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Grade 4 Unit 2: Researching and Writing Non-Fiction with a Focus on Colonial America and the American Revolution



UNIT OVERVIEW

GENERAL INFORMATION

Terms:

Unit 1

Duration:

10.0 Week(s)

Start Date:

November

Finish Date:

End of January

Subject:

English Language Arts & Social Studies

Grade:

4

Author:

D. Hershey, J. Hoffend, J. Knapp, D. Lemcke, N. Logghe, A. Milella, C. Stephens










UNIT FOCUS

English Language Arts & Social Studies: 4

Reading: In this unit, students will read non-fiction texts, determining important details in the text. Students will also analyze author’s craft in non-fiction, examining how text structure and text features influence how the reader engages with the text.


Writing: Students will research topics, paraphrase their findings, and write informational texts. Students will use technology (word processing & the Internet) as they cycle through the writing process.
Social Studies: Students will examine Colonial New York and its part in the American Revolution.





STAGE 1: READING DESIRED RESULTS – KEY UNDERSTANDINGS

ESTABLISHED GOALS

TRANSFER

Curriculum

Common Core Standards

English Language Arts : 4

Reading


• RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

• RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

• RI.4.7 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.



Students will be able to independently use their learning to …
T1

Read, comprehend, synthesize, and discuss multiple types of texts.



MEANING

UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that ...
U1

All information is not equal. A reader’s job is to determine which text details are key to understanding the main idea.


U2

Authors make choices about a text’s structure in order to convey information effectively. The way readers tackle a text is influenced by the text’s structure.


U3

Text features enhance the reader’s understanding of the text.



Students will keep considering ...
Q1

How do I determine what is important?


Q2

How do I adjust my reading for different text structures?


Q3

How do text features help me as I read?




ACQUISITION OF KNOWLEDGE AND SKILL

KNOWLEDGE

SKILLS

Students will know …
K1

The following terms:



  • Supporting details—details that support the main idea

K2

The following text structures:



  • Chronology/sequence

  • Cause/Effect

  • Compare/Contrast

  • Problem/solution

  • Description

  • Question/answer

K3

The following text features:



  • Photograph

  • Captions

  • Sidebar

  • Maps

  • Charts

  • Graphs

  • Diagrams

Students will be skilled at ...
S1

Determining important details, identifying the main idea, and summarizing a text.


S2

Identifying text structures and explaining why an author chooses a specific structure.


S3

Identifying text features and explaining how text features contribute to their understanding of the text.







STAGE 1: WRITING DESIRED RESULTS – KEY UNDERSTANDINGS

ESTABLISHED GOALS

TRANSFER

Curriculum

Common Core Standards

English Language Arts : 4

Writing

• W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. 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.

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

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

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

e. Provide a concluding statement or section related to the information or explanation presented.

• W.4.6 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.

• W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

• W.4.8 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.

Language


• L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

d. Spell grade-appropriate words correctly, consulting references as needed.

• L.4.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussions).

• L.4.6 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)


Students will be able to independently use their learning to …

T1


Actively engage in the writing process in order to write within multiple genres for different audiences.

MEANING

UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that ...
U1

Writers can share what they know/learn by writing informative/explanatory texts.


U2

Writers can use technology to enhance the writing process.


U3

Writers research a topic thoroughly before reporting on it.


U4

Writers have to follow standard conventions in order to ensure that their writing is clear to the reader.



Students will keep considering ...
Q1

What is my purpose for writing? How does this influence my writing?


Q2

How can I use technology to make my writing the best it can be?


Q3

How do I become an expert on my topic?


Q4

Why do conventions matter?




ACQUISITION OF KNOWLEDGE AND SKILL

KNOWLEDGE

SKILLS

Students will know …
K1

That informative writing requires:



  1. A clear introduction/hook (explains why subject matters, tells a surprising fact, gives big picture)

  2. Deliberate organization (including text features, text structure, and paragraphs)

  3. Well-developed topics that include facts, definitions, concrete details, quotations, and other information/examples

  4. Transition words & phrases (another, for example, also, because)

  5. Vocabulary specific to their topic

  6. A purposeful concluding statement (reminds reader of subject, suggested follow-up action, left readers with a final insight)

K2


Ways to incorporate technology into the writing process

  • Internet (research)

  • Word processing (planning, editing, revising, publishing)

K3


  1. That researchers cite their references.

  2. That researchers put information into their own words.

K4


  1. Strategies for spelling accurately

  2. Situations when formal and informal English is appropriate

Students will be skilled at ...
S1

Writing a non-fiction piece in which they introduce a topic, provide details to develop the topic, and write a concluding statement.


