Unit Six

Theme: Mythology and Research

Bradley: Storyworks, Tales From the Odyssey

Eisenhower: Storyworks, Tales From the Odyssey

MacArthur: Tales From the Odyssey

Literature

• 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). Skill: context clues, compare and contrast RL.4.4 

• Compare and contrast the point of view from which different stories are narrated, including the differences between first-and-third person narrations. Skill: Point of View RL.4.6 

• 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. Skill: Compare/Contrast RL.4.7 (ongoing) 

• By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. Skill: Comprehension, Fluency RL.4.10 (ongoing) 

• 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. Skill: Compare/Contrast, Themes RL.4.9 

Information

• Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. Skill: Vocabulary RI.4.4 (ongoing) 

• Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Skill: Compare/ Contrast, point of view, analyzing primary and secondary sources RI.4.6 

• 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. Skill: Text Features RI.4.7 (ongoing) 

• Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Skill: Text to text connections RI.4.9 

• By the end of year, read and comprehend 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. Skill: Comprehension, Fluency RI.4.10 (ongoing) 

Writing:

Informative

• Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 

  • 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. 

  • Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 

  • Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). 

  • Use precise language and domain-specific vocabulary to inform about or explain the topic. 

  • Provide a concluding statement or section related to the information or explanation presented. Skill: Research Paper Writing W.4.2 

• 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; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Skill: Planning, revising and editing (Google Docs), keyboarding W.4.6 

• Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Skill: Research Paper Writing W.4.8 

• Draw evidence from literary or informational texts to support analysis, reflection, and research. 

  • 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”). Skill: Identifying and developing your purpose for writing W.4.9 

• Write routinely over extended time frames (time for research, reflection, and revision) shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Skill: Research Paper Writing W.4.10 

Foundational Writing Skills

• Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Skill: Six Traits (Organization, Ideas/Content . . .) W.4.4 

• With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. Skill: Six Traits (Conventions, Voice, Word Choice, Sentence Fluency)  W.4.5

Language

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Skill: Affixes, root words L.4.4b 

• Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.4.6 (ongoing)