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Grade 4: Module 1 Overview This Work Is Licensed Under a Creative Commons Attribution-Noncommercial-Sharealike 3.0 Unported License Grade 4: Module 1 Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: © (name of copyright holder). Used by permission and not subject to Creative Commons license. GRADE 4: MODULE 1: OVERVIEW Becoming a Close Reader and Writing to Learn: Native Americans in New York This module supplements the Social Studies content many fourth-grade teachers knowledge about the Iroquois culture and describes the importance of lessons from introduce at the start of the year. It ensures that students read, write, listen, and that society in the lives of New Yorkers today. At the end of Unit 2, students draw speak to learn the history and contributions of Native Americans in New York State, evidence from the literary text to support an analysis of the main character (W.4.9). particularly the Iroquois Confederacy. Module 1 focuses on reading and listening to In Unit 3, students connect the past with the present by studying data designed to primary and secondary sources to gather specific details and determine central help them think about places in their school where agreements like those found in ideas, and to reinforce reading fluency and paragraph writing. Students will read the Iroquois Constitution would benefit the school community. They then develop literature to develop an understanding of setting, characterization, theme, and their own constitution, drawing on their knowledge of the original Iroquois informational writing. In the first unit, students will read a recounting of the Native Constitution, ideas from Eagle Song, and specific details from magazine articles American story of The Great Peacemaker, read short sections of the Iroquois about conflict resolution. Then students independently write a paragraph in which Constitution, or “Great Law of Peace,” and begin to focus on writing explanatory they explain to others how their constitution will resolve or prevent issues at school. paragraphs. In Unit 2, students read additional informational text about Native As a final on-demand assessment, students will revisit data and then write a Americans in New York with a focus on determining main ideas, and read and hear problem/solution style paragraph in which they explain how their constitution an extended narrative text (Eagle Song by Joseph Bruchac, 840L) that reinforces could resolve or prevent issues at school. Guiding Questions And Big Ideas • How can our school community benefit from the beliefs and agreements of the Iroquois? • Peace can be created and sustained through agreements and actions. • Clear communication improves communities. Performance Task A Constitution for Our School Community This performance task gives students a chance to apply their understanding about the beliefs and agreements made by the Iroquois people as evidenced in the Iroquois Constitution, and explain how those beliefs and actions could benefit their school community. After reading texts regarding conflict resolution and data regarding school bullying, students complete two tasks. First, they collaborate with their peers to design a constitution that can help support peace in their school community. Then students independently write a paragraph in which they explain to others how their constitution will resolve or prevent issues at school. The two-part performance task centers on NYSP12 ELA Standards W.4.2, W.4.5, W.4.9, and L.4.3. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1: Overview • June 2013 • 1 GRADE 4: MODULE 1: OVERVIEW Content Connections • This module is designed to address English Language Arts standards. However, the module intentionally incorporates Social Studies content that may align to additional teaching during other parts of the day. These intentional connections are described below. NYS Social Studies Core Curriculum • Native Americans—specifically the Iroquois (Haudenosaunee, People of the Longhouse) and the Algonquian—were early inhabitants of the New York region and state, and contributed to the region’s history. • Systems of government exist to create and enforce laws to protect people and communities. • Native American groups developed political practices, including a consensus model, that influenced the development of the United States democracy. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1: Overview • June 2013 • 2 GRADE 4: MODULE 1: OVERVIEW English Language Arts Outcomes NYSP12 CCLS Assessed in This Module: READING—LITERATURE Long-Term Learning Targets • RL.4.1. Refer to details and examples in a text when explaining what the text • I can explain what a text says using specific details from the text. says explicitly and when drawing inferences from the text. • I can make inferences using specific details from the text. • RL.4.2. Determine a theme of a story, drama, or poem from details in the text. • I can determine the theme of a story or text. • RL.4.3. Describe in depth a character, setting, or event in a story or drama, • I can describe a story’s character or events using specific details from the drawing on specific details in the text (e.g., a character’s thoughts, words, or text. actions). • RL.4.4. Determine the meaning of words and phrases as they are used in a • I can determine word meanings in a text. text. NYSP12 CCLS Assessed in This Module: READING—Informational Text Long-Term Learning Targets • RI.4.1. Refer to details and examples in a text when explaining what the text says • I can use details and examples to explain explicit information and inferences in explicitly and when drawing inferences from the text. informational text. • RI.4.2. Determine the main idea of a text and explain how it is supported by key • I can determine the main idea using specific details from the text. details; summarize the text. • I can summarize informational or persuasive text. • RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, • I can explain the main points in a nonfiction text accurately. or technical text, including what happened and why, based on specific • I can support my explanation using specific details in the text. information in the text. • RI.4.4. Determine the meaning of general academic and domain-specific words • I can determine the meaning of academic words or phrases in an informational or phrases in a text relevant to a grade 4 topic or subject area. text. • I can determine the meaning of content words or phrases in an informational text. Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1: Overview • July 2013 • 3 GRADE 4: MODULE 1: OVERVIEW English Language Arts Outcomes NYSP12 CCLS Assessed in This Module: Informational Text Long-Term Learning Targets • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in • I can interpret information presented through charts, graphs, timelines, or charts, graphs, diagrams, time lines, animations, or interactive elements on Web websites. pages). • RI.4.5. Describe the overall structure (e.g., chronology, comparison, • I can describe the organizational structure in informational or persuasive text. cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. NYSP12 CCLS Assessed in This Module: Writing Long-Term Learning Targets W.4.2. Write informative/explanatory texts to examine a topic and convey ideas I can write an informative/explanatory text. and information clearly. I can write an informative/explanatory text that has a clear topic. Introduce a topic clearly and group related information in paragraphs and I can group supporting facts together about a topic in an informative/explanatory sections. text. Develop the topic with facts, definitions, concrete details, quotations, or other I can develop the topic with facts, definitions, details, and quotations. information and examples related to the topic. I can use linking words and phrases (e.g., another, for example, also, because) to Link ideas within categories of information using words and phrases (e.g., another, connect ideas within categories of information. for example, also, because). I can use contextually specific language/vocabulary to inform about or explain a Use precise language and domain-specific vocabulary to inform about or explain topic. the topic. I can construct a concluding statement or section of an informative/explanatory Provide a concluding statement or section related to the information or text. explanation presented. • W.4.5. With guidance and support from peers and adults, develop and • I can use the writing process to produce clear and coherent writing (with strengthen writing as needed by planning, revising, and editing. support). Copyright © 2013 by Expeditionary Learning, New York, NY. All Rights Reserved. NYS Common Core ELA Curriculum • G4:M1: Overview • July 2013 • 4 GRADE 4: MODULE 1: OVERVIEW English Language Arts Outcomes NYSP12 CCLS Assessed in This Module: Writing Long-Term Learning Targets • W.4.9. Draw evidence from literary or informational texts to support analysis, • I can choose evidence from fourth-grade literary or informational texts to reflection, and research. support analysis, reflection, and research. • Apply grade 4 Reading standards to literature (e.g., “Describe in depth a • I can describe in depth a character, setting, or event in a story or drama, character, setting, or event in a story or drama, drawing on specific details in the drawing on specific details in the text (e.g., a character’s thoughts, words, or text [e.g., a character’s thoughts, words, or actions].”). actions). • Apply grade 4 Reading standards to informational texts (e.g., “Explain how an • I can explain how an author uses reasons and evidence to support particular author uses reasons and evidence to support particular points in a text.). points in a text.
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