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ELA G4:M2B:U1

Building Background Knowledge: Animal Defenses and the Research Process

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: What Are Animal Defense Mechanisms?

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 infer about animal defense mechanisms based on information in pictures and text.
  • I can support my inferences with details and examples from pictures and texts.
  • I can document my research using a research journal.
  • Observations during carousel brainstorm
  • Participation during unpacking of guiding questions
  • Animal Defense Mechanisms: KWL chart 
  • Carousel Brainstorm

Lesson 2Building Background Knowledge: Launching Research of Animal Defense Mechanisms

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can paraphrase portions of a text that are read aloud to me. (SL.4.2)
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can infer what a text says using specific details from the text. (RI.4.1)
  • I can interpret information presented through charts or graphs. I can explain how that information helps me understand the text around it. (RI.4.7)
  • I can explain what it means to be a researcher.
  • I can paraphrase information presented in a read-aloud on animal defense mechanisms.
  • I can infer about a text by examining its visuals.
  • Animal Defense research journals pages 2 and 3: Listening Closely and Examining Visuals note-catchers
  • Observations from participation in Animal Defense Mechanisms: KWL chart construction
  • Back-to-back and Face-to-Face

Lesson 3A Closer Read for Vocabulary: Words Related to Animal Defenses

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can paraphrase portions of a text that is read aloud to me. (SL.4.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can use a variety of strategies to read words. (RF.4.3)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • I can paraphrase information presented in a read-aloud on animal defense mechanisms.
  • I can use different strategies to help me read unfamiliar words.
  • I can determine the meanings of unfamiliar words to help me better understand “Award-Winning Survival Skills.”
  • Listening Closely note-catcher (page 2 of Animal Defenses research journal)
  • Glossary (pages 24–26 Animal Defenses research journal)
  • None

Lesson 4A Closer Read for Main Ideas: What Is Important about Animal Defenses?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can paraphrase portions of a text that is read aloud to me. (SL.4.2)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can paraphrase information presented in a read-aloud on animal defense mechanisms.
  • I can determine the main idea of sections of “Award-Winning Survival Skills.”
  • I can identify details that support the main idea of sections of “Award-Winning Survival Skills.”
  • Listening Closely note-catcher (page 4 of Animal Defenses research journal)
  • Determining the Main Idea note-catcher (pages 5 and 6 of Animal Defenses research journal)
  • Back-to-back and Face-to-Face

Lesson 5Reading Scientific Text: Building Expertise on Animal Defense Mechanisms

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can paraphrase portions of a text that is read aloud to me. (SL.4.2)
  • I can interpret information presented through charts or graphs. I can explain how that information helps me understand the text around it. (RI.4.7)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can paraphrase information presented in a read-aloud on animal defense mechanisms.
  • I can make inferences about animal defense mechanisms by examining articles that include text and visuals.
  • I can determine the main idea of a section of Animal Behaviors: Animal Defenses.
  • Listening Closely note-catcher (page 7 of Animal Defenses research journal)
  • Examining Visuals note-catcher (page 8 of Animal Defenses research journal)
  • Determining Main Ideas note-catcher (pages 9 and 10 of Animal Defenses research journal)
  • Observation of participation during Jigsaw
  • Jigsaw

Lesson 6Reading Scientific Text: Reading Closely on Animal Defense Mechanisms

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can paraphrase portions of a text that are read aloud to me. (SL.4.2)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can identify details that support the main idea of a section of Animal Behaviors: Animal Defenses.
  • I can paraphrase and take notes on information presented by my peers in Jigsaw groups.
  • Determining the Main Idea note-catcher (pages 9 and 10 in Animal Defenses research journal)
  • Observation of participation during Jigsaw
  • Jigsaw

Lesson 7Mid-Unit Assessment: Reading about Caterpillars, Answering Questions, and Determining the Main Idea

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can interpret information presented through charts or graphs. I can explain how that information helps me understand the text around it. (RI.4.7)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can make inferences about caterpillar defense mechanisms by examining articles that include text and diagrams.
  • I can determine the main idea of a text on caterpillar defense mechanisms.
  • I can find the meanings of unfamiliar words to help me better understand “Award-Winning Survival Skills: How Animals Elude Prey.”
  • Mid-Unit 1 Assessment
  • Animal Defenses research journal glossary
  • None

Lesson 8Preparing for a Text-based Discussion: Science Talk about Animal Defenses

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)

    a. I can prepare myself to participate in discussions.

    a. I can draw on information to explore ideas in the discussion.

