Q2W16 (12/3-12/7)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #16
Unit of InstructionPoetry/European Explorers/Opinion Writing
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.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RL.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information from the text.

RL.2.5 Explain major differences between poems, drama, and prose and refer to their structural elements when writing or speaking about a text.

RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

SL.1.1 Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly.

SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.2.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

SL.2.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.2.6 Differentiate between contexts that call for formal English (eg. presenting ideas) and situations where informal discourse is appropriate. Use formal English when appropriate to task and situation.

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.

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

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

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

L.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.

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

SS.3.1 Identify the explorers who came to Florida and the motivations for their expeditions.

SS.3.6 Identify the effects of Spanish rule in Florida.

SS.3.7 Identify nations (Spain, France, England) that controlled Florida before it became a US terrritory.

W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.4.10 Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences.

Learning Targets and Learning Criteria

The student will:

  • Define “textual evidence” (word for word support).
  • Determine textual evidence that supports their analysis, reflection, and/or research.
  • Compose written responses and include textual evidence to strengthen their analysis, reflection, and/or research.
  • Provide an explanation of major differences between poems, drama, and prose with references to structural elements.
  • Read grade-level test fluently and show comprehension through voice, timing, and expression.
  • Demonstrate the ability to determine the meaning of general academic words or phrases in a text relevant to a grade 4 topic or subject area.
  • Demonstrate the ability to determine the meaning of words or phrases, using context.
  • Provide a description of the overall structure of events, ideas, concepts, or information in a text or part of a text.
  • Provide a statement that integrates information from two texts on the same topic.
  • Determine textual evidence that supports their analysis, reflection, and/or research.
  • Compose written responses and include textual evidence to strengthen their analysis, reflection, and/or research.
Classroom Activities

Texts:

“Snowflake Bentley” (Literature Book)

Poems: “Stopping By the Woods on a Snowy Evening” by Robert Frost

“Winter Morning” by Ogden Nash

“Dust of Snow”

“No Sky at All”

Articles:

“Ponce de Leon: Florida’s First Spanish Explorer”

“Jean Ribault”

“Sir Francis Drake”

Videos:

“The Snowman”

“Elements of Poetry” power point

Reading – together and in small groups

Discussion of Structural elements of Poetry – Rhyme, rhythm, meter, imagery, mood.

Figurative Language and Vocabulary activities

Rotation Stations

Review of Explorers and test

I-Ready Lessons (each student is responsible for completing their assigned lesson each week)

IXL – GG1 – GG4

Nearpod Lessons

Choral reading of poetry

Group Poetry project to prepare for Poetry Cafe

Assignments Due

SS test on Explorers Friday (study guide will be given on Tuesday)

Poetry group project

Figurative Language assignment

I-Ready Lesson

IXL

 

Additional Resources