READING WORKSHOP: COMPREHENSION AND CONTENT … · READING WORKSHOP: COMPREHENSION AND CONTENT...

GRADE 4 Curriculum Map: Literacy & Integrated Content

D5=The Daily 5 HMH= Houghton Mifflin Harcourt LLG=HMH Language & Literacy VR= Vocabulary Reader SUW=Step Up to Writing EXT=Teacher Support Booklet: Extending the Standards TE=Teacher’s Edition SB=Student Book LRSD Elementary Literacy and Social Studies Departments Grade 4 Curriculum: Literacy & Integrated Content Revised 2018

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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING Unit 2 Lesson 10

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4RL1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 4RL2 Determine a theme of a story, drama, or poem from details in text; summarize the text. 4RL3 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). 4RL5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) & drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

COMPREHENSION/FLUENCY Skill: Author’s Purpose Strategy: Analyze/Evaluate Author’s Craft: Metaphor Genre: Biography/Poetry

Anchor Lesson: LLG Author's Purpose p. 204 Jose! Born to Dance, TE pp. T314-T329, SB pp. 286-301 Mexican Dove LLG p. 205 EXT U1 pp. C14-C15 Use “Compare Structural Elements” to compare Jose! Born to Dance & Dance to the Beat Teacher Support Booklet: Extending the CCSS (EXT) Unit 1 Instructional Routines: pp. C8, C22 “Supporting Your Answer” pp. C9, C25 “Discussion Rules & Roles” EXT Unit 1 p. C16 “Formal & Informal Language” EXT Unit 1 p. C17 “Participate in Group Discussions” Preview: Student Interactive Notebook— Look at images of places in the Southwest. After viewing and discussing the images respond to the following prompt: If you could take a trip to any one place in the Southeast, which one would you most want to visit? Why? Book pass on the Southeast Region Introduce Southeast by providing other books from the library on the SE or states in the SE. Provide other printed text related SE—brochures, advertisements, news articles, magazine articles, train schedules. Fill in chart Content Book Pass

Leveled Reader Critical Thinking Blackline Masters 10.7-10-10 Edit

Social Studies

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Unit 2 Lesson 10 STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

STANDARDS G.8.4.2 Use thematic maps (e.g. climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the United States and the interactions that shape them D2.Geo.2.3-4 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5 H.12.4.5 Reference historic places to guide inquiry about history (e.g., What do the Toltec Mounds tell us about the people who lived there?) H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary sources D.1.2, 5. 3-5

UNIT TITLE: Southeast Region Essential Questions: What is unique about the Southeast region? What characteristics make this a region? Guiding Questions: What factors have shaped the culture of the Southeast? What are the major physical and human features of the Southeast region?

TCI Lesson 6 Boat and Bus Tour of the Southeast BEFORE READING:TCI Presentation Guide---Preview---Introduce the Southeast Region. Slides 1-19 Lesson Slides 11-13 Use to Introduce Geography of the Southwest DURING READING: Use print copy or online version of Preview Assignment (Slide 14) to have student write about the place in the Southeast they would most like to visit. Interactive Notebook— AFTER READING: Use the resources below to provide additional geographic information about the Southeast. Students will be taking a boat and bus tour of the Southeast region of the country. TCI Presentation Guide---Preview---Introduce the Southeast Region. Slides 1-19

• Interactive Notebook—My Southeast Trip and Geography Challenge

• Geography Challenge Cards Student Section: Introduction PowerPoint—Geography of Southeast Region

Data Chart

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WORD STUDY Unit 2 Lesson 10

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS VOCABULARY 4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult references, both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

STRATEGY: Shades of Meanings ACADEMIC: author’s purpose, implied, analogy SOCIAL STUDIES: abstract, bayou, delta, hurricane, mineral, petroleum, plantation, savanna, segregation, strip mine, swamp, Mississippi River, French Quarters, Shuttle Launch, Kennedy Space Center, Everglades, flatlands, coastlines, port city, TARGETED CATEGORIES: machines, action & motion, places/dwellings

LLG pp. 134-135 Intro. Vocabulary TE pp. T312-T313 Vocabulary Strategies T332-T333 Projectable 10.3

Weekly Assessment 10.2-10.3

4RF3a Use combined knowledge of all letter-sound correspondences, syllable patterns & morphology to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING More Vowel + /r/ sounds

LLG pp. 74-75 Weekly Plan TE pp. T343-T345 Reader’s Notebook pp. 112-114

Assess Spelling TE p. T345

WRITING WORKSHOP Unit 2 Lesson 10

STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

GRAMMAR 4L5a Explain the meaning of simple similes & metaphors in context. 4L6 Acquire & use accurately grade-appropriate general academic & domain-specific words & phrases including those that signal precise actions, emotions, or states of being & that are basic to a particular topic.

SKILL Pronouns

Weekly Plan TE pp. T346-T349 Projectables 10.4-10.6




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PROCESS WRITING 4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). 4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic. 4L3a Choose words & phrases to convey ideas precisely.

WRITING TYPE Topic Sentences & Introduction to Opinion Writing Focus: Elements of Essays

SUW LESSONS & TOOLS 5-18a A Vague Paragraph 5-18b- A Precise Paragraph 5-19 Transitions in Opinion Writing 5-19b Identifying Transitions in Opinion Writing 5-1 Defining Opinions and Reasons 5-2 Color-Coding the Elements of an Opinion Paragraph 5-3 Planning an Opinion Paragraph with an Informal Outline EXT Unit 2, pp. C10-C11, C13 &C14 Transition & Conclusions in Opinion Writing EXT Unit 2, pp. C6-C7 Precise Words & Phrases

Social Studies Prompt: After looking at the images of places in the Southeast, which one in your opinion would be the best place to visit? Create a topic sentence that states your opinion of the best place to visit in the southeast and identify 2-3 reasons why you think so. Use SUW informal outline to plan. Step Up to Writing: Tool 5-3a Tool 5-3b



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4RL1 Refer to details and examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RL3 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). 4RL7 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 & directions in the text

COMPREHENSION/FLUENCY: Skill: Text and Graphic Features Strategy: Infer/Predict Author’s Craft: Simile Genre: Informational Text/Newspaper Article

Anchor Lesson LLG p. 206, Text & Graphic Features Hurricane's: Earth's Mightiest Storms TE pp. T18-T29, SB pp. 318-331 The Big Storm LLG. 207-Realistic Fiction Recovering from Katrina LLG p. 207- Informational Text Fact & Opinion TE pp. T38-39 Introduce tour of Southeast, TCI Slides 23-24 Student Text Lesson 6 Introduction Most New Orleans Flood Victims Find Leaving in Houston Acceptable NEWSELA Latinos Who Helped Rebuild After Katrina 10 Years Later Doing Well NEWSELA Use the article “The Everglades-Life in the Balance-”. to reinforce the literacy skill. The author states that the Everglades are a vast area of land and water that is unique, or unlike any other. Have students support the author’s opinion with facts from the article. Everglades by Jean Craighead George Lesson Plan---Use the text-dependent questions to guide the discussion as reading the book. Have students make a diagram illustrating an animal’s habitat. Students can use the text and illustrations in the story to help them find their plant or animal’s role in the ecosystem. Use to reinforce text and graphic features skill lesson this week.

