Elementary Language Arts

4th Grade

Unit 2 Module B:
Interactions in Nature and Culture

Mid November ~ Mid December: 2nd Trimester

Module Overview

Supplemental Resources for Support

Use the drop down menu to view the new resources have been curated to support ReadyGEN reading and writing and the foundational skills block

eBackpacks Unit 2 - digital books, articles, etc. for student reading to encourage a love of reading and build background knowledge around unit topics and themes
PBA Student Writing Samples for Unit 2B - Samples & reflective questions to use with students to support their PBA writing and scoring support for teacher use
Structured Morphology Videos - Exemplar videos in the Edthena Video Bank to watch components of Structured Morphology lessons
School AI Opinion Writing Feedback Space - These spaces have been specifically designed to give immediate feedback noting strengths, areas for improvement, prompting questions to help them revise and examples of how they might improve their writing in a particular area.

NOTE: The prompts for these spaces have been written to ensure the chatbot will not write the piece for students.

Enduring Understandings

Readers understand the importance of supporting opinions about various texts.

Writers understand that they can draw evidence from literary and informational texts to state and support opinions.

Learners understand the effects of nature and culture on communities.

Essential Questions: "Knows"

How can readers state and support opinions about both literary and informational texts?

How do writers use text evidence to support their opinions?

Module Goals: "Dos"

Readers will state and support opinions to demonstrate their understanding of both literary and informational texts.

Writers will use text-based evidence to state and support opinions.

Learners will understand how interactions among communities affect cultures and people.

Evidence of Learning: PBA

Opinion Task: Write About Native American Cultures

Students will think about the various Native American cultures they read about. They will then write an opinion essay explaining which text demonstrates the interactions among the community and their culture the best.

Standards Addressed

The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Standard 1: Oral Expression & Listening

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. (CCSS: SL.4.1d)
Identify the reasons and evidence a speaker provides to support particular points. (CCSS: SL.4.3)

Standard 2: Reading for All Purposes

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcomes:

Determine a theme of a story, drama, or poem from details in the text; summarize the text. (CCSS: RL.4.2)
Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)

Supporting Evidence Outcomes:

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RL.4.1)
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (for example: a character’s thoughts, words, or actions). (CCSS: RL.4.3)
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (for example: Herculean). (CCSS: RL.4.4)
Compare and contrast the treatment of similar themes and topics (for example: opposition of good and evil) and patterns of events (for example: the quest) in stories, myths, and traditional literature from different cultures. (CCSS: RL.4.9)
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (CCSS: RI.4.1)
Determine the main idea of a text and explain how it is supported by key details; summarize the text. (CCSS: RI.4.2)
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. (CCSS: RI.4.3)
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (CCSS: RI.4.4)
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (for example: verse, rhythm, meter) and drama (for example, casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (CCSS: RL.4.5)
Interpret information presented visually, orally, or quantitatively (for example: 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. (CCSS: RI.4.7)
Explain how an author uses reasons and evidence to support particular points in a text. (CCSS: RI.4.8)
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. (CCSS: RI.4.9)

Foundational Skills:

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (for example, roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. (CCSS: RF.4.3a)
Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. (CCSS.RF.4.4b)
Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (for example: telegraph, photograph, autograph). (CCSS: L.4.4b)
Read multisyllabic words with and without inflectional and derivational suffixes.
Explain the meaning of simple similes and metaphors (for example, as pretty as a picture) in context. (CCSS: L.4.5a)

Standard 3: Writing & Composition

Evidence outcomes in bold are those that are expected to be mastered in trimester 2

Prioritized Evidence Outcome:

Write opinion pieces on topics or texts, supporting a point of view with reasons and information (CCSS:.W.4.1)

Supporting Evidence Outcomes:

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. (CCSS: W.4.1a)
Provide reasons that are supported by facts and details. (CCSS: W.4.1b)
Link opinion and reasons using words and phrases (for example: for instance, in order to, in addition). (CCSS: W.4.1c)
Provide a concluding statement or section related to the opinion presented. (CCSS:W.4.1d)

Grammar & Conventions:

Form and use prepositional phrases. (CCSS:L.4.1e)
Correctly use frequently confused words (for example: to, too, two, there, their). (CCSS:L.4.1g)
Use commas and quotation marks to mark direct speech and quotations from a text. (CCSS:.L.4.2b)
Use a comma before a coordinating conjunction in a compound sentence (CCSS:L.4.2c)
Choose punctuation for effect. (CCSS:L.4.3b)
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (CCSS:W.4.4)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (CCSS:W.4.5)
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, demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting. (CCSS:W.4.6)
Write routinely over extended time frames (for research, reflection, and revision) and shorter time frames (a single sitting or day or two) for a range of discipline-specific tasks, purposes, and audiences. (CCSS:W.4.10)

Standard 4: Research Inquiry & Design

Draw evidence from literary or informational texts to support analysis, reflection, and research. (CCSS: W.4.9)

Assessments

Assessments listed below reflect a balance of both formative and summative options, providing teachers and students with information relative to mastery of module and unit goals in reading and writing.

Performance-Based Assessment

Student Prompt: (please note, this prompt has been modified from the original task in the Teacher's Guide)

Opinion Task: Write About Native American Cultures

Think about the various Native American cultures you read about. Then write an opinion essay explaining which text demonstrates the interactions among the community and their culture the best.