Quarter 3 Jan-Mar

Mark Your Calendar!

  • St. Augustine Field Trip is Friday, February 14th – money is due no later than January 31st 
TeacherPamela Barnes
Subject AreaELA/Social Studies
Grade Level4
Week #22-29
Unit of InstructionAfrican American History/FL History
Standard(s) Taught

Reading

  • 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
  • 4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
  • 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.
  • 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.
  • 4.RI.2.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • 4.RI.2.6 Provide a comparison and contrast of a first hand and secondhand account of the same event or topic. Provide a description of the differences in focus and the information presented.
  • 4.RI.3.8 Explain how an author uses reasons and evidence to support particular points in a text.
  • 4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably
  • 4.RL.4.5 Provide an explanation of major differences between poems, drama, and prose with references to structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing about a text.
  • 4.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing

  • 4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • 4.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • 4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • 4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • 4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • 4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Social Studies

  • SS.4.A.3.1 Identify explorers who came to Florida and the motivations for their
    expeditions
  • SS.4.A.3.2 Describe causes and effects of European colonization on the Native
    American tribes of Florida.
  • SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European
  • SS.4.A.3.8 Explain how the Seminole tribe formed and the purpose for
    their migration.
  • SS.4.A.3.10 Identify the causes and effects of the Seminole Wars.
  • Outline the events and conflicts leading up to the First Seminole War
Learning Targets and Learning Criteria

Reading

  • Explain what influenced MLK, JR. to become a leader and what effect his leadership had on others and the world
  • Use context as a clue to the meaning of unfamiliar words when reading
  • Explain how and why an author chose to structure a text the way they did
  • Compare and contrast a firsthand account with a secondhand account; identify similarities and differences between the two; analyze the effectiveness of how they are focused
  • Integrate information from both the autobiography and the biography to describe an event in detail
  • Identify and use elements of poetry, prose, and drama, when writing and speaking about types of writing; analyze the elements to infer the author’s reasons for using them

Writing

  • 4.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • 4.W.2.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • 4.W.3.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • 4.W.3.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • 4.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • 4.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Social Studies

  • SS.4.A.3.1 Identify explorers who came to Florida and the motivations for their
    expeditions
  • SS.4.A.3.2 Describe causes and effects of European colonization on the Native
    American tribes of Florida.
  • SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
  •  
Classroom Activities
  • Centers
  • Technology integration: iReady, Nearpod, Seesaw, IXL, eBooks, PowerPoint (or other presenter software)
  • Independent reading
  • Living Biography book reports (these are done primarily in class with teacher guidance, though there may be times when students are asked to complete parts at home due to excessive absences or unfocused behavior)
  • Social Studies group project
  • Essay writing
Assignments Due
  • Living biography-end of February
  • Bi-weekly writing assessments
  • Weekly formative reading and writing assessments on current skill
  • My Brother Martin Nearpod
  • Seesaw “Dream” activity and PSA to raise awareness on an issue and what change you want to make in the world
  • Seesaw I, Too, Sing America activities
  • Weekly center work assignments
  • IXL highlighted codes (85% completion)
Additional Resources

Essential Questions:

  1. What does it mean to have a dream?
  2. Why is Martin Luther King, Jr. known as a great leader?
  3. How did people in history shape the future we have today?
  4. What can we do to shape our future and the future of our descendants?
  5. What qualities should we look for in a leader?
  6. In what way are the African Americans we have learned about similar?

Vocabulary:

discrimination, bigotry, segregation, boycott, opposed, influence, protest, injustice, triumph