• Read Aloud Everglade

• Everglade by Jean Craighead George YouTube Read Aloud

Assessment 11.4-11.5 Respond to the following statement from the article The Everglades. Approximately 6.5 million people live in Florida. Fresh water is limited. Do we need to choose between protecting the plants and animals that live in the Everglades or supplying fresh water for the people who live in Florida? Do you believe that we can do both? Discuss as a class and brainstorm possible solutions to how we can provide the needs of the people who live in an area and protect the environment as well.

https://drive.google.com/a/lrsd.org/file/d/127WxYTI6FoHKfE3EsD-jq0HrfR2-mhhe/view?usp=sharing

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https://www.youtube.com/watch?v=4v6MgalTS_0

http://ssfourthgrade.wikispaces.com/file/view/Everglades.doc/459015052/Everglades.doc



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• Jean Craighead George Interview

• Biography Jean Craighead George YouTube As you read the story to students, discuss the many visuals given, either in words or illustrations. Use passages from the text to describe how the author uses imagery to help readers see how the river becomes rich with life. NEWSELA Southwest Region Climate Change Text Set The following articles show the effects of climate change on the American Southeast. As students read these articles, have them consider the following Comprehension Questions: "How is the American Southeast affected by climate change? How will the people living in the Southeast be affected?” Underline phrases and details in the articles that help answer the question above. When they are done reading, review all the evidence and have them respond to the Writing Prompt on "Climate Change in the American Southeast.” Taken together, these articles show the effects of climate change in the American Southeast.

• Climate Change in the Southeast NEWSELA

• Pythons at the Top of the Food Change in the Everglades NEWSELA

• Climate Change May Have Made Louisiana Floods More Likely NEWSELA

• In Florida’s Everglades, Obama Warns About Climate Change NEWSELA

• Pythons Invade the Florida Everglades ReadWorks

Social Studies Unit 3 Lesson 11

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STANDARDS G.8.4.2 Use thematic maps (e.g. climate, political, topographical) and other geographic representations to compare physical and human characteristics of a region to those of another region in the US and the interactions that shape them D2.Geo.2.3-4 G.8.4.3 Construct maps and graphic representations of Arkansas and the United States, including physical and human characteristics, title, legend, compass rose D2.Ge0.1.3-5 G.9.4.1Analyze effects over time of human generated changes in the physical environment (e.g., deforestation, dams, pollution) D2.Geo5.35 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5

SOCIAL STUDIES FOCUS UNIT TITLE: Southeast Region/Arkansas Essential Question: What is unique about the Southeast Region? What factors shaped the culture of the Southeast/Arkansas? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in the Southeast Region/Arkansas? How is the American Southeast affected by climate change? How will the people living in the Southeast be affected?

What difficulties did the early colonists in Jamestown face?

What is the significance of each of the sites that were included on the tour of the Southeast region?

ADDITIONAL CONTENT LESSONS TCI Presentation Guide-- At each stop students will think of key facts and adjectives that describe the site they just visited. You may want to record these on chart paper for students to refer to during the letter writing assignment of the tour. Tour portion of Lesson 6 will take about three one-hour sessions to complete. Tour Sites 1-3 (One Session), Tour Sites 4-6 (One Session), and Tour Sites 7-9 (One Session) Student Interactive Notebook— Students can respond to assignments online or copies of the handouts can be made for student responses. (Handouts can be accessed from the Presentation Guide and Interactive Notebook) TCI Presentation Guide--- Interactive Notebook— BEFORE READING: TCI Presentation Guide--- Use Slides 20-22 & the Introduction to Chapter 6 in the student text to introduce the textbook tour of Southeast. Tell students they will be reading several articles that provide additional content about the sites they will be touring. They will also be reading about the effects of climate change and effects of human over the physical environment. DURING READING: Students will be touring Sites 1-3 Everglades National Park, John F. Kennedy Space Center at Cape Canaveral, Florida, and Jamestown, Virginia. At each site they will listen to their tour guide, read in their textbook, draw a symbol of the site’s location on their map, and identify key facts and adjectives that describe each site. (Slides 23-29) AFTER READING: Students can play the Survival Game (Handout B) in groups (Slides 29-30). Use the articles below to provide additional content on the three sites visited.

ASSESSMENTS Complete the writing assignment. Imagine your brother John is planning to join you in Jamestown. On Handout C, write a letter to him about your experience. Do you think he should settle in Jamestown or stay in England? Explain your opinion. (Slide 31 and Handout C) Student Interactive Notebook—










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• NASA Selects American Astronauts for Boeing and SpaceX Flights

• Kennedy Space Center Honors First Black Astronaut Robert Lawrence Jr. NEWSELA

• Trump Approves Money for NASA Mission to Mars NEWSELA

• Dragon Rocket Ship Does Test and Brings Ice Cream to Astronauts NEWSELA

• The New World: Jamestown and the “Starving Time” NEWSELA

Tour the Southeast Region: Sites 1-3 Everglades—Florida TCI Slides 22-24 John F. Kennedy Space Center at Cape Canaveral, Florida TCI Slides 25-26 Jamestown, Virginia TCI Slides 27-32 Survival Game TCI Slides 29-30 Additional Resources: Southeast Region Landmark Activity Scavenger Hunt PowerPoint Journey of Wayne Drop to the Everglades Teacher’s Guide Population Growth Everglades Environmental Education TE



VOCABULARY 4L4a Use context as a clue to the meaning of a word or phrase. 4L4.a. Use context as a clue to the meaning of a word or phrase. 4L4c. Consult reference materials both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words & phrases.

