In this unit, students will read historical fiction, myth, and expository passages and will describe how the characters and events are developed in the texts, drawing on specific details. Students will read and discuss a firsthand and a secondhand account of the same/similar event or topic. They will describe the differences in focus and the information provided in each text. Students will interact with the text, noting how the author uses various types of evidence and reasoning to support their point of view (i.e., quotes, facts, text features). Students will use the information studied to create an informational essay recalling the important events from the text and cite evidence to support their writing.
Structured Reading Protocol 90 Minutes
Structured Reading Protocol 120 Minutes
Learning Goal
Students will be able to describe a character, setting, or event using specific details from the text. RL.1.3
Students will be able to explain events and concepts in historical and scientific text using specific information in the text. RI.1.3
Students will be able tocompare and contrast the point of view from which different stories are narrated, including the difference between first-and- third-person narrations.RL.2.6 Students will also be able to distinguish between firsthand and secondhand accounts and understand the difference between them. RI.2.6 / Suggested Essential Questions to Choose From
How does an author reveal information about the main character?
How does an author’s point of view influence the reader’s understanding?
How does the author's participation in an event shape the focus and information presented in an account?
What is the value of reading both firsthand and secondhand accounts of the same event?
How does a firsthand and secondhand account influence how the event is told?
Published Product
After reading a firsthand and a secondhand account of the same historical event, write an informative essay in which you explain what happened and why. Explain how the information in the firsthand account differs from the secondhand account. Be sure to cite evidence from the text to support your writing.
*The purpose of the Published Product is to allow for students to go through the writing process aligned to the standard. Use Literary Tasks to scaffold learning that will prepare students for the Published Product. / Focus Writing Standard
4.W.1.2 (DOK 2) Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. 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.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Recursive Standards to be Embedded in Instruction
Recursive standards are non-negotiable standards. They must be taught reoccurring throughout the entire school year. Evidence of the recursive standards must be documented in your lesson plans as determined through your PLC process.
ENGLISH LANGUAGE DEVELOPMENT
ELD.K12.ELL.LA.1 English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.
ELD.K12.ELL.SI.1 English language learners communicate for social and instructional purposes within the school setting.
WRITING:
4.W.1.3 (DOK 3) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words and phrases to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
4.W.2.4 (DOK 3)Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
4.W.2.5 (DOK 3) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4)
4.W.2.6 (DOK 2) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others.
4.W.3.9 (DOK 3) Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. 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 character’s thoughts, words, or actions].”).
b. 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”).
4.W.4.10 (DOK 3) Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LANGUAGE:
4.L.3.4 (DOK 2) 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.
a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
4.L.3.6 (DOK 1) Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation).
SPEAKING AND LISTENING:
4.SL.1.1 (DOK 3) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. 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.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
4.SL.1.2 (DOK 2) Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
4.SL.2.6 (DOK 1) Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
READING:
4.RL/RI.1.1 (DOK 2)Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
4.RL.2.4 (DOK 2) Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
•Recognize words and phrases.
•Recognize words and phrases that allude to mythical characters.
•Know significant Greek characters and defining characteristics.
•Determine the meaning of words and phrases as they are used in a text.
•Determine the meaning of words and phrases that allude to mythological characters.
3rd: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
5th: Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
4.RI.2.4 (DOK 2)Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
4.RL.3.7 (DOK 2) Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
• Identify similarities and differences between a text and a visual or oral presentation
• Recall specific descriptions and directions in a text of a story or drama and its visual or oral presentation
• Compare specific descriptions and directions between written and oral or visual presentations of text
3rd: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
5th: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
4.RI.3.7 (DOK 3) Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• Define interpret.
• Recognize informational text features.
• Read graphs, charts, diagrams, timelines, etc.
• Recognize interactive Web elements.
• Analyze information from charts, diagrams, graphs, timelines, animations and interactive elements.
• Analyze information visually, orally, and quantitatively.
• Evaluate how information presented visually, orally, and quantitatively aids in understanding.
