somebody
narrator or character in a text
In
the place where a text is set
Wanted
what the character or narrator is hoping for
But
the problem or obstacle that might get in the way of what the character or narrator wants
So
the outcome or resolution
Then
what happens to move the story forward
Students may also be instructed to circle any new vocabulary for further study and clarification.
Some text dependent questions which students may answer while talking with a partner and then responding in
writing might include:
o What does the author mean when he says, “Living in Georgia, Will knew all about America’s racial
divide”? (Possible Response: There were restaurants he couldn’t eat in and water fountains he couldn’t
drink from.)
o How do Will’s actions demonstrate courage and perseverance? (Possible response: Even though crowds
were taunting him, he stayed and chose to ignore their unkind words.)
o What does the phrase, table of brotherhood mean? (Possible response: In Dr. King’s speech, he
mentions this phrase. It you eat at the table of brotherhood with someone you trust and respect that
person.)
Revisit the module note catcher and concept map to add information. Think of Will’s examples of perseverance,
courage and dignity in the story.
Formative Assessment Notes: The summary response sheets and can be scored to determine student understanding of
the story. The discussions in response to the text dependent questions can also be noted to see if they need additional
scaffolding prior to a written response and summary.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Meeting All Students’ Needs: Two video clips are included in the folder with the module (Nashville sit-ins and
Greensboro sit-ins) which portray the hostility Will might have encountered while trying to sit at a restaurant or lunch
counter. The clips from Discovery Education can help to build background and show actual footage of how students
protesting peacefully for their civil rights were treated. Titles at lower Lexile levels, such as “Happy Birthday, Dr. King,”
can also be utilized to provide students with an example of historical literature reflecting this time period.
Task 8: Text Reconstruction and Analysis RI.4.1, RI.4.4, W.4.10, SL.4.1, SL.4.3, RL.4.7
Purpose: Reconstruct text from an audio recording to identify reasons the speaker provides to support particular points.
Materials: “I Have a Dream,” speech by Martin Luther King Jr., link provides audio recording and written speech, text
reconstruction and close reading analysis student form (in appendix)
Instructional Notes (complex text, talk & task)
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Have students listen to the entire speech (16:29) without taking notes.
Begin text reconstruction with one portion of speech, from 9:15 to 9:26 (see strategy description in glossary).
o Listen to this brief segment, or read this portion aloud, while students only listen:
 “We cannot be satisfied as long as the Negro in Mississippi cannot vote and the Negro in New
York believes he has nothing for which to vote.”
o Have students listen to the segment a second time, listening for key words or phrases.
o Have students listen to the segment a third time, taking notes.
o Students work with a partner to try to reconstruct the text exactly.
Distribute analysis form with actual text. Have a discussion about how their reconstruction might have differed
from the actual text.
Next, have students complete the analysis of this statement on the close reading analysis form.
Formative Assessment Notes: Observe students’ papers as they reconstruct this sentence from the speech. See how
much they are able to produce independently and then how well they interact with their partner. The analysis recording
form may also be scored to gauge students’ understandings of the concepts of voting rights and the historical context of
the speech.
Meeting All Students’ Needs: When students are working with a partner to reconstruct the text, have your more
proficient, or English only students partner with students at beginning levels of proficiency. This provides students with
an opportunity to discuss and analyze sentence structure and syntax. Provide more advanced students with additional
opportunities to reconstruct larger portions of King’s speech.
Task 9: Reading for Understanding RI.4.1, RI.4.4, W.4.10, SL.4.1, SL.4.3,
Purpose: Read and comprehend anchor text using text features and citing evidence when responding to text dependent
questions.
Materials: “Working for Change,” in California Vistas, pg. 392, graphic organizers for questions days 1 and 2 (in
appendix)
Instructional Notes (complex text, talk & task)


Conduct a Backwards Book Walk with students prior to reading the text (see glossary of strategies)
You may choose to break the reading into at least two sessions.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1




Have students conduct a first read silently.
Next, read the text aloud, discussing key vocabulary.
Then have students respond to the following text dependent questions on their graphic organizers, taking time
to share with a partner and add to their responses.
o How did people fight segregation? Re-read the fourth paragraph on page 393 and summarize the
author’s words using specific language from the text.
o On page 393 the author writes, “Martin Luther King Jr. led the movement to gain civil rights for African
Americans in the 1950s and 1960s.” Using examples from the text, explain what civil rights are in your
own words.
o What did Jesse Unruh accomplish to improve civil rights for the citizens of California? P. 394
o What were the effects of the Native American’s protesting discrimination on Alcatraz in November of
1969?
o Who were some of the important leaders of change described on pages 393 to 395? Explain how each
leader was able to improve civil rights for the people they represented.
o What did Cesar Chavez and Delores Huerta do to improve life for farmworkers? P. 396
o Why was the right to vote important to students? P. 397
o Describe the equal rights movement for women on page 397. What was the outcome of the
movement?
o How did many Californians protest when they felt their taxes were too high? What was the outcome?
P. 398
There are some additional opportunities to respond in writing after each segment with a 4-2-1 freewrite and a
quick jot. See the graphic organizers in the appendix for additional prompts and instructions.
Formative Assessment Notes: The students’ responses to the questions on the graphic organizer can be scored. Revisit
questions where the students are struggling. This can be addressed when coming together as a whole class utilizing the
note catcher or concept map.
Meeting All Students’ Needs: Some students may require a small group setting to complete these questions, utilizing
sentence frames to help guide students’ responses. Provide additional videos or non-linguistic representations of the
information of key concepts.
Task 10: Considering the Structure of Text RL.4.4, RL.4.5
Purpose: Determine the theme and elements of a poem, including structural analysis of key terms.
Materials: Poem, “Impossible? Not!” (In appendix)
Instructional Notes (complex text, talk & task)






This poem provides students with an opportunity to analyze a piece of poetry for structural features and for the
prefixes im- and in- (not)
Write the following word pairs on the board and have students discuss how the prefix changes the root word’s
meaning: possible/impossible, active/inactive, patient/impatient, direct/indirect.
Have students complete the poem and discuss the meaning of the words with and without the prefixes.
Read the poem together. Have students tell why their choices for the missing words make sense. Have partners
read the completed poems out loud.
A copy of the poem for annotating and analysis is in the appendix. The poem is also located in Paths to
Discovery from HM on page 45.
Some questions to guide students as they are reading might include:
o What is the message of this poem?
o How is this poem different from the stories and articles in our text set?
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
o
What do you notice about the structure of this poem?
Formative Assessment Notes: To pre-assess student understanding of the key terms, have students fill in the blanks on
the poem prior to the first read. You may also assess students’ understanding of the terms by having them write one
additional sentence for each word to see if they are able to transfer their knowledge in their writing.
Meeting All Students’ Needs: Note which students are experiencing difficulty with the meaning of the prefixes and root
words. Non-linguistic representations and additional vocabulary instruction (see glossary) can be provided in small
groups.
Task 11: Reflecting on Your Reading W.4.10
Purpose of task: Reflection is an essential component in learning. Students benefit from discussing what they have
learned about how to read and sharing that information with the rest of the class. Reflecting on their own reading
process helps students consolidate what they have learned about being a thoughtful and active reader.
Materials: Learning Log
Instructional Notes:
The following questions may be used as the focus of a discussion or as the topic for a quickwrite:
• What have you learned from the information we have studied about voting? What do you want to learn next?
• What reading strategies did you use or learn in this module? Which strategies will you use in reading other
texts? How will these strategies apply in other areas of study?
• In what ways has your ability to read and discuss texts improved?
Formative Assessment Notes: This is an opportunity for students to gather information about themselves. You may
consider keeping these reflections in a portfolio for students to reference during the next module of study; as way for
them to make note of how they improve throughout the year. This is also a “goal-setting” opportunity.
Meeting all Students’ Needs: Students should be encouraged to review their notes when reflecting on what they’ve
learned. If they have difficulty referencing their own notes, you may need to explicitly teach this skill during small-group
instruction.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Connect READING to WRITING
Purpose: Although the writing process can be divided into stages, writing, like reading, is essentially a recursive
process that continually revisits previous moments. Up until this point, students have been “writing to learn” by
using writing to take notes, make marginal notations, map the text, make predictions, and ask questions. Now
students are ready to build on the ongoing dialogue they have had with sources, peers, and teachers, producing
their own texts by using the words, ideas that have been raised in readings and class discussion. In this
transitional moment, their reading will inform, inspire, and guide their writing as they shift from being an
audience for the writing of others to addressing their own audience as writers themselves.
This section of the module could include activities that address the following concepts:
 Considering the Writing Task
 Determining a Focus
 Gathering Information
 Getting Ready to Write
Task 12: Considering the Writing Task W.4.4, W.4.5
Purpose of task: You introduced the Culminating Task in Task 2. The purpose of this task is to analyze the purpose for
writing.
Materials: Culminating Task Prompt (in appendix), Power Point for review, if needed (in folder with module)
Instructional Notes:
 Assign the Culminating Task writing assignment, and have students read through the task on their own.
 Have the students re-read the prompt several times. They can review the GIST they created for Task 2.
 Since they have already read all the texts and taken notes, they should already be forming some ideas about
what to include.
 Review expectations of what the PSA will include and define the nature of the support they should provide.
Remind students that the written PSAs will include:
a. A clearly stated opinion in their introduction
b. Reasons with support from facts and details
c. Opinions and reasons linked with transitional words and phrases
d. A concluding statement or section related to the opinion presented
 Help students recognize how the purpose of the assignment will affect the type of writing they will do. Have
your students look for information in the assignment about the audience for their writing (high school seniors).
Here are some questions to help them consider this issue:
a. What genre is this? What are the reader expectations for this genre?
b. What format will this have? What organizational structure will you use to organize ideas logically?
c. What is your purpose for writing?