FOCUS: Suffixes –ful,-less,- ness,-ment ACADEMIC: Fact, opinion, distinguish SOCIAL STUDIES: Natural resources, climate, Region, physical features, Wetland, piedmont, Everglades, peninsula, climate change, Cape Canaveral, Jamestown CATEGORIES: machines, actions/ motion, places/events, natural environment

LLG pp. 138-139 Introduce Vocabulary TE pp. T14-T15 SB 316-317 Vocabulary Strategies: TE pp. T40-T41 Projectable 11.3 Reader's Notebook p. 135


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4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Compound Words

LLG pp. 76-77 Weekly Plan TE pp. T46-T47 Reader's Notebook pp. 13.6-13.8

Weekly Assessment 11.6-11.7 Assess Spelling TE p. T47


GRAMMAR 4L3a Choose words and phrases to convey ideas precisely. 4L4a Use context as a clue to the meaning of a word or phrase.

SKILL Proper Nouns

Weekly Plan TE pp. T48-T49 Practice p. 127-129 (choose as needed) Projectable 11.6,11.7, 11.8


PROCESS WRITING 4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. 4W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which related ideas are grouped to support the writer’s purpose. 4W1b Provide reasons that are supported by facts & details 4W1c Link opinion & reasons using words and phrases 4W4 Produce clear & coherent writing in which the development & organization are appropriate to TASKS, purpose, & audience. 4W8 Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

WRITING TYPE Persuasive Focus: Organization

SUW LESSONS & TOOLS SUW 9-1 Persuasive Writing 5-5 Blocking out Essays & Reports 5-6 Informal Outline for Essays & Reports 5-14 Review Elaboration of Essays & Reports

Social Studies Prompt: Write a persuasive essay on how climate change is affecting the American Southeast. Determine who your audience will be. Provide evidence that will help persuade your audience. i.e. government official



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READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING REVIEW SKILLS AND STRATEGIES




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COMPREHENSION/FLUENCY: Skill: Text and Graphic Features Strategy: Infer/Predict Author’s Craft: Simile Genre: Informational Text/Newspaper Article

In Social Studies you will continue your tour of the Southeast. One of your stops will be a coal mine in the Appalachia. Read the articles from NEWSELA to examine the pros and cons of coal mining. Together these articles show some of the effects of coal mining. Gather evidence as you read to answer the following questions: What effects has mining had on the people and environment in the United States? In the articles underline details that show the effects of mining on people and the environment. What challenges does mining face today? In the articles circle details that show challenges mining faces today. Coal Mining Gets Jobs and Money for Navajos but Not Good for the Environment Issue Overview: Confronting Coal—Share this article and the graph of coal consumption to examine pros and cons of coal consumption. Create a chart as you read the articles together listing pros/cons.

Social Studies STANDARDS G.8.4.1Use geographic representations to examine the spatial organization of Arkansas citing relative and absolute location D2.Geo.2.3-5 G.8.4.2 Use thematic maps (e.g. climate, political, topographical) & other geographic representations to compare physical & human characteristics of a region to those of another region in the US and the interactions that shape them D2.Geo.2.3-4

UNIT TITLE: Southeast Region/Arkansas Essential Question: What is unique about the Southeast Region? What factors shaped the culture of the Southeast/Arkansas? Guiding Questions: How do geography, climate and natural resources affect the way people live and work in the Southeast Region/Arkansas?

TCI Presentation Guide-- At each stop students will think of key facts and adjectives that describe the site they just visited. You may want to record these on chart paper for students to refer to during the letter writing assignment of the tour. Tour portion of Lesson 6 will take about three one-hours sessions to complete. Tour Sites 1-3 (One Session), Tour Sites 4-6 (One Session), and Tour Sites 7-9 (One Session) Student Interactive Notebook— Students can respond to assignments online or copies of the handouts can be made for student responses.

https://drive.google.com/a/lrsd.org/file/d/13kKuIO5STRN32zuxBZYkNFb4cte0fK6J/view?usp=sharing

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G.8.4.3 Construct maps and graphic representations of AR & the US, including physical & human characteristics, title, legend, compass rose D2.Ge0.1.3-5 G.9.4.1Analyze effects over time of human generated changes in the physical environment (e.g.,deforestation, dams, pollution) D2.Geo5.35 G.9.4.2 Analyze ways cultural characteristics influence population distribution in regions of the united states and the world D2 Geo.6.3-5 G.9.4.3 Analyze ways environmental characteristics affect population distribution in Arkansas, the United States, and the world D2.4.3-5 G.11.4.2 Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters D2 12.3-5

What is the significance of each of the sites that were included on the tour of the Southeast region?

How would you describe the four Southeast musical styles? What effects has mining had on the people and environment? What challenges does mining face today?

BEFORE READING: SITES 4-6 Coal Mine in Appalachia, Memphis, Tennessee, French Quarters, New Orleans DURING READING: Students will be touring Sites 4-6 Coal Mine in Appalachia, Memphis, Tennessee, and the French Quarter in New Orleans, Louisiana. At each site they will list to their tour guide, read in their textbook, draw a symbol of the site’s location on their map, and identify key facts and adjectives that describe each site. (Slides 33-37) AFTER READING: Activity (Slides 38-45 and Handout D). Students will read about and listen to four types of music in the Southeast Tour the Southeast Region: Coal Mine in Appalachia TCI Slides 23-24 Memphis, Tennessee TCI Slides 25-26 New Orleans, Louisiana TCI Slides 27-28 Writing for Understanding: Southeast Musical Styles TCI Slides 28-36

WORD STUDY REVIEW SKILLS AND STRATEGIES


REVIEW SOCIAL STUDIES: Natural resources, coal mine, strip mine, minerals, bluegrass, Delta, Memphis Blues, Gulf of Mexico, Mississippi River, French Quarters, jazz, Hurricane Katrina, Bayou State, bayou, Cajuns, global warming, carbon dioxide, power plant

REVIEW REVIEW

WRITING WORKSHOP REVIEW SKILLS AND STRATEGIES

GRAMMAR SKILL Adjectives

REVIEW REVIEW



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PROCESS WRITING 4W1 Write opinion pieces on topics or texts, supporting a point of view with reasons & information. 4W1a Introduce a topic or text clearly, state an opinion, & create an organizational structure in which related ideas are grouped to support the writer’s purpose. 4W1b Provide reasons that are supported by facts & details 4W1c Link opinion & reasons using words and phrases 4W4 Produce clear & coherent writing in which the development & organization are appropriate to TASKS, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing 4W8 Recall relevant information from experiences or gather relevant information from print & digital sources; take notes & categorize information, & provide a list of sources.

