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ELA G4:M3B:U2

Digging Deeper into Perspectives through 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 1Preparing to Read Divided Loyalties

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 parts of a drama.
  • I can identify the characteristics of historical fiction.
  • Participation in creation of Parts of a Drama and Characteristics of Historical Fiction anchor charts
  • Mystery Picture
  • Gallery Walk

Lesson 2Summarizing Literature and Making Inferences: Divided Loyalties, Act 1, Scenes 1 and 2

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 read fourth-grade-level texts with purpose. (RF.4.6a)
  • I can read fourth-grade-level texts with fluency. (RF.4.6b)
  • I can summarize Act I, Scenes 1 and 2 of Divided Loyalties.
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can read aloud Divided Loyalties with purpose and accuracy.
  • Act I, Scenes 1 and 2: Summary
  • Act I, Scenes 1 and 2 Character Analysis note-catcher
  • Act I, Scenes 1 and 2 Fluency Notes
  • Back-to-back and Face-to-Face

Lesson 3Introduction to Discussing a Literary Text: Divided Loyalties, Act 1, Scenes 1 – 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using specific details from text. (RL.4.1)
  • I can prepare myself to participate in discussions. (SL.4.1a)
  • I can draw on information to explore ideas in the discussion. (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)
  • I can find the meanings of unfamiliar words to help me better understand an excerpt from the Declaration of Independence.
  • I can make inferences about the Declaration of Independence using evidence from the text.
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can prepare for a discussion about Divided Loyalties by using evidence from the text.
  • I can effectively participate in a literary discussion about Divided Loyalties.
  • Act I, Scenes 3: summary notes and written summary  (from homework)
  • Declaration of Independence Close Reading note-catcher: Lesson 3
  • Preparing for a Literary Discussion note-catcher 
  • None

Lesson 4Discussing a Literary Text and a Closer Look at Words: Divided Loyalties, Act 1, Scenes 1 – 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using specific details from text. (RL.4.1)
  • I can effectively engage in discussions with diverse partners about fourth-grade topics and texts. (SL.4.1)
  • 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)
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can effectively participate in a discussion about Divided Loyalties.

–   I can prepare for the discussion by using evidence from Divided Loyalties.

–   I can ask questions so I am clear about what is being discussed.

–   I can ask questions on the topic being discussed.

–   I can follow our class norms when I participate in a conversation.

  • I can find the meanings of unfamiliar words to help me better understand Divided Loyalties.
  • Preparing for a Literary Discussion note-catcher (from homework)
  • Participation in literary discussion
  • American Revolution Vocabulary notebook
  • Back-to-back and Face-to-Face

Lesson 5Mid-Unit Assessment: Reading and Answering Questions about Divided Loyalties

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can explain what a text says using specific details from the text. (RL.4.1)
  • I can make inferences using specific details from text. (RL.4.1)
  • 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 compare and contrast different narrators’ points of view. (RL.4.6)
  • 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)
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can describe the parts of a drama.
  • I can explain the difference between first-person and third-person point of view.
  • I can find the meanings of unfamiliar words to help me better understand Divided Loyalties.
  • I can read aloud Divided Loyalties with purpose and accuracy.
  • Mid-Unit 2 Assessment
  • Act II, Scene 1 Fluency Notes
  • Tracking My Progress, Mid-Unit 2 recording form
  • None

Lesson 6Discussing a Literary Text: Divided Loyalties Act II, Scenes 2 and 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using specific details from text. (RL.4.1)
  • 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 make inferences about the Declaration of Independence using evidence from the text.
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can effectively participate in a discussion about Divided Loyalties.

–   I can prepare for the discussion by using evidence from Divided Loyalties.

–   I can ask questions so I am clear about what is being discussed.

–   I can ask questions on the topic being discussed.

-   I can follow our class norms when I participate in a conversation.

  • Act II, Scenes 2 and 3: summary notes and written summary (from homework)
  • Declaration of Independence Close Reading note-catcher: Lesson 6
  • Preparing for a Literary Discussion note-catcher
  • Participating in a literary discussion 
  • None

Lesson 7A Closer Look at Words and Reading Aloud with Accuracy: Divided Loyalties Act II, Scenes 2 and 3

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can use clues in the text to check my accuracy. (RF.4.6c)
  • I can reread to make sure that what I’m reading makes sense. (RF.4.6c)
  • 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) 
  • I can find the meanings of unfamiliar words to help me better understand Divided Loyalties.
  • I can read aloud Divided Loyalties with accuracy, using clues in the text to check my accuracy and rereading to make sure what I'm reading makes sense.
  • American Revolution Vocabulary notebook (from Unit 1)
  • Act III, Scene 1 Fluency Notes
  • Back-to-back and Face-to-Face
  • Quiz-Quiz-Trade

Lesson 8Summarizing a Literary Text: Divided Loyalties Act 1, Scene 1 through Act III, Scene 1

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can summarize a story, drama, or poem. (RL.4.2)
  • I can determine the main idea of each scene I've read in Divided Loyalties.
  • I can summarize the events of Act I, Scene 1 through Act III, Scene 1 of Divided Loyalties.
  • Act III, Scene 1: summary notes and summary (from homework)
  • Act I, Scene 1–Act III, Scene 1: Story Map
  • Act I, Scene 1–Act III, Scene 1: Summary 
  • None

Lesson 9End of Unit Assessment, Part 1: Conducting a Literary Discussion

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can make inferences using specific details from text. (RL.4.1)
  • 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 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)
  • I can make inferences about the Declaration of Independence using evidence from the text.
  • I can make inferences about characters in Divided Loyalties using evidence from the text.
  • I can effectively participate in a discussion about Divided Loyalties.

–   I can prepare for the discussion by using evidence from Divided Loyalties.

–   I can ask questions so I am clear about what is being discussed.

–   I can ask questions on the topic being discussed.

-   I can follow our class norms when I participate in a conversation.

  • Act III, Scenes 2 and 3: summary notes and summary (from homework)
  • Declaration of Independence Close Reading note-catcher: Lesson 9
  • End of Unit 2 Assessment, Part I: Conducting a Literary Discussion
  • None

Lesson 10End of Unit Assessment, Parts 2 and 3: Analyzing, Summarizing, and Reading Aloud Divided Loyalties

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • 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 read fourth-grade-level texts accurately and fluently to make meaning. (RF.4.6)

    a. I can read fourth-grade-level texts with purpose.

    b. I can read fourth-grade-level texts with fluency.

    c. I can use clues in the text to check my accuracy.

    d. I can reread to make sure that what I’m reading makes sense.

  • I can summarize Divided Loyalties.
  • I can make inferences about characters and events in Divided Loyalties using evidence from the text.
  • I can read aloud Divided Loyalties with purpose, understanding, and accuracy, using clues in the text to check my accuracy and rereading to make sure what I'm reading makes sense.
  • End of Unit 2 Assessment, Parts 2 and 3: Analyzing, Summarizing, and Reading Aloud Divided Loyalties
  • None

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