Answer any questions that may come up.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Task 13: Determine a Focus and Gather Information RI.4.1, RI.4.8, W.4.5, W.4.9, SL.4.1
Purpose of task: Formulate an introduction and gather evidence from texts to support the information presented. The
writing assignment frames the reading in a new way.
Materials: Culminating Task Prompt (in appendix), Writing about Voting Organizer and/or Public Service Announcement
Graphic Organizer “Voting,” Learning Log notes, Graphic Organizers with recorded information from text, Rubric (in
appendix)
Instructional Notes:
 Explain – An opinion piece supports a point of view with reasons and information. Our opinion piece will take
the form of a written public service announcement, which will also be delivered through a speech.
 Parts of prewriting:
a. Brainstorm ideas for PSA
b. Write introductory opinion statement
c. Record important details (e.g., on note cards or graphic organizer)
d. Organize details into an outline that will guide the writing of the report
e. Check that details support the opinion statement
 Possible guiding questions for students to process in groups:
a. What is your piece about?
b. How will you support your opinion? (E.g. High School Seniors have a responsibility to vote.)
c. What evidence have you found for this support? (e.g., facts, definitions, concrete details, quotations,
or other information and examples)?
d. How much background information do your readers need to understand your topic? (Remember
to include information from your notes and/or journals about the various groups who have
persevered to achieve the right to vote.)
 Gather information to support topic
a. Students can select evidence by returning to the readings, their notes, their summaries, their
annotations, their descriptive outlining, and other responses in order to highlight information
they may use to support their topic
b. Develop and teach a format for organizing information they will use. You may choose to utilize
one of the graphic organizers in the appendix.
 Reflection – Provide an opportunity for students to evaluate the support they have chosen
a. How closely does this piece of information relate to the fact it is supposed to support?
b. Is this piece of information a fact or an opinion? Is it an example?
c.
d.
e.
f.
If it is an opinion, what makes the opinion credible?
What makes this information important?
How well will the information suit the audience and the purpose of the report?
In looking at the rubric, what will my writing need to include?
Meeting all Students’ Needs: If students do not know how to organize information, you may need to teach an outlining
strategy. Allow students who struggle with writing to dictate their notes to a peer or teacher. You might also highlight
key information in texts for students who struggle with language. Second language students may also benefit from
viewing the Brain Pop videos once again for multi-media support. For students who excel in writing, allow them to
provide three or four reasons with evidence, rather than two.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
When students work in groups, encourage them to share answers, and add information to each answer as they hear
good ideas, phrasing, and modifications to what they came up with before.
Task 14: Getting Ready to Write W.4.5, W.4.10
Purpose of task: Students now need to add relevant ideas and observations from their own experience to the
information they have gathered.
Materials: Notes, Journals, Graphic Organizers
Instructional Notes:



After responding to readings, collecting notes, and adding observations, students are now prepared to extend
their thinking and develop content. As they take notes at this point, students will have written words and
sentences they can use in their first draft.
To help students generate this information, you might want to introduce a variety of traditional prewriting
activities:
a. Brainstorming
b. Freewriting
c. Informal outlines
d. Clustering/Mapping
e. Quickwrites
Have students read their drafts to one another to practice presenting the information orally.
WRITING
Purpose: Thinking of writing invites students to consider the importance of audience and purpose to affect readers in
particular ways. As students begin to compose a first draft, they are about to make an active contribution to the
conversation among voices and texts with which they have been interacting. At this stage, writing is generally
“reading-based” in that it synthesizes the viewpoints and information of various sources to help the writer establish
his or her position in the ongoing conversation.
This section of the module could include activities that address the following concepts:








Composing a Draft
Considering Structure
Using the Words of Others (and Avoiding Plagiarism)
Negotiating Voices
Revising
Considering Stylistic Choices
Editing the Draft
Responding to Feedback
 Reflecting on Your Writing Process
Task 15: Draft W.4.1, W.4.4, W.4.9, W.4.10
Purpose of task: While students will want to keep their audience in mind throughout the writing process, because
thinking about audience is a guide to effective writing, the first draft is generally “writer-based” and discovery- oriented
in that it serves to help the writer think through the information and choose a focus. The first draft is often where
students find out what they really think about a particular issue or topic.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Materials: Writing supplies
Instructional Notes:
 Prompt: Compose a draft: Write what you would like to include in your public service announcement. You do not
necessarily have to start at the beginning with the introduction, although you may. Your goal here is to write
down on paper, in complete sentences, your information.
Task 16: Consider Structure W.4.1, W.4.9,
Purpose of task: Provide additional instruction regarding the structure students will need to have for their writing.
Materials: Writing supplies, pre-writing notes, rubrics
Instructional Notes:
The following sections are traditional parts of an essay and provide considerations that writers may want to take into
account when organizing their texts:
The Beginning or Introduction




Directs readers’ attention to the topic the writing addresses
Establishes the importance of the topic
Provides background information that the audience may need
Introduces the thesis or purpose of the writing in order to suggest how the piece will be developed
The Middle or Body





Explains, illustrates, and develops the topic
Contains as many paragraphs as are necessary to develop the ideas
May have sections and subheads in some types of writing
Contains several examples to develop the topic
Often quotes, paraphrases, or summarizes other texts in support of the purpose of the writing
The Conclusion



Connects the writing to some larger idea
Points the reader to next steps or new questions raised by the writing
Explains the implications of the major point of the writing
Final Product
The final product should reflect the following points. Read and discuss them in class or in small groups as you are
getting ready to revise your essay:
• Most body paragraphs consist of a topic sentence (or an implied topic sentence) and concrete details
to support that topic sentence.
• Body paragraphs give evidence in the form of examples, illustrations, and quotes.
• The number of paragraphs is dependent on the topic and the evidence presented.
• The thesis, or opinion statement, dictates and focuses the content of the essay.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
EDITING & REVISING
Purpose: Many students don’t differentiate between revising, editing, and proofreading. They need to be taught the
difference as well as the importance.
Revision involves analyzing the global level and paragraph level organization of the document, and making changes to
your draft on a global, paragraph, and sentence level to ensure that:
 The document addresses its purpose
 The structure of the document is logical and supports the topic clearly
Editing involves looking at each sentence carefully, and making sure that it’s well designed and serves it purpose
Proofreading involves checking for grammatical and punctuation errors, spelling mistakes, etc. Proofing is the final
stage of the writing process
Task 17: Revising W.4.1, W.4.4, W.4.5, W.4.9, W.4.10
Purpose of task: Help students understand that revision is a strategic, selective process; what writers choose to revise
depends on the ultimate purpose of their writing. During this step, it may be necessary to conduct mini-lessons to
teach/review language standards of focus.
Materials: Writing supplies, Writing Checklist (in appendix)
Instructional Notes:
 Develop a process students can use to analyze their rough draft. You may choose to have students use the
checklist in the appendix and work individually and/or with a partner.
 They also need to either self-assess or have a peer assess the writing based on the purpose, the message, the
needs of the audience, and the writer’s style. Possible questions to support an analysis:
o Who is my audience, and what is my topic/ central idea?
o What type of information and examples does this audience value most highly?
o What are the most important facts? Are these in a logical order?

