Q2 4th Grade ELA Pacing Guides SY 2017-18

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

Module 2A

Title: Researching to Build Knowledge and Teaching Others: Interdependent Roles in Colonial Times

 

ANet Resources

 

ANet Alignment: Informational-Historical reading is heavily addressed in the module and aligns well to A2. The writing is aligned, as A2 assesses W.4.3, and students write a historical narrative in Unit 3. Poetry is included in the linked passage, so consider supplementing with poetry during whole or small group time, as poetry is not included in the module.

 

ANet Recommendation: The A2 interim assessment has linked literary passages. This module includes historical fiction mentor texts in Unit 3. By leveraging these fictional mentor texts, teachers will address RL standards, even when lessons seem to be primarily addressing writing standards.

 

Consider the following to bring this module to life:

Field trip to Naper Settlement!

This is a great way to bring the module to life by visiting a colonial town that reenacts colonial life; students will get to live as colonists for the day and even visit some of the tradespeople they've studied, such as a blacksmith. Consider going to Naper Settlement before the module and then repeating some of the elements in class through costume, making butter, etc. These Jamestown simulations could also be used:

History Globe

National Geographic Kids

 

If your school has an art teacher or arts partnership, consider collaborating to support high-quality illustrations for the historical fiction performance task (e.g., drawings, paintings, prints), the book may contain illustrations and artistic layout as well. The “publication” of the book should be celebrated with an event that brings outside community members into the classroom, for whom students will both describe their narratives and reflect on their learning. Students might present their writing to an authentic audience of younger students in the school to share their learning about colonial life. Also consider posting on privatized social media.

  • Guided & Independent Reading Alignment to the Module Topic

    Grade 4 Recommended Texts

    This link provides a list of engaging and accessible texts with text difficulty ranging from grades 2-8 and Lexiles 350-1280. These texts give students opportunities to practice strategies taught during core instruction, build background knowledge around the Module topic, strengthen fluency, and engage in guided and/or independent reading. Keep in mind that these texts not only support independent and/or guided reading, but can also function as a supplemental resource to reteach standards students struggled with through small group instruction.

  • Week 1: November 6

    Module

    2A

    Unit

    1

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    1: R.I.4.7

    2: R.I.4.1, R.I.4.4, R.I.4.6

    Weekly Overview:

    Consider posting the "Guiding Questions and Big Ideas" (found on pg. 2 of the overview) somewhere prominent in the classroom and referring to them throughout the module. Consider compiling all student sheets into a comprehensive journal for the module, and decide in advance where and how to store them. If you are doing community building activities during Morning Meeting or Closing Circle, you could connect the skill of "inference" to activities such as "Two Truths and a Lie" or "Guess Who."

    Lesson 1:

    Instructional Protocol: Think-Pair-Share

    Allow students to discover the topic through this inquiry-based lesson rather than telling them that the module is about Colonial America. Prepare an enlarged I Notice/I Wonder chart for each group.

    Lesson 2:

    Instructional Protocol: Think-Pair-Share

    Prepare vocabulary notebooks in advance. Do not explain the John Allen primary source in advance-- allow students to discover as historians and detectives. Emphasize that the vocabulary notebook will be used for important words only (topical, frequently found).

  • Week 2: November 13

    Module

    2A

    Unit

    1

    Lesson

    3

    4

    5

    6

    Assessment

    Biweekly 1: Lesson 5 (Mid-Unit 1 Assessment), Item # 4 (RI.4., RI.4.7)

    Standards Addressed in Week's Lessons

    3: R.I.4.1, R.I.4.4, R.I.4.6

    4: R.I.4.1, R.I.4.7

    5: R.I.4.1, R.I.4.4, R.I.4.7

    6: R.I.4.1, R.I.4.9

    Notes:

    Lesson 3:

    Instructional Protocol: Cold Call/No Opt Out (Equity Sticks)

    If you haven't already built out this strategy completely in your classroom, take the time here to practice and reinforce Cold Call/No Opt Out during the Equity Sticks portion. This will help build a culture of equity and high expectation throughout the day, not just during the module lessons. Launch the Vocabulary Strategies anchor chart in this lesson, which will be important as students will do a lot of work with vocabulary in upcoming lessons. The use of highlighters will be very helpful here. The personal inventory items could be brought in for an "About Me Box" community builder.

