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ELA G4:M2B

Animal Defense Mechanisms

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 1-3 Unit 1: Building Background Knowledge: Animal Defenses and the Research Process

Instructional FocusLong-Term TargetsAssessments
  • Building Background Knowledge: What are defense mechanisms and how do they help animals survive?
  • Building Background Knowledge: What do researchers do?
  • Listening Closely to Paraphrase Information about Animal Defenses
  • Reading Closely about Animals and Their Defenses

 

  • 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 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 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 paraphrase portions of a text that are read aloud to me. (SL.4.2)
  • 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)
  • Science Talk: Synthesizing What We Know about the Animal Defense Mechanisms
  • Listening Closely: Learning about Millipedes and Their Defenses
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • 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 main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)
  • Mid-Unit 1 Assessment: Reading about Caterpillars, Answering Questions, and Determining the Main Idea (RI.4.2 , RI.4.4, and RI.4.7)

 

  • Reading Closely about Millipedes
  • Science Talk: Synthesizing What We Know about the Millipede
  • Setting the Purpose for a Deeper Study of Animal Defense Mechanisms
  • 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 accurately synthesize information from two texts on the same topic. (RI 4.9)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • 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)

  • End of Unit 1 Assessment: Answering Questions and Summarizing Texts about Animal Defense Mechanisms (RI.4.1, RI.4.2, and SL.4.2)

 

Weeks 4-5 Unit 2: Using Writing to Inform

Instructional FocusLong-Term TargetsAssessments
  • Reading Scientific Text: Reading Closely about an Chosen Animal
  • Science Talk: Synthesizing What We Know about Our Researched Animal
  • Setting a Purpose for Writing: Creating a Rubric for Informative Paragraphs
  • 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 main idea using specific details from the text. (RI.4.2)
  • I can summarize informational or persuasive text. (RI.4.2)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can accurately synthesize information from two texts on the same topic. (RI.4.9)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can use text, formatting, illustrations, and multimedia to support my topic. (W.4.2a)
  • I can produce writing that is appropriate to task, purpose, and audience.(W.4.4)
  • Mid-Unit 2 Assessment: Reading and Synthesizing Information from Two Texts on the Pufferfish (RI.4.1, RI.4.2, RI.4.4, RI.4.8, and RI.4.9)
  • Writing Informative Texts: Sequencing Ideas and Using Research Notes
  • Writing Informative Texts: Revising  Paragraphs for Organization, Concrete Details

 

  •  I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can introduce a topic clearly. (W4.2a)
  • I can group supporting facts together about a topic in an informative/explanatory text. (W.4.2a)
  • I can use text, formatting, illustrations, and multimedia to support my topic. (W.4.2a)
  • I can develop the topic with facts, definitions, details, and quotations. (W.4.2b)
  • I can use linking words and phrases to connect ideas within categories of information (e.g., another, for example, also, because). (W.4.2c)
  • I can use precise, content-specific language/vocabulary to inform or explain about a topic. (W.4.2d)
  • I can construct a concluding statement or section of an informative/explanatory text. (W.4.2e)
  • End of Unit 2 Assessment: Writing about the Defense Mechanisms of the Pufferfish (RI.4.9, W.4.2, W.4.4, W.4.7, and W.4.8)

 

Weeks 6-8 Unit 3: Using Writing to Entertain

Instructional FocusLong-Term TargetsAssessments
  • Writing Informative Texts: Revising Paragraphs Based on Peer Critique
  • Introducing the Format: Choose-Your-Own-Adventure
  • Setting a Purpose for Writing: Understanding the Performance Task
  • Setting a Purpose for Writing: Creating a Rubric for Narrative Writing
  • Writing Narrative Texts: Creating a Character Profile
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can write for a variety of reasons. (W.4.10)
  • I can write narrative text about real or imagined experiences or events. (W.4.3)
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • Writing Narrative Texts: Orienting the Reader and Introducing the Characters
  • Writing Narrative Texts: Including Dialogue and Description
  • Writing Narrative Texts: Using Transition Words
  • I can introduce the narrator and/or characters of my narrative. (W.4.3a)
  • I can establish a situation. (W.4.3a)
  • I can organize events in an order that makes sense in my narrative. (W.4.3a)
  • I can use dialogue and descriptions to show the actions, thoughts, and feelings of my characters. (W.4.3a)
  • I can use transitional words and phrases to show the sequence of events in a narrative text. (W.4.3b)
  • Mid-Unit 3 Assessment: Planning for and Drafting an Introduction for the Choose-Your-Own Adventure Animal Defense Narrative (W.4.3a and d, and W.4.4)
  • Writing Narrative Texts: Using Concrete Words and Phrases and Sensory Details
  • Publishing the Performance Task: Citing Sources and Authors’ Celebration
  • I can use sensory details to describe experiences and events precisely. (W.4.3c)
  •  I can write a conclusion to my narrative. (W.4.3d)
  • With support from peers and adults, I can use the writing process to produce clear and coherent writing. (W.4.5)
  • I can recall information that is important to a topic. (W.4.8)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can sort my notes into categories. (W.4.8)
  • I can provide a list of sources I used to gather information. (W.4.8)
  • I can use conventions to send a clear message to my reader. (L.4.2)
  • I can express ideas using carefully chosen words. (L.4.3a)
  • End of Unit 3 Assessment: Writing Choice 2 of the Animal Defense Narrative (W.4.3b, c, d, e, W.4.2a, and W.4.4)
  • Choose-Your-Own-Adventure Animal Defense Narrative (RI.4.9, W.4.2, W.4.3, W.4.7, W.4.8, and W.4.9b)

 

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