S2

Incorporating technology into the writing process.


S3

  1. Acknowledging their sources (e.g., work cited page, bibliography, including the author/title in research notes)

  2. Paraphrasing.

S4


  1. Using available resources to spell correctly.

  2. Using audience/purpose to determine whether formal/informal English is appropriate.




STAGE 1: SOCIAL STUDIES DESIRED RESULTS – KEY UNDERSTANDINGS

ESTABLISHED GOALS

TRANSFER

Curriculum

Common Core Standards

Social Studies : 4

• 4.3 Colonial and Revolutionary Period in New York: European exploration led to the colonization of the region that became New York State. Beginning in the early 1600s, colonial New York was home to people from many different countries. Colonial New York was important during the Revolutionary Period.




Students will be able to independently use their learning to …

T1


Analyze how a region’s geography, history, economics, and government impact the community over time.

MEANING

UNDERSTANDINGS

ESSENTIAL QUESTIONS

Students will understand that ...
U1

People settle in different places based on the advantages that a region offers.


U2

Many different people settled in Colonial New York, which led to a variety of lifestyles. Groups had a lasting impact on New York’s identity.


U3

Conflict can lead to revolution and change.




Students will keep considering ...
Q1

What motivates people to live where they live?


Q2

What brings people together? How does our history contribute to our identity?


Q3

When is war the only option?



Supporting questions: How much will people risk/sacrifice to achieve a goal? Who does the government listen to? When do individual events become a movement? How does what I believe affect what I see?

ACQUISITION OF KNOWLEDGE AND SKILL

KNOWLEDGE

SKILLS

Students will know …
K1

  1. Reasons for European exploration of the western hemisphere (gold, alternate route to China, spices, furs, conversion to Christianity)

  2. Major explorers of New York (e.g., Hudson, Verrazano, Champlain)

  3. Interactions/relationships between groups (e.g., Native American groups, Dutch and French fur traders, French missionaries, and early settlers)

K2


  1. Establishment of New Netherland by the Dutch West India Co.

  2. Diversity in early New York (ethnic & religious)

  3. Role of enslaved Africans in growth and development of New York compared to life under Dutch

  4. Colonial life in New York before the Revolutionary War

  5. Important accomplishments of people and groups living in New York

K3


  1. That the French and English fought over land in North America

  • Native American loyalties depended on agreed upon benefits from each side

  • Major battles fought in New York during the French and Indian War.

  • Results of the French and Indian War

  1. Colonists resist British taxes and restrictions (Sugar Act, Stamp Act, Townsend Acts, Tea Act, Proclamation of 1763)

  • Colonists were divided into Patriots (supported independence) and Loyalists (colonists in favor of British rule)

  1. The Declaration of Independence was a key document of the American Revolution

  2. New York’s role in the Revolution (e.g., geography, leaders, key figures, role of African Americans, Native Americans, and women)

  3. Important battles: (e.g., Lexington, Concord, Long Island, Saratoga, Yorktown)

  • The term “turning point” (an event in history that brought about significant change)

  1. The impact of war on New York State

Students will be skilled at ...
S1

Explaining the reasons for European exploration and settlement.


S2

Analyzing the lifestyles of European immigrants and enslaved Africans (colonial Americans) and explaining their influence on New York’s identity.


S3

Analyzing the relationships between multiple causes and multiple effects of the French and Indian War and the American Revolution.




