Brenham ISD Unit Plan
Unit 6: Informational (20 Days) | RLA/ Grade 4 | |
What do we want students to know and be able to do? Step 1: Identify the essential standards for the unit. | ||
Essential Standards | Supporting Standards | |
4.6G evaluate details read to determine key ideas 4.7B write responses that demonstrate understanding of texts, including comparing and contrasting ideas across a variety of sources 4.7C text evidence to support an appropriate response 4.7D retell, paraphrase, or summarize texts in ways that maintain meaning and logical order 4.9Di recognize characteristics and structures of informational text, including the central idea with supporting evidence 4.9Diii recognize characteristics and structures of informational text, including organizational patterns such as compare and contrast 4.10C analyze the author’s use of print and graphic features to achieve specific purposes 4.11C revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity | 4.1A listen actively, ask relevant questions to clarify information, and make pertinent comments 4.1B follow, restate, and give oral instructions that involve a series of related sequences of action 4.1C express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively. 4.1D work collaboratively with others to develop a plan of shared responsibilities 4.2A demonstrate and apply phonetic knowledge 4.2B demonstrate and apply spelling knowledge 4.2C write legibly in cursive 4.3C determine the meaning of and use words with affixes such as mis-, sub-, -ment, and -ity/ty and roots such as auto, graph, and meter 4.3D identify, use, and explain the meaning of homophones such as reign/rain 4.4A use appropriate fluency (rate, accuracy, and prosody) when reading grade level text 4.5A self-select text and read independently for a sustained period of time 4.6A establish purpose for reading assigned and self-selected texts 4.6C make and correct or confirm predictions using text features, characteristics of genre, and structures 4.6I monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down 4.7A describe personal connections to a variety of sources, including self-selected texts 4.7E interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating 4.7G discuss specific ideas in the text that are important to the meaning 4.9Dii recognize features such as pronunciation guides and diagrams to support understanding 4.9F recognize characteristics of multimodal and digital texts 4.10B explain how the use of text structure contributes to the author’s purpose. 4.10G identify and explain the use of anecdote 4.11A plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping 4.11Bi develop drafts into a focused, structured, and coherent piece of writing by organizing with purposeful structure, including an introduction, transitions, and conclusion 4.11Bii develop drafts into a focused, structured, and coherent piece of writing by developing an engaging idea with relevant details 4.11D edit drafts using standard English conventions 4.11E publish work for appropriate audiences 4.12B compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft | |
What are the specific learning targets (bite-sized pieces of learning) that lead to students being able to accomplish the unit goals? Step 2: Unwrap the essential teks. | ||
Learning Targets (Student Objectives) | ||
What should students know and be able to do? (Information, processes, concepts, main ideas that students must know or understand) (Performance, skills, or actions students must do or demonstrate) | Big Ideas: Students will know and be able to do: 4.6G
4.7B
4.7C
4.7D
4.9Di
4.9Diii
4.10C
4.11C
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What academic language / vocabulary should students acquire and use? (Include the term and definition) | Across Texts - reading two or more texts to make connections between or among them analyze - to examine an idea or object by breaking it into smaller parts to determine relationships Apply - to use an understanding of a concept in a new or different situation or concept appropriate - suitable or correct for the purpose author’s choice - the decision(s) regarding language and content made by an author when writing a text author’s craft - the specific techniques, elements, and devices an author uses to develop a piece of writing Author’s Use - the author’s application of elements and features in writing employed to achieve a specific purpose Central Idea - the most important concept the author wants the reader to learn from a literary or informational text character - a person, thing, or animal in a literary selection Characteristic - a feature or attribute that helps to identify or describe Clarity - the quality of being clear Classical Text - a text that is widely acknowledged for outstanding and enduring qualities Coherence - the quality of being logically connected Combine - to bring together; to join Communicate - to express an idea in written or spoken form Compare - to consider or describe as similar Complex Text - a text that requires in depth comprehension and analysis Compose - to create; to write Comprehension - the ability to understand the meaning of an idea, concept, or text Contrast - to consider or describe as different Contemporary Text- a text that is written in a modern day setting Contribute - to play a significant part in bringing about an end or a result Convention - an established technique, practice, or device used in a literary work Critical Inquiry - the process of gathering information and ideas from multiple texts with multiple perspectives Delete - to eliminate by marking out, erasing, or removing Demonstrate - to explain by the use of examples or experiences Detail - a small part of a whole; specific information that supports the main idea of a text Determine - to decide; to come to a decision by investigation or reasoning Develop - to create or to produce Diagram - a chart or graph that explains an object; a labeled instruction Diverse Text - a text that reflects a cultural group that is different from the reader’s Draft - a preliminary version of a composition; to compose Evaluate - to make a judgment based on criteria or evidence evidence - specific details for facts to support and inference or idea explain - to make clear, to provide the reason or the cause Feature - a part of an item or concept that sets it apart Genre - a category of writing based on content Genre-Specific Characteristic - a distinguishing feature of a type of text Genre-Specific Purpose - the intended goal of a type of text Genre-Specific Structure - the basic form or visual presentation of a type of text Graphic Feature - a feature that gives meaning to text imagery - words or phrases used to form pictures in a reader’s mind Improve - to make better infer - to arrive at a conclusion or an opinion through the use of knowledge, evidence, or clues influence- the effect of a person, thing, or event on another Informational text - a selection written to provide information interaction - the way a character relates to another character based on dialogue and actions Key Idea - an important or essential thought or opinion in a text Legible - clearly written to be read Logical Order - an organizational pattern of text that places information in a reasonable order Meaning - the definition of a word or phrase; the message or important expression of a written text Multiple Texts - more than one written selection Organizational Pattern - the structure an author uses to present central ideas and supporting details in a text Paraphrase - the definition of word or phrase; the message or important expression of a written text Performance - an oral and/or visual presentation for an audience Print Feature - a characteristic of text that draws attention to important information Product - something that is made or created Pronunciation Guide - a list of symbols used to indicate the way letters are pronounced, typically found at the beginning of a dictionary entry Purpose - the intended goal of a piece of writing; the reason a person writes a text quotation marks - punctuation marks (“”) used at the beginning and end of words spoken by a character; used to identify the title of an article, poem, drama, or story Rearrange - to position in a different way recognize - to become aware; to notice response - an answer or a reply based on evidence Retell - to say or write again using different words Revise - to make changes to improve by considering questions of audience, genre, or purpose, or by trying a new approach Sentence Structure - the pattern of clauses that make up a sentence source - a person, place, or thing that provides information Structure - the basic form or visual presentation that emerges when the parts of a written text create the whole Summarize - to write or tell the essential points and main ideas of a text support - to provide/provided evidence or show to be true text evidence - the support, proof, or reasons located in a text theme - a central or universal idea of a literary selection that expresses a truth about human behavior Traditional Text - a story passed orally between generations Understanding - a knowledge or interpretation of information, concepts, or ideas Use - the act of applying a skill or a concept variety of sources - an assortment of selections from which information is obtained Within Text - reading a text to make connections among the elements and details in the text Word Choice - the author’s thoughtful use of precise vocabulary to convey meaning Writing Process - the steps a writer completes in order to produce a composition Planning - the step in the writing process in which the writer gathers ideas and develops an organization system; prewriting Drafting - the step in the writing process in which the writer composes ideas in sentences and paragraphs Revising - the step in the writing process in which the writer evaluates the first draft and rewrites by adding, deleting, and rearranging Editing - the step in the writing process in which the writer checks the technical correctness of grammar, punctuation, spelling, and capitalization Publishing - the step in the writing process in which the writer prepares the written material to be shared | |
How will we know if they have learned it? (common summative assessment) Step 3: Discuss evidence of the end in mind - How will you know if students achieved these standards? What type of task could they perform or complete by the end of the unit? With what level of proficiency? With what type of problem or text (stimulus)? Could include exemplars or a rubric. | ||
Students will demonstrate mastery of the unit by completing the following: 4.6G
4.7B
4.7C
4.7D
4.9Di
4.9Diii
4.10C
4.11C
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Where in the unit does it make sense to see if our students are learning what we are teaching? What evidence will we collect along the way? (common formative assessment) Step 4: Plan the timing for common formative assessments - As the team designs the plan, include the quality instructional practices that support high levels of student learning. | ||
Sequential Plan for Unit Instruction and Monitoring Learning | ||
Days Into Instruction | Common Formative Assessment (What are the formative checkpoints?) | |
20 | Informational Passage and Comprehension | |
10 | Sentences Grade: Simple, Compound, Run Ons, Splices (continued from Unit 5) | |
20 | Expository Writing | |
Feb. 22 | CBA- Informational and Fiction Paired Passage | |
Notes: Paired Passage Practice using the two genres: drama and informational. | ||