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ELA G4:M2A

Interdependent Roles in Colonial Times

Each module is approximately 8 weeks of instruction broken into 3 units. The "week at a glance" chart in the curriculum map gives the big picture, breaking down the module into a detailed week-by-week view. It shows how the module unfolds, the focus of each week of instruction, and where the six assessments and the performance task occur.

Weeks 1-2 Unit 1: Building Background Knowledge: Life in Colonial America

Instructional FocusLong-Term TargetsAssessments
  • Discovering the Topic: Inferring and Confirming Using Evidence
  • Inferring: Close Read of Primary Source
  • Inferring: Who Was John Allen?
  • Explicit versus Inferred Information: Learning about Farms in Colonial America
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can make inferences using specific details from the text. (RI.4.1)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can explain how visual or graphic information helps me understand the text around it. (RI.4.7)
  • Mid-Unit 1 Assessment: Inferring with Pictures and Text (RI.4.1, RI.4.4, RI.4.7)
  • Taking Notes Using a Graphic Organizer: Inferring about the Importance of Religion in Colonial America
  • Paragraph Writing: The Role of Religion in Colonial America
  • Inferring and Synthesizing about Life in Colonial America
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can make inferences using specific details from the text. (RI.4.1)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • End of Unit 1 Assessment: Inferring and Synthesizing about Life in Colonial America (from Two Texts) (RI.4.1, RI.4.4, RI.4.9, W.4.9)

Weeks 3-5 Unit 2: Case Study: Conducting Research on Colonial Trades

Instructional FocusLong-Term TargetsAssessments
  • Close Reading: Colonial Craftsmen
  • Summary Writing: Colonial Trades
  • Word Choice: Colonial Trade Job Application
  • Research: Looking for Research Categories through a Book Browse
  • Conducting Research: Building Expertise on One Colonial Trade
  • Text-Based Evidence: What Do We Need to Look For?
  • Conducting Research
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can make inferences using specific details from the text. (RI.4.1)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • Mid-Unit 2 Assessment: Inferring about the Silversmith Trade in Colonial Times (RI.4.1, W.4.2b and d, and W.4.8)
  • Listening Comprehension: Williamsburg Podcasts
  • Taking Notes as We Listen
  • Comparing Information on the Same Topic
  • Selecting Informational Text: Colonial Trade Books
  • Synthesizing: Trade Research from Multiple Texts
  • A Quality Short Constructed Response: Writing about My Colonial Trade
  • Synthesizing with Visuals: How Colonists Were Interdependent
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational text. (RI.4.2)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can paraphrase portions of a text when reading or listening to information being presented. (SL.4.2)
  • End of Unit 2 Assessment: Synthesizing Information from Text and Audio Resources (RI.4.2, RI.4.4, RI.4.9, W.4.8, and SL.4.2)

Weeks 6-8 Unit 3: Culminating Project: Research-Based Narrative about an Event in Colonial America

Instructional FocusLong-Term TargetsAssessments
  • Preparing to Write Historical Fiction: Examining Documents
  • Planning Ideas: Developing a Basic Colonial Character Profile
  • Planning Ideas: Developing a Historically Accurate Event
  • Planning Organization: Sequencing an Event
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can craft narrative texts. (W.4.3)
  • I can produce writing that is appropriate to task and purpose. (W.4.4)
  • I can choose evidence from fourth-grade literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • Mid-Unit Assessment: Drafting a Historical Fiction Narrative (W.4.2b, W.4.3a, W.4.4, W.4.9)
  • Peer Critique: Learning How to Give and Receive Useful Feedback
  • Peer Critique: Historical Accuracy of Ideas
  • Revision for Organization: Beginnings, Transitions, and Endings
  • Peer Critique for Organization
  • Editing for Conventions
  • Publishing Historical Fiction Narrative
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can craft narrative texts. (W.4.3)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • With support, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • With support, I can use technology to publish a piece of writing. (W.4.6)
  • I can choose evidence from fourth-grade literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can use conventions to send a clear message to my reader. (L.4.1, L.4.2, L.4.3)
  • End of Unit 3 Assessment: On-Demand Historical Narrative (W.4.2b, W.4.3, W.4.9)
  • Performance Task: Historically Accurate Narrative of an Event in an American Colonist’s Life (W.4.2b, W.4.3, W.4.4, W.4.5, W.4.6, W.4.9)

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