WEEK Grade 4 • Unit 5 Question of the Week: What does a ... 5... · Question of the Week: What...

Question of the Week: What does a person sacrifice to explore the unknown?Concepts: Understand harsh climates; tell about different harsh climates; describe sacrifices explorers make.

4 Grade 4 • Unit 5

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring

Grade 4 • Unit 5 • 36Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

WEEK

KEY

P/Q = Prompt or Question

CELDT Levels

B = Beginning/Level 1 EI = Early Intermediate/Level 2 I = Intermediate/Level 3 EA = Early Advanced/Level 4 A = Advanced/Level 5

ObjectivesTo introduce and discuss concepts and vocabulary related to adapting to harsh climates. Use: Student Book, pp. 170–171.

To use words to describe concepts and related vocabulary about exploring harsh climates.

To have students write a sentence about exploring the Arctic.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 1Concept & Vocabulary Development

P/Q Imagine that your are exploring the Arctic. What kind of place do you think it is?

Lesson Vocabulary for the Week

(* = Academic Vocabulary)

scientists, explorers*, anticipation, unknown, faced, sacrifice, environment, resolute

Content Vocabulary

harsh, Arctic, deserts, explorers, mostly, explore, family, time

P/Q What would you have to sacrifice, or give up, to explore the Arctic?

Have students refer to the Description Map to say a sentence about adapting to conditions in the Arctic. For example:

• The land in the Arctic is frozen.

• There are cold temperatures in the Arctic.

• You must wear warm clothing.

Skill Check: Practice Book, p. 183

B The Arctic is a ______ place. B I would ______ time with my family.

EI The Arctic is a ______ place to explore. EI I would ______ time with my family to explore the Arctic.

I The Arctic is a place that is ______ and ______ to ______.

I I would have to ______ time with my family to ______ the Arctic.

EA The Arctic is a ______ and ______ place. It would be ______ to ______ the Arctic.

EA I would have to ______ time with my family to ______ a ______ environment such as the Arctic.

A The Arctic is a ______ and ______ place. Exploring the ______ would be ______.

A I would have to ______ time with my family to ______ a ______ ______ such as the Arctic.

RDG10_LCSF04_CA_U5W4.indd Page 136 7/1/10 4:07:18 PM sf-024 /Volumes/107/SF00415/work/indd/Grade_4

Grade 4 • Unit 5 Question of the Week: What does a person sacrifice to explore the unknown?Concepts: Understand harsh climates; tell about different harsh climates; describe sacrifices explorers make.

CONNECT: Form & Function WRITE: Daily Writing CHECK: Progress Monitoring4WEEK

Grade 4 • Unit 5 • Page 137Copyright © Pearson Education, Inc., or its affiliates. All Rights Reserved.

ObjectivesTo differentiate the sound of the suffix -ion and understand how it changes the meaning of a word.

To recognize and use words with the suffix -ion.

To have students write a sentence about exploring in a rain forest or in space, using words with the suffix -ion.

ELD Standard R: Use content-related vocabulary in discussions and reading.

DAY 2Word Analysis

P/Q What area would you like to explore that has an extreme environment? Let’s use words with -ion during our discussion.

Lesson Vocabulary

anticipation, appreciation, attention, attraction, selection, discussion, exploration

Content Vocabulary

explore, ocean, desert, rain forest, Arctic, desert, animals, special, mature

P/Q Write about the exploration of a rain forest. Why would you explore a rain forest?

Revisit the concept of harsh environments. Have partners each name a harsh environment.

• Whatkindsofplaceshaveharshenvironments?


B The ______ would be my selection. B I explore a rain forest because of the appreciation for nature.

EI The ______ would be my ______. EI I explore a rain forest because of the ______ for nature.

I The ______ would be my ______. I would pay special attention to the animals there.

I I explore a rain forest because of the ______ for nature. Rain forests are an attraction.

EA The exploration of the ______ would be my ______. I would pay special ______ to the animals there.

EA I want to explore a rain forest because of my ______ for nature. Rain forests are an ______.

A The ______ of the ______ would be my ______. I would pay special ______ to the animals there.

A The ______ of the rain forest would be ______ because of my ______ for nature. Rain forests are a special ______ to me.





Objectives

To recognize and use summarizing words to summarize. To identify and use summarizing words in a main idea sentence. Use: Student Book, pp. 172–173.

To use summarizing words to tell about harsh environments.

To have students write a sentence telling the main idea.

