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ELA G4:M3B:U1

Building Background Knowledge

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 Texts to Discovery the Topic: American Revolution

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 effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can actively listen and share in discussions with my peers.
  • I can make inferences based on information from pictures and text.
  • I can support my inferences with details and examples from pictures and texts.
  • What Do You See? note-catcher
  • Self-assessment on learning targets
  • Gallery Walk
  • Mystery Picture

Lesson 2Reading an Informational Text: Getting the Gist of the American Revolution

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 determine the main idea using specific details from the text. (RI.4.2)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • I can determine the gist of the text “Revolutionary War.”
  • I can actively listen and share in discussions with my peers.
  • I can explain what the text says about the American Revolution using details from the text “Revolutionary War.”
  • Answers to Text-Dependent Questions: “Revolutionary War”
  • Back-to-back and Face-to-Face

Lesson 3Explaining What Happened and Why: Rereading “Revolutionary War?

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • 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 use vocabulary strategies to figure out the meaning of content vocabulary words that help me understand the significant events of the Revolutionary War.
  • I can summarize the events that led to the American Revolution using evidence from the text “Revolutionary War.”
  • I can justify how certain events leading up to the Revolution caused the Patriots to revolt using evidence from the text “Revolutionary War.”
  • What Happened and Why graphic organizer
  • “Revolutionary War” Summary
  • None

Lesson 4Reading an Informational Text: Reading about the Loyalist Perspective

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 determine the main idea using specific details from the text. (RI.4.2)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can determine the gist of the text “Loyalists.”
  • I can explain what the text says about Loyalists using details from the text.
  • I can find the meanings of unfamiliar words to help me better understand the “Loyalists” text.
  • Loyalists” gist statement
  • Answers to Text-dependent Questions: “Loyalists” 
  • Back-to-back and Face-to-Face

Lesson 5Determining the Main Idea and Supporting Details: Reading About the Loyalist Perspective

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 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 explain what the text says about Loyalists using details from the text.
  • I can identify the main idea and key details of the informational text “Loyalists.”
  • I can summarize the perspective of the Loyalists using evidence from the text.
  • Main Idea and Supporting Details graphic organizer
  • Main Idea summary statement
  • None

Lesson 6Mid-Unit Assessment: Reading and Answering Questions about the Revolutionary War

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 summarize informational. (RI.4.2)
  • I can explain what happens in a text about the Revolutionary War using details from the text.
  • I can summarize an informational text about the Revolutionary War.
  • Mid-Unit 1 Assessment: Reading and Answering Questions about the Revolutionary War
  • None

Lesson 7Reading for Main Idea and Supporting Details: More Perspectives During the Revolutionary War

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 determine the main idea using specific details from the text. (RI.4.2)
  • I can determine the meaning of content words or phrases in an informational text. (RI.4.4)
  • I can determine the gist of the text “An Incomplete Revolution.”
  • I can explain what the text says about the different perspectives of African Americans during the American Revolution.
  • I can find the meanings of unfamiliar words to help me better understand the “An Incomplete Revolution” text.
  • “An Incomplete Revolution” gist statement
  • Answers to Text-Dependent Questions: “An Incomplete Revolution” 
  • Back-to-back and Face-to-Face
  • Quiz-Quiz-Trade

Lesson 8Describing Text Structures: Rereading and Analyzing Informational Text about the Revolution

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can describe the organizational structure in an informational text. (RI.4.5)
  • I can explain what a text says using specific details from the text. (RI.4.1)
  • I can summarize an informational text. (RI.4.2)
  • I can describe the various text structures authors use to organize information in their writing.
  • I can analyze a text to determine its text structure.
  • I can explain how understanding the text structure of “An Incomplete Revolution” helps me to better understand the text.
  • Text Structure Types handout
  • None

Lesson 9Close Reading: Learning about the Declaration of Independence

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 explain the main points in a historical text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational or persuasive text (chronology, comparison, cause/effect, problem/solution). (RI.4.5)
  • I can make inferences based on information from pictures and text “Thomas Jefferson and the Declaration of Independence.”
  • I can support my inferences with details and examples from the text “Thomas Jefferson and the Declaration of Independence.”
  • I can explain how and why the Declaration of Independence was written.
  • I can identify the organizational structure of a section of “Thomas Jefferson and the Declaration of Independence.”
  • Close Reading note-catcher: “Thomas Jefferson and the Declaration of Independence” (questions 1-6)
  • Back-to-back and Face-to-Face

Lesson 10Close Reading Continued: Learning about the Declaration of Independence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain the main points in a historical text, using specific details in the text. (RI.4.3)
  • I can describe the organizational structure in an informational or persuasive text (chronology, comparison, cause/effect, problem/solution). (RI.4.5)
  • I can make inferences based on information from pictures and text “Thomas Jefferson and the Declaration of Independence.”
  • I can support my inferences with details and examples from the text “Thomas Jefferson and the Declaration of Independence.”
  • I can explain how and why the Declaration of Independence was written.
  • I can identify the organizational structure of a section of “Thomas Jefferson and the Declaration of Independence.”
  • Close Reading note-catcher: “Thomas Jefferson and the Declaration of Independence” (questions 7-11)
  • Whip Around/Go Around

Lesson 11End of Unit Assessment: Reading an Answering Questions about the Declaration of Independence

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 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 an informational text (chronology, comparison, cause/effect, problem/solution). (RI.4.5)
  • I can describe how the Declaration of Independence was written using details from the text.
  • I can identify the overall structure of a text using details from the text to support my answer.
  • End of Unit 1 Assessment: Reading and Answering Questions about the Declaration of Independence
  • Tracking My Progress, End of Unit 1 recording form
  • Back-to-back and Face-to-Face

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