Writers can make stylistic choices in order to enhance the clarity of their writing and make connections with
readers. Students can consider the effectiveness of their stylistic choices by responding to the following
questions:
o How will the language you have used affect your reader’s response?
o Which words or synonyms have you repeated? Why?
o What figurative language have you used? Why did you use it?
o What effects will your choices of sentence structure and length have on the reader?
o In what ways does your language help convey your identity and character as a writer?
o Is your language appropriate for your intended audience?
Meeting all Students’ Needs: You can stimulate effective conversations about student writing by scaffolding revision
workshops that target specific concepts for revision (i.e., paragraphing, effective introduction strategies, or transitions,
etc.). Demonstrate moves good writers engage in during revision, invite students into discussions about writing that
develop revision vocabulary and revision reading skills. A great way to build students’ repertoire of writing strategies is
by frequent analysis of other students’ writing pieces either in whole class or small group settings.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Task 18: Editing & Proofreading W.4.5
Purpose of task: While the first draft of an essay is generally writer-based, as writers revise, they create writing that has
the reader in mind, writing that is, in other words, more reader-based. At this point, they will need to address surface
level issues such as grammar and usage errors, sentence clarity, sentence variety, word choice, and various other stylistic
features.
Materials: Writing supplies, Editing Checklist and/or rubric (in appendix)
Instructional Notes:
 Students benefit from instruction that targets particular constructions and asks them to make observations
about those constructions. Identifying and practicing these constructions and conventions constitutes a major
part of an individual’s editing knowledge.
 As you have worked through this module with your students, you have probably also been assigning grammar
and spelling activities. Now students must apply their grammar and usage knowledge to their own writing.
 Consider using an Editing Checklist or rubric (in appendix) for peer work, individual work, or conferences with
you. Using these guidelines as the focus of the task of editing will give your students a consistent checklist for
each writing task.
Task 19: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.4.5
Purpose of task: “Students need feedback on their writing. Some of this can be from peers during the revision stage, but
instructor feedback is essential. Although responding to drafts and conferencing with students is undoubtedly time
consuming, it is important to intervene in the writing process at the most useful points and to make comments that are
well targeted to both the assignment’s demands as well as to the student’s needs and language development
processes.” (CSU, 27)
Materials: Writing supplies
Instructional Notes:

The most valuable point for students to receive feedback is before they revise and edit, so they can actively
apply what they learn from your response to the next draft. One particularly effective time for instructor
response is after students have produced their first revised, “reader-based” draft. Students can then use
instructor feedback to revise and improve the final draft they will submit for a final grade. As students see
their own writing evolve, an improved grade can serve as additional motivation for them to put sustained
effort into revisions.

Below are some common ways to respond:

o
Annotate the paper, focusing on the 2-3 most important aspects or features of the text (so as not to
overwhelm students with too much feedback at once), and make a summary comment at the end that
supports the annotations in the body of the paper.
o
Meet one-on-one with each student and review the strengths and weaknesses of the paper. In this
situation, you and your students might each keep an index card to track the kinds of changes being
made on each paper over time.
Minimal Marking: A more minimalist response can address global concerns by answering the two questions
below and underlining a few targeted errors.
• What is the best thing about this draft?
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
• What is the biggest overall difficulty with this draft, and how could it be improved?
Local concerns can then be addressed by underlining errors and having students attempt to identify and
correct them. For students with few errors, you might underline all of them. For students with many errors,
you might identify a particular type of problem that is causing the most confusion or distraction and
underline only that pattern of error. In other words, the t e a c h e r might write something like “I am
underlining sentence fragments. Please try to correct them. If you have questions, please ask.” Then
underline fragments throughout the paper. Some teachers simply put a checkmark in the margins to
indicate that there is a problem in a particular line.
Meeting all Students’ Needs: Most teachers make a distinction between “global” issues, such as thesis, focus, and
opinions, and “local” issues, such as grammatical and usage errors. While all students need both global and local
responses, English learners will benefit from more frequent and extended opportunities to receive and respond to
feedback. English learners may also benefit from instructor response to specific aspects of the English language—for
example, particularly difficult or idiosyncratic grammatical forms that English learners are still in the process of
acquiring.
Task 20: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.4.5
Purpose of task: When students get their papers back with feedback, ask that they consider all of the feedback they got
from various peers, instructors, and others and make decisions about what changes they are going to implement.
Materials: Writing supplies
Instructional Notes:
1. Some questions for them include the following:
o
o
o
o
o
o
o
What are the main concerns your readers had in reading your draft?
Do all of the readers agree?
What changes should you consider (thesis, references, organization)?
What do you need to add?
What do you need to delete?
What sentence-level and stylistic problems do you need to correct?
What kinds of grammatical and usage errors do you have? How can you correct them?
It is useful for instructors to model this revision process with a sample paper. When students can observe and
collaboratively participate in how to move from feedback to revision, they are better able to internalize the
moves proficient writers make in revision and subsequently engage in these moves independently.
Task 21: Responding to Feedback (adapted from CSU ERWC Assignment Template) W.4.10
Purpose of task: “Reflection is an essential component in learning. Students benefit from discussing what they have
learned about how to write and sharing that information with the rest of the class. This activity supports shared
understanding of key terms, important moments and moves in developing writing, and generalizations that organize
students’ approaches to writing. Reflection allows students to articulate their attitudes and assumptions about literacy
and the role it plays in their developing academic identities.”
You may want to direct reflection by asking some of the following questions:
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
-
What have you learned about your writing process?
What were some of the most important decisions you made as you wrote this text?
How did “writing about your writing” influence the way you developed your text?
In what ways have you become a better writer?” (CSU, 29)
Task 21: Delivering the Public Service Announcements SL.4.1, SL.4.4, SL.4.5, SL.4.6
Purpose of task: The students will have the opportunity to demonstrate their speaking and listening skills by delivering
their public service announcements orally while their classmates listen and provide feedback.
Materials: Written Public Service Announcement, Any Visuals or Audio Students Choose to Utilize, Speaking and Oral
Presentation Rubric (in appendix)
Instructional Notes:

Now that students have drafted a written public service announcement, they will not have the opportunity to
deliver their PSA orally.

Introduce the speaking and oral presentation rubric to the students. Explain that they will be working in groups
of three and providing feedback for one another using the rubrics and answering the following questions:
o
Did I speak clearly and at an understandable pace? (SL.4.4)
o
Did I use formal English in the oral presentation of my public service announcement? (SL.4.6)

Prior to working in triads, students may need further clarification of these terms and a demonstration with
examples and non-examples of a proficient student in each of these areas for an oral presentation.

