Sequence / Skills / Resources / Assessments / Instructional
Strategies
1. Understanding Migration
This module includes attachments. / Students will be able to:
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.(4.W.8)
write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4.W.1a-d)
a. introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
b. provide reasons that are supported by facts and details.
c. link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d. provide a concluding statement or section related to the opinion presented. / Extended/Short Texts:
Harcourt Trophies
Harcourt Theme 6, Teacher Resource (p. 638K)
Instruction:
Building Background(Harcourt Theme 6) to create open-ended questions for students’ quick write
As a class, students generate a working definition of migration, through webbing or brainstorming as a class.
Use the Journey Mapto make connections to migration with students. / Formative Assessments:
Quick Write
Students individually complete a quick write about what they know on the topic migration. Provide students with the following questions to focus responses: Why do you think people move from one place to another?What are the pros and cons of migration? / Text-to-Self Connection
Journey Map
2.
Family Stories a Link to Past, Present and Future
This module includes attachments. / Students will be able to:
determine the main idea of a text and explain how it is supported by key details; summarize the text.(4.RI.2)
write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4.W.2a-e)
a. introduce a topic clearly and group related information in paragraphs and sections; including 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.
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.(4.W.8)
report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or theme; speak clearly at an understandable pace.
(4.SL.4) / Extended/Short Texts:
Meet the Author, Joyce Carol Thomas and Meet the Illustrator, Floyd Cooper(Harcourt Trophies)
I Have Heard of a Land, Joyce Carol Thomas
Multicultural Adoptions:
Blacker the Berry, The, Wallace Thurman
Instruction:
Additional information is located on the following site under The Learning Site,
To support learning about shared memories from Joyce Carol Thomas books, use the site as guide for asking inquiry questions: Reading Strategies:
Students compare and contrast the two texts written by Joyce Carol Thomas,I Have Heard of a Land and Brown Honey inBroomwheat Tea: Poems. / Formative Assessments:
Relative Interview
Students conduct an interview with a family member or someone special about a past event (i.e., moving, memory about, major event).
Summative Assessment:
Students write a paragraph summarizing their relative interview. The summary includes interesting facts and surprising information learned from their interview. Also, include the following questions in the summary: how did the stories of the interviewee tell us about that time-period and what questions do you still have and why? / Questioning Strategy
Relative Interview
3.
Inferring with the text, I Have Heard of Land, Joyce Carol Thomas
This module includes attachments. / Students will be able to:
compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narration.(4.RL.6) / Extended/Short Texts:
I Have Heard of Land, Joyce Carol Thomas (Harcourt Trophies)
Instruction:
Students use inferencing from a selection of I Have Heard of Land. Students use inferencing to build an understanding of the author’s purpose of why migrating was a positive change for the character. / Formative Assessment:
Students discuss how inferencing was used in a teacher selected illustration or text from I Have Heard of Land. / Summarizing
4.
Building Connections Through Texts
This module includes attachments. / Students will be able to:
compare and contrast the point of view from which different stories are narrated, including the difference between first- and third- person narration.(4.RL.6)
compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.(4.RI.6)
integrate information from two texts on the same topic in order to write or speak about the subject knowledgeable. (4.RI.9) / Extended/Short Texts:
Harcourt Leveled Readers:
Days of the Exodusters
Prairie Neighbors
Instruction:
Graphic Organizer (T-Chart/Thinking Map)
The graphic organizer is used to support students with comparing and contrasting between the two-leveled readers focusing on the character’s different points of views in the stories. / Summative Assessment:
Students participate in a teacher led classroom discussion from the two Leveled Readersabout the character’s different points of view. They support the discussion with evidence from the T-Chart/Thinking Map. / T-Chart/Thinking Map
Class Discussions
5.
Personal Narratives
This module includes attachments. / Students will be able to:
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.(4.RI.5)
conduct short research projects that build knowledge through investigation of different aspects of a topic.(4.W.7)
engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own ideas.(4.SL.1a-d)
a. come to discussions prepared having read or studied required materials; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
b. follow agreed-upon rules for discussions and carry out assigned roles.
c. pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. review the key ideas expressed and explain their own ideas and understanding in light of the discussion. / Multicultural Adoptions:
This is the Rope, Jacqueline Woodson
Instruction:
Classroom created timeline for events in the story This is the Rope
Students’ family interview writings from module 2
Sentence Frame
Students use the sentence frame, “This is the [personal artifact]” and the information from the text, This is the Rope. / Summative Assessment:
Model using the text, This is the Rope, and thesentence frame, “This is the [personal artifact]”.Students write a narrative of their personal artifact’s journey including the journey the artifact had before it arrived to the current owner. / Read Aloud
Classroom Timeline
Personal Artifact Timeline
6.
Why Migrate?
This module includes attachments. / Students will be able to:
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. (4.RI.7)
draw evidence from literary or informational texts to support analysis, reflection, and research.
b. apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). (4.W.9b)
identify the reasons and evidence a speaker provides to support particular points. (4.SL.3) / Multicultural Adoptions:
If the World Were a Village, David J. Smith.
Instruction:
The book, If the World Were a Village, has a variety of facts about the world such as nationalities, languages, races, religions. The author challenges the reader to examine the world as a village of 100 people. Focus on pages 7,8,12 and18for introducingstudents to statistics, develops critical thinking skills and supports asking questions with engaging data.
Teacher previews the book If the World Were a Village and selects the pages/topics used for discussion. / Formative Assessment:
Students take notesas the teacher reads it aloud on facts from the book If the World Were a Village. Students use their facts to write a multi paragraph summary of their findings on the chosen topic.
Summative Assessment:
Using factsfrom the book If the World Were a Village,students create a graphic interpretation (charts, graphs) of what they learned from the module topic. Students learn additional reasons why people migrate out of a need and a necessity. / Prediction Bubble
Classroom Discussion
7.
Color Me Dark, Looking at Events and Themes
This module includes attachments. / Students will be able to:
determine a theme of a story, drama, or poem from details in the text; summarize the text. (4.RL.2)
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). (4.RL.3)
paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (4.SL.2) / Extended/Short Texts:
Color Me Dark, Patricia McKissack
Instruction:
Graffiti Board
Use the information from World of Words to create this graphic organizer.
Preview Text, Color Me Darkbefore this module. Synopsis of themes from book: African American history, family life, tolerance, and prejudice experiences. / Formative Assessment:
Have a classroom discussion about the events/themes from the story, Color Me Dark.
Summative Assessment:
Group created Graffiti Board on events/themes found in the book Color Me Dark / Read Aloud
Graffiti Board
8.
Storytelling Through Art an Artist’s Perspective
This module includes attachments. / Students will be able to:
report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or theme; speak clearly at an understandable pace. (4.SL.4) / Instruction:
Whole class observation of the works by artist Jacob Lawrence from the following links:
Exhibitions,
One Way Ticket, Jacob Lawrence,
/ Formative Assessment:
Students select their favorite artwork by Jacob Lawrence and create a short narrativeexplaining a character’s migration journey.
Summative Assessment:
Students write a persuasive essay convincing their family to go to the museum to view artwork by Jacob Lawrence. / Questioning Strategy
Observing and Exploring Art
Storyboard Format
ELA, Office of Curriculum Development© Page 1 of 7
These modules are not an exhaustive list of resources and may be used by teachers to implement the quarterly standards and to meet the needs of students.