STAGE 2: ASSESSMENT EVIDENCE

PERFORMANCE TASK(S)

Coding

Code

Evaluative Criteria

Description

RU1, RU2, RU3, RU4, RK2, RK3, RK4, RS1, RS2, RS3, RS4

PT1

See Answer Key

Unit 2 “Panther Comeback” Assessment

WU1, WU3, WK1, WS1, WS4

PT2

Narrative rubric

LC Information writing prompt-post assessment

WU1, WU2, WU3, WU4, WK1, WK2, WK3, WS1, WS2, WS3, WS4




Anecdotal records

Writing conference notes




PT3

See Answer Key

Colonial Period Assessment




PT4

See Answer Key

French and Indian War and American Revolution Assessment


STAGE 3: LEARNING PLAN

PRE-ASSESSMENTS

Lucy Calkins Information Prompt/Pre-Assessment



RESOURCES

Grade 4 Colonial New York

New York Social Studies Standard 4.3

Resource

Author, title, and annotation

Instructional focus

Location

No. of copies

Database












All


Username and password required

database


Database

The New York Colony”



http://tfx.grolier.com/p/node-35053/10014736
TrueFlix™ is a whiteboard-friendly online resource with award-winning True Books content. Includes Watch the Video and Read the Book, as well as lesson plans and activities.
Watch the Video and Read the Book

All


Username and password required
Database
Blacks in New Amsterdam”

KidsInfoBits

Article from Footsteps. 8.1 (January-February 2006) p8. Word Count: 557. Reading Level (Lexile): 1600
http://go.galegroup.com/ps/i.do?id=GALE%7CA144204358&v=2.1&u=nysl_ro_harr&it=r&p=ITKE&sw=w&asid=91de026470cc5ce800942885059ae421
Nonfiction article

All


Username and password required
Database
Nonfiction text feature – illustration

Engraving – “Manhattan Purchased

Archive Photos   09-01-1994

eLibrary Elementary
http://elibrary.bigchalk.com/libweb/k6/do/document?set=search&groupid=1&requestid=lib_standard&resultid=4&edition=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B30486179
Nonfiction text feature – illustration
All

Free
Database
Nonfiction text feature – illustration

Painting –“Dutch Surrender New Amsterdam”

Archive Photos   09-01-1994

eLibrary Elementary
http://elibrary.bigchalk.com/libweb/k6/do/document?set=search&groupid=1&requestid=lib_standard&resultid=5&edition=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B30529105
Nonfiction text feature – illustration
All

Free
Database
African American Burial Ground”

News story

eLibrary Elementary

An African burial ground discovered in New York City becomes the latest addition to the National Park SystemThe African burial ground in New York has uncovered much of the history of the city itself, the colonial slave trade, and the heritage of African Americans.



http://elibrary.bigchalk.com/libweb/k6/do/document?set=search&groupid=1&requestid=lib_standard&resultid=14&edition=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B126551708
News story

All

Free
Database
Replica of Henry Hudson’s ship reminds New Yorkers of importance of Hudson’s journey.”
Article with illustrations

eLibrary Elementary

http://elibrary.bigchalk.com/articles/0B/75/66/14IMAGE2.pdf

“Historic Journey.” By Natalie Smith. Scholastic News; Sep 28, 2009; 72, 3; ProQuest Direct Complete pg. 4 .

Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

Article with illustrations



Note: Copyright prohibits making copies of this without permission

All

free
Database
NEW AMSTERDAM: New World Company Town”

Play - How the place that became New York City was born

eLibrary Elementary

NEW AMSTERDAM: New World Company Town. Brown, Bryan. Junior Scholastic.   09-19-2005



http://elibrary.bigchalk.com/libweb/k6/do/document?set=search&groupid=1&requestid=lib_standard&resultid=23&edition=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B114929692
play

All

free
book

Avakian, Monique. A historical album of New York.  
 Surveys the history of New York State, from pre-colonial times through its industrial, political, and social development to current economic and environmental concerns with maps and photographic illustrations. Includes statistics, key events, facts, and brief information about some of its famous personalities.

    





nonfiction

HH, IL, Scrib

7

book

Kupperberg, Paul. A primary source history of the colony of New York.    

    





nonfiction

COB

Book

room

12

book

    

Illustrations and easy-to-follow text chronicle the history of early New York, profiling the different groups of people who settled there.


nonfiction

IL, Scrib

2

book

    

nonfiction

Cob, HH, IL

5

Grade 4 Revolutionary War New York

New York Social Studies Standard 4.3

Resource

Author, title, and annotation

Instructional focus

Location

No. of copies

database












All


Username and password required

d

Database



Clarissa and a doll named Bangwell.”


KidsInfoBits

This is the true story of a little girl, born blind in colonial Massachusetts, and her doll, now believed to be the oldest rag doll in America.


