Q1W8 (10/1-10/5)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #8
Unit of InstructionProse/Poetry/Inferencing/FL Government
Standard(s) Taught

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.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently.

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 to support comprehension.

W.10 Write routinely over extended periods of time for a range of discipline-specific tasks, purposes, and audiences.

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.

4L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

4L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

4L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

4L.3.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

4L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

4L.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.

SS.4C.1.1 Describe how Florida’s constitution protects the rights of citizens and provides for the structure, function, and purpose of state government.

SS.4C.3.2 Distinguish between state (governor, state representative, or senator) and local (mayor or city commissioner) government.



Learning Targets and Learning Criteria

The student will:

  • Provide references to details and examples in a text when explaining what the text says explicitly and when explaining inferences drawn from the text.
  • Provide an in-depth description of a character, setting, and event in a story, drawing on specific details in the text (eg. character’s thoughts, words, or actions).
Classroom Activities

 Essential Question this week: How does one’s perception of something or someone affect one’s opinion?

TEXT:  “The Raft” by Jim LaMarche (in literature book Macmillan Treasures, p. 112) This story study will take all week.

Read story together – work on story map: setting, characters, plot/problem, events, outcome. Identify what is stated explicitly and what is inferred. Discussion questions.

Classroom discussion and participation

Activity: looking for words to describe the main character

Small groups/ station rotations Tues/Thurs

IXL- F1, F2, F3 and G1, G2 Character Descriptions and Inference




Assignments Due

Completed Story Map for The Raft

Completed questions for Florida Local Government

Completed IXL

Questions for “the Raft”

Seesaw assignment “Nicky’s Journal”

Additional Resources


I have put the story, “The Raft,” on Nearpod so that students can spend more time with it if they wish. I have also put the link to the story done on You Tube so students can listen to it as well.

Nearpod code is :   MLBYH