| Teacher | Lauren Griffin |
|---|---|
| Subject Area | ELA/Social Studies (Homeroom) |
| Grade Level | 4 |
| Week # | 4 |
| Unit of Instruction | Exploring State and National Parks |
| Standard(s) Taught | ||
|---|---|---|
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.4.10 By the end of the 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.
LAFS.4.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding words.
LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
LAFS.4.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.4.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
LAFS.4.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions or states of (e.g., wildlife, conservation, and endangered when discussing animal preservation).
LAFS.4.SL1.1: 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.
SS.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). | ||
| Learning Targets and Learning Criteria | ||
Provide references to details and/or examples in a text when explaining inferences drawn from the text.
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| Classroom Activities | ||
-Students will work in small groups to research a national or state park. They will utilize technology to research various wildlife and plant life found in the park, the history of the park, activities for visitors, and the geographical location of the park. The groups will then create a trail informational sign about their park; they will also mark the location of the park on maps. -Students will work through the writing process with the use of the Ready Writing resource. They will be writing opinion essays this week on various topics including which state or national park would be the best to visit.
Spelling Words:
-In class, the students will complete various activities utilizing this week’s spelling words. They will be provided with a choice board of activities to complete; one activity from the board will be completed each day this week.
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| Assignments Due | ||
Homework (Tuesday-Thursday): Students are expected to complete Read and Respond assignments for these nights. They will read for 20 minutes and provide a 4-sentence written response to the part of the text that they read. In class: -State/National Park Projects (completed in small groups during class time) -Opinion essays -Spelling test Friday -Reading summative test on Friday covering concepts that we have learned since the first week of school (text features, context clues, making inferences, answering text based questions) | ||
| Additional Resources | ||