WRITING TYPE Persuasive Focus: Organization

SUW LESSONS& TOOLS 9-1 Persuasive Writing 5-5 Blocking out Essays & Reports 5-6 Informal Outline for Essays & Reports 5-14 Review Elaboration of Essays & Reports

Social Studies Prompt: Based on Geography, where would you prefer to live in the Southeast? State an opinion & give 2-3 facts & cite evidence to support your opinion.





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4RL1/4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text 4RL6 Compare & contrast the point of view from which different stories are narrated, including the difference between first-& third-person narrations. 4RL7 Make connections between the text of a story or drama & a visual or oral presentation of the text, identifying where each version reflects specific descriptions & directions in the text. 4RI5 Describe overall structure of events, ideas, concepts, or information in a text

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Visualize Author’s Craft: Point of View, Firsthand & Secondhand Accounts Genre: Historical Fiction & Informational Text

Anchor Lesson - LLG p. 108 Sequence of Events The Earth Dragon Awakes TE pp. T92-T113, SB 348-361 Safe from Harm, LLG p. 209, TE pp. T86-T87 Use the readings about Ruby Bridges, the Little Rock Nine and the Selma to Montgomery March to discuss events that occurred during the Civil Rights movement in the Southeast region. Students will begin a timeline to sequence the events that happened in the Southeast during this period of history. Timelines are a tool for sequencing events in history. EXT Unit 3 pp. “Firsthand & Secondhand Accounts” The readings below provide both first hand and secondhand accounts of the events that tell the story of Ruby Bridges and Selma to Montgomery March. Walking Tall—Ruby Bridges/Little Rock Nine ReadWorks---Use article to reinforce this week’s skill “Sequence of Events”. Ruby Bridges: A Simple Act of Courage Lesson Plan—Scholastic—

• Ruby Bridges Anticipation Guide

• Character Traits of Key Players Graphic Organizer

• Character Traits of Key Players Short Answer

• Ruby Bridges Vocabulary Sort

• See the Featured Activity and use the slide show, Scholastic News: Ruby the Brave and video.

Check your library for the following books: Use to examine firsthand and secondhand accounts. The Story of Ruby Bridges by Robert Coles Through My Eyes by Ruby Bridges Ruby Bridges Goes to School by Ruby Bridges Selma to Montgomery March NEWSELA

Weekly Assessment 12.4-12.5 If I Were Ruby Bridges….

https://drive.google.com/a/lrsd.org/file/d/1CBoB2J3ltCHe4QVC5z4xrRITImlWaWsy/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1CBoB2J3ltCHe4QVC5z4xrRITImlWaWsy/view?usp=sharing

https://www.scholastic.com/teachers/lesson-plans/teaching-content/ruby-bridges-simple-act-courage-common-core-lesson-plan-grades-3-5/


https://drive.google.com/a/lrsd.org/file/d/1BwuCLYpq8LaybPbrnnH5mvsJSia0BVB0/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BTYyaj18I6I10t7XEhyzA7qLbgpE772y/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1B0FWnxwoeOtabHjiKEgfS1si7fl6r2or/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1B0FWnxwoeOtabHjiKEgfS1si7fl6r2or/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1J-TFY8XOq_izqtdyPW7f8582gT4awqLh/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/13SRkJgyjtLHgd0cewscbEeQFxy3o8YCc/view?usp=sharing



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Integration of Central High School NEWSELA

Social Studies STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

STANDARDS H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 H.12.4.3 Compare specific regions of the United States in the past with those regions today noting changes over time (e.g., economic growth, urbanization, resources, population, density, environmental issues) D2.His.2.3-5 H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5 H.12.4.5 Reference historic places and national parks to guide inquiry about history (e.g., What do the Toltec Mounds tell us about the people who lived there?) H.13.4.1 Describe ways people’s perspectives shaped the historical sources they created D2.His.6.3-5 why individuals and groups during the same historical period had differing perspectives D2.His.4.3.5 H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence

Unit: Southeast/Arkansas Essential Question: What is unique about the Southeast Region? What characteristics make this a region? What makes Arkansas a unique state? Guiding Questions: How does the past affect the Southwest region & the U.S.? How does the past affect Arkansas and the United States?

TCI Presentation Guide-- At each stop students will think of key facts and adjectives that describe the site they just visited. You may want to record these on chart paper for students to refer to during the letter writing assignment of the tour. Student Interactive Notebook— Students can respond to assignments online or copies of the handouts can be made for student responses. BEFORE READING: Introduce the sites on this week’s tour through the Southeast. This week students will tour Sites 7-9. They will board a motorboat for a short journey to the next site on their tour Site 7 is an Oil Rig in the Gulf of Mexico. Upon returning to shore they will get back on the bus and travel to a cotton plantation home in Natchez, Mississippi. Finally, they will get back on the bus and travel to the Civil Rights Memorial in Montgomery, Alabama. Slides 47-.51 Tell students that they will have additional readings this week about the Civil Rights movement in the Southeast region. DURING READING: Students will be touring Sites 7-9 of their tour. At each site they will list to their tour guide, read in their textbook, draw a symbol of the site’s location on their map, and identify key facts and adjectives that describe each site. (Slides 33-37) AFTER READING: Students have completed their tour of the Southeast. However, they will be exploring some sites later in their home state of Arkansas. At this time have students draw lines in their map in their notebook to show the route they followed (Slide 57) Activity: Writing for Understanding Letter Writing (Slides 58-62). Use Slides 61-62 to guide a discussion with students on what they learned about the Southeast.

ASSESSMENTS

https://drive.google.com/a/lrsd.org/file/d/1f1qjePe7zH3FeXcI-2pYMD9Jd-D7DAGr/view?usp=sharing





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from a variety of primary and secondary sources D1.2,5.3- 5 H.13.4.4 Discuss why historians use a variety of primary and secondary sources H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5

Students will use their notes from their tour to complete Handout G—Southeast Information Chart---Create Groups for a Jigsaw activity to complete the chart. Economy—Geography—Government—History—People Using Handout H—Writing a Letter for Southwest, to guide students in completing their letters. Ruby Bridges: A Simple Act of Courage Lesson Plan Ruby Bridges Video Interview The Struggle for Equality ReadWorks Photograph Elizabeth Eckert Going to Central High School Photo Analysis General Questions Photo Analysis Worksheet Oil Disaster Deepens

WORD STUDY STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS

VOCABULARY 4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult reference materials to find pronunciation & determine precise meaning of key words & phrases.

