Q1W1 (8/13-8/17)

TeacherKathleen Manning
Subject AreaELA/SS
Grade Level4
Week #1
Unit of InstructionFirst Week Procedures/Opinion Writing/Citizens' Duties
Standard(s) Taught

SL.1.1 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.

L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry; and also informational texts including history/social studies, science, and technical texts in the grades 4-5 text complexity band proficiently.

RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

 

RL.2.5 Explain major differences between poems, drama, and prose by referring to their structural elements.

RF.3.3 Know and apply grade level phonics and word analysis skills in decoding words.

RF.4.4 Read with sufficient accuracy and fluency support comprehension.

C.2.2 Identify ways citizens work together to influence government and help solve community and state problems.

W.1.1 Write opinion pieces on topics supporting a point of view with reasons and. information.

Learning Targets and Learning Criteria

The student will:

-Demonstrate ability to effectively engage in a range of collaborative discussions on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

-Demonstrate ability to report on a topic or text, tell a story, or recount an experience in an organized manner.

-Provide a statement of the main idea of a text and how that main idea is supported by key details.

-Provide an explanation of major differences between poems, drama, and prose with references to structural elements of each: poems (e.g. verse, rhythm, meter); drama (e.g. casts of characters, settings, dialogue, stage directions); prose ( e.g. journal writing, articles, stories).

-Provide references to details and/or examples in a text when explaining what the text says explicitly.

Classroom Activities

First week activities: Getting to Know You/ team building exercises; Classroom procedures, Code of Conduct, Schedule, 4th grade Technology Platforms.

Rules for Discussion/Discussion Sentence Stems- Practice circles

What Good Readers Do/ Book Discussions

Choosing a Good Book

Characteristics of Genres- Power Point and discussion

Semantic Feature Analysis

Discussion of Citizens’ Rights, Duties, and Responsibilities

Whole Group Texts:

“Got the Power” – poem by Brod Bagert

“Rights, Duties, and Responsibilities” – article

“The Surly Chefs” – drama excerpt from Ready Reading work text pg. 312

 

 

 

Assignments Due

Book Choice – students will need to have picked a book to be reading during silent reading or free times.

Reading Survey

Discussion Sentence StemsĀ 

Main Idea Statement and Supporting Key Details for “Rights, Duties, and Responsibilities” article (formative grade) Due 8/16

Completed Semantic Feature Analysis chart (formative grade) Due 8/17

Log ins for technology: IXL, Think CERCA, Read Theory, Newsela, Nearpod, Seesaw.

Additional Resources

Parents: Remember to send in signed forms from the First Day Red Folders. These include- Code of Conduct, Emergency Card, Permission Slip for Blake Park, and only if you do NOT give consent, Media Release form.

Details will be posted about our Technology platforms and student log-ins so that they may be accessed at home.

Be sure to sign up for REMIND and BLOOMZ!

As soon as we get our PLANNERS, students will be expected to write in them daily.