You are here

ELA G4:M2A:U2

Case Study: Conducting Research on Colonial Trades

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 1Building Background Knowledge: Colonial Craftspeople

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 main idea using specific details from the text. (RI.4.2)
  • I can summarize informational text. (RI.4.2)
  • I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7)
  • I can make inferences about colonial craftspeople by examining documents that include text and pictures.
  • I can determine the main idea of an informational text on colonial craftspeople.
  • I can identify details that support the main idea of an informational text.
  • I can summarize an informational text on colonial craftspeople by writing a gist statement.
  • Colonial Trades Slideshow Note-catcher
  • Gist statement
  • None

Lesson 2Shared Reading: Learning about Colonial Trades

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 write an informative text. (W.4.2)
  • I can use text and formatting to support my topic. (W.4.2)
  • I can write for a variety of reasons. (W.4.10)
  • I can gather specific details about colonial trades while reading an informational text.
  • I can inform an audience about a colonial trade using details from the text.
  • Help Wanted Ad planning sheet
  • None

Lesson 3Writing to Inform: Colonial Trades

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 write an informative text. (W.4.2)
  • I can use text and formatting to support my topic. (W.4.2)
  • I can write for a variety of reasons. (W.4.10)
  • I can speak clearly and at an understandable pace. (SL.4.4)
  • I can inform an audience about a colonial trade using details from the text.
  • I can present important details of a colonial trade in a group presentation.
  • Help Wanted Ad
  • None

Lesson 4Word Choice: Using Academic Vocabulary to Apply for a Colonial Trade Job

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can write for a variety of reasons. (W.4.10)
  • I can accurately use fourth-grade academic vocabulary to express my ideas. (L.4.6)
  • I can use academic and trade-specific vocabulary as I describe the characteristics of a colonial trade in a job application.
  • I can share the important details of a colonial trade by speaking clearly and at an understandable pace.
  • Colonial Job application
  • None

Lesson 5Research: Identifying Categories for Our Research about the Wheelwright

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 summarize informational text. (RI.4.2)
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can identify important details in an informational text about the colonial wheelwright.
  • I can determine important topics or categories to study in order to learn about colonists.
  • Colonial Job application
  • None

Lesson 6Documenting Research: Sorting and Recording Information about the Wheelwright

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 conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can write detailed notes based on information in the text.
  • I can sort information I learn about a colonial trade into research categories.
  • I can infer about the importance of the wheelwright trade in Colonial America.
  • Task card
  • Inner Circle/Outer Circle (Concentric Circles)

Lesson 7Mid-Unit 2 Assessment: Inferring about the Silversmith Trade in Colonial Times

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 document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can write an informative text. (W.4.2)
  • I can sort specific details about a topic into categories.
  • I can support my inference about a topic with text-based evidence.
  • I can inform an audience about a colonial trade using details from the text.
  • Mid-Unit 2 Assessment: Inferring about the Silversmith Trade in Colonial Times
  • Tracking My Progress, Mid-Unit 2
  • None

Lesson 8Researching and Note-Taking: Becoming an Expert on a Colonial Trade

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can self-assess my progress toward the learning targets.
  • I can collaboratively participate in expert group research of my colonial trade.
  • I can find the meaning of words related to my colonial trade.
  • I can summarize information about my colonial trade in a gist statement.
  • Colonial Trade Research Note-catcher
  • None

Lesson 9Researching and Note-Taking: Building Expertise about a Colonial Trade

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can work collaboratively with my expert group to research my colonial trade.
  • I can summarize information about my colonial trade.
  • Colonial Trade Research Note-catcher
  • None

Lesson 10Reading and Taking Notes on Colonial Trades

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can make inferences using specific details from the text. (RI.4.1)
  • I can gather and sort information from a text about my colonial trade when taking notes.
  • I can infer how colonists depended on my trade and how my trade depended on others.
  • Colonial Trade Research Note-catcher
  • Admit and Exit Ticket
  • Think-Pair-Share

Lesson 11Listening Closely and Taking Notes: Colonial Trade Podcast about the Wheelwright

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can determine important information to record when listening closely to a podcast about my colonial trade.
  • I can self-assess how close I am to meeting the learning target.
  • Colonial Trade Research Note-catcher (Listening Closely version)
  • None

Lesson 12Listening Closely and Taking Notes in Expert Groups: Colonial Trade Podcast

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can determine important information to record when listening closely to a podcast about my colonial trade.
  • I can collaborate with my group to help everyone meet the learning target.
  • Colonial Trade Research Note-catcher: Listening Closely (Expert Group versions)
  • None

Lesson 13Summarizing and Synthesizing: Planning for Writing an Apprentice Wanted Ad

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can write an informative/explanatory text. (W.4.2)
  • I can write routinely for a variety of reasons. (W.4.10)
  • I can paraphrase portions of a text when reading or listening to information being presented. (SL.4.2)
  • I can take notes from a text that is read aloud to me.
  • I can write a summary paragraph about apprentices in Colonial America after listening closely to a text that is read aloud to me.
  • I can synthesize information from my notes into a Topic Expansion graphic organizer to plan my writing of an Apprentice Wanted ad.
  • Summary graphic organizer
  • Topic Expansion graphic organizer
  • None

Lesson 14Synthesizing Information: Writing an Apprentice Wanted Ad

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can document what I learn about a topic by sorting evidence into categories. (W.4.8)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can write an informative/explanatory text. (W.4.2)
  • I can write routinely for a variety of reasons. (W.4.10)
  • I can synthesize information from my notes into an expansion graphic organizer to plan my writing of an Apprentice Wanted ad.
  • I can write a paragraph describing my colonial trade and its importance using details from multiple texts.
  • Topic Expansion graphic organizer
  • Apprentice Wanted ad
  • None

Lesson 15End of Unit 2 Assessment: Working with Two Texts—Reading, Listening, Summarizing, and Synthesizing

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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)
  • I can synthesize information from two texts on the same topic. (RI.4.9)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can gather and sort information from a text that I listen to or read.
  • I can write a summary of a text I have read.
  • I can write a complete paragraph that synthesizes information from two texts.
  • End of Unit 2 Assessment: Synthesizing Information from Text and Audio Resources
  • Tracking My Progress, End of Unit 2
  • None

Lesson 16Synthesizing Research: How Colonists Were Interdependent

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can synthesize information from two texts on the same topic. (RI.4.9)
  • I can use visuals in order to demonstrate what I have learned about colonial interdependence.
  • I can make connections to show what I have learned from researching.
  • Expert Group Colonial Trade chart
  • Teacher observation of Colonial Trade Web activity
  • Hosted Gallery Walk

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up