STRATEGY: Synonyms ACADEMIC: Synonyms, possessive nouns, apostrophe SOCIAL STUDIES: Civil War, Civil Rights, slavery, plantation, abolish, Union, secede, Confederacy, Trail of Tears, Homestead Act of 1862, Resolution

Target Vocabulary TE pp. T88-T9, SB pp. 344-345 Vocabulary Strategies TE pp. T114-T115 Projectable 12.3 Reader's Notebook p. 147



SPELLING/ENCODING Words with –ed or -ing

LLG pp. 78-79 TE pp. T120-T121


WRITING WORKSHOP GRAMMAR 4L2a Use correct capitalization. 4L2d Spell grade-appropriate words correctly, consult references as needed.

SKILL Possessive Nouns

Weekly Plan: T122-T123 Reader's Notebook pp. 151-153 (Choose as needed) Projectables 12.4, 12.5, 12.6



http://www.youtube.com/watch?v=ecBORXfap9A

https://drive.google.com/a/lrsd.org/file/d/1BLcKN2BfCXhsa8s7JNZfT4IO200iv3Ap/view?usp=sharing

http://ssfourthgrade.wikispaces.com/file/view/Photograph%20Elizabeth%20Eckford%20Going%20to%20School%20at%20Little%20Rock%20Central.pdf/459692984/Photograph%20Elizabeth%20Eckford%20Going%20to%20School%20at%20Little%20Rock%20Central.pdf

http://ssfourthgrade.wikispaces.com/file/view/Photograph%20Elizabeth%20Eckford%20Going%20to%20School%20at%20Little%20Rock%20Central.pdf/459692984/Photograph%20Elizabeth%20Eckford%20Going%20to%20School%20at%20Little%20Rock%20Central.pdf

http://ssfourthgrade.wikispaces.com/file/view/Photo%20Analysis%20General%20Questions%20and%20Activities.pdf/414210274/Photo%20Analysis%20General%20Questions%20and%20Activities.pdf

https://drive.google.com/a/lrsd.org/file/d/1CquSM9-xwSn0pHkTOtcOkUCg-pxp2gcy/view?usp=sharing



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4L4a Use context as a clue to the meaning of a word or phrase.

PROCESS WRITING 4W4 Produce clear & coherent writing in which the development & organization are appropriate to TASKS, purpose, & audience. 4W5 W/guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing. 4W8 Recall relevant info. from experiences or gather relevant information from print & digital sources; take notes & categorize information & provide a list of sources.

WRITING TYPE Persuasive Writing Focus: Problem/Solution

SUW LESSONS& TOOLS TE p. T124 Problem/Solution Composition TE p. T125 Giving Facts & Examples SUW 9-6 Writing to show Problem/Solutions

Social Studies Prompt: After reading about Ruby Bridge, write about a problem she faced and how it was addressed.

READING WORKSHOP: COMPREHENSION AND CONTENT LEARNING




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4RI.1 Refer to details and examples in a text when explaining what the text says explicitly. 4I5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or info. in a text or part of a text. 4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. 4RI7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) & explain how the information contributes to an understanding of the text in which it appears

COMPREHENSION/FLUENCY Skill: Sequence of Events Strategy: Summarize Author’s Craft: Simile and Metaphor

Anchor Lesson LLG MINILESSON Cause and Effect p. 210 Antarctic Journal: Four Mont hs at the Bottom of the World, TE pp. T166-T179 SB 376-389 On My Way to Meet Khan, LLG p. 211



STANDARDS H.12.4.1 Create historical narratives using chronological sequences of related events in Arkansas and the United States (e.g., exploration) D2.His.13-5 H.12.4.2 Interpret timeline that show relationships among people, events, and movements at the local, state, regional, or national level D2.His.1.3-5 H.12.4.4 Analyze the impact of individuals and events on the past, present, and future D2.His.3.3-5 H.12.4.5 Reference historic places and national parks to guide inquiry about

Unit: Southeast Region/Arkansas Essential Question: What makes Arkansas a unique state? Guiding Questions: What characteristics make up the different regions in Arkansas? How does the past affect Arkansas and the United States?

TCI Presentation Guide-- Slides 63-65 Study Your State--Arkansas Landmarks in Your State Students will be learning about Arkansas over the next two weeks. Choose from one of the performance tasks below to culminate what they have learned about what makes Arkansas a unique state. Modify tasks for your students.

• Ballooning Through Arkansas

• Arkansas Traveler Brochure Lesson

• Choose a location to open a hotel in Arkansas. Create an advertisement to convince travelers to travel to this place in Arkansas. (See Assessment)

Geography Arkansas

ASSESSMENTS You just opened a new hotel and need guests? You need to create an advertisement to convince travelers to travel to this place in Arkansas where your hotel is located. You will create a print advertisement or commercial to pitch the place in an organized way and including enough information to persuade


https://drive.google.com/a/lrsd.org/file/d/1fedeoggj-k1vAVUsq4TBJllBXu5VgRDS/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1CqehexRXlgNvDpzNBH0a0Kv3p61mJQql/view?usp=sharing



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history (e.g., What do the Toltec Mounds tell us about the people who lived there?) H.13.4.1 Describe ways people’s perspectives shaped the historical sources they created D2.His.6.3-5 H.13.4.2 Examine why individuals and groups during the same historical period had differing perspectives D2.His.4.3.5 H.13.4.3 Develop claims in response to compelling questions about Arkansas and United States history using evidence from a variety of primary and secondary sources D1.2, 5.3.5 H.13.4.4 Discuss why historians use a variety of primary & secondary sources H.13.4.5 Formulate questions that relate to specific historical events in Arkansas and the United states to guide inquiry. D1.2.3-5 D2.His.12.3-5 H.13.4.6 Examine current or historical events in the Arkansas, the United States, or the world in terms of cause and effect D2.His.14.K-2

Use one or more of the resources below to teach about the regions and geography of Arkansas. Choose one of the maps of Arkansas and parts of the Arkansas Geography Activity to enhance student understanding of the unique physical features of Arkansas. Arkansas Regions PowerPoint (PDF) Request free Arkansas Highway Maps—Use to find places in Arkansas and teach map skills. Collection of Arkansas Maps Arkansas Geography PowerPoint Natural Regions of Arkansas Activity Economics in Arkansas Arkansas Economics History PowerPoint (PDF) Places In Arkansas—Tour Arkansas Arkansas Natural Resources Map Locator Activity Profile Arkansas Entrepreneurs Lesson History of Arkansas Arkansas History Map Locator Part I Arkansas History Map Locator Part II Photo Gallery of Arkansas—Find pictures of places to visit in Arkansas Pride in Arkansas PowerPoint (PDF)

people to visit this place in Arkansas. Include information you learned about the region in which this place is located.

Role-Hotelier Audience—Potential hotel guest

Situation—You need to convince people that this is a place they want to visit!