3rd: Use information gained from illustrations and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur)
5th: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
4.RL/RI.4.10 (DOK 2) By the end of the year, read and comprehend literature, including stories, dramas,
poetry, informational texts, including history/social studies, science, and technical texts in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
RF.3.3 (DOK 1) Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
RF.4.4 (DOK 2) Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Reading Standards
4.RL.1.3 (DOK 2) 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).
• Identify characters, setting, and/or event
• Identify specific details about: characters, settings, and/or events
• Describe a character, the setting, or an event using the character’s thoughts, words, or actions
3rd: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
5th: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact)
4.RI.1.3 (DOK 2) 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.
• Identify events, procedures, ideas, and concepts
• Describe how or why character interaction led to events
• Evaluate why events, procedures, ideas, and concepts occurred with supporting details
• Summarize why events, procedures, ideas, and concepts occurred with supporting details
3rd : Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect
5th:Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
4.RL.2.6 (DOK 3) Compare and contrast the point of view from which different stories are narrated, including the difference between first-and- third-person narrations
• Define vocabulary, compare/contrast, and point of view
• Recognize first and third narrations
• Define first and third narrations
• Identify point of view (including first and third narrations)
• Compare the points of view (including first and third narrations)
• Contrast the points of view (including first and third narrations)
3rd: Distinguish their own point of view from that of the narrator or those of the characters.
5th: Describe how a narrator’s or speaker’s point of view influences how events are described.
4.RI.2.6 (DOK 3) Compare and contrast a firsthand and secondhand account of the same event or topic; Describe the differences in focus and the information provided
• Define vocabulary- compare, contrast, firsthand, secondhand
• Describe events or main ideas
• Compare accounts of the event or topic
• Contrast accounts of the event or topic
• Generalize the difference in focus and information
3rd: Distinguish their own point of view from that of the author of a text.
5th: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Speaking and Listening Standards
4.SL.2.4 (DOK 3) 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. / Language Standards
4.L.1.1 (DOK 2) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
b. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
c. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
d. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
e. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
f. Form and use prepositional phrases.
g. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
h. Correctly use frequently confused words (e.g., to, too, two; there, their).
4.L1.2 (DOK 1) Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
Suggested Paired Texts
*Depending on readability of text, Interactive Read-Alouds may be utilized (refer to Higher Order Questions to ensure deeper comprehension)
Week 1:
- Why Did Spain Settle in St. Augustine DBQ
- Apollo 11: Landing on the MoonChapter 6 (5min. 25 sec.)
Safari Montage Video
- Apollo 11: A Day on the Moon Chapter 7 (6min. 25 sec.)
Safari Montage Video
Week 2:
- Why Did Spain Settle in St. Augustine DBQ
- Moonshot: The Flight of Apollo 11(990L) Nonfiction
Brian Floca
Week 3:
- Why Did Spain Settle in St. Augustine DBQ
Published Product
(This time can also be used for remediation of skills and completion of extended resources and optional texts)
Audio/Multimedia Presentations to Address RI.3.7 and SL.1.2
The First Lunar Landing
Interview with Buzz Aldrin
Moon Talk - Readers Theater
The following video clips are located on Safari Montage. Your login is the same as your district login.
Tools and Resources for Finding Optional Texts
Science Texts: When applicable
Social Studies Texts: When applicable
Document-Based Questions (DBQs)
This link will direct you to login to Moodle to access all DBQ documents
login/password is your district login/password
NEWSELA
NEWSELA is an innovative way to build reading comprehension with nonfiction that's always relevant: daily news.
ebscohost
Under this link, Searchasaurus is the recommended search to use
login/password is lakecounty
lexile.com
lexile.com serves as a tool to assist teachers with verifying reading sources for curriculum support.
Tools to measure text complexity (Vetting a text)
*Students should interact with the suggested/optional texts multiple times to master the focus reading standards within this unit. PLC’s should collaborate to determine the order of instruction and strategies that support the learning goals. / Literary Tasks
LDC 4-5 Template Tasks
4.RL.1.3 After reading ______, write a description of ______character. Make sure to include how______words and actions reveal how he feels about ______.
