4G Fall Jamestown Expedition Calendar 15-16
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October
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56789ELAELA Texts
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Expedition Launch -- BBK Pocahontas - VideoInvestigation 1- Digging into Primary & Secondary Sources (BBK) Introduce problem and complete KWI with classLT: I can identify a primary source based on the criteria for primary sources.
I can identify a secondary source based on the criteria for secondary sources
R-informational text minilessons; W- opinion wrap up (?)CCSS.ELA-LITERACY.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Whole class: Pocahontas in their Own Words (use to teach informational text reading strategies) -- complete during Investigation 1/early 2
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1213141516Read aloud: Blood on the River (finish by investigation 3)
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Columbus Day- No School (ANet)(ANet) (normal ELA time - longer PBT) LT: I can closely analyze a set of primary sources in order to draw conclusions about a time and place. LT: I can closely analyze a set of secondary sources in order to craft a timeline of the Jamestown Colony LT: I can closely analyze a set of secondary sources in order to craft a timeline of the Jamestown Colony R - informational text; W - realistic fictionCCSS.ELA-LITERACY.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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LT: I can dig deeper into one event on my timeline using a primary source. --- Launch cultural groupsAssessment - primary/secondary sourcesFALL FESTIVALJamestown -- Overnight Field Study CCSS.ELA-LITERACY.RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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Investigation 2- Three Cultures Converge in Jamestown (Building Content Knowledge) -- Jamestown trip reflection and knowledge synthesis