Ballooning Through Arkansas –Modify the activity for your classroom. Southeast Region Chart Complete the Geography Region Map of Arkansas—Label the regions of Arkansas on a map. Resources for Assessment http://www.arkansas.com/ Great website for students to use as a resource to create their advertisement.

WORD STUDY


VOCABULARY STRATEGY: Greek & Latin word parts: spect, struct, tele, vis

LLG pp. 140-141 Other Resources:


https://drive.google.com/a/lrsd.org/file/d/1uiJKEMs2vNMnioOeswIuSV3rs-G6trrt/view?usp=sharing

https://drive.google.com/open?id=1CSLtmFBurqZDqDLX6Zi4GCKXyvjp6F_F

https://drive.google.com/open?id=1CSLtmFBurqZDqDLX6Zi4GCKXyvjp6F_F

http://www.arkansas.com/maps/highway-map/

https://drive.google.com/a/lrsd.org/file/d/1I4nBC23jwhRltUTy9Gca4jsN-cLJmLdC/view?usp=sharing

https://drive.google.com/file/d/1CT29asaxdrBGr0hFCYD14yiO6V85WBkE/view

https://drive.google.com/file/d/1CT29asaxdrBGr0hFCYD14yiO6V85WBkE/view

https://drive.google.com/a/lrsd.org/file/d/1vIzDomIlGn8shAo_73TsiiCi-dSr7NQ0/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BBrcPEiEdfQRK-9ONT1GYW4OrWw7RsbY/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1DVIAoUn9WOuDEhwAidh6BhsaiXb80P1X/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1DVIAoUn9WOuDEhwAidh6BhsaiXb80P1X/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1C_D4wuj2GqrHe6i8fJ45VfaaQ_OluOo5/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1C_D4wuj2GqrHe6i8fJ45VfaaQ_OluOo5/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BZb9kLT4h7JbQP8axz5irhh7t8Lj4Aw3/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BYZNLugnSoYohY60Kp9ZyA3vxrLrcy6n/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BYZNLugnSoYohY60Kp9ZyA3vxrLrcy6n/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1Djldi4RRAxH6p6I1gFrvzXr6SR441drt/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1Djldi4RRAxH6p6I1gFrvzXr6SR441drt/view?usp=sharing

http://www.arkansas.com/photo-gallery/

https://drive.google.com/a/lrsd.org/file/d/1BfP4e8RxY1wpl4w5dEIDdyy63PO88m3h/view?usp=sharing

https://drive.google.com/a/lrsd.org/file/d/1BfP4e8RxY1wpl4w5dEIDdyy63PO88m3h/view?usp=sharing



https://drive.google.com/a/lrsd.org/file/d/1q3JkN-jG_ehoLW9uhO7POd7fLYZePq5m/view?usp=sharing

http://www.arkansas.com/



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4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult reference materials, both print & digital, to find pronunciation & determine or clarify the precise meaning of key words and phrases. 4L6. Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

ACADEMIC: Cause & effect, infer SOCIAL STUDIES: Civil Rights, Civil Rights Movement, segregation, desegregation, integration, separate but equal, boycott, courage, protest, CATEGORIES: nature, machine, action & motion, communication, emotions & attitudes, characters, social relationships

Keeping Safe in the Earthquake Vocabulary Reader TE:134-135 Vocabulary Strategies TE: T186-T187 Projectable 13.3 Arkansas Vocabulary Word Activity

4L4A Use context as a clue to the meaning of a word or phrase.

SPELLING/ENCODING More words w/ –ed or -ing

Weekly Plan TE pp. T200-T201, LLG pp. 80-81 Reader's Notebook pp. 160-162


GRAMMAR 4L1b Form & use the progressive verb tenses. 4L3a Choose words & phrases to convey ideas precisely.

SKILL Regular Verbs

Weekly Plan TE pp. T202-T203 Projectable 13.4-13.6 Reader's Notebook pp, 163-165 (as needed)



PROCESS WRITING 4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. 4W3a Orient the reader by establishing a situation & introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4W3c Use variety of transitional words & phrases to manage sequence of events. 4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely.

WRITING TYPE Narrative Focus: Story

SUW LESSONS& TOOLS 6-6 Six Steps for Planning & Writing a Story Narrative 6-7 Quick Sketch & Quick Note Planning 6-8 Sequencing Events 6-9 Creating & Developing Characters

Social Studies Prompt: Write a story about a favorite place you have visited in Arkansas. Step Up to Writing: Tool 10-18a Story/Narratives Scoring Guide

https://drive.google.com/a/lrsd.org/file/d/1BK1w1yJq1l4NthvWkCuMXnNBfWYJgVyy/view?usp=sharing



21



C4W4 Produce clear & coherent writing in which the development & organization are appropriate to TASKS, purpose, & audience. 4W5 With guidance & support from peers & adults, develop & strengthen writing as needed by planning, revising, & editing.



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4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize text. 4RI1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RI4 Determine the meaning of general academic & domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 4RI7 Interpret info. presented visually, orally, or quantitatively & explain how the info. contributes to an understanding of the text in which it appears. 4RI9 Integrate info. from 2 texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/FLUENCY Skill: Text & Graphic Features Strategy: Question Author’s Craft: Imagery

Anchor Lesson LLG p. 212 Text & Graphic Features The Life & Times of the Ant by Charles Micucci LLG p. 212, TE pp. T246-T265 Analyzing the Text TE pp. T260-T261, SB pp. 410-427 The Dove and the Ant, LLG p. 213 TE pp. T266-T269, SB pp. 428-431 Examine the use of text and graphic features in the reading selections, maps, and photographs that you used last week and this week as you study about the what makes Arkansas unique features. How do they help you understand the topic? EXT Unit 3 C8-C-9, Use EXT U3 p. C3, “Integrate Information from Two Texts on the same topic” with Wonderful Weather & Ecology for Kids


SOCIAL STUDIES Unit 3 Lesson 14

STANDARDS See lessons from week 13.

Unit: Southeast Region/Arkansas Essential Question: What makes Arkansas a unique state? Guiding Questions: What characteristics make up the different regions in Arkansas? How does the past affect AR and the United States?

Additional Content Lessons National Park Service--Arkansas Continue lessons from Week 13. Students will continue to work on their timeline and narrative writing. Profile Arkansas Entrepreneurs Lesson

Assessment Completed timeline & narrative writing prompt. Facebook template student will make a mock Facebook page of a person or an event in AR. Write about one of the entrepreneurs you have read about this week. Profile: Arkansas Entrepreneurs-

WORD STUDY


VOCABULARY 4L4a Use context as a clue to the meaning of a word or phrase.

