Q3W4 (1/28-2/1)

Field trip to St. Augustine is this Friday, February 1st. Letters will go home with students on Monday. Students should arrive by 7:30 and report to their homeroom teacher’s classroom. Chaperones please arrive by 7:15, sign in, and go to your child’s class as well. 

TeacherPamela Barnes
Subject AreaELA/Social Studies
Grade Level4
Week #22
Unit of InstructionFamous Americans/St. Augustine
Standard(s) Taught

Reading

  • LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • LAFS.4.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
  • LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
  • LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

Writing

  • LAFS.4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • LAFS.4.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
  • LAFS.4.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Social Studies

  • SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
Learning Targets and Learning Criteria

Reading

  • Answer and pose critical thinking questions regarding comparing and contrasting American segregation with the Sneetches
  • Explain an author’s reasons and evidence after reading “His Truth is Marching On”
  • Define content vocabulary words by using context (discrimination, segregation, boycott, influence, oppose, protest, triumph)
  • Analyze My Brother Martin to determine how he was affected by his life’s events
  • Read grade-level text independently
  • Answer text-based questions about My Brother Martin
  • Identify and describe the meaning of figurative language (similes and idioms)
  • explain the effect MLK, Jr. had on the world

Writing

  • Write a letter to the Sneetches explaining how to end discrimination on the beach
  • Write a multi-paragraph essay after reading “His Truth Is Marching On” by explaining how MLK, Jr. influenced others

Social Studies

  • Summarize St. Augustine’s significance in Florida history and United States history by researching a specific historical landmark in St. Augustine and reporting on it
Classroom Activities

Barnes

  • ThinkCERCA assignment “His Truth Is Marching On”-steps 5 and 6 then submit essay
  • Finish brochures for St. Augustine project and begin writing oral presentations
  • iReady practice

Brackney

  • Read My Brother Martin; identify what caused MLK, Jr. to stand up for Civil Rights and what happened as a result of fighting for equality 
  • Complete Nearpod by answering text-based questions
  • Review VLT2
  • iReady practice
  • Seesaw “Dreams” by Kid President
Assignments Due

Barnes

  • ThinkCERCA steps 1-4
  • Nearpod SAXHP after reading My Brother Martin
  • Letter to Sneetches
  • iReady 40 minutes
  • Seesaw activity

Brackney

  • Nearpod SAXHP after reading My Brother Martin
  • iReady 40 minutes
  • Writing centers
Additional Resources