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ELA G4:M3A:U1

Building Background Knowledge about Simple Machines through Informational Text and Literature

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 1Using Mystery Pictures and Text to Discover the Topic (Simple Machines)

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 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 find the meanings of unfamiliar words to help me better understand a scientific text.
  • I can categorize pictures based on details from the text.
  • Simple Machines Science journal (pages 2-6, Vocabulary)
  • None

Lesson 2Reading and Writing about Simple Machines

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI. 4.3)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can document what I learn about a topic by taking notes. (W.4.8)
  • I can determine the main idea of a scientific text.
  • I can write a paragraph describing what simple machines do using details from the text.
  • Simple Machines Science journal (page 8, Building Background Knowledge)
  • None

Lesson 3Mid-Unit Assessment and Introduction to Science Talks

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)
  • I can determine the main idea using specific details from the text. (RI.4.2)
  • I can explain the main points in a historical, scientific, or technical text, using specific details in the text. (RI.4.3)
  • I can determine the main idea of a scientific text.
  • I can explain how simple machines help people do work using details from the text.
  • I can effectively participate in a Science Talk about simple machines. I can prepare for the Science Talk by gathering evidence from scientific texts about simple machines.
  • Mid-Unit 1 Assessment: Finding the Main Idea of a Scientific Text
  • Simple Machine Science journals (page 9)
  • Science Talk

Lesson 4Learning from Literature: Simple Machines Readers Theater

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
  • I can describe the differences in structures of poems, drama, and prose. (RL.4.5)
  • I can explain what a text says using specific details from the text. (RL.4.1)
  • I can read fourth-grade-level texts with fluency. (RF.4.4)
  • I can express my own ideas clearly during discussions. (SL.4.1)
  • I can follow our class norms when I participate in a conversation. (SL.4.1)
  • I can share my opinion on a topic and respect the opinions of others.
  • I can identify the characteristics of Readers Theater through examining the text The Machine.
  • I can explain how drama is different from other types of fiction.
  • Exit ticket
  • None

Lesson 5Learning from Literature Continued: Examining Text Structure, Vocabulary, and Information about Simple Machines in the Readers Theater The Machine

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, casts of characters, settings, descriptions, dialogue, stage directions). (RL.4.5)
  • I can describe the differences in structures of poems, drama, and prose. (RL.4.5)
  • I can explain what a text says using specific details from the text. (RL.4.1)
  • I can read fourth-grade-level texts with fluency. (RF.4.4)
  • I can express my own ideas clearly during discussions. (SL.4.1)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • I can identify the characteristics of Readers Theater through examining the text The Machine.
  • I can share my opinion on a topic and respect the opinions of others.
  • I can determine the meaning and pronunciation of challenging words.
  • I can explain what the text says about simple machines using details from the text.
  • Annotated text (The Machine)
  • None

Lesson 6Assessing Readers Theater and Performing The Machine

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use literary terms to describe parts of a story or drama. (RL.4.5)
  • I can describe the differences in structure of drama and prose. (RL.4.5)
  • I can explain what a text says using specific details from the text. (RL.4.1)
  • I can use a variety of strategies to determine the meaning of words and phrases. (L.4.4)
  • Addressed but not assessed:
  • I can read fourth-grade-level texts with fluency. (RF.4.4)
  • I can identify the characteristics of Readers Theater in a text.
  • I can explain what the text says about simple machines using details from the text.
  • I can read my Readers Theater line fluently and at an appropriate volume.
  • End of Unit 1 Assessment: Reading and Answering Questions about Readers Theater
  • Tracking My Progress, End of Unit 1 recording form
  • Back-to-back and Face-to-Face

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