Q3W26 (2/25-3/1)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #26
Unit of InstructionBlack History/Mythology/Essay writing
Standard(s) Taught

LAFS.4.RL.3.9  Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

 LAFS.4.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.

 LAFS.4.RL.2.4  Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean)

 LAFS.4.SL.1.1  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

 LAFS.4.SL.1.2  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

 LAFS.4.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, with scaffolding as needed at the high end of the range.

 LAFS.4.W.3.9a  Draw evidence from literary texts to support analysis, reflection, and research.  Apply grade 4 Reading standards to literature.

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



Learning Targets and Learning Criteria


Students will:

  • provide a statement of the theme in a text.
  • provide a summary of a text.



Classroom Activities


  • “The Golden Touch” and “Pandora’s Box”

Students will read together the two myths. We will discuss the Summary Strategy (Somebody, Wanted, But, So, Then) and practice writing a summary using this technique for Pandora’s Box. The students will then write independently a summary for The Golden Touch.

I-Ready Weekly Lessons

Black History Biography Presentations

Essay Writing Practice


Assignments Due

Summary of “The Golden Touch”

Completed practice essay

Biography Project Presentation

Additional Resources