STRATEGY: Suffixes: -able, -ible ACADEMIC: Text Features, boldface print, Graphic features

LLG pp. 142-143 TE pp. T270-T271, T275 Projectable 14.3


https://www.nps.gov/state/ar/index.htm

https://www.nps.gov/state/ar/index.htm

https://drive.google.com/a/lrsd.org/file/d/1BZb9kLT4h7JbQP8axz5irhh7t8Lj4Aw3/view?usp=sharing

http://ssfourthgrade.wikispaces.com/file/view/Profile%20Arkansas%20Entrepreneurs.pdf/459708600/Profile%20Arkansas%20Entrepreneurs.pdf

http://ssfourthgrade.wikispaces.com/file/view/Profile%20Arkansas%20Entrepreneurs.pdf/459708600/Profile%20Arkansas%20Entrepreneurs.pdf



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4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions, or states of being.

SOCIAL STUDIES: Civil Rights, Civil Rights Movement, segregation, boycott desegregation, integration, separate but equal TARGETED CATEGORY: teacher choice

3RF3 Know & apply grade-level phonics & word analysis skills in decoding words.

SPELLING/ENCODING Final Long e

Weekly Plan TE pp. T276-T277, LLG pp. 82-83 Reader's Notebook pp. 172-174

Weekly Assessment 14.6-14.7 Assess Spelling p. T277 Day 5

WRITING WORKSHOP


GRAMMAR 4L1b Form & use progressive verb tense 4L1f Produce complete sentences, recognizing & correcting inappropriate fragments & run-ons.

SKILL Participles

Weekly Plan TE pp. T278-T280 Projectable 14.4-14.6 Reader's Notebook pp. 176-179 SB p. 433


PROCESS WRITING 4W3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details & clear event sequences. 4W3c Use a variety of transitional words & phrases to manage sequence of events 4W3d Use concrete words & phrases & sensory details to convey experiences & events precisely. 4W3e Provide a conclusion that follows from the narrated experiences or events.

WRITING TYPE Narratives Focus: Story Writing

SUW LESSONS& TOOLS 6-10 Planning for Changes in Characters 6-11 Showing- Not Telling 6-12 Ways to Begin a Story 6-14 Writing a Dialogue 6-17 Options for Writing the End of a Story

Social Studies Prompt: Continue narrative writing about a favorite place visited in Arkansas. (Character/dialogue,conclusion) Step Up to Writing: Tool 6-9a Tool 10-18a Tool 10-19a





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4I1 Refer to details & examples in the text when explaining what it says explicitly & when drawing inferences from the text. 4I2 Determine the main idea of a text; explain how it is supported by key details; summarize the text. 4I3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific info. in the text. 4RI8 Explain how an author uses reasons & evidence to support particular points in a text. 4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/ FLUENCY Skill: Main Ideas & Details Strategy: Monitor/Clarify Author’s Craft: Word Choice/Domain Specific Words & Phrases

Anchor Lesson LLG p. 214 Main Ideas & Details Ecology for Kids by Charles Micucci, LLG p. 214 TE pp. T320-T335, SB pp. 438-451 Similarities/differences two texts TE p. T36 EXT Unit 4 pp. C2 - C3, Details Forests Are Forever, LLG p. 215 TE pp. T316-T317 Use the reading selection on one of the Arkansas Entrepreneurs from the Profile of Arkansas Entrepreneurs lesson. Identify main idea and details from a section of reading.


SOCIAL STUDIES Unit 3 Lesson 15


E.5.4.2 Articulate ways entrepreneurs & businesses in AR & the US organize human, natural, & capital resources to produce goods & services D2.Eco.4, 7.3.5 E.6.4.4 Compare methods of exchange in the US & around the world D2.Eco.5.3-5 E.7.4.1 Illustrate ways trade has let to economic interdependence between AR, other states, & other countries. D2.Eco.15.3-5 E.7.4.2 Explain effects of increasing economic interdependence on different regions of the US D2.Eco.15.3-5

Unit: Southeast/Arkansas Essential Question: What is unique about the Southeast Region? What characteristics make this a region? What makes Arkansas a unique state? Guiding Questions: How do geography, climate and natural resources affect the way people live and work this region? What are the economics of this region?

Southeast Region Chart—Complete Leading Products/Resources and Major Industries/Business SE Region—Geography & Industry: Review the terms economy and economist. Use the text and Southeast Land Use and Resources map (TE/SE: p.180 & other resources) to identify resources, major industries and businesses of the Southeast. Additional information can be found on textbook pp 209-10; 214-217; 222-224. TE 196 #4 Visual Literacy Illustrations; Make It Relevant TE 197 Double Bar Graphs SE/TE 200-201 Exports/Imports

Southeast Region Chart Major Industries & Businesses (Ongoing throughout unit on Southeast) Create class book on different entrepreneur reports done by students.



http://ssfourthgrade.wikispaces.com/file/view/Southeast%20Region%20Chart.pdf/375119104/Southeast%20Region%20Chart.pdf




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4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult reference materials, both print & digital, to find the pronunciation & determine or clarify the precise meaning of key words & phrases. 4L6 Acquire & use accurately grade-appropriate general academic & domain- specific words & phrases, including those that signal precise actions, emotions or states of being

VOCABULARY STRATEGY: Multiple Meaning Words/Using Context ACADEMIC: Main idea, supporting details SOCIAL STUDIES: Economics, entrepreneurs, timber industry, forests, tourism, export, import TARGETED CLUSTERS/CATEGORIES: machines, characters, social relationships

LLG pp. 1144-145

Vocabulary Strategies: T332-333 Projectable 15.5

Other Resources: Squash in the Schoolyard Vocabulary Reader TE: T370-T371 Vocabulary Strategies: T332-333 Projectable 15.5


4RF3a Use combined knowledge of all letter-sound correspondences, syllabication patterns, & morphology (e.g., roots & affixes) to read accurately unfamiliar multisyllabic words in context & out of context.

SPELLING/ENCODING Changing Final y to i

LLG pp. 84-85 Weekly Plan TE pp. T350-T351 Reader's Notebook pp. 184-186

Assess Spelling TE p. T351


WRITING WORKSHOP

Unit 3 Lesson 15 GRAMMAR 4L1 Demonstrate command of the conventions of standard English grammar & usage when writing or speaking.

