Grade 4 Unit 1: Tales of the Heart- Curriculum Map Most activities from Common Core Curriculum Maps Language

e Arts K-5. Common Core, Inc. 2013 Ms. Karens Class Pacific Valley School

Essential Questions
Whats the same/ different about characters,
problems, andsolutionsin literature?
Content Assessment/Products Activities Standards-based Essential Skills &
Concepts to be Targeted
Throughout the Unit
How do I know if I am meeting grade
level standards and lesson objectives?
How do I organize my work? What is a
good goal for me?

What have I learned from literature?



What is close reading? Synthesis?
Citing? How can I think deeply about
informational text to discover the big
idea and then make conclusions?

How can I write great sentences?

What are the elements of a well-written
descriptive paragraph?
How do I write a good descriptive
paragraph?

Whats the same/ different about
characters, problems, and solutions in
literature?

What does the body system do? What
are its parts? What are some interesting
facts? What are the words we should
know?



How do I write an essay using
information I have read? How are body
systems related? Am I applying what I
have learned about word use and
conventions?

How do the body systems work
together? Whats different and whats
similar?

How do characters change? Can their
change teach me anything about
myself?




CCSSELA Standards,
lesson objectives chart



Literature we read





Mini-lessons with read-
alouds

Writing instruction from
AP students and teacher,
The Writing Thief

Descriptive paragraphs-
Anita Archer rubric-
(Direct Instruction)
Unit texts

Class discussion
Journal
Chart

Informational texts,
Graphic organizer, chart






Informational texts on
body systems, graphic
organizer, direct
instruction on essay
steps, essay


Writing: Journal,
Compare and contrast


Love that Dog (Creech)
Two Column graphic
organizer, journal




Create a portfolio of finished work. Compete a chart
explaining how you met the standards and objectives
for this unit.


Charted literature, discussions





Students draw/write/ respond to nonfiction
demonstrating their level of ability to find main idea
and draw conclusions

Examples of different sentence types and structures,
great sentences modeled after great writers
sentences

Rubric analysis of 4 paragraphs.
Write a well written descriptive paragraph, self-
scored with a rubric
Contribution to group discussion

Contribute to discussion and write in journal with
specific examples, expand as the unit progresses,
citing authors and text.

Class chart, individual graphic organizer, close
reading of text, research, citation, class
discussion




Well- developed essay on a body system that
includes at least 2 supporting details , a summary of
how systems are interrelated


Well-developed journal entry that explains systems
using compare and contrast terminology and citations
Illustrations welcome!


A well-developed two-columned journal entry with
specific examples and self -reflection




Cut and paste standards and objectives into a chart. Give each finished work a title.
Put finished work in a portfolio and enter title into portfolios table of contents.
Write the title on the chart next to the standard or objective met. Write a paragraph
evaluating your progress and goals.

As a As a class, we will keep a chart with the categories listed below of the stories and
poems we read. As the chart is filled in, we will use the information to talk about
what we learned from literature. Write your own response on a sticky note or
journal before each section of the class chart is filled in:
*Title and author *Type of literature (story/poem *Main character(s) *Problem
*Solution *Summary (using Somebody_Wanted_But_So_)

Bi-weekly read-alouds of informational text, modeling of close reading, synthesis
and citing text; student discuss and respond to text.

After several mini-lessons by both AP English students and teacher, find, identify,
and write sentences with various structures; find interesting sentences and use
great sentences as models to write your own great sentences.

Read, analyze and write descriptive paragraphs using rubrics
Select at least 1 descriptive paragraph you like from each of the texts you read in
this unit. Rate it using a rubric. Participate in group discussions comparing
selected paragraphs and analyzing authors rhetorical strategies.

Lets compare and contrast what is the same and what is different about characters,
problems, and solutions in literature. Does any of this remind you of experiences
youve had? Discuss, brainstorm ideas. Then, look for specific lines or paragraphs
from the stories and poems you have read that describe what you mean.

As you read informational texts about the respiratory, circulatory, and endocrine
systems, keep a graphic organizer and contribute to class chart. As the chart is
filled in, use open ended research questions to select the most useful and relevant
information to include in a discussion about related information in informational
texts. Be sure to note page numbers with relevant information or mark text with
sticky notes so you can cite the text during class discussion. Make a systems
graphic organizer with a partner. Use in text citation.

As a follow-up to completing the graphic organizer on body systems, choose a
system about which to write a well-developed essay that includes at least two
supporting details and a summary of how these systems are interrelated. Edit for
grammar mechanics we have learned so far..

Following a class discussion of each body system and the similarities and
differences between them, and instruction on compare/contrast terminology and
techniques, write a journal entry about how each system and how they work
together, citing evidence from what you have read.

Jack changes from the beginning to the end of Love That Dog Create a two-column
chart in your journal with two headings: Beginning of School Year and. End of
School Year. Under each heading, list examples of the things Jack does, thinks,
and says in the beginning of the school year compared to the end. What do you
think Jack can teach you about yourself?


