Unit IV: Evolution s1

Fourth Grade Reading

Topic Outline

Course Description and Philosophy

The Fourth Grade Reading curriculum entails developing the areas of comprehension, retention of supporting details, critical thinking, prediction, and logical reasoning. The curriculum will enhance vocabulary including definitions and the ability to use the words correctly in written language. The fourth grade goal is to help students to become fluent readers and to augment their love of reading.

The Fourth Grade Reading is divided into four units, humor, tall tales, mystery and medieval.

These units introduce the students to unique areas of reading. With a wide variety of text, the students are engaged by the topics chosen and are motivated to read in all areas of interest, which leads them to becoming independent readers.

The students performance will be evaluated using a variety of assessments including teacher-generated tests, quizzes, questions of the day, homework, independent work, Collins Writing Type 1, 2 and 3, Tall Tale and Medieval research project. Collins Writing and varied text will allow for differentiated learning.

Text Reference:

Spandel, Viciki, Day Book of Critical Reading and Writing, 2001; Great Source Education Group Houghton Mifflin Company; Wilmington, MA

Osborne, Mary Pope, American Tall Tales, 1991;Scholastic, Inc., New York, NY

Suter, Joanne, World Myths and Legends, Regional American, 1992; Fearon/Janus, Blemont, CA

Suter, Joanne, World Myths and Legends, Greek and Roman, 1992; Fearon/Janus, Belmont, CA

Osborne, Mary Pope, Favorite Greek Myths, 1989 Scholastic, Inc, New York, NY

Beers, James; Cramer, Ronald L.; Hammond, W Dorsey, Everyday Spelling 2000; Addison-Wesley Educational Publishers, Inc. Glenview, Illinois

The Funny Side, 1996, Scholastic, Inc. New York, NY.

A variety of classroom trade books

Written 2008

Unit I: Humor

Essential Question: How humor and laughter can affect our outlook on life?

Objectives: Students will be able to:

· Identify a limerick

· Write a limerick

· Identify an idiom

· Create and illustrate an idiom

· Identify a hink-pink

· Write a hink-pink

· Identify characteristic of a cartoon

· Create a cartoon

· Read humorous trade books

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS
Topic 1: What is a limerick?
· Definition
· Characteristics of a limerick
· Creating limerick / · Homework
· Class work
· Individual work
· Collins Writing Type 1 & 2 / · Text
· Teacher generated materials
· Videos on creators of humor / · Full class instruction
· Small group instruction / · Brain Pop
· Reading Essentials
· Kid Pix / 3.1
A 1
C 1
D 1-3
E 1
Topic 2: What is an Idiom?
· Definition
· Characteristics of a idiom
· Creating and illustrating an idiom / · Teacher created materials
Topic 3: What is a Hink-Pink?
· Definition
· Characteristics of a hink-pink
· Creating hink-pinks / · Spelling Text
· Teacher created materials
Topic 4: How cartoons are created.
· Steps to making a cartoon
· Creating cartoons / · Funny Side Text
· Teacher created materials
· Visiting Illustrator

Differentiated Learning Activities

Students create limericks, idioms, hink-pinks, cartoons based on individual ability level.

Ethical Decision Making/Character Education

During this unit, students will explore the essence of humor as an outlet to express their emotions. They will draft and create humorous works in the various areas of limericks, hink-pinks, idioms, and comic strips.

Unit II: Mystery

Essential Question: How is the outcome of a mystery the result of a sequence of events?

Objectives: Students will be able to:

· Identify mystery genre

· Identify the elements of a mystery

· Identify clues to solve the mystery

· Identify the characters of the mystery story

· Identify the heroes and villains of a story

· Preview and predict outcomes

· Expand vocabulary

· Identify setting, climax and conclusion of a story

· Make inferences about the characters and situations of a story

· Identify main idea and supporting details

· Sequence order of events

· Draw conclusions about events and characters

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS
Topic 1: What is a mystery story?
· Elements
· Clues
· Cause and effect
· Fiction / · Test
· Quizzes
· Questions of the day
· Homework
· Class work
· Collins Writing Type 2, & 3 / · Trade Books
· Field Trip/ Play / · Full class instruction
· Small group instruction / Internet research / 3.1
A 1, 2
C 1
D 1-3
E 1-3
F 1-5
G 1, 2, 5-10, 12-14
Topic 2: Parts of a
Mystery plot
· Setting
· Main idea
· Supporting details
· Climax
· Conclusion
Topic 3: Characters of the story
· Main characters
· Supporting characters
· Heroes and villains
Topic 4: What are the outcomes of a mystery?
· Predict
· Inference
· Critical thinking

Differentiated Learning Activities

Students will read various mystery trade books based on their ability level. Collins writing and modified testing will be another area for differentiation.

Ethical Decision Making/Character Education

During this unit students will be able to understand the elements of a mystery. Through the mystery unit student will be able to apply the principles of cause and effect in their daily lives.

Unit III: Tall Tales

Essential Question: How do Tall Tales reflect American history and the importance of these characters in shaping the morals of the American culture?

