Unit 1

Point of View

 

Grade 4
ELA

Unit Length and Description:

 

9 weeks

 

Students will learn that a person’s point of view is how he or she sees the world. The way that people act/react depends on their point of view. They will learn that common ground can be reached despite differing points of view. Students will learn what it means to empathize or “walk in someone else’s shoes” to understand their point of view.

 

Standards:

 

Targeted STANDARDS for Stone Fox – Unit 1

RL.4.2 Summarize the text

  • I can summarize key ideas and details for the theme of a:

   story/prose

   drama

   poem

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

  • I can identify the character, setting, and/or events in a story.
  • I can identify specific details about:

   characters

   settings

   events

  • I can describe

   a character’s actions

   a character’s thoughts

   the setting

   events based on evidence in the text.

RL.4.6 Compare and contrast point of view (difference between 1st and 3rd person point of view as well as how each character’s point of view can be different)

  • I can define:

   vocabulary

   compare, contrast

   point of view

   first and third person narrations

  • I can recognize first and third person narrations.
  • I can identify point of view (including first and third person narrations) in a variety of stories.
  • I can compare the points of view from which different stories are narrated, including first and third person narrations.
  • I can contrast the points of view from which different stories are narrated, including first and third person narrations.

W.4.2 Write informative/explanatory tests to examine a topic and convey ideas and information clearly. (Literary Analysis) (see standards for more information on this standard)

  1. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations and multimedia when useful to aiding comprehension.

   I can identify and develop a topic that is clear with related-information grouped together in paragraphs or sections that contain: formatting, illustrations, and/or multimedia when useful in aiding comprehension.

   I can write informative/explanatory texts to express ideas and information clearly and accurately that includes a topic that is clearly introduced with related-information grouped in paragraphs or sections that contain formatting, illustrations, and/or multimedia when useful in aiding comprehension.

  1. Develop the topics with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

   I can identify and develop a topic developed with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.

   I can write informative/explanatory texts that include a topic developed with: facts, definitions, concrete details, quotations, other information, and/or examples related to the topic.

  1. Link ideas within categories of information using words and phrases (e.g. another, for example, also, because).

   I can identify and develop linked ideas within categories of information using words and phrases.

   I can write informative/explanatory texts that include linked ideas within categories of information using words and phrases.

  1. Use precise language and domain-specific vocabulary to inform about or explain the topic.

   I can identify and develop precise language and domain-specific (content) vocabulary to inform about or explain the topic.

   I can write informative/explanatory texts that include domain-specific (content) vocabulary to inform about or explain a topic.

  1. Provide a concluding statement or section related to the information or explanation presented.

   I can identify and develop a concluding statement or section related to the information or explanation presented.

   I can write informative/explanatory texts that include a concluding statement or section related to the information or explanation presented.

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequence. (see standards for more information on this standard)

  1. Orient the read by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

   I can identify the: o story elements o structure of a narrative.

   I can establish a situation, narrator and/or characters.

   I can write a narrative to develop real or imagined experiences or events that establishes a situation and a narrator or character(s).

  1. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

   I can identify the use of dialogue and description to develop experiences, events or characters.

   I can use dialogue and description to develop experiences and events.

   I can write a narrative to develop real or imagined experiences or events that uses dialogue and descriptions to show the responses of characters to situations.

  1. Use a variety of transitional words and phrases to manage the sequence of events.

   I can recognize transitional words used to develop sequence.

   I can use transitional words and phrases to move events along logically and sequentially.

   I can write a narrative to develop real or imagined experiences or events using transitional words and phrases.

  1. Use concrete words and phrases and sensory details to convey experiences and events precisely.

   I can describe how writers use concrete and sensory details.

   I can use concrete and/or sensory details to develop experiences or events.

   I can write a narrative to develop real or imagined experiences or events using concrete and sensory details to develop experiences, events, and reveal characters.

  1. Provide a conclusion that follows form the narrated experiences or events.

   I can identify and establish conclusions aligned with sequence of events.

   I can write a narrative to develop real or imagined experiences or events establishing a conclusion aligned with a sequence of events.

 

Embedded Standards for all of Unit 1 (These are standards that are a part of most if not all lessons):

RL.4.1 Refer to details and examples in a text when explaining what the test says explicitly and when drawing inferences from the text.

  • I can identify key details and examples in a text.
  • I can explain the difference between explicit (exact) and inferred information. I can explain how details and examples from the test support making inferences.

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

  • I can explain the difference between explicit and inferred information in a text.
  • I can identify details and examples when:

   explaining what the text says explicitly (exactly)

   drawing inferences from the text.

  • I can explain what the text says using details and examples when:

   identifying explicit information

   drawing inferences.

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on other’s ideas and expressing their own clearly. (See standards for more information on this standard)

  1. Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

   I can identify key ideas from reading material.

   I can relate information read to discussion topics.

   I can engage in a variety of discussions by sharing acquired and prior knowledge of grade 4 topics and texts.

  1. Follow agreed-upon rules for discussions and carry out assigned roles.

   I can identify ways to listen effectively. 

   I can describe discussion rules and roles.

   I can evaluate implementation of discussion rules and roles.

   I can listen actively to discussions and presentations. 

   I can follow agreed-upon rules during discussion.

   I can carry out assigned roles during discussions.

  1. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

   I can know how to pose questions and provide feedback.