RL.4.1 Refer to details and examples in a
text when explaining what text says
explicitly as well as inferences drawn
from text
RL. 4.2 Determine a theme of a story,
drama, or poem from details in the text;
summarize the text.
RF.4.3 Know and apply grade-level
phonics and word analysis skills in
decoding words.
RF.4.3a Use combined knowledge of all
letter-sound correspondences,
syllabication patterns, and morphology
(e.g. roots and affixes) to read accurately
unfamiliar multisyllabic words in context
and out of context
W.4.2 Write informative/explanatory
texts to examine a topic and convey
information clearly.
W.4.2a Introduce a topic clearly and
group related information in paragraphs
and sections; include formatting (e.g.
headings), illustrations, and multimedia
when useful to aid comprehension
W.4.2b Develop the topic with facts,
definitions, concrete details, quotations,
or other information and examples
related to the topic.
SL.4.1 Engage effectively in a range of
collaborative discussions (one on one,
group, and teacher led) with diverse
partners on grade 4 topics and texts,
building on others ideas and expressing
their own clearly.
SL.41a Come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation and
other information known about the topic
to explore ideas under discussion.
SL.4.1b Follow agreed-upon rules for
discussions and carry out assigned roles.
L.4.4 Determine or clarify the meaning
of unknown and multiple-meaning words
and phrases based on grade 4 reading and
content, choosing flexibly from a range
of strategies.
L.4.4a Use context (e.g., cause/effect
relationships and comparisons in text) as
a clue to the meaning of a word or
phrase.





What techniques do poets use?





Where do words come from? Does
knowing their origin help spell them and
understand their meaning

How do I respond to art? How does art
convey emotion?


What does the artist want me to feel?





How does a characters family remind
me of mine?


How can I create and present a fantastic
bio-poem?




What am I expected to do when I edit
my work before turning it in?




Do I understand when to use commas
with adjectives?


Can understanding word parts help my
word comprehension?

Whats the best dramatic voice I can
use for poetry?

What did I learn about these essential
questions?




Poetry Response
Love that Dog (Creech)
daily poems, direct
instruction, discussion,
T-chart, poetry writing


Entomology. Interactive
instruction

Analyze, discuss
Picassos Guernica and
Van Goughs Portrait of
Dr. Gachet

Dying Gaul,
Lamentation (Giotto di
Bondone)
The Swing (Fragonard)


Narrative writing Tales
of a Fourth Grade
Nothing


Biography of doctor or
scientist. Research. Poem
writing and illustration



Grammar and
Mechanics
Grammar mini-lessons



Mini-lessons, writing




Word roots and affixes
game

Songs for Two Voices
Drama/Fluency

Discussion, journal,
reflective essay



Contribution to T-chart
Poem



Personal dictionary including word map


Class discussion, descriptive response



Class discussion





Typed, illustrated story about a family member,
published on class web site


Researched bio-poem presentation






Create a Grammar Wall throughout the year, use for
editing



Adjectives used in written work correctly punctuated




Study the meaning, structure, and spelling of words
in a friendly competition

Dramatic Presentation


Reflective Essay

Not only do poets use a variety of verses, rhyme schemes, and meters, but they use
specific techniques to make their poems unique. Find examples of rhyme schemes,
alliteration, similes, and metaphors in Love that Dog and other poems you have
read in this unit. As a class, create a T chart that includes the name of the technique
and examples of each. Mark your poems with sticky notes so that you can easily
reference the examples you found when its time for class discussion. Finally, try
to write your own poem that imitates a poet of choice.

Use word maps to create a personal dictionary of terms found, learned, and used in
this unit. This dictionary will be used all year to explore semantics of words and
their origins, especially Greek and Latin roots.

Review the elements of art. View the two art works. Identify and discuss use of
color, line and form. Write a descriptive response to the following questions: How
are colors, lines, and forms used to convey emotion in these works?

View both of the images and try to identify the emotion that the artist wanted to
impart to the viewer. Compare the paintings. What did the artist want you to feel?
Next, look at The Swing. How is this different? What elements of the artists
painting styles, color palettes, or details did they include that help convey these
emotions? Is it the subject matter that mostly conveys the emotions, or is it the
artists way of presenting it?

How do Peters experiences remind you of your family? Talk with a partner and
share your ideas. Then, write a short story about a family member, and share it
with your partner. Ask your partner to tell you what they like and what could be
improved. Make revisions as needed. Type your story and illustrate it. Save it to
your e-portfolio.

Read a biography or other informational text about a doctor or scientist. Generate
open-ended research questions to guide your research. After instruction in
research, write a bio-poem about the person that includes information you think
your classmates should know. Include audio or visuals with your presentation to
the class if you want.. Type it and include in in your e-Portfolio..

As a class, create a bulletin board where, throughout the year, you will add to a
checklist of editing topics as they are taught through targeted mini-lessons. Once
skills are taught and listed on the Grammar Wall, you are expected to edit your
work for the elements before publication.

After a mini-lesson on commas and adjectives, underling words in your writing
that could use more description. Then add adjectives, some with and some without
commas. Check your work with a partner.

Make-a-Word-Game


Choose a poem from Songs for Two Voices. Read it as a duet with a partner.
Record your presentation

Note your responses to the essential questions throughout this unit. Discuss what
you have learned. Then write a reflective essay about the learning that you think is
important. How will it help you?