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ELA G4:M2A:U1

Building Background Knowledge: Life in Colonial America

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Discovering the Topic: Inferring and Confirming Using Evidence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7)
  • I can explain how visual or graphic information helps me understand the text around it. (RI.4.7)
  • I can effectively participate in a conversation with my peers. (SL.4.1)
  • I can actively listen and share in discussions with my peers.
  • I can make inferences based on information from pictures, charts, timelines, maps, and text.
  • I can support my inferences with details and examples from the text.
  • Group chart
  • I Notice/I Wonder graphic organizer
  • Quick Check index cards
  • Inferring Based on Evidence Questions recording form
  • Building Background Knowledge

Lesson 2Inferring from a Primary Source: Close Read of Colonial Times Inventory

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can make inferences using specific details from the text. (RI.4.1)
  • I can compare and contrast a first-hand and second-hand account of the same event or topic. (RI.4.6)
  • I can identify and make meaning of new words.
  • I can make inferences about colonial life supported by details from text.
  • I can notice what I understand and what is still confusing when reading a primary source document.
  • I can identify what I know and what I don’t know when reading the Inventory of John Allen.
  • Inferring about John Allen graphic organizer
  • John Allen anchor chart
  • Think-Pair-Share
  • Admit and Exit Ticket

Lesson 3Inferring: Who Was John Allen?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can use details and examples to explain explicit information and inferences in informational text. (RI.4.1)
  • I can compare and contrast a first-hand and second-hand account of the same event or topic. (RI.4.6)
  • I can identify and make meaning of new words.
  • I can give examples of how the English language of colonial times was different than today.
  • I can make inferences about colonial life supported by details from text.
  • I can identify what I know and what I don’t know when reading the Inventory of John Allen.
  • Inferring about John Allen graphic organizer
  • Exit ticket
  • None

Lesson 4Learning about Farms in Colonial America: Explicit versus Inferred Information

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use details and examples to explain explicit information and inferences in informational text. (RI.4.1)
  • I can explain how visual or graphic information helps me understand the text around it. (RI.4.7)
  • I can effectively participate in a conversation with my peers. (SL.4.1)
  • I can determine whether the information I need is explicit in the text or must be inferred.
  • I can confirm my inferences about colonial farmers using details and examples from text.
  • Recording form
  • Exit ticket
  • Admit and Exit Ticket

Lesson 5Mid-Unit 1 Assessment: Inferring with Pictures and Text

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can make inferences based on details in a picture.
  • I can confirm my inferences about a picture using details from the text.
  • I can self-assess my progress toward the learning targets.
  • Mid-Unit 1 Assessment: Inferring with Pictures and Text
  • None

Lesson 6Taking Notes Using a Graphic Organizer: Inferring about the Importance of Religion in Colonial America

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 synthesize information from two texts on the same topic. (RI.4.9)
  • I can take notes and categorize information. (W.4.8)
  • I can write routinely for a variety of purposes. (W.4.10)
  • I can identify details that support the main ideas of a section of If You Lived in Colonial Times.
  • I can document what I learn about life in a Colonial American village by taking notes.
  • I can make inferences using specific details from the text.
  • I can synthesize information I learn about religion in Colonial America from two different texts.
  • Inferring Three-Column graphic organizer
  • None

Lesson 7Paragraph Writing: The Role of Religion in Colonial America

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 synthesize information from two texts on the same topic. (RI.4.9)
  • I can use context to help me to determine what a word or phrase means. (L.4.4)
  • I can take notes and categorize information. (W.4.8)
  • I can write an informative/explanatory text. (W.4.2)
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can identify and determine the meaning of new words using the context of what I’m reading to help me.
  • I can document what I learn about Colonial America by taking notes.
  • I can make inferences using specific details from the text.
  • I can write an informative/explanatory paragraph that has a clear topic sentence, a body, and a conclusion.
  • I can synthesize information I learn about religion in Colonial America from two different texts.
  • Paragraph writing
  • None

Lesson 8Taking Notes Using a Graphic Organizer: Inferring about Work and Play in Colonial America

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 synthesize information from two texts on the same topic. (RI.4.9)
  • I can take notes and categorize information. (W.4.8)
  • I can identify details that support the main ideas of a section of The Scoop on Clothes, Homes, and Daily Life in Colonial America and If You Lived in Colonial Times.
  • I can document what I learn about life in a Colonial American village by taking notes.
  • I can make inferences using specific details from the text.
  • I can synthesize information I learn about work and play in Colonial America from two different texts.
  • Inferring T-chart
  • None

Lesson 9End of Unit 1 Assessment: Inferring and Synthesizing (from Two Texts) about Life in Colonial America

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use details and examples to explain explicit information and inferences in informational 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 support my inferences with details from the text.
  • I can synthesize information from two or more documents on the same topic.
  • End of Unit 1 Assessment: Inferring and Synthesizing (from Two Texts) about Life in Colonial America
  • None

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