After students have had the opportunity to work in triads to receive feedback, allow them additional practice
time and then have them present orally to the entire class.
Formative Assessment Notes: Students can be scored on their oral presentation using the same rubric that was utilized
in their peer groups. If audio and visuals are added to the presentation, they can also be incorporated into the scoring of
the project.
Meeting al Students’ Needs: For students at beginning language proficiency, it may be more appropriate to have them
present in a small group setting, or individually after additional practice. To challenge more advanced students, provide
them with an opportunity to add audio recordings and visual displays to their presentations. Some ideas might include
the use of technology such as a recorded PSA with a video camera or the creation of a PowerPoint presentation.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Glossary of Strategies
1.
G.I.S.T (Generating Interactions between Schema and Text) (Cunningham, 1982)
GIST is a comprehension strategy that can be used both during and after reading. It is one approach to
summarizing a text. When using the GIST strategy, students create summaries that are 20 words or less.
Students can use templates if scaffolding is necessary. The scaffolding should be removed once students
have internalized the thinking process of creating a GIST.
2. Word Splash – The board is SPLASHED with new vocabulary from the sessions. Students get into groups
of 4 and are given 1 minute to look at the words. Teacher erases one of the words. The first student or
group to raise hand(s) and correctly say the word, spell it, and use it in a sentence wins the point.
VARIATION (how strategy is used in module): This strategy was designed by Dorsey Hammond. The
strategy is used to preview a reading assignment and support comprehension of a non-fiction text. Terms
or phrases are selected from a piece of text and are presented to students in a visual display with the
topic or main idea in the center. Working with partners, small groups, or whole class students speculate
about how individual terms might be associated with or relate to the topic. In this strategy, students
generate sentences to go with the terms. Where relevant, pictures or objects can be used in place of
words to create a picture splash or an object exhibit.
3. Concept Definition Maps – Structured word webs used to explore more complex concepts. The center
circle may be a broad concept such as “habitat” and spokes leading off the circle may be organized to
respond to questions such as “What is it?”, “What are some examples?” and “Why is it important?”
4. Learning Logs (The Core Six, pages 53-54)
An active response journal that infuses writing into the daily instructional routine. Learning logs can give
teachers insight to students’ knowledge and feelings. Students should write in their learning logs at least
once per day. Learning logs are not graded, but at least one entry should receive feedback, at least once
per week. After students have had an opportunity to write, provide them with time to share with a partner
or small group and then move to whole class discussion. During the class discussion, record students’ ideas
and explore them further.
5.
Double Entry Journal: Ask students to respond to what they have read through differing lenses. The
more common of the two lenses chosen is that of a detail from the reading and the reader’s personal
reaction to the detail. The notes are often taken in two-columns with related items on either side of the
dividing line. Double Entry Journals can guide students to make personal connections to text and to relate
what they are reading to what they already know. They can also direct students toward making inferences and
drawing conclusion from their reading based on a trigger statement that can be documented alongside the
inference.
Adaptations:
 The headings can be adjusted not only for topics, but also in number. They could include: vocabulary
term, definition, context from text, personal connection.
 Teachers can choose the heading based on the objectives of the lesson and the passage type.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
6. Inside-Outside Circle - Students are arranged into two equal circles, one inside the other. Students from
the smaller inside circle face those in the outer larger circle and vice versa. Students ask each other
questions about a review topic. These may be either teacher or student generated. Students from one of
the circles rotate to either the left or right. The teacher determines how many steps and in which
direction. Another question is asked and answered. Interactions can be varied. The following are some
ideas:
o
Teacher posts a thoughtful question on the board, and pupils freely discuss. (1) One circle presents
thoughts, other asks more questions; or (2) one circle talks, other takes notes.
o
Students share journal entries related to the topic of study. Alternatively, (1) one circle presents
entry, other circle asks questions; or (2) one presents, other circle takes notes.
o
Each student has a clipboard. On the clipboard are several pages of different problems (equal to
the number of participants). Students in each circle have a different method to solve the same
problem. Students cannot show their clipboard to one another. They must discuss the problem,
sharing the two methods on their respective pages. Then they must identify one or two additional
methods (e.g., Math: different pathways for solving the problems; Geography: different pathways
to get somewhere on a map; ELA: predictions about the next event or sequence of events in a short
story, novel, or play; Science: positive, negative, and null hypothesis).
7. Peer Response to Summary. The Peer Response to Summary asks students to identify and evaluate
required elements in a partner’s summary, thereby providing students with an opportunity to apply their
knowledge of this genre while receiving feedback on their own writing.
8.
6-Step Vocabulary (Classroom Instruction that Works pages 128-129)
A five step process for teaching new terms and phrases. The instructional sequence allows for multiple
exposures to the new term or phrase in multiple ways. :
STEP 1: Present students with a brief explanation or description of the new term or phrase.
STEP 2: Present students with a non-linguistic representation of the new term or phrase.
STEP 3: Ask students to generate their own explanations or descriptions of the term or phrase.
STEP 4: Ask students to create their own non-linguistic representation of the new term or phrase.
STEP 5: Periodically ask students to review the accuracy of their explanations and representations.
9. Text Reconstruction: This strategy allows students multiple opportunities to interact with text through
reading, writing, listening and speaking. Here are the steps:
1) Read the text aloud while participants just listen.
2) Read the text a second time while participants listen for key words and phrases.
3) Read the text a third time while participants listen and take notes.
4) Have participants discuss their notes with a partner and work together to reconstruct the text.
5) Show the original text to participants. Point out key language features (deconstruction), and invite
students to discuss differences or similarities between the original and their texts.
(Spycher & Nieves)
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
10. Quick Jots (Janiel Wagstaff Quick Start to Writing Workshop Success. Scholastic, 2011.)
Very brief, informal opportunities to think and record a few thoughts or notes about classroom happenings
or anything under study. Like other quick, informal writing opportunities, Quick Jots build students’
confidence, fluency and skill as writers. Quick Jots keep students engaged in learning since taking a
moment to jot a few words, phrases or sentences requires “every pupil response.” Quick Jots can be used
to activate prior knowledge, build knowledge or solidify knowledge; just as they are useful to build/solidify
opinions/arguments.
11. Quick Write: The quick write involves asking a question, giving students a set amount of time for
responding (usually between one and ten minutes). The quick write can be endlessly modified.
12. 4-2-1 Freewrite (The Core Six, pages 54-55)
This strategy is a collaborative summarization strategy and gives students a frame to follow when they
write.
STEP 1: After students read, they generate the four most important ideas from the text.
STEP 2: Students work in partners to share their ideas and agree on the two most important ideas from
their list.
STEP 3: Partners pair up into groups of four. Each group then works to come to consensus on the most
important idea.
STEP 4: Students spend the next three to five minutes free writing about the big idea. Students are
asked to be specific and write as if they were explaining the big idea and topic to someone who didn’t know
anything about the topic. Students must not stop writing until time is up.
STEP 5: Students return to their groups, listen to each other’s responses and then participate in a class
discussion.
13. Backwards Book Walk – Purpose is to familiarize students with non-fiction text before they begin reading.
This process reverses the process of the typical book walk.
1. Begin with the conclusion, so students understand overall meaning of the text (book/chapter).
2. Students read headings, captions, key words and table of contents.
3. After reviewing the book/chapter, students create a title for the book/text.
4. Have partners share with each other. Class share before beginning text.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Appendix
1.
2.
3.
4.
Learning Log Cover Sheet
Mock Election Student Reflection Sheet “Choosing a Classroom Mascot”
GIST graphic organizer for summarizing prompt
Word Splash for Voting
5. Concept Map
6. Note Catcher for Module (Student and Annotated Version)
7. Timeline (Student and Annotated Version)
8. Double Entry Journal organizer
9. Anchor Chart for “The Table of Brotherhood”
10. Text Reconstruction form for “I Have a Dream,”
11. Close Reading Analysis form for “I Have a Dream,” speech
12. Question Response Graphic Organizer for Working for Change, segment 1 and 2 (Student
and Annotated Versions)
13. Student Version of Culminating Task Prompt and Instructions
14. Writing About Voting Pre-Writing Organizer
15. Public Service Announcement Graphic Organizer: “Voting”
16. SBAC opinion rubric
17. Editing Checklist
18. Text Set Article: “Voting,” from Grolier Online
19. Text Set Article, “The Vote,” from Hopscotch Magazine
20. Text Set Article, “The Table of Brotherhood,” from Boy’s Life Magazine
21. Poem, “Impossible? Not!”
22. Possible Text Set article “Order in the Court,” from Junior Scholastic
23. Sample Rubrics for Written and Oral Public Service Announcements
26
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Learning
Log
Unit 4, Sample Module 1
Name_________
27
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name__________________________
Choosing a Classroom Mascot
Instructions: Today you will be voting on a mascot for our classroom. This mascot will represent who we are
as a class. Here are some examples of mascots:
California State University, Fresno
The Fresno Grizzlies
The Seattle Seahawks
University of California, Merced