    Lesson 4:

    This is a close reading lesson. The first read could be done with partners to support all learners. Emphasize going back to the text so that students do not over-rely on images.

    Lesson 5:

    This is the Mid-Unit 1 Assessment. Use Item #4 as Biweekly 1. You can use the student sample response and short answer rubric for scoring. You may choose to keep charts on display while students take the assessment.

    Lesson 6:

    Make sure to preserve the graphic organizers which will be needed for Lessons 7&9. Prepare for clear modeling so that students can be successful in the gradual release. Look at lesson notes for support with strategic partnering/support.

  • Week 3: November 20

    Module

    2A

    Unit

    1

    Lesson

    7

    8

    Standards Addressed in Week's Lessons

    7: RI.4.1  RI.4.9  W.4.2  W.4.5  W.4.8  L.4.4

    8: R.I.4.1, R.I.4.9

    Notes:

    Lesson 7:

    Prepare the model paragraph in advance. When adding pages to the vocabulary notebooks, reinforce the criteria of words to add.

    Lesson 8:

    Instructional Protocol: This or That (not in Appendix, but described in Work Time C).

  • Week 4: November 27

    Module

    2A

    Unit

    1

    2

    Lesson

    9 / 1

    2

    3

    Assessment

    Biweekly 2: Lesson 9 (End-Unit 1 Assessment) Item #6: (RI.4.9)

    Standards Addressed in Week's Lessons

    9: RI.4.1  RI.4.4  RI.4.9

    1: R.I.4.1, R.I.4.2, R.I.4.7

    2: R.I.4.1, W.4.2, W.4.10

    3: R.I.4.1, W.4.2, W.4.10

    Notes:

    Lesson 9:

    This is the End-of-Unit 1 Assessment. Use Item #6 as Biweekly 2.

    Lesson 1:

    Remind students that they are building background knowledge on trades and do not need to know the meaning over every word they encounter. You can let students know they will be working on expert groups during this unit, but the group they work in for this lesson is not that expert group yet.

    Lesson 2:

    Lessons 2-4 follow a sequence of learning about trades then applying for one to research. Read all 3 lessons in advance to understand how they build and connect. To increase a sense of purpose and choice, let students know that they will choose expert groups based on trades they are interested in, so they will need to learn a bit about each trade.

    Lesson 3:

    The group writing activity for the Help Wanted Ad should maintain the same group that worked together in Lesson 2. Remind students that being active listeners during the presentations will help them choose the trade to research that is the most interesting to them. Display the Help Wanted Ads for Lesson 4.

     

  • Week 5: December 4

    Module

    2A

    Unit

    2

    Lesson

    4

    5

    6

    7

    Standards Addressed in Week's Lessons

    4: W.4.4  W.4.10  L.4.6

    5: R.I.4.1, R.I.4.2, W.4.7

    6: R.I.4.1, W.4.7

    7: R.I.4.1, W.4.2

    Notes:

    Lesson 4:

    Refer students back to the research and writing they completed in Module 1. Work toward equity of voice and modeling the writer's thought process during the shared writing portion of the lesson.

    Lesson 5:

    Students will return to this text in Lesson 6, so the main point here is for them to get the gist. Work Time B is important because the categories will guide research throughout the unit, so ensure that students come up with good categories. If their categories are different than the suggested ones, you will need to make the task cards for Lesson 6 match those categories.

    Lesson 6:

    Instructional Protocol: Concentric Circles

    Lesson 7:

    Utilize Lesson 7 as a learning task instead of as an assessment. Suggest having students work in partnerships to complete the graphic organizer and then independently write a short response to the inference question during small group/independent time. Prepare expert groups in advance of the following week-- it is recommended to keep groups small (3 or 4 students per group).

  • Week 6: December 11

    Module

    2A

    Unit

    2

    Lesson

    8

    10

    11

    13

    Assessment

    Biweekly 3: Lesson 13, Summary Paragraph during Work Time (under the graphic organizer): Write a summary paragraph about apprentices in colonial times. (RI.4.2)

    Notes:

    Weekly Overview:

    Make sure to save all student notes and graphic organizers as they will need them for future lessons.