Hopscotch. 26.3 (October-November 2014) p23. Word Count: 493. Reading Level (Lexile): 830
http://go.galegroup.com/ps/i.do?id=GALE%7CA385403531&v=2.1&u=nysl_ro_harr&it=r&p=ITKE&sw=w&asid=1c0d125056c22ba69f08bb29eda34a4f

Nonfiction

article

All


Username and password required
Database

Antique cannon from Revolutionary War discovered loaded in New York”


KidsInfoBits
News story from CNN Wire. (Jan. 13, 2013)  Word Count: 194. Reading Level (Lexile): 1280

  • http://go.galegroup.com/ps/i.do?id=GALE%7CA314697573&v=2.1&u=nysl_ro_harr&it=r&p=ITKE&sw=w&asid=61b90bed9534db414e4b17fe43fb6ae9

News story

All


Username and password required
Database
Rip Van Winkle”

KidsInfoBits


Play - Rip Van Winkle: Kind-hearted villager wakes up from a long, long nap to a new post-Revolutionary War New York, where American flag replaces the Union Jack.


Plays. 73.6 (Apr. 2014) p29. Word Count: 3717. Reading Level (Lexile): 620.
http://go.galegroup.com/ps/i.do?id=GALE%7CA362062218&v=2.1&u=nysl_ro_harr&it=r&p=ITKE&sw=w&asid=c2580b036f5a58d927ee30ea264cfb0e

play

Book
Gregory, Josh. Revolutionary War.

Explores the Revolutionary War, covering the events leading up to the war, key battles, and the outcome and aftermath, and includes historical photographs, maps, and time lines.



nonfiction

HH plus new book in all bookrooms
Book
St. George, Judith. The One and Only Declaration of Independence.

An illustrated introduction to the Declaration of Independence, from its origin to its final home in the National Archives.



nonfiction

New book in all bookrooms
DVD

St. George, Judith. The One and Only Declaration of Independence.



Nonfiction

Cob, HH, IL
Book
Fradin, Dennis B. Let it Begin Here.

Presents a short history of the Battles of Lexington and Concord, and describes how the rebel leaders were warned of the approaching British and the standoff between seventy Lexington militiamen and two hundred fifty British regulars.



Nonfiction

All plus new book in all bookrooms
Book
Mack, Stan and Susan Champlin. Road to Revolution.
In 1775, Penny and her friend Nick, a homeless orphan, find themselves amidst the conflict in Massachusetts as the colonists prepare to revolt against the British military

Graphic historical fiction

IL Plus new book in all bookrooms
Book
Adler, David. Heroes of the Revolution.
Offers a look at twelve Revolutionary War heroes who, through their brave and courageous acts, helped win the war and gain this nation the freedom from Great Britain it sought.

Nonfiction

IL Plus new book in all bookrooms
Book

    

Nineteen poems reveal life in colonial America as seen through the eyes of a teacher and her class when they go on field trips to historic sites from the Revolutionary War era.


Nonfiction

poetry

Cob, Scrib

2

Book
Noble, Trinka Hakes. The Scarlet Stockings Spy.
In 1777 Philadelphia, young Maddy Rose spies for General Washington's army by using an unusual code to communicate with her soldier brother.

Fiction picture book

All
42 copies

Book
Otfinoski, Steven. Patriots and Redcoats: Stories of American Revolutionary War Leaders.
Using the biography text structure, explores the key leaders of the Revolutionary War

Nonfiction

HH Plus new book in all bookrooms
Book
Radomski, Kassandra. Battle for a New Nation: Causes and Effects of the Revolutionary War.
Using the cause and effect text structure, explores how the Revolutionary War began and its immediate and lasting effects.

Nonfiction

HH Plus new book in all bookrooms
Book
    

Describes the events of the American Revolutionary War and explains the significance of the war today. The reader's choices reveal the historical details from the perspective of a young girl, a patriot fighter, and a loyalist determined to keep America under British rule.


Nonfiction

Choose your own ending”



All

10

Book
Smith-Llera, Danielle. The Revolutionary War: A Chronology of America’s Fight for Independence.
Using the chronology text structure, explores how events unfolded during the Revolutionary War

Nonfiction

HH Plus new book in all bookrooms
Additional Resources

Reading:

“The Americans Who Risked Everything” close reading lesson on file cabinet



Writing:

Charts, checklists, and homework on Lucy Calkins CD


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