Unit 4

American Heroes

 

Grade 4

ELA

Unit Length and Description:

 

9 weeks

 

American Heroes: Building on the theme of hard work in Unit 2, students will learn about American heroes and their hard work and contributions to our country. They will identify characteristics of heroes such as perseverance, bravery, trustworthiness, and courage. A hero can be an ordinary person who risks their life for what they believe in. They stand for what they believe is right even if it is not easy or popular.

 

Standards:

 

Targeted STANDARDS for Unit 3

RL.4.2 Determine a theme of a story, drama, or poem from details in the text.

  • I can define “theme” of a story/prose, drama, or poem.
  • I can apply details of a text to determine the theme of a story/prose, drama, or poem.

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

  • I can identify specific details that describe themes, topics, or patterns of events in stories, myths, or traditional literature from different cultures.
  • I can identify similarities and differences of two or more themes, topics, or patterns of events in stories, myths, or traditional literature from different cultures.
  • I can identify key features for comparing and contrasting themes, topics, or patterns of events in stories, myths, or traditional literature from different cultures.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

  • I can identify events, procedures, ideas, or concepts in an informational (historical, scientific, and/or technical) text.
  • I can explain why the events, procedures, ideas, or concepts in an informational text occurred.
  • I can use specific information in the text to support explanations.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in text or a part of a text.

  • I can determine and describe the overall structure (e.g., chronology-time order, comparison, cause/effect, or problem/solution) of a text or part of a text.

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.

W.4.9 Draw relevant evidence from grade-appropriate literary or informational texts to support analysis, reflection, and research.

  1. Apply grade 4 Reading standards to literature (e.g. “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g. a characters’ thoughts, words, or actions].”).

   I can identify key ideas and details from literary text which provide evidence to support conclusions about the text accessed through research.

   I can cite literary textual evidence to support analysis of what the text says explicitly.

   I can explain how evidence from key ideas and details support research.

   I can analyze key ideas and details in a literary text as evidence for support and understanding of text.

   I can reflect on key ideas and details in a literary text as evidence for support and understanding of text.

  1. Apply grade 4 Reading standards to informational texts (e.g. “Explain how an author uses reasons and evidence to support particular points in a text”).

   I can identify key ideas and details form informational texts which provide evidence to support conclusions about the text accessed through research.

   I can cite informational textual evidence to support analysis of what the text says explicitly.

   I can explain how evidence from key ideas and details support research.

   I can analyze key ideas and details in an informational text as evidence for support and understanding of the text.

   I can reflect on key ideas and details in an informational text as evidence for support and understanding of text.

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A) Explain the meaning of simple similes and metaphors in context; B) Recognize and explain the meaning of common idioms, adages, and proverbs; C) Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

  • 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.

Embedded Standards for all of Unit 2 (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.

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about text.

  • I can explain major differences in poems, drama, and prose.
  • I can refer to structural elements in poems (verse, rhyme, meter), drama (cast of characters, settings, descriptions, dialogue, stage direction) prose (characters, settings, descriptions, dialogue) when speaking or writing about text.

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.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

  • I can identify a topic, a text, facts, and descriptive details.
  • I can identify clearly pronounced and enunciated words and understandable pace.
  • I can use a logical sequence of events to tell a story, report on a topic or text, or recount an experience.
  • I can determine appropriate facts and relevant descriptive details that support main ideas or themes.
  • I can speak clearly at an understandable pace while a) reporting on a topic, b) telling a story, or c) recounting an experience in an organized manner using appropriate facts or relevant, descriptive details to support main ideas or themes.

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 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 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 or 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.

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.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

  • I can conduct short research projects.
  • I can complete short research projects that investigate different details of a topic.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes categorize information, and provide a list of sources.

  • I can identify useful information in a passage.
  • I can recall and gather useful information from experience.
  • I can take notes.
  • I can provide a source list.
  • I can gather useful information from print and digital sources.
  • I can categorize information.
  • I can distinguish between relevant and irrelevant information.

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 and run-ons.
  • I can correct inappropriate: fragments and 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, and listening.
  • I can apply knowledge of language and language conventions when: writing, reading, and 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, and 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, and listening.
  • I can determine contexts that call for formal English.
  • I can use knowledge of language and language conventions when speaking.

 

 

Enduring Understandings:

 

·        Hard work, bravery, and courage are characteristics of heroes.

·        Our country grows stronger when people stand up for what they believe in.

·        Standing up for what you believe in is not always easy or popular.

 

 

Essential Questions:

 

·        Who are some of our American heroes? What makes them a hero?

·        What are some characteristics of real American heroes?

·        How does an ordinary person become a hero?

·        What are some contributions of heroes to America?