Problem Solvers: Old California - Level 4
HMR Theme 4
IDEA PAGES
I. UNIT THEME - Include cross-cultural sensitivity theme
· European explorers contact with Native American Indians in California
· Effects on Native Americans: economic, social, political, and cultural
· Important individual in European exploration, Mission development, Mexican Independence War, and Mexican California
· Desire for money, land, spreading their own religious beliefs, and power can drive people
· Point of view can determine right and wrong
II. FOCUS/MOTIVATION
• Guest speakers – cartographers, historians
• Observation charts
• Inquiry chart
• Personal interaction; adventures/miner's life;
• Big Books
• Read aloud
• Awards
• Field trips – missions, presidios, rancheros, old town, bay, port
III. CLOSURE
· Town meeting/Debate: new settlements, exploration
· Persuasive Writing: Native Americans, Spain, England, Mexico, or USA have a right to California
· Student generated big books
· Create a team mission, pueblo, presidio, ranchero
· Portfolios
· Process Inquiry chart and other charts
· Share personal explorations
· Home School Connections
· Jeopardy with Process Grid
· Graffiti Wall
IV. CONCEPTS – 4th Grade (California Standards)
History-Social Science (link from HMR Theme 4)
4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.
1. Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.
2. Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.
3. Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).
4. Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.
5. Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.
6. Discuss the role of the Franciscans in changing the economy of California from a hunter gatherer economy to an agricultural economy.
7. Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.
8. Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.
V. VOCABULARY
Problem Solvers: Old California w/HMR Theme 4 Level 4 32
Jabbar Beig & Noshaba Afzal - Project G.L.A.D. – 12/07
ancestors
Army Captain Gaspar de Portola
attentively
audible
bad
barrier
bay
best
better
Cabrillo
Captain Cook
Chumash
collapsible
colony
concocted
conquistador
convertible
Cortez
crutch
culture
current
deserved
different
disappointed
double-take
drizzle
economics
edible
excite
expedition
explorers
finally
flexible
galleon
good
harbor
Hidalgo
history
implements
important
invisible
Juan Cabrillo
Juan Crespi
Juniper Serra
knew
latkes
manger
menorah
might
missions
misunderstanding
moniker
nervously
nuisance
pageant
peninsula
permissible
persuade
pinata
politics
port
port
presidio
pretty
prominent
pueblos
rancheros
rededication
responsible
reversible
revolved
sensible
shepherd
strait
strumming
suppose
sure
symbolism
temple
troublesome
truly
unhealthy
view point
Vitus Bering
Vizcaino
volunteered
worse
worst
Yokut
Problem Solvers: Old California w/HMR Theme 4 Level 4 32
Jabbar Beig & Noshaba Afzal - Project G.L.A.D. – 12/07
VI. STANDARDS - ELA - Grade 4 (California State Standards)
Reading:
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
Word Recognition
1.1 Read narrative and expository text aloud with grade-appropriate fluency and accuracy and with appropriate spacing, intonation, and expression. Vocabulary and Concept Development
1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.
1.3 Use knowledge of root words to determine the meaning of unknown words within a passage.
1.4 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. international).
2.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials
2.1 Identify structural patterns found in informational text Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use appropriate strategies when reading for different purposes (e.g., full comprehension, location of information, personal enjoyment).
2.3 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations, titles, topic sentences, important words, and foreshadowing clues.
2.4 Evaluate new information and hypotheses by testing them against known information and ideas.
2.5 Compare and contrast information on the same topic after reading several passages or articles.
2.6 Distinguish between cause and effect and between fact and opinion in expository text.
2.7 Follow multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).
3.0 Literary Responses and Analysis Structural Features of Literature
3.1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Identify the main events of the plot, their causes, and the influence of each event on future actions.
3.3 Use knowledge of the situation and setting and of a character's traits and motivations to determine the causes for the character's action
3.4 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).
3.5 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.
Writing
1.0 Writing Strategies
Organization and Focus
1.2 Create multiple-paragraph compositions
1.3 Use traditional structures for conveying information (e.g., chronological order, and effect, similarity and difference, and posing and answering a question). Research and Technology
1.5 Quote or paraphrase information sources, citing them appropriately.
1.6 Locate information in reference texts by using organizational features (e.g., prefaces, appendixes).
1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, on-line information) as an aid to writing.
1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
Evaluation and Revision
1.10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.
2.0 Writing Applications (Genres and Their Characteristics)
2.1 Write narratives:
2.3 Write information reports
2.4 Write summaries that contain the main ideas of the reading selection and the most significant details.
Written and Oral English Language Conventions
1.0 Written and Oral English Language Conventions Sentence Structure
1.1 Use simple and compound sentences in writing and speaking.
1.2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.
Grammar
1.3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.
Punctuation
1.4 Use parentheses, commas in direct quotations, and apostrophes in the possessive case of nouns and in contractions.
1.5 Use underlining, quotation marks, or italics to identify titles of documents. Capitalization
1.6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first words in quotations when appropriate.
Spelling
1.7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.
Listening and Speaking
1.0 Listening and Speaking Strategies
Comprehension
1.1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.
1.2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.
1.3 Identify how language usage (e.g., sayings, expressions) reflect regions and cultures.
1.4 Give precise directions and instructions. Organization and Delivery of Oral Communication
1.6 Use traditional structures for conveying information (e.g., cause and effect, similarity and difference, and posing and answering a question).
