Quarter 2, Week 15 (11/27-12/1)

TeacherKathleen Manning
Subject AreaELA/Social Studies
Grade Level4
Week #15
Unit of InstructionSt. Augustine/Explorers/Opinion Essay/Poetry
Standard(s) Taught

LAFS.4.RI.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.RI.1.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

LAFS.4.RI.3.7 Interpret information presented visually, orally, or quantatively and explain how the information contributes to an understanding of the text in which it appears.

LAFS.4.RI.3.8 Explain how the author uses reasons and evidence to support particular points in a text.

LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions.

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

LAFS.4.W.4.10 Write routinely over extended time frames.

LAFS.4.W.2.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Floria before it became a US territory.

SS.4.A.3.6 Identify the effects of Spanish rule in Florida.

SS.4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the US.




Learning Targets and Learning Criteria

The student will:

  • Provide an interpretation of information presented orally.
  • Provide an explanation of how the information presented visually, orally, or quantitatively contributes to an understanding of the text in which it appears.
  • Provide a description of the overall structure of events, ideas, concepts, or information in a text orĀ  part of a text.
  • Demonstrate the ability to determine meaning of simple similies and metaphors in context.
  • Demonstrate the ability to explain the meaning of common idioms, adages, and proverbs.
  • Identify the writing style that best fits their task, purpose, and audience.
  • Use organizational/formatting structures (graphic organizer) to develop their writing ideas.
  • Compose a clear and logical piece of writing that demonstrates their understanding of a specific writing style.


Classroom Activities



  • “Florida Historic Places- St. Augustine”
  • “The Building of Castillo de San Marcos”
  • “Florida’s Shipwrecks and Treasures”
  • Booklet: St. Augustine
  • Video: “St. Augustine- Travel Thru History”
  • Classroom and group discussion of text along with student written responses. Students will be citing text evidence for their answers.
  • Students will identify text structures of selected passages.
  • Students will develop a written response to the question: What makes St. Augustine a significant part of the history of Florida and the United States?


  • Students will practice writing an opinion essay in a limited amount of time.

Social Studies:

  • “Ponce de Leon”
  • “Jean Ribault”
  • “Sir Frances Drake”
  • Students will be filling in a graphic organizer after reading and discussing each article about the explorers.
  • Students will write a description of the overall structure of the events and information in each of the articles.



Assignments Due

Written response to question about St. Augustine.

Social Studies completed Graphic Organizer

Written descriptions of article text structures

Completed opinion essay (students will have 2 hours to complete in class)

Poetry projects (ongoing thru the second week in December)

Quiz on explorers



Additional Resources