ELD Standard R: Use detailed sentences to respond orally to comprehension questions about text.

DAY 3Comprehension Skills & Strategies

P/Q Tell a partner a summary of, or briefly, what you have learned about exploring new, unknown places.

Lesson Vocabulary

details, indeed, in summary, in short, main idea, summarize, summarizing words

Content Vocabulary

explore, new, places, many, often, sacrifices, learn

P/Q Read the paragraph on page 173, and write a sentence telling the main idea.

Look at the passage on page 171. Talk about the passage’s main idea:

• What is the passage about?

• What is one supporting fact?


B ______, people make sacrifices to explore new places.

B The main idea is that people explore in many ways.

EI ______, people make sacrifices to explore new places and learn new things.

EI The ______ is that people explore in many ways.

I ______, people make ______ to explore new places and learn new things.

I The ______ is that people explore in ______ ways.

EA ______, people often make ______ to ______ new places and learn new things.

EA The ______ is that people explore in ______ ways. The summary words that show this is the main idea are ______.

A ______, people often make great ______ to ______ new places and ______ new things.

A The ______ is that people explore in ______ ways. The ______ words that show this is the main idea are ______.





Objectives

To identify and understand the use of adverbs.Use: Student Book, p. 174.

To use comparative and superlative adverbs to compare things or tell how things were done.

To have students write a complete sentence with an adverb(s) to compare how the first explorers traveled to the Arctic.

ELD Standard R: Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

DAY 4Grammar & Conventions

P/Q How would you explore a cold climate compared to a warm climate?

Lesson Vocabulary

fast, faster, fastest, quickly, more quickly, most quickly, slowly, more slowly, most slowly

Content Vocabulary

travel, harsh, environment, Arctic, explorers, today, traveled, first

P/Q Did the first Arctic explorers travel more quickly or more slowly than explorers of today?

Ask students to exchange the sentences they wrote for “Your Turn” and tell their partner:

• “Yoursentence[does/not]usetheword more correctly in front of the comparative adverb.”

• “Yoursentence[does/not]usethewordmost correctly in front of the superlative adverb.”


B I would explore it ______. B They traveled ______.

EI I would explore a cold climate ______. EI The first explorers traveled ______.

I I would want to explore a cold climate ______ than a warm climate.

I The first Arctic explorers traveled ______ than explorers of today.

EA I would want to ______ a cold climate such as the ______ ______ than a warm climate.

EA The first Arctic explorers traveled ______ than ______ of today. Today’s explorers travel the ______ of any explorers.

A I would want to ______ a ______ climate such as the ______ ______ than a ______ climate.

A The first ______ explorers traveled much ______ than ______ of today. Today’s explorers travel the ______ of any ______.





Objectives

To guide students to express their understanding of weekly concepts.Use: Student Book, p. 175.

To use vocabulary learned this week to discuss sacrifices explorers make to explore a harsh climate.

To have students write four or five sentences about sacrifices people make to explore the unknown.

ELD Standard W: Produce independent writing that is understood when read but may include inconsistent use of standard grammatical forms.

DAY 5Writing

P/Q Talk about a place with a harsh environment to explore and the sacrifices you would make.

Display, review, and refer to all the vocabulary and vocabulary charts generated this week.

Students refer to charts, vocabulary lists, and sentence frames used this week and manipulate vocabulary and language structures to produce writing by relating ideas and maintaining a consistent focus.

P/Q What does a person sacrifice to explore the unknown?

Have students build fluency by reading their completed writing to partners or the class.


B The ______ is a harsh place. You would have to ______ things such as watching television. All scientists have to ______ to explore new environments.

B Student writes four or five basic sentences with support.

EI The ______ is a harsh place. You would have to ______ things such as watching television. All ______ have to ______ to explore new environments.

EI Student writes four or five basic sentences and includes some concept vocabulary.

I The ______ is a ______ place. You would have to ______ things such as ______. All ______ have to ______ to explore new ______.

I Student writes four or five sentences and includes some concept vocabulary.

EA The ______ is a ______ place. You would have to ______ things such as ______. All ______ have to ______ to explore new ______. Some explorers get used to that more quickly than others.

EA Student writes four or five well-constructed sentences and includes most concept vocabulary.

A The ______ is a ______ place. You would have to ______ things such as ______. All ______ have to ______ to explore new ______. Some explorers get used to that ______ than others.

A Student writes four or five well-constructed sentences and includes most concept vocabulary.


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