I can effectively participate in a Science Talk about animal defense mechanisms.

  1. I can prepare for the Science Talk by using evidence from animal defense mechanism texts.
  • Animal Defense Mechanisms: Preparing for a Science Talk note-catcher
  • Quiz-Quiz-Trade
  • Fishbowl

Lesson 9Text-Based Discussion: Science Talk about Animal Defenses

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)

    a. I can draw on information to explore ideas in the discussion.

    b. I can follow our class norms when I participate in a conversation.

    c. I can ask questions that are on the topic being discussed.

    c. I can connect my questions and responses to what others say.

  • I can effectively participate in a Science Talk about animal defense mechanisms.

b. I can ask questions so I am clear about what is being discussed.

c. I can ask questions on the topic being discussed.

d. I can follow our class norms when I participate in a conversation.

  • I can observe others participating in a Science Talk.
  • Preparing for a Science Talk note-catcher
  • Science Talk

Lesson 10Determining Main Idea and Summarizing: Reading Closely about Millipedes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can paraphrase portions of a text that is read aloud to me. (SL.4.2)
  • 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 main idea of a section of Venom.
  • I can summarize a section of Venom using the main idea and supporting details found in the text.
  • Listening Closely note-catcher (page 14 of Animal Defenses Research Journal)
  • Determining the Main Idea note-catcher (page 15 of Animal Defenses Research Journal)
  • None

Lesson 11Close Reading: Learning About Poisonous Animals

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 text. (RI.4.1)
  • I can interpret information presented through charts or graphs. I can explain how that information helps me understand the text around it. (RI.4.7)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can make inferences based on information from pictures and text in a section of Animal Behavior: Animal Defenses, “Poisonous Prey”.
  • I can support my inferences with details and examples from pictures and texts in a section of Animal Behaviors: Animal Defenses, “Poisonous Prey”.
  • I can find the meanings of unfamiliar words to help me better understand a section of Animal Behaviors: Animal Defenses, “Poisonous Prey”.
  • Listening Closely note-catcher (page 16 of Animal Defenses research journal)
  • “Poisonous Prey” note-catcher (pages 17-23 Animal Defenses research journal)
  • Back-to-back and Face-to-Face

Lesson 12Close Reading Continued: Learning About Poisonous Animals

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 text. (RI.4.1)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can use a variety of strategies to read words. (RF.4.3)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • I can make inferences based on information from pictures and text in a section of Animal Behavior: Animal Defenses, “Poisonous Prey”.
  • I can support my inferences with details and examples from pictures and texts in a section of Animal Behaviors: Animal Defenses, “Poisonous Prey”.
  • I can find the meanings of unfamiliar words to help me better understand a section of Animal Behaviors: Animal Defenses, “Poisonous Prey”.
  • “Poisonous Prey” note-catcher (continued from Lesson 11; pages 17-23 Animal Defenses research journal)
  • Think-Pair-Share

Lesson 13Science Talk: Synthesizing What We Know about Millipedes

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)

    a. I can prepare myself to participate in discussions.

    a. I can draw on information to explore ideas in the discussion.

    b. I can follow our class norms when I participate in a conversation.

    c. I can ask questions that are on the topic being discussed.

    d. I can connect my questions and responses to what others say.

  • I can accurately synthesize information from two texts on the same topic. (RI 4.9)
  • I can effectively participate in a Science Talk about millipede defense mechanisms.

a. I can prepare for the Science Talk by using evidence from animal defense mechanism texts.

b. I can ask questions so I am clear about what is being discussed.

c. I can ask questions on the topic being discussed.

d. I can follow our class norms when I participate in a conversation.

  • Preparing for a Science Talk note-catcher (page 22 Animal Defenses research journal)
  • Observation of Science Talk
  • Science Talk

Lesson 14End of Unit Assessment: Answering Questions and Summarizing Texts about Animal Defense Mechanisms

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 text. (RI.4.1)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can paraphrase portions of a text that is read aloud to me. (SL.4.2)
  • I can paraphrase information read aloud about animal defense mechanisms.
  • I can determine the main idea of “Hearing Sounds through the Ground.”
  • I can summarize “Hearing Sounds through the Ground” using the main idea and supporting details found in the text.
  • End of Unit 1 Assessment
  • Tracking My Progress, End of Unit 1 recording form
  • None

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