    Lesson 8:

    This lesson launches the expert groups and research that will serve as a foundation for the writing in Unit 3.

    Lessons 9 &12 are omitted, but can be part of a center activity as they are reviewing skills taught in previous lessons. If Lesson 12 is done in small groups, students will need access to the Internet, or have access to the downloaded podcasts. If technology is not available or preferred, students could use texts on colonial trades at their level from the Recommended Texts list for Unit 2.

    Lesson 10:

    Consider preparing a more scaffolded note-catcher in advance (see Unit 1, Lesson 6 for an example of this type of scaffolding). Emphasize equity and balance in collaboration within expert groups.

    Lesson 11:

    Download the podcast in advance. The podcast is about 15 minutes total. But in this lesson, students listen through only 6:11. To support students with their listening practice, this 6-minute segment is played once for students to get the gist. Then (in both Parts B and C of Work Time), students listen again to these same 6 minutes, but broken into two shorter 3-minute chunks.

    Lesson 13:

    This lesson is the first of two lessons that build up to students’ Apprentice Wanted ads. Be sure that students understand that in this lesson, they are practicing with the wheelwright what they will eventually write about for their own trade. Have students write the summary paragraph independently instead of with a partner as the lesson indicates, and use this item for Biweekly 3. This will help you see where students will need more support throughout their research and writing of the trades they chose.

    Standards Addressed in Week's Lessons

    8: R.I.4.2, R.I.4.4, W.4.7

    10: R.I.4.1, W.4.7, W.4.8

    11: W.4.8

    13: R.I.4.9, R.I.4.2, W.4.8, W.4.2, W.4.10

  • Week 7: December 18

    Module

    2A

    Unit

    2

    Lesson

    14

    15

    16

    Standards Addressed in Week's Lessons

    14: R.I.4.9, W.4.2, W.4.9, W.4.10

    15: R.I.4.2, R.I. 4.4, R.I. 4.9

    16: R.I.4.9

    Notes:

    Lesson 14:

    Students will need all their notes on their selected trade (the Colonial Trade Research note-catchers from Lessons 8 and 12 and their Summary graphic organizer from the previous lesson). Prepare the model paragraph in advance.

    Lesson 15:

    This is the End of Unit 2 Assessment-- utilize as a learning task instead of as an assessment. Lesson 15 addresses R.I. 4.9 which is assessed on A2.

    Lesson 16:

    Instructional Protocol: Hosted Gallery Walk

    Prepare string, chart paper, and markers in advance.

  • Week 8: January 8

    Module

    2A

    Unit

    3

    Lesson

    1

    2

    3 / 4

    5 / 6

    Notes:

    Weekly Overview:

    Students begin working with historical fiction this week, starting with reading a series of mentor texts (texts written by real authors that students examine in order to see strong examples of writing craft). Consider how to organize and store materials, as students will need to refer to these texts throughout the upcoming lessons.

    Lesson 1:

    Do not put a title on the chart at the opening of the lesson; rather, let students discover the elements of the genre.

    Lesson 2:

    Students will need their research materials from Units 1 and 2 to create a character profile for their performance task narrative. The PARCC rubric is included in this lesson for your reference, but co-creating the rubric with students will highly increase their ownership and understanding of the learning targets. Work Time C is independent practice so could be completed at another time of the day if more time is needed in class to co-construct the rubric.

    Lesson 3&4: Consolidate these lessons, providing time for Lesson 4's Work Time D, which can be done independently, during centers or other independent work time. Prepare the modeling carefully in advance, using the Four Square model as a reference, prepare modeling in advance, with attention to going back to vocabulary notes to incorporate vocabulary for historical accuracy.

    Lesson 5&6: Consolidate these two lessons.

    Standards Addressed in Week's Lessons

    8: W.4.3, W.4.5

    9: R.L.4.1, W.4.3, L.4.2

    10: W.4.3, L.4.2

  • Week 9: January 15

    Module

    2A

    Unit

    3

    Lesson

    8

    9

    10

    Notes:

    Weekly Overview:

    Weekly Overview:

    Lesson 7 omitted, however can be made part of small group/partner work.

    Consider using the workshop model when working with historical fiction mentor texts to support small group instruction. Continually refer back to the mentor texts to support students with their revisions. Prepare different colored pencils for daily revisions. Collect and read students' drafts to determine where conferences would be helpful. Consider securing computers for Lesson 10 if you have not used them yet.