1.7 Emphasize points in a way that help the listener or viewer to follow important ideas and concepts.
1.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
1.9 Use volume, pitch, phrasing, pace, modulation, and gestures appropriately to enhance meaning.
Analysis and Evaluation of Oral Media Communication
1.10 Evaluate the role of the media in focusing attention on events and in forming opinions on issues.
2.0 Speaking Applications (Genres and Their Characteristics)
2.1 Make narrative presentations:
2.2 Make informational presentations:
2.4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.
Listening and Speaking (Grades 3-5 ELD Standards)
Comprehension
Beginning Level:
Speak with few words/sentences
Answer simple questions with one/two word response
Retell familiar stories/participate in short conversations/using gestures
Early Intermediate Level:
Ask/answer questions using phrases/simple sentences
Restate/execute multi step oral directions
Intermediate Level:
Ask/answer questions using support elements Identify key details from stories/information
Early Advanced Level:
Identify main points/support details from content areas
Advanced Level:
Identify main points/support details from stories & subject areas Respond to & use idiomatic expressions appropriately
Comprehension, Organization & Delivery of Oral Communication
Beginning Level:
Uses common social greetings
Early Intermediate Level:
Identify main points of simple conversations/stories (read aloud)
Communicate basic needs
Recite rhymes/songs/simple stories
Intermediate Level:
Speak with standard English grammatical forms/sounds
Participate in social conversations by asking/answering questions
Retell stories/share school activities using vocabulary, descriptive words/paraphrasing Early Advanced Level:
Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitch
Initiate social conversations by asking & answering questions/restating & soliciting information
Appropriate speaking based on purpose, audience, subject matter Ask/answer instructional questions
Use figurative language & idiomatic expressions
Advanced Level:
Question/restate/paraphrase in social conversations Speak/write based on purpose, audience, & subject matter Identify main idea, point of view, & fact/fiction in broadcast & print media Use standard English grammatical forms/sounds/intonation/pitch
Reading - Word Analysis (Grades 3-5 ELD Standards)
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
Beginning Level:
Recognize familiar phonemes
Recognize sound/symbol relationships in own writing
Early Intermediate Level:
Read orally recognizing/producing phonemes not in primary language
Recognize morphemes in phrases/simple sentences
Intermediate Level:
Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent reading
Early Advanced Level:
Use knowledge of morphemes to derive meaning from literature/texts in content areas Advanced Level:
Use roots & affixes to derive meaning
Reading - Fluency & Systematic Vocabulary Development
(Grades 3-5 ELD Standards)
Vocabulary & Concept Development
Beginning Level:
Read aloud simple words in stories/games
Respond to social & academic interactions (simple questions/answers)
Demonstrate comprehension of simple vocabulary with action
Retell simple stories with drawings, words, phrases
Uses phrases/single word. to communicate basic needs
Early Intermediate Level:
Use content vocabulary in discussions/reading
Read simple vocabulary, phrases & sentences independently
Use morphemes, phonics, syntax to decode & comprehend words
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read own narrative & expository text aloud with pacing, intonation, expression
Intermediate Level:
Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in texts
Recognize & correct grammar, usage, word choice in speaking or reading aloud
Read grade level narrative/expository text aloud with pacing, intonation, expression
Use content vocabulary in discussions/reading
Recognize common roots & affixes
Early Advanced Level:
Use morphemes, phonics, syntax to decode/comprehend words
Recognize multiple meaning words in content literature & texts
Use common roots & affixes
Use standard dictionary to find meanings
Recognize analogies & metaphors in content literature & texts Use skills/knowledge to achieve independent reading
Use idioms in discussions & reading
Read complex narrative & expository texts aloud with pacing, intonation, expression Advanced Level:
Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning words
Apply academic & social vocabulary to achieve independent read.
Use idioms, analogies & metaphors in discussion & reading
Use standard dictionary to find meanings
Read narrative & expository text aloud with, pacing, intonation
Reading Comprehension
Beginning Level:
Answer fact questions using one/two word response
Connect simple test read aloud to personal experience
Understand & follow one-step directions
Sequence events from stories read aloud using key words/phrase
Identify main idea using key words/phrases
Identify text features: title/table of contents/chapter headings
Early Intermediate Level:
Use simple sentences to give details from simple stories
Connect text to personal experience
Follow simple two-step directions
Identify sequence of text using simple sentences
Read & identify main ideas to draw inferences
Identify text features: title, table of contents, chapter headings
Identify fact/opinion in grade level text read aloud to students
Intermediate Level:
Orally respond to comprehension questions about written text
Read text features: titles, table of contents, headings, diagrams, charts, glossaries, indexes
Identify main idea to make predictions & support details
Orally describe connections between text & personal experience
Follow multi-step directions for classroom activities
Identify examples of fact/opinion & cause/effect in literature/content texts
Early Advanced Level:
Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questions
Describe relationships between text & personal experience
Identify function of text features: format/diagrams/charts/glossary
Draw conclusions & make inferences using text resources
Find examples of fact, opinion, inference, & cause/effect in text
Identify organizational patterns in text: sequence, chronology
Advanced Level:
Make inferences/generalizations, draw conclusions from grade level text resources Describe main ideas with support detail from text
Identify patterns in text: compare/contrast, sequence/ cause/effect
Writing Strategies and Applications (Grade 3-5 ELD Standards)
Penmanship, Organization & Focus
Beginning Level:
Write alphabet
Label key parts of common object
Create simple sentences/phrases
Write brief narratives/stories using few standard grammatical forms
Early Intermediate Level:
Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chart
Write paragraphs of at least four sentences
Write words/simple sentences in content areas
Write friendly letter
Produce independent writing
Intermediate Level:
Narrate sequence of events