Objectives: Students will be able to:

· Identify tall tale genre

· Identify tall tale characters

· Understand the purpose of a tall tales

· Know characteristics of tall tale characters

· Understand the use of exaggeration in a tall tale

· Comprehend tall tale stories

· Understand setting and time frame of tall tales

· Expand vocabulary

· Understand use of early American language

· Make inferences about the tall tale characters

· Predict outcomes

· Understand the difference between Tall Tale based on fact versus fiction

· Create tall tale stories

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS
Topic 1: What is a Tall Tale?
· Definition
· Characteristics / · Test
· Quizzes
· Questions of the day
· Homework
· Class work
· Collins Writing Type 2, & 3
· Project
· Character Presentation / · Text
· Teacher created materials / · Full class instruction
· Small group instruction / Internet research / 3.1
A 1, 2
C 1
D 1-3
E 1-3
F 1-5
G 1-15
Topic 2: Elements of a Tall Tale
· Exaggeration
· Morals
· Story telling
· Concepts of Beginning, Middle and End of a Tall Tale
Topic 3: Comparing Tall Tale Characters
· Davy Crockett
· Johnny Appleseed
· Mose
· Paul Bunyan
· Pecos Bill
· John Henry
· Sally Anne Whirlwind
· Mike Fink

Differentiated Learning Activities

Leveled assignments will be given during this unit. Tall Tale project will be based on students’ ability and comfort level. A rubric will be given as a guideline for the writing process.

Ethical Decision Making/Character Education

Though out this unit, the students will understand the importance of the Tall Tale in developing the American culture.

Unit IV: Medieval Unit

Essential Question: How did the medieval time period affect European history?

Objectives: Students will be able to:

· Identify Medieval terms

· Understand Medieval time frame

· Expand vocabulary

· Define feudal system/hiearchy

· Identify lords and nobles

· State steps to becoming a knight

· Understand the meaning of chivalry

· Know and create coats of arms

· Understand the difference between a serf and peasant

· Understand the purpose of a fief

· Identify the parts of a castle

· Know the purpose of a castle

· Know the types of shelter

· Understand the role and crafts of townspeople

· Know the ways entertainment was provided

· Purpose of fairs

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS
Topic 1: What is the Medieval time period?
· Description
· Vocabulary terms
· Location
· Characteristics / · Test
· Quizzes
· Questions of the day
· Homework
· Class work
· Collins Writing Type 2, 3 4 & 5
· Report/ Presentation / · Teacher created materials
· Trade Books
· Videos
· Overheads / · Full class instruction
· Small group instruction
· Outlining
· Note taking / Internet research
Brain Pop / 3.1
A 1, 2
C 1
D 1-3
E 1-3
F 1-5
G 4, 6-10,12-14,17
H 1, 3, 4, 5, 7, 8, 9
Topic 2: People of the Medieval time period
· Nobles
· Knights
· Crafters
· Apprentice
· Merchants
· Serfs
· Peasants
Topic 3: What are the parts of the Castle?
· Keep
· Drawbridge
· Great Hall
· Outer and inner walls
· Moat
· Dungeon
Topic 4: What is a manor?
· Fiefs
· Serfs’ obligations
· Three-field farming system
· Self-sufficient
Topic 5: Daily Life
· Food
· Entertainment
· Religion
· Homes
· Education
· Medicine
· Fairs

Differentiated Learning Activities

The Medieval Unit culminates with a research paper on a specific medieval topic. Students’ research involves collecting facts, using note cards and transferring notes to an outline. Following their outline, students will create a Collins Type 4 rough draft and end with a Collins type 5 essay. The Collins FCAs allow for differentiated learning styles.

Ethical Decision Making/Character Education

During this unit students will work to understand the history of feudalism and its affect in Europe. They will compare and contrast the lives of the medieval time period to their present day lives.

Unit V: Battle of the Books

Essential Question: How do students become efficient readers and work as a team?

Objectives: Students will be able to:

· Identify main idea and supporting details

· Understand characterization

· Understand sequencing

· Identify cause and effect

· Predict outcomes

· Visualize text

· Expand vocabulary

· Make inferences and develop critical thinking skills

· Obtain specific information from text

· Understand differences between fiction and nonfiction

· Enhance proficiency of reading

· Obtain and retain information

· Expand their enjoyment of reading

Topic/Content Skills / Assessment / Resources / Instructional Method / Tech Infusion / NJCCCS
Topic 1: Reading skills
· Defining main idea
· Supporting details
· Inferences
· Predictions
· Characterization
· Cause and effect
· Sequencing
· Visualization
· Points of view / · Note taking
· Practice questions
· Final Battle
· Class work / · Leveled Trade Books / · Full class discussions
· Small group discussions
· Independent reading / · Internet research / 3.1
A 1,2
C-1
D 1-3
E 1-3
F 1-5
G 1-16
Topic 2: Comprehension of text
· Obtaining facts
· Retention of information
· Setting
· Character
· Plot
· Vocabulary
· Fluency
Topic 3: Team work
· Group meetings
· Selection of leader
· Divide reading by skill level
· Note taking
· Creating questions
· Practice Battles
· Final Battle

Differentiated Learning Activities

The Battle of the Books unit allows the student to select books appropriate for his/her individual reading level. Students must read at least three books, however they may read all the selections. Students note taking and questions will correlate with the students reading and writing skills.

Ethical Decision Making/Character Education

During this unit, the teamwork required is a skill that will be employed throughout their lives. The students reading of various genres will increase vocabulary as well as engage them in different types of literature. Battle of the Books is not only reading for enjoyment; it includes reading for specific information that will lead them to being a more capable and confident readers.