    Lesson 8:

    Work Time C includes 25 minutes of independent writing. If you chose to do this portion during another time of day, make sure to post the steps for revising anchor chart, provide colored pencils, and confer with students who need additional support.

    Lesson 9:

    In this lesson students examine mentor texts to learn how dialogue is used to show characters' thoughts and feelings.  They then practice planning for where to add dialogue to the wheelwright narrative model.  Finally they plan for adding dialogue to their own narratives. Though this lesson does not produce the actual revisions, it is an important step in revision, and makes a strong connection between the reading and writing standards addressed in this module.

    Lesson 10:

    This lesson build on Lesson 9, adding on the layer of conventions of dialogue. Plan your modeling in advance so that students will be set up for success when they are released to revise their own drafts. If students have not used computers to word process the draft up until this point, this writing of the second draft would be a good time to switch to typed drafts. It will save time during the publishing portion and give students the needed opportunity to practice word processing.

    Standards Addressed in Week's Lessons

    8: W.4.3, W.4.5

    9: R.L.4.1, W.4.3, L.4.2

    10: W.4.3, L.4.2

  • Week 10: January 22

    Module

    2A

    Unit

    3

    Lesson

    11

    12

    13

    Notes:

    Weekly Overview:

    You will continue following a workshop model during this week, and will continue working with mentor texts, so ensure that students have access to those texts in their folders. Students will also add to the rubric as they learn new craft elements of the Historical Fiction genre. Take the time you need to become familiar with the mentor texts so that you can fluidly reference them during the craft writing (revision) lessons and conferences this week.

    Lesson 11:

    Create the "Bold Beginnings" anchor chart in advance. Prepare for students to share revisions in same-trade triads.

    Lesson 12:

    This lesson follows the same structure as Lesson 11. Remind students that when they revise they do not need to rewrite the entire narrative. Continue to have students meet in same-trade triads and to add to the rubric.

    Lesson 13:

    Instructional Protocol: Peer Critique

    Bring back the Peer Critique protocol anchor chart from Module 1 Lesson 7, or create a new one and use the Appendix to reteach this protocol.

    Remember that even though these are writing lessons, they are still addressing the reading standards this module addressed and that will be assessed on ANet. The writer/reader connection is very strong during peer critique; make these connections explicit where you see fit.

    Assessment

    ANet (A2)

    Standards Addressed in Week's Lessons

    11: W.4.3, W.4.5

    12: W.4.3, W.4.5

    13: W.4.5

  • Week 11: January 29

    Module

    2A

    Unit

    3

    Lesson

    14

    15

    16

    Assessment

    ANet (A2)

    Standards Addressed in Week's Lessons

    14: L.4.1, L.4.2, L.4.3

    15: L.4.1, L.4.2, L.4.3, W.4.3

    16: W.4.2, W.4.3, W.4.9

    Notes:

    Lesson 14:

    Instructional Protocol: Chalk Talk

    To prepare for Lesson 15: Give draft feedback only on edits that pertain to the conventions edited in class. Review students’ exit tickets to determine if any students need further support before publishing. Type up the Historical Fiction Narrative Rubric anchor chart using the template below and make a copy for each student. If you haven't given students access to word processing yet, consider doing so for the final published copy, though you will have to build in additional time for this.

    Lesson 15:

    It is highly recommended that students use a computer to word process their final drafts, however, if that is not possible, consider modifying this lesson to use standard print dictionaries and focus on students using neat handwriting to create a published copy of their narratives. Remind students that they will be sharing the narrative with an audience, thus setting the purpose for a polished copy with correct conventions. Teach students to use the online dictionary tools. Encourage students to look back over their rubric as well as their editing notes, and to check (proofread) one final time.

    Lesson 16:

    In this lesson students engage in a writers' celebration to share their performance task narratives and complete an assessment where they write a new on-demand historical fiction narrative from a prompt. Invite others to the celebration if possible to make this a communal celebration, and create a festive mood. Students will have just taken ANet, so if you do not want to use the on-demand writing as an assessment at this point, consider using your time to build out the celebration and save the on-demand writing assessment for later in the year to see how students have retained narrative writing skills.