SKILL Irregular Verbs & Progressive Verb Tenses

Weekly Plan TE pp. T352-T354 Projectable 15.-15.6 Reader's Notebook pp. 188-190

Weekly Test 15.8-15.9

PROCESS WRITING 4W2 Write informative/explanatory texts to examine a topic & convey ideas & information clearly. 4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting illustrations, & multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic.

WRITING TYPE Informational Focus: Essays & Reports & Topic Sentences

SUW LESSONS & TOOLS 4-1 Introduce 2 Kinds of Writing 4-17 Writing in 1st, 2nd, & 3rd Person 4-19 Topic Sentence Variety 4-21 Mastering Topic Sentences 4-22 Turning a Prompt into a Topic Sentence

Social Studies Prompt:



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4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic.



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STANDARDS FOCUS TASKS/RESOURCES/MATERIALS ASSESSMENTS 4RL1 Refer to details & examples in a text when explaining what the text says explicitly & when drawing inferences from the text. 4RL2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 4RL3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. 4RI3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened & why, based on specific information in the text. 4RI6 Compare & contrast a firsthand & secondhand account of the same event or topic; describe the differences in focus & the information provided. CC4RI9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

COMPREHENSION/FLUENCY Skill: Compare and Contrast Strategy: Monitor/Clarify Genre: Historical Fiction/Informational Text

Anchor Lesson LLG p. 216 Compare and Contrast Riding Freedom by Paul Munoz Ryan TE pp. T16-T31 SB pp. 470-485 Spindletop, LLG p. 217 Use the websites to read about National Parks. Choose 2-3 different parks and compare and contrast the similarities and differences of the parks. i.e. Location/What You Can Do at the Park/Animals/History The Importance of National Parks National Parks by Region Website (Use this website to find National Parks in the Southeast region of the United States) Map of all National Parks National parks and wildlife refuges are important. Provide 3-5 facts to support this opinion. Use Social Studies textbook p 223 and the article “The Importance of National Parks

***Rubric SUW Tool 10-11a Using what you have learned about the Southeast Region including Arkansas, identify two issues that would be important to the citizens of one or more states in this region. What laws would be needed to address these issues?


STANDARDS C.1.4.3 Examine the origins, functions, and structure of state and federal government. D2.Civ.5.3-5 C.2.4.3 Evaluate changes in citizens’ rights and responsibilities over time. D2.Civ.8.3-5 C.2.4.4 Use deliberative processes when making decisions and acting upon civic problems. D2.Civ.9.3-5

Unit: Southeast Region/Arkansas Essential Question: What is unique about the Southeast Region? What characteristics make this a region? Guiding Questions: Who are our leaders and what are their responsibilities? What are some of the issues that affect the Southeast region of the United States?

ADDITIONAL CONTENT LESSONS Role of the Political Science Gathering Data Lesson Southeast Region Chart Resource 2----Environmental Issues Chart of Data Southeast Region Use the 2010 Census State Population and Distribution of Electoral Votes and Representatives Resource and List of Governors website: http://www.nga.org/cms/render/live/governors/bios to complete Chart of U.S. Data. Map of United States---Electoral Votes

ASSESSMENTS

http://ssfourthgrade.wikispaces.com/file/view/The%20Importance%20of%20National%20Parks.doc/459015292/The%20Importance%20of%25

http://www.gorp.com/parks-guide/national-park-guide-sp.html

http://www.mapquest.com/?icid=mqdist_mb_tools&c=Tdhw&maptype=map&zm=3&cr=46.178168548555924,-101.59146462571232&projection=sm&showScale=false

http://ssfourthgrade.wikispaces.com/file/view/The%20Importance%20of%20National%20Parks.doc/459015292/The%20Importance%20of%25

http://ssfourthgrade.wikispaces.com/file/view/PoliticalScientist%20Lesson.pdf/459711884/PoliticalScientist%20Lesson.pdf


http://ssfourthgrade.wikispaces.com/file/view/4SSCHARTOFUSDATA%20SOUTHEAST.pdf/459711856/4SSCHARTOFUSDATA%20SOUTHEAST.pdf

http://ssfourthgrade.wikispaces.com/file/view/4SS2010CensusStatePopulationandDistributionofElectoralVotesandRepresentatives.pdf/375118954/4SS2010CensusStatePopulationandDistributionofElectoralVotesandRepresentatives.pdf




http://www.nga.org/cms/render/live/governors/bios



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Use the following reading selections to discuss the role of government in each. Look for examples in the selections that show the government’s role.



4L4a Use context as a clue to the meaning of a word or phrase. 4L4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print & digital, to find the pronunciation and determine or clarify the precise meaning of key words & phrases. 4L6 Acquire & use accurately grade-appropriate general academic and domain- specific words and phrases, including those that signal precise actions, emotions, or states of being.

VOCABULARY STRATEGY: Figurative Language ACADEMIC: Compare, contrast, similarity SOCIAL STUDIES: Political Scientist, Environmental Disasters, Everglades, National Parks TARGETED CATEGORIES: machines, characters, places/events

LLG pp. 146-147 Vocabulary Strategies: TE pp. T40- T41 Projectable 16.3 Reader's Notebook p. 195


SPELLING/ENCODING Words with /k/ /ing/ or /kw/

LLG pp. 86-87 Weekly Plan TE pp. T46-T47 Reader's Notebook pp. 196-198

Assess Spelling TE pp. T47



GRAMMAR 4L1d Order adjectives within sentences according to conventional patterns

SKILL Adjectives

Weekly Plan TE pp. T48-T49 Projectable 16.-4-16.6 Reader's Notebook pp. 199-201


PROCESS WRITING 4W2 Write informative/explanatory texts to examine a topic and convey ideas & information clearly.

WRITING TYPE Informative Focus: Paragraph Elaboration

SUW LESSONS& TOOLS 4-20 Getting Caught in the Things Trap 4-23 Adding the Lead- the Blues- to a Paragraph 4-31 Paragraph Elaboration- the E’s/ the Reds

Social Studies Prompt: Use the reading selections in this lesson to support the statement “The government is very important to the Southeast



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4W2a Introduce a topic clearly & group related information in paragraphs & sections; include formatting (e.g., headings), illustrations, & multimedia when useful to aiding comprehension. 4W2b Develop the topic with facts, definitions, concrete details, quotations, or other information & examples related to the topic. 4W2c Link ideas within categories of information using words & phrases (e.g., another, for example, also, because). 4W2d Use precise language & domain-specific vocabulary to inform about or explain the topic.

4-32 Learning More about Elaboration 4-33 Comparing Paragraphs & Report Elaboration

region”. Cite evidence from the readings to support your writing.

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