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ELA G4:M3A

Simple Machines: Force and Motion

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.

Week 1-2 Unit 1: Building Background Knowledge about Simple Machines through Informational Text and Literature

Instructional FocusLong-Term TargetsAssessments
  • Concept sort
  • Close Read: Simple Machines, pages 4–5
  • Begin Science journal, including vocabulary
  • I can explain what a text says 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 explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • 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 explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can write for a variety of reasons. (W.4.10)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • Mid-Unit 1 Assessment: Finding the Main Idea of a Scientific Text (RI.4.2, RI.4.3)
  • Readers Theater
  • I can explain what a text says using specific details from the text. (RL.4.1)
  • I can use literary terms to describe parts of drama. (RL.4.5)
  • I can describe the differences in structure of drama and prose. (RL.4.5)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • End of Unit 1 Assessment: Reading and Answering Questions about Readers Theater (RL.4.1, RL.4.5, L.4.4)

Weeks 2-4 Unit 2: Scientific Research: Researching Simple Machines: How They Help do Work

Instructional FocusLong-Term TargetsAssessments
  • Science Talk research notebook
  • Lesson Cycles: Read, experiment, write, discuss
  • Vocabulary Work: Quiz-Trade
  • I can explain the main points in a scientific text, using specific details in the text (RI.4.3)
  • 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 choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • Mid-Unit 2 Assessment: Reading and Answering Question about Screws (RI.4.3, RI.4.4, W.4.9)
  • Lesson Cycles: Read, experiment, write, discuss
  • Expert visits
  • Vocabulary Quiz-Trade
  • Science Talk
  • I can explain the main points in a scientific text, using specific details in the text. (RI.4.3)
  • 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 describe the organizational structure in informational or persuasive text (chronology). (RI.4.5)
  • I can write informative/explanatory texts that convey ideas and information clearly. (W.4.2)
  • I can choose evidence from informational texts to support analysis, reflection, and research. (W.4.9)
  • End of Unit 2 Assessment, Part I: Reading and Answering Question about Wedges (RI.4.3, RI.4.4, W.4.9)
  • End of Unit 2 Assessment, Part II: Reading and Answering Questions about Experiments (RI.4.3, RI.4.5, W.4.2)

Weeks 4-7 Unit 3: Culminating Project: Sharing Opinions: The Most Helpful Simple Machine

Instructional FocusLong-Term TargetsAssessments
  • Choose a simple machine
  • Examine mentor texts (editorials)
  • I can describe the organizational structure in informational or persuasive text (chronology). (RI.4.5)
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • Mid-Unit 3 Assessment: Reading and Answering Questions about Editorials (RI.4.5, RI.4.8)
  • Explicitly teach opinion writing
  • Using reasons to support opinion
  • Write an editorial
  • I can describe the organizational structure in informational or persuasive text (chronology). (RI.4.5)
  • I can explain how an author uses reasons and evidence to support particular points in a text. (RI.4.8)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can produce writing that is appropriate to task, purpose, and audience. (W.4.4)
  • I can conduct a research project to become knowledgeable about a topic. (W.4.7)
  • I can choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can use grammar conventions to send a clear message to a reader or listener. (L.4.1)
  • I can use conventions to send a clear message to my reader. (L.4.2)
  • I can express ideas using carefully chosen words. (L.4.3)
  • End of Unit 3 Assessment (RI.4.5, RI.4.8, W.4.1, W.4.4)
  • Read opinion piece and name supporting reasons and on-demand opinion writing
  • Performance Task: Opinion Writing: An Editorial on Simple Machines (RI.4.1, RI.4.3, W.4.1, W.4.4, W.4.7, L.4.1, L.4.2, L.4.3)

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