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ELA G4:M3B

Perspectives on the American Revolution

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 1-2 Unit 1: Building Background Knowledge

Instructional FocusLong-Term TargetsAssessments
  • Using Mystery Pictures and Texts to Discovery the Topic: American Revolution
  • Reading an Informational Text: Getting the Gist of the American Revolution
  • Explaining What Happened and Why: Rereading “Revolutionary War?
  • Reading an Informational Text: Reading about the Loyalist Perspective
  • Determining the Main Idea and Supporting Details: Reading About the Loyalist Perspective
  • 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 summarize informational or persuasive text. (RI.4.2)
  • I can explain the main points in a historical text, using specific details in the text. (RI.4.3)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War (RI.4.1 and RI.4.2)
  • Reading for Main Idea and Supporting Details: More Perspectives During the Revolutionary War
  • Describing Text Structures: Rereading and Analyzing Informational Text about the Revolution
  • Close Reading: Learning about the Declaration of Independence
  • 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 summarize informational or persuasive text. (RI.4.2)
  • I can explain the main points in a historical text, using specific details in the text. (RI.4.3)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can describe the organizational structure in an informational text. (RI.4.5)
  • End of Unit Assessment: Reading an Answering Questions about the Declaration of Independence  (RI.4.3, RI.4.4, and RI.4.5)

Weeks 3-4.5 Unit 2: Digging Deeper into Perspectives through Literature

Instructional FocusLong-Term TargetsAssessments
  • Preparing to Read the Play Divided Loyalties
  • Summarizing Literature and Making Inferences
  • Close Reading of an Excerpt of the Declaration of Independence
  • Introduction to Discussing Literary Text
  • Reading Drama Aloud for Fluency
  • I can make inferences using specific details from text. (RL.4.1)
  • I can summarize a story, drama, or poem. (RL.4.2)
  •  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 read fourth-grade-level texts with purpose. (RF.4.4a)
  • I can read fourth-grade-level texts with fluency. (RF.4.4b)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can draw on information to explore ideas in the discussion. (SL.4.1a)
  • I can prepare myself to participate in discussions. (SL.4.1a)
  • I can use context to help me to determine what a word or phrase means. (L.4.4a)
  • I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine the pronunciation and meaning of key words and phrases. (L.4.4c)
  • Mid-Unit 2 Assessment: Reading and Answering Questions about Divided Loyalties (RL.4.1, RL.4.5, L.4.4a, and L.4.4c)

 

  • Close  Reading of an Excerpt of the Declaration of Independence
  • Introduction to Discussing Literary Text
  • Reading Drama Aloud for Fluency
  • Story Mapping and Summarizing Divided Loyalties
  • I can summarize a story, drama, or poem. (RL.4.2)
  • I can describe a story's character, setting, or events using specific details from the text. (RL.4.3)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can draw on information to explore ideas in the discussion. (SL.4.1a)
  • I can prepare myself to participate in discussions. (SL.4.1a)
  • I can read fourth-grade-level texts accurately and fluently to make meaning. (RF.4.6)
  1. I can read fourth-grade-level texts  with purpose.
  2. I can read fourth-grade-level texts with fluency.
  3. I can use clues in the text to check my accuracy.
  4. I can reread to make sure that what I’m reading makes sense.
  • I can use context to help me to determine what a word or phrase means. (L.4.4a)
  • End of Unit 2 Assessment: Part 1: Conducting a Literary Discussion and Part 2 and 3: Analyzing, Summarizing and Reading Aloud Divided Loyalties (RL.4.2, RL.4.3, RF.4.4, and SL.4.1 )

 

Weeks 4.5-7 Unit 3: Using Writing to Share an Opinion about the American Revolution

Instructional FocusLong-Term TargetsAssessments
  • Introduction the Performance Task a Broadside Expressing an Opinion about the American Revolution
  • Reading and Analyzing Opinion Pieces
  • Identifying Characteristics of Broadsides
  • Identifying Characteristics of Broadsides
  • Determining Reasons to Support Opinions about the Revolution
  • Grouping Reasons with Evidence from Research
  • Drafting a Broadside
  • Revising for Organization: Grouping Reasons with Evidence
  • Revising for Organization: Introductions and Conclusions
  • Reviewing Conventions and Editing

  • 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 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 choose evidence from literary or informational texts to support analysis, reflection, and research. (W.4.9b)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can recall information that is important to a topic. (W.4.8)
  • I can sort my notes into categories. (W.4.8)
  • I can write an opinion piece that supports a point of view with reasons and information. (W.4.1)
  • I can group together reasons with related evidence in my opinion piece.           
  • I can use the writing process to produce clear and coherent writing (with support). (W.4.5)
  • I can effectively participate in a conversation with my peers and adults. (SL.4.1)

  • Mid-Unit 3 Assessment: Reading and Answering Questions about Opinion Pieces (RI.4.1, RI.4.4, RI.4.8, and W.4.9b)
  • Publishing American Revolution Broadsides
  • Author’s Chair Celebration
  • I can write an opinion piece that supports a point of view with reasons and information. (W4.1)
  • End of Unit 3 Assessment: Part 1: Planning and Drafting a Broadside, Part 2: Revising to Create a Polished Broadside (W.4.1 and W.4.4)

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