4.RL.1.3 After reading ______, explain to a partner what ______believed caused ______. Be sure to use details from the text in your explanation.
4.RL.1.3 After reading a teacher selected text, identify and usea character’s specific thoughts, words, or actions to describe an event. Write a paragraph using those details to describe how the main character’s actions effected the events of the story. Explain how the main characters thoughts and feelings changed from the beginning to the end of the story?
4.RI.1.3 After reading ______, write a summary explaining what causes ______. Use information from the text to support your thinking.
4.RI.1.3 After reading a teacher selected scientific, historical, or technical text, describe and discuss with a partner an event that took place and explain what happened to lead up to that event. Be sure to use details from the text to support your reasoning.
4.RI.2.6 After reading two related teacher selected texts, compare and contrast the authors’ accounts of the main event in each text. Use specific evidence and reasons from the texts.
4.RI.2.6 After reading The Moon Over Star and watching Apollo 11: A Day on the Moon, use a Thinking Map/graphic organizer to compare and contrast the firsthand and secondhand account of the landing of Apollo 11 on the moon. Use your completed Thinking Map/graphic organizer to write a description about the differences in focus and information provided in both accounts.
4.RL.2.6 After reading two teacher selected texts, use a Thinking Map/graphic organizer to compare and contrast the point of view from which the stories are narrated, including the difference between first- and third-person narrations.
4.RL.2.6 After reading ______and ______, have a discussion with a partner about the similarities and differences in the point of view from which the stories are narrated. Be sure to include the major differences between the first- and third-person narrations.
4.W.1.3 (Narrative writing prompt)Write a short story in first-person narration.
*The tasks provided are a sampling therefore additional tasks would be required to ensure adequate practice and deepening of knowledge to ensure mastery of the focus standards.
Higher Order Questions
Link to Webb’s DOK Guide
*Question stems should be utilized to create text dependent questions to encourage close reading, speaking, listening, and writing throughout the unit.
RL.1.3 (DOK 2)
- How does the author develop the setting/character/event in this text?
- What words does the author use to create the setting?
- What specific words/thoughts/actions does the author use to develop the character?
- Based on the details the author provides, how would you describe the character/setting/event?
- Read these sentences from the passage. What do these sentences show about how the main character feels?
- At the end of the passage what does the main character’s description of ____ show about his/her feelings?
- Why does the character___? What in the text lets you know?
- How did __ play a role in the events that occurred?
- What event led to__? What in the text supports that?
- Why did __occur?
- What events led to __?
- Which statement explains ___? What sentence from the article supports your answer?
- What happened and why?
- What is the point of view of the text? What evidence from the text helps you identify the point of view?
- How do the points of view compare/contrast to one another?
- How do the points of view impact the meaning of the text?
- Why does the author tell the story in the third-person point of view instead of the first-person point of view?
- How would the story be different if it had been told in a different point of view?
- Compare and contrast the point of view from which (text title) and (text title) are narrated. Use examples from both texts in your comparison.
- In each story, how does the author use point of view to tell about the relationship between ___ and ____.
- What is a similarity in the way the authors use point of view in each story?
- Is this text a firsthand or secondhand account? How do you know?
- How do the accounts of the events compare to one another? How do they contrast?
- What is the difference in focus/ information between the texts?
- Which of the following is information that we learn both through the secondhand account of Article A and the firsthand account of Article B?
- What additional information would the reader gain if Article A were written as a firsthand account like article B?
Additional Resources & Links
Marzano Proficiency Scales Bank
Writing Rubric – Informative/Explanatory
Writing Rubric - Opinion
FSA Test Item Specifications 3rd Grade ELA Test Item Specifications 4th Grade ELA Test Item Specifications 5th Grade ELA Test Item Specifications
Revised 5/23/16