Q2, W5 11/12/19-11/15/19

TeacherLauren Griffin
Subject AreaELA/Social Studies
Grade Level4
Week #5
Unit of InstructionInformational Writing/Native American Project
Standard(s) Taught

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.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.

LAFS.4.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social students, 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.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.

 

Social Studies

  • SS2.1 Compare Native American tribes in FL
Learning Targets and Learning Criteria

Writing

  • introduce a topic clearly and group related information in paragraphs
  • develop the topic with facts, definitions, concrete details, and quotations
  • link ideas within categories of information using words and phrases
  • use precise language and domain-specific vocabulary to inform about or explain a topic
  • provide a concluding statement or section related to the information presented
  • make changes to a piece of writing through editing and revising

Social Studies

  • Identify FL’s different Native American tribes (Apalachee, Calusa, Tequesta, Timucua, Tocobaga)
  • Summarize the lifestyles of different FL tribes
  • Identify examples of Native American’s as hunters, gatherers, and farmers and explain the reasoning behind their way of providing food for their tribes
Classroom Activities

-Students have been researching a tribe from Florida.

-They will use the information they have been given to plan an informational essay.

-Their planning sheet will then be used to write a 5-paragraph informational essay including information about their tribe.  Students should include information about the region in which their tribe lived, how they obtained food, what type of clothing they wore, the type of homes they built, and what became of the tribe.

-Students will complete a visual aide to go with their essay.  It can be a poster, model, sketch, etc.

-Spelling Choice Board activities

-Read and Respond

-I-Ready Reading

-Ready Reading

Assignments Due

-Spelling Quiz on Friday, November 15th

  1. integrate
  2. integrity
  3. integer
  4. introduce
  5. introduction
  6. introductory
  7. alliteration
  8. alliterative
  9. reiterate

Roots:

integ: whole

intro: within; into

iter: again, repeat

 

Homework: Tuesday-Thursday, Read and Respond-The students should read 15-20 minutes per night and then write a paragraph about the section of the text that they read.

 

Native American Projects: Students will be working on writing informational essays on their assigned tribe.  They will then create a visual to go with this essay; this may be a booklet, poster, model, sketch, etc.  All of these assignments will be completed in class.  I have a lot of materials that the students can use. *Students may work at home and additional items may be purchased.  However, this is not required.  My goal is for each student to have their essay/project completed by Friday, November 15th. 

Additional Resources