Only the boys will be allowed to vote for our mascot today. Take a moment and record your response
to the following question: “How do you feel about our class vote for the new mascot? Why?”
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name__________________
Unit 4 –Sample Module 1 Culminating Task
GIST
Directions: Read the prompt listed below, highlight words which will be important to remember when
completing the assignment. Next, follow the steps to summarize what you will be asked to do for the
culminating task.
Culmintating Task:
After researching individuals and groups who have persevered to achieve civil rights, create a public service
announcement for high school seniors about why voting is important. State your opinion and support your
opinion with reasons, facts, and details from the information you have studied.

What steps will you take to complete the task?
o Step 1:__________________________________________________
o Step 2:__________________________________________________
o Step 3:__________________________________________________
o Step 4: __________________________________________________
Now, write a 10-20 word GIST, or summary using words you highlighted, or underlined, and then
explain in your own words what you will need to do for the culminating task:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name_________________________
Word Splash
Voting
30
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Concept Map for Unit 4 Module 1
Big Idea: Perseverance
Enduring Understanding: Making a difference takes courage, dignity, and perseverance.
Essential Question: Why is it important for a leader to persevere?
What is it?
What is it like?
Perseverance
What are some examples?
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Note Catcher
Name: _______________________
Voting Rights
Group:
Cause of
Protest:
Names of
Leaders:
Results:
Women
African
Americans
Native
Americans
Farm Workers
Students
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
(Annotated Version of Possible Responses)
Name: _______________________
Note Catcher
Voting Rights
Group:
Cause of Protest:
Not allowed to
vote (The Vote)
Susan B. Anthony,
Elizabeth Stanton
On August 26, 1920,
women won the right
to vote. (The Vote)



Segregation
Discrimination
Denied the right
to vote
(Vistas P. 393)
Martin Luther King
Jr., Tom Bradley,
Jesse Unruh, William
Byron Rumford

Discrimination in
jobs, schools,
and housing
(Vistas P. 395)
Richard Oakes
Unruh Civil
Rights Act of
1959
 Rumford Fair
Housing Act
(Vistas P. 394)
Group raised
awareness and opened
a museum and cultural
center on Alcatraz
(Vistas P. 395)

Workers spend
long days picking
crops for little
wages.
(Vistas P. 396)
Cesar Chavez and
Dolores Huerta

18 year olds were Students at Berkley
serving in the
and other California
war in Vietnam,
campuses.
but were not
allowed to vote
(Vistas P. 397)
Native
Americans
Farm Workers
Students
Results:

Women
African
Americans
Names of
Leaders:

Raised wages and
improved working
conditions. (Vistas P.
396)
On July 5, 1971 the
Twenty Sixth
Amendment was
passed, lowering the
voting age to 18.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name______________________
Timeline of Important Dates in the History of Voting
Quickwrite: What was the most important event in voting history? Why?
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
(Annotated Version)
Name_______________________
Timeline of Important Dates in the History of Voting
1860
Almost
every
state
allowed all
white men
over age
21 to vote
1861-1865
Men of all
races
gained
voting
rights after
the Civil
War with
the 15th
Amendment.
1890s
Voting
became
secret.
1920
Women
Won the
Right to
Vote with
the 19th
Amendment
1971
The 26th
Amendment
gave 18
year olds
the right to
vote.
2000
Only 51
percent of
those
qualified to
vote for
president
turned out.
2002
Congress
passed the
Help
America
Vote Act.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Double Entry Journal (Students can create this structure with notepaper)
This is what the text, video, or
audio says:
 Include:
 Direct quotes
 Citations
 Brief Summaries
 Exclude:
 Long drawn-out summaries
 Great detail about every
event
Paragraph/
Page #
This is what I think:
 Include:
 Predictions
 Reflections
 Reactions
 Connections
 Feelings toward author’s words
 Words/Passages that confuse
you
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name____________________________
“The Table of Brotherhood,” by Michael P. Spradlin
Anchor Chart:
Somebody
narrator or character in a text
In
the place where a text is set
Wanted
what the character or narrator is hoping for
But
the problem or obstacle that might get in the way of what the character or narrator
wants
So
the outcome or resolution
Then
what happens to move the story forward
Summary Notes:
Summary:
Somebody:
In:
Wanted:
But:
So:
Then:
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
(Annotated version)
Name____________________________
“The Table of Brotherhood,” by Michael P. Spradlin
Somebody In Wanted but So Then Anchor Chart
Somebody
narrator or character in a text
In
the place where a text is set
Wanted
what the character or narrator is hoping for
But
the problem or obstacle that might get in the way of what the character or narrator
wants
So
the outcome or resolution
Then
what happens to move the story forward
Summary Notes: (Possible Responses)
Summary:
Somebody: Will (main character in story), or William
Will went to Washington D.C. on August 28th in
1963 to hear Martin Luther King Jr. say his
famous, “I Have a Dream,” speech. At first he
was afraid for his safety when people were
shouting hateful things at him. Then he found a
restaurant with a nice man named Louis who
welcomed him. Will told him stories about his
dad being a Red Tail fighter pilot. He felt safe
enough to go hear Dr. King when Louis and his
brother, Jules, went with Will to hear the speech.
Federick Washington, Jr.
In: Washington D.C. , August 28, 1963
Wanted: to see Martin Luther King Jr. for his “I Have a
Dream” speech
But: He was having doubts when people shouted hateful
words at him.
So: He was treated kindly by a man named Louis who
worked at the restaurant.
Then: He felt safe enough to attend Dr. King’s speech
when Louis and his brother Jules went with him.
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Text Reconstruction
Name _________________________
Partner’s Name ____________________
Text Type: Segment from “I Have a Dream,” speech by Martin Luther King Jr.
Big Idea: Perseverance: Making a difference takes courage, dignity, and perseverance.
Key Vocabulary
Mississippi
1. My notes
New York
2. Additional notes my partner had
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Text reconstruction with partner
40
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name___________________________
Close Reading Analysis Form
“I Have a Dream” by Martin Luther King Jr.
Directions:
• Here is the actual portion of the speech you have been working on reconstructing.
• There is also another section from the speech to read and analyze on the next page.
• Reread the text and answer the questions in the right hand column.
“I Have a Dream,” excerpt from
a Speech by Martin Luther King Jr.
Use the text to answer the following questions:
We cannot be satisfied as long as the
What does Martin Luther King Jr. mean by, “the Negro in
Mississippi cannot vote?”
Negro in Mississippi cannot vote and
the Negro in New York believes he has
nothing for which to vote.
Gist Statement
What is this sentence mostly about?
Why do you think King says that the Negro in New York
believes he has nothing for which to vote?
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
“I Have a Dream,”
a Speech by Martin Luther King Jr.
Use the text to answer the following questions:
I have a dream that one day on the red hills
of Georgia sons of former slaves and the
sons of former slave-owners will be able to
sit down together at the table of
brotherhood.
How is the story you recently read, “The Table of
Brotherhood,” related to this quote from Dr. King’s speech.
Gist Statement
What is this sentence mostly about?
42
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
(Annotated with Possible Responses)
Close Reading Analysis Form
“I Have a Dream” by Martin Luther King Jr.
Directions:
• Here is the actual portion of the speech you have been working on reconstructing.
• There is also another section from the speech to read and analyze on the next page.
• Reread the text and answer the questions in the right hand column.
“I Have a Dream,”
a Speech by Martin Luther King Jr.
Use the text to answer the following questions:
We cannot be satisfied as long as the
What does Martin Luther King mean by, “the Negro in
Mississippi cannot vote?”
Negro in Mississippi cannot vote and
the Negro in New York believes he has
nothing for which to vote.
Even though African Americans were given the right to
vote on a national level, places like Mississippi had
local laws which kept them from voting.
Gist Statement
What is this sentence mostly about?
Why do you think King says that the Negro in New York
believes he has nothing for which to vote?
At this time in history African Americans were
We can’t stop persevering for civil
rights until African Americans can
discriminated against and they didn’t have leaders
representing them.
vote and feel like their vote
matters.
43
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
“I Have a Dream,”
a Speech by Martin Luther King Jr.
Use the text to answer the following questions:
I have a dream that one day on the red hills
of Georgia sons of former slaves and the
sons of former slave-owners will be able to
sit down together at the table of
brotherhood.
How is the story you recently read, “The Table of
Brotherhood,” related to this quote from Dr. King’s speech.
Just like the story, African Americans should be able to join
together as equals eating together and enjoying all of the
same rights and responsibilities.
Gist Statement
What is this sentence mostly about?
King wants all people to come together as equals. When you eat together at a “table of brotherhood”
it means you trust and respect that person.
44
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Working for Change, from California Vistas
Graphic Organizer, Segment 1, pages 392-395
Directions: After reading the text, write answers to each question below in the “My Response” section. Support
each response in the “Evidence from the Text” section. After you are given time to talk to a classmate and share
ideas, complete the “My Thoughts Now” section based on your conversation.
1. How did people fight segregation? Re-read the fourth paragraph on page 393 and summarize the
author’s words using specific language from the text.
My Response
Evidence From the Text
My Thoughts Now
2. On page 393 the author writes, “Martin Luther King Jr. led the movement to gain civil rights for
African Americans in the 1950s and 1960s.” Using examples from the text, explain what civil
rights are in your own words.
My Response
Evidence From the Text
My Thoughts Now
45
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
3. What did Jesse Unruh accomplish to improve civil rights for the citizens of California? P. 394
My Response
Evidence From the Text
My Thoughts Now
4. What were the effects of the Native American’s protesting discrimination on Alcatraz in
November of 1969? P. 395
My Response
Evidence From the Text
My Thoughts Now
46
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
5. Who were some of the important leaders of change described on pages 393 to 395? Explain
how each leader was able to improve civil rights for the people they represented.
My Response
Evidence From the Text
My Thoughts Now
4-2-1 Free Write: For this segment record the four most important ideas of the text. Then pair up and come to a
consensus on the two most important ideas from your lists. Then, in groups of four, come to a consensus on the
single most important idea of this section. Then write for 3-5 minutes to answer the following question: How did
African Americans and Native Americans persevere to gain civil rights?
My four most important ideas:
1.
2.
3.
4.
Two most important ideas with my partner:
1.
2.
With my group of 4, the most important idea is:
47
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Working for Change, from California Vistas
Graphic Organizer, Segment 1, pages 392-395
(Annotated with possible responses)
Directions: After reading the text, write answers to each question below in the “My Response” section. Support
each response in the “Evidence from the Text” section. After you are given time to talk to a classmate and share
ideas, complete the “My Thoughts Now” section based on your conversation.
1. How did people fight segregation? Re-read the fourth paragraph on page 393 and summarize the
author’s words using specific language from the text.
My Response
King organized peaceful demonstrations to fight
segregation. African Americans were not
allowed to vote and denied other rights as well.
Evidence From the Text
An example of a large, but peaceful demonstration
was King’s speech on the steps of the Lincoln
Memorial in Washington D.C.
My Thoughts Now
Answers will vary.
2. On page 393 the author writes, “Martin Luther King Jr. led the movement to gain civil rights for
African Americans in the 1950s and 1960s.” Using examples from the text, explain what civil
rights are in your own words.
My Response
Civil rights are rights given to us through the
United States Constitution.
Evidence From the Text
One right mentioned in paragraph 4 is the right to
vote.
My Thoughts Now
Answers will vary.
48
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
3. What did Jesse Unruh accomplish to improve civil rights for the citizens of California? P. 394
My Response
He wrote the Unruh Civil Rights Act of 1959.
Evidence From the Text
It made it illegal for restaurants, hotels, and other
businesses to refuse to serve African Americans
and other minorities. It also made it illegal for
landlords to choose their renters based on race.
My Thoughts Now
Answers will vary.
4. What were the effects of the Native American’s protesting discrimination on Alcatraz in
November of 1969?
My Response
The government didn’t meet their demands, but
more people became aware of the problems
they were facing.
Evidence From the Text
On the bottom of page 395 Adam Fortunate Eagle
said, “The purpose of occupying Alcatraz was to start
an Indian movement and call attention to Indian
problems……….It has served its purpose.”
My Thoughts Now
Answers will vary.
49
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
5. Who were some of the important leaders of change described on pages 393 to 395? Explain
how each leader was able to improve civil rights for the people they represented.
My Response
Martin Luther King Jr., Jesse Unruh, Tom Bradley,
Richard Oakes
Evidence From the Text
King represented African Americans and led large,
peaceful protests. Unruh became a member of the
State Assembly and wrote the Civil Rights Act of
1959. Tom Bradley was the first African American
mayor of Los Angeles. Richard Oakes led Native
Americans to protest on Alcatraz and eventually they
opened a museum and cultural center on the island.
My Thoughts Now
Answers will vary.
4-2-1 Free Write: For this segment record the four most important ideas of the text. Then pair up and come to a
consensus on the two most important ideas from your lists. Then, in groups of four, come to a consensus on the
single most important idea of this section. Then write for 3-5 minutes to answer the following question: How did
African Americans and Native Americans persevere to gain civil rights?
My four most important ideas:
1.
2.
3.
4.
Two most important ideas with my partner:
1.
2.
With my group of 4, the most important idea is:
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FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Working for Change, from California Vistas
Graphic Organizer, Segment 2, pages 396-399
Directions: After reading the text, write answers to each question below in the “My Response” section. Support
each response in the “Evidence from the Text” section. After you are given time to talk to a classmate and share
ideas, complete the “My Thoughts Now” section based on your conversation.
1. What did Cesar Chavez and Delores Huerta do to improve life for farmworkers? P. 396
My Response
Evidence From the Text
My Thoughts Now
2. Why was the right to vote important to students? P. 397
My Response
Evidence From the Text
My Thoughts Now
51
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
3. Describe the equal rights movement for women on page 397. What was the outcome of the
movement?
My Response
Evidence From the Text
My Thoughts Now
4. How did many Californians protest when they felt their taxes were too high? What was the
outcome? P. 398
My Response
Evidence From the Text
My Thoughts Now
52
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Quick jot: How was the right to vote instrumental in bringing about change for different groups in California from the
1950s until today?
53
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Working for Change, from California Vistas
Graphic Organizer, Segment 2, pages 396-399
(Annotated with possible responses)
Directions: After reading the text, write answers to each question below in the “My Response” section. Support
each response in the “Evidence from the Text” section. After you are given time to talk to a classmate and share
ideas, complete the “My Thoughts Now” section based on your conversation.
1. What did Cesar Chavez and Delores Huerta do to improve life for farmworkers? P. 396
My Response
He helped form labor unions. Chavez and Huerta
organized the National Farmworkers Association.
Evidence From the Text
After protesting, the unions finally received an
increase in their wages. They also were able to
improve conditions for grape pickers.
My Thoughts Now
Answers will vary.
2. Why was the right to vote important to students? P. 397
My Response
Many students felt that if they were old enough to
serve in the Vietnam war at age 18, they should be
able to vote.
Evidence From the Text
After protesting the text states that, “On July 5, 1971
the Twenty-Sixth Amendment to the Constitution
was passed. It lowered the voting age from 21 to
18.”
My Thoughts Now
Answers will vary.
54
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
3. Describe the equal rights movement for women on page 397. What was the outcome of the
movement?
My Response
Women were upset because they were not getting
paid equal wages for the same jobs.
Evidence From the Text
On page 397 it states that, “The women’s movement
led to national laws that banned discrimination
against women.”
My Thoughts Now
Answers will vary.
4. How did many Californians protest when they felt their taxes were too high? What was the
outcome? P. 398
My Response
They voted for the passage of Proposition 13, which
cut taxes on property such as homes and office
buildings by more than half.
Evidence From the Text
The text states, “On June 1978 voters passed a law
called Proposition 13.” It also forced the state to
spend less money on public services.
My Thoughts Now
Answers will vary.
55
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name___________________
Unit 4-Sample Module 1 Culminating Task Instructions
After researching individuals and groups who have persevered to achieve civil rights, you will create a public
service announcement for high school seniors about why voting is important. State your opinion and support
your opinion with reasons, facts, and details from the information you have studied.
Directions and Criteria for Success:
1. Use your resources and notes to help you complete the culminating task listed above.
2. Refer to your pre-writing graphic organizers to remind you how to organize your public service
announcement before writing.
3. Write a public service announcement that includes the following:
 a topic sentence with an opening, or introductory paragraph that states your opinion
 two body paragraphs with evidence and examples
o Paragraph 1: What is one reason it is important to vote?
 Support with at least two details from your research
o Paragraph 2: What is another reason it is important to vote?
 Support with at least two details from your research.
 a concluding statement with a closing paragraph
 ideas linked using transitional words and phrases
We look forward to reading and hearing your public service
announcements!
56
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name___________________
Writing about Voting Graphic Organizer
Clear Opinion:
Reason # 1:
Supporting Details:
1.
2.
3.
Reason # 2
Supporting Details:
1.
2.
Concluding Statement:
3.
57
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
(Another Option for a Graphic Organizer for Pre-Writing)
Public Service Announcement Graphic Organizer: “Voting”
Section
Introduction
Purpose:
Grab listeners’ attention and
make them want to hear
more.
What to do and include:
Catchy quotes, a great
slogan, powerful statistics, or
facts.
Statement of opinion
Purpose:
What you want people to do
and remember after hearing
your PSA.
What to do and include:
Clear statement of your
intended goal.
Reason 1
Purpose:
Provide a good reason why
your opinion is right.
What to do and include:
State the reason, explain the
reason, and support it with
quotes, facts, and statistics.
Reason:
Evidence:
•
•
58
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Public Service Announcement Graphic Organizer: “Voting”
Section
Reason 2
Purpose:
Provide a good reason why
your opinion is right.
What to do and include:
State the reason, explain the
reason, and support it with
quotes, facts, and statistics.
Reason:
Evidence:
•

Concluding statement
Purpose:
Leave your listeners with
final thoughts.
What to do and include:
Come up with a catchy
phrase or add on to your
opinion statement.
59
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
60
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
61
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Name:
Date:
Editing Checklist (Opinion Writin)
Things to Check
Yes
No
1. Does the writing clearly state and maintain an
opinion?
2. Is the issue restated in the conclusion?
3. Does the writing have a variety of transitions?
4. Do your reasons and details prove, explain, or
support your opinion?
5. Are factual details and reasons given?
6. Did you describe what action the audience should
take?
7. Did you use strong nouns, adjectives, and verbs?
8. Does each sentence begin with a capital letter and
end with the proper punctuation?
9. Did you use complete sentences?
10. Are all words spelled correctly?
11. Is each paragraph indented?
62
FUSD Fourth Grade ELA, Unit 4, Sample Module 1
Voting
Voting is a process by which people formally make a choice. People vote in many situations.
Students vote to elect class officers at school, for example. But voting is most important in democratic
government. Citizens vote to elect public officials. They also vote to decide public issues.
Voting in the United States
In the United States, people vote at the local, state, and federal (national) levels. Citizens age 18 or
older may vote. The states set additional rules. They require various periods of living in a particular
place. In most states a voter cannot be mentally unfit or a felon. (A felon is someone who has
committed a serious crime.) State rules differ on when and if felons regain voting rights when they get
out of prison.
In all states, voting is free. No one can be forced to vote. It is a crime to try to stop someone from
voting. Voting is private. And a person may vote only once in any election.
Each state, county, city, or ward (division of a city) is divided into voting districts. The districts are
called precincts. Before voting, people must register in the precinct where they live. In some states
they can register on Election Day. But usually the registration deadline is several weeks before the
vote.
Elections are held at various times. General elections (for federal officials) take place every two
years. Election Day is the Tuesday that falls between November 2 and 8.
On Election Day, polling places are set up in each precinct. Voters present themselves to the poll
workers. They provide identification. And they receive the materials needed to vote.
In most cases, people vote by machine in private booths. The machine automatically records the
voter’s choice. There are many kinds of voting machines. Each state decides what machines it will
use. Today computerized voting is widespread. Voters may fill out a computer-readable paper form.
Or they may touch a computer screen to cast a vote.
Voting machines were developed to provide prompt and accurate vote counts. They are meant to
reduce cheating and error. All voting machines must allow people to vote in secrecy. People must be
also be able to vote for a person whose name is not shown on the machine. And they must be able to
change their choices before registering the vote. All machines must have safeguards that prevent
votes from being manipulated.
People can also vote by mail. After all votes have been cast, they are added up. Then the winners are
announced.
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The Right to Vote
In the early United States, most people could not vote. The total population was more than 4 million.
But only about 120,000 people could vote. Voting was usually limited to free white men who owned
property. By 1860 almost every state allowed all white men over age 21 to vote.
After the Civil War (1861–65) men of all races gained voting rights. The 15th Amendment to the
Constitution accomplished this. But local laws kept most black people in the South from the polls. The
Voting Rights Act of 1965 ended this practice.
Women won the right to vote in 1920 with the 19th Amendment to the Constitution. In 1971 the 26th
Amendment gave 18-year-olds the right to vote. Federal laws help ensure that Americans can
exercise voting rights. People with disabilities must be able to vote. So must those whose first
language is not English.
The Secret Ballot
Voting was not private in the early United States. Citizens often said their votes out loud. Or they
voted by raising their hands. After the Civil War, printed ballots became common. But the ballots were
distributed by individual candidates or parties. They were often different colors or shapes. It was thus
easy to tell how someone voted.
Voting was not truly secret until the 1890s. Then the government began to issue ballots. The ballots
showed the names of all qualifying candidates. They were distributed only at polling places. And
voting was done in private booths.
Voting Today
Voter turnout is the percentage of qualified voters who actually vote. In the United States, turnout is
usually highest in presidential elections. Even then, many people who are qualified to vote do not. In
the 2000 presidential election, for example, only 51 percent of those qualified to vote turned out.
Other problems in 2000 revealed flaws in the voting process. The vote in Florida required a recount
that lasted for 36 days. Thousands of people had voted incorrectly. Thousands of other votes were
unclear.
In 2002, Congress passed the Help America Vote Act. The law’s goal was to help eliminate voting
errors. It gave states money to improve their voting systems.
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How to cite this article:
MLA (Modern Language Association) style:
"Voting." The New Book of Knowledge. Grolier Online, 2014. Web. 13 Feb. 2014.
Chicago Manual of Style:
"Voting." The New Book of Knowledge. Grolier Online
http://nbk.grolier.com/ncpage?tn=/encyc/article.html&id=10001677&
type=0ta (accessed February 13, 2014).
APA (American Psychological Association) style:
Voting. (2014). The New Book of Knowledge. Retrieved February 13, 2014, from Grolier Online
http://nbk.grolier.com/ncpage?tn=/encyc/article.html&id=10001677&
type=0ta
720 Lexile Level
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Glossary for “The Vote”
Word
Definition
affect
to cause a change in
devoting
giving one’s time or attention to a purpose
picketing
demonstrating; a person or group of people posted in front of a business or
building to protest policies, and to discourage customers or prevent workers
from entering
politicians
people who hold a political office
occupations
jobs
pursue
to strive to accomplish or obtain
venture
to move, travel, or proceed in a brave or adventurous manner
cause
a belief, goal, or mission that a person works toward
unrest
a state of dissatisfaction, disturbance, or turmoil, especially social or political
in vain
without substantial or lasting effect
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(Poem Taken From HM Paths to Discovery, pg. 45)
Impossible? Not!
Do you like to explore new places? Do you like to discover the past? Do you like to stand
up for what is right and fair? The poem below is about doing both. However, it is missing some
words. Use the in- and im- words to fill in the blanks:
inexpensive
incredible
injustice
immeasurable
indepdendence
Climb to the top of Mount Everest
And take in the _________ view.
Explore the sea’s __________depths
With Captain Nemo and his daring crew.
March with Martin Luther King Jr.
to protest _____________in our nation
Listen to Thomas Jefferson speak
Of _____________ and unfair taxation.
Impossible! Improbable! Is that what you say?
Well, that’s incorrect! You can do it today
Exploring can be __________________.
It doesn’t have to cost you a dime.
All you need are two simple things:
An interesting book and some time.
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(Part of the Possible Text Set with Recording Sheet and Glossary)
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Summarizing Informational Text Recording Form for “Order in the Court!”
Name:
Date:
Part 1: Getting the Gist: After reading this text for the first time, what do you think this text is
mostly about?
Part 2: Identify the main idea for each section of the text.
Opening
What Was Her Crime?
The Trial: Day One
The Trial: Day Two
Surviving the Shock
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Summarizing Informational Text Recording Form for “Order in the Court!”
Part 3: Summarizing the Text: After thinking more closely about this text, summarize the main
ideas of this text. Use several specific details from the text in your summary.
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Glossary for “Order in the Court!”
Word
Section of Text
Definition/Synonym
defendant
Opening
a person on trial, charged with a wrongdoing
opponents
Opening
people who are against something
merely
Opening
only; just
influential
Opening
having authority; powerful
reluctantly
What Was Her Crime?
unwilling; hesitant
test case
What Was Her Crime?
a legal action to try to see if something is
allowed based on the constitution
convince
What Was Her Crime?
to cause to accept or believe; persuade
well-educated
What Was Her Crime?
Student definition:
abolitionist
What Was Her Crime?
Student definition:
jurisdiction
What Was Her Crime?
Student definition:
concede
The Trial: Day One
Student definition:
honorable
The Trial: Day One
right; deserving of respect
laudable
The Trial: Day One
Student definition:
outraged
The Trial: Day One
Student definition:
verdict
The Trial: Day Two
the decision of a judge or jury in a trial
suffrage
The Trial: Day Two
right to vote
trampled
The Trial: Day Two
to crush or destroy
principle
The Trial: Day Two
a law on which action or behavior is based
unjust
The Trial: Day Two
Student definition:
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Glossary for “Order in the Court!”
Word
Section of Text
Definition/Synonym
earnestly
The Trial: Day Two
heartfelt; sincere
persistently
The Trial: Day Two
continuing, lasting, or holding on, despite
opposition or difficulties; repeated
tyranny
The Trial: Day Two
the oppressive or abusive exercise of power, or
the government or authority that uses power in
this way
mere
Surviving The Shock
*See “merely”
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PSA Rubric
Criteria
Meets
Partially Meets
Does Not Meet
I develop the topic with
relevant facts,
definitions, details,
quotation, or other
information and
examples from the
text(s).
I somewhat develop the
topic with some textual
evidence.
I do not use evidence
to support my point
or the evidence I use
is irrelevant.
Command of Evidence
I can develop my
opinion of the
importance of voting
with relevant facts,
definitions, details,
quotations, or other
information from the
text. (W.4.1b and
SL.4.4)
I can group together
reasons with related
evidence in my public
service
announcement.
(W.4.1a)
Criteria
I use relevant evidence
inconsistently.
Meets
Partially Meets
Does Not Meet
I have an introduction
with a clear
explanation of the
topic and a clear
statement of my
opinion.
I have a clear opinion
statement, but have
little or no
explanation of the
topic.
I have an introduction
that does not explain
the topic and does not
clearly state my
opinion.
Content and Analysis
I can write an
introduction in my
public service
announcement that
explains the
importance of voting
and states my opinion
clearly. (W.4.1a)
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I can use accurate
reasons and evidence to
support my opinion
about the importance
of voting. (W.4.1b)
Criteria
I used accurate,
relevant reasons and
evidence to support
my opinion about the
importance of voting.
I used some reasons
and evidence to
support my opinion.
I used inaccurate or
irrelevant reasons and
evidence to support
my opinion about the
importance of voting.
Partially Meets
Does Not Meet
I can use “can,”
“should,” and “must”
correctly.
I sometimes use
“can,” “should,” or
“must” correctly.
I have frequent errors
using “can,” “should,”
or “must.”
I can write complete
sentences.
I write some complete
sentences, and some
incomplete or run-on
sentences.
I have many incomplete
or run-on sentences.
Meets
Control of Conventions
I can use grammar
conventions to send a
clear message to a
reader or listener.
(L.4.1 and L.4.3c)
I can use punctuation
for effect in my writing.
I sometimes use
punctuation for effect
in my writing.
I can use conventions
to send a clear
message to my reader.
(L.4.2)
I use grade-appropriate
conventions, with few
errors that do not
hinder comprehension.
I can use quotation
marks to mark a quote
from an outside source.
I can capitalize the first
letter of a quote from an
outside source.
I can use commas and
end punctuation
correctly when quoting
from an outside source.
I have some
convention errors that
hinder
comprehension.
I do not use
punctuation for effect
in my writing.
I have frequent
convention errors that
hinder comprehension.
I do not use quotation
marks to mark a quote
from an outside source.
I do not capitalize the
first letter of a quote
from an outside source.
I do not use commas
correctly when quoting
from an outside source.
I do not use end
punctuation correctly
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when quoting from an
outside source.
Criteria
Meets
Partially Meets
Does Not Meet
Coherence, Organization, and Style
I can group together
reasons with related
evidence in my public
service
announcement.
(W.4.1a)
I have reasons and
related evidence
grouped together for
clear organization.
I have some reasons
and related evidence
grouped together,
showing an attempt at
organization.
I have reasons and
related evidence that
are not grouped
together, showing no
attempt at
organization.
I can use linking
words to connect my
opinion to my reasons.
(W.4.1c)
I always link ideas using
grade-appropriate
words and phrases.
I sometimes link ideas
using words and
phrases.
I do not use linking
words and phrases.
I can express ideas
using carefully chosen
words. (L.4.3a)
I use precise words and
words specific to my
topic.
I sometimes use precise
words or words specific
to my topic.
I use words that are
not precise or not
related to my topic.
I can develop a
conclusion that
summarizes my
opinion about the
importance of voting
in my public service
announcement.
(W.4.1d)
I have a conclusion
statement that sums up
my opinion about the
importance of voting.
I have a conclusion
statement that generally
relates to the
importance of voting.
I do not have a
conclusion statement.
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Criteria
Meets
Partially Meets
Does Not Meet
Speaking and Oral Presentation
I can speak clearly and
at an understandable
pace in the oral
presentation of my
public service
announcement. (SL.4.4)
I speak clearly and at an
understandable pace.
I speak quickly and am
difficult to understand
at times.
I speak so quickly that
my speech is not
understandable.
I can use formal English
in the oral presentation
of my public service
announcement. (SL.4.6)
I use formal English.
I use a mix of formal
and informal English.
I use informal
English.
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