   I can formulate questions and responses based on comments made by others during discussion.

   I can pose and respond to specific questions to clarify understanding of discussion or presentation.

   I can connect comments to the remarks of others

  1. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

   I can identify key ideas presented during discussion.

   I can explain the topic using personal ideas, opinions, and reasoning.

   I can think critically about ideas posed.

   I can justify responses by providing evidence to support reasoning.

   I can express ideas clearly.

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similies.

  • I can recognize words and phrases: o in a text o that allude (refer) to significant characters found in mythology, in a text.
  • I can identify significant Greek characters and their specific characteristics.
  • I can determine the meaning of words and phrases:

   as they are used in a text

   that allude (refer) to significant characters found in mythology as they are used in a text.

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

  • I can identify: o general academic o domain-specific (content vocabulary) words and phrases in a text relevant to a grade 4 topic or subject areas.
  • I can determine the meaning of:

   general academic

   domain-specific (content vocabulary) words and phrases in a text relevant to a grade 4 topic or subject areas

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

  • To support comprehension, I can identify the purpose and understanding of text.
  • By the end of the year, to support comprehension, I can determine the purpose for reading on-level text.
  • By the end of the year, to support comprehension, I can read on-level text fluently and accurately.
  • To support comprehension, I can identify oral reading with accuracy, appropriate rate, and expression on successive readings.
  • By the end of the year, to support comprehension, I can apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings.
  • By the end of the year, to support comprehension, I can read with: o accuracy o appropriate rate o expression on successive readings.
  • To support comprehension: I can identify rereading, when necessary, as a strategy when confirming or self-correcting words in text.
  • I can understand how context can help to confirm or self-correct word recognition.
  • By the end of the year, to support comprehension, I can confirm or self-correct word recognition and understanding by using context.
  • By the end of the year, to support comprehension, I can reread with fluency as necessary.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. (see standard for more details)

  • I can identify common context clues (e.g. definitions, examples, restatements) in text.
  • I can determine the meaning of unknown and multiple-meaning words by examining a text to find clues to meanings of words (e.g. definitions, examples, and restatements in text
  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.
  • I can identify and define Greek and Latin affixes and roots.
  • I can determine the meaning of unknown and multiple-meaning words by using common Greek and Latin affixes and roots as clues to the meanings of words (e.g. telegraph, photograph, autograph).
  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.
  • I can use common reference materials (e.g. thesaurus, dictionary, and glossary).
  • I can use a pronunciation guide.
  • I can use print and digital reference materials (e.g. dictionaries, thesauri, glossaries) to:

   find pronunciation

   determine the meaning of key words and phrases.

  • I can choose from a variety of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • I can define simple similes and metaphors.
  • I can recognize simple similes and metaphors in context.
  • I can define:

   common idioms

   adages (old sayings)

   proverbs (moral lessons).

  •  I can recognize:

   idioms in context

   adages in context

   proverbs in context.

  • I can identify synonyms and antonyms.
  • I can distinguish between synonyms and antonyms.

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single day or two) for a range of discipline-specific tasks, purposes, and audiences.

  • I can identify the various purposes for writing.
  • I can identify and understand the various organizational structures related to different genres or purposes for writing.
  • I can determine:

   when to write for short or extended time frames for a range of discipline-specific tasks, purposes, and audiences

   the appropriate organizational structure needed for specific audiences and purposes.

  • I can write for various purposes and to various audiences for a short or extended time frame, for a range of discipline-specific tasks, purposes, and audiences.

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

  • I can demonstrate command of the conventions of Standard English grammar and usage when writing.
  • I can use words correctly to communicate.
  • I can use words correctly.
  • I can recognize:

   fragments

   run-ons

  • I can correct inappropriate:

   fragments

   run-ons

  • I can correct inappropriate fragments.
  • I can identify frequently confused words/homophones.

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • I can apply correct capitalization when writing.
  • I can apply correct punctuation when writing.
  • I can use commas and quotation marks in dialogue and when quoting from a text.
  • I can use correct spelling when writing.
  • I can identify many of the conjunctions (connecting words) and how they are used to create a compound sentence. 
  • I can use a comma in a compound sentence.
  • I can recall and apply spelling rules.
  • I can identify and correct misspelled words.
  • I can list procedures for efficiently finding the correct spelling.
  • I can consult references as needed.

L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • I can recognize the conventions of language for:

   writing

   speaking

   reading

   listening

  • I can apply knowledge of language and language conventions when:

   writing

   reading

   listening

  • I can choose words and phrases to convey ideas precisely when writing or speaking.
  • I can use knowledge of language and language conventions when speaking.
  • I can use words and phrases to communicate ideas precisely when speaking.
  • I can recognize types of punctuation.
  • I can choose punctuation for effect.
  • I can apply knowledge of language and language conventions when:

   writing

   reading

   listening

  • I can use knowledge of language and language conventions when speaking
  • I can recognize the fundamentals of formal and informal English.
  • I can apply knowledge of language and language conventions when:

   writing

   reading

   listening

  • I can determine contexts that call for formal English.
  • I can use knowledge of language and language conventions when speaking.

 

Enduring Understandings:

 

·        Everyone has a point of view.

·        Common ground can be reached by understanding someone else’s point of view.

 

Essential Questions:

 

·        Why is it important to understand point of view?

·        What causes different points of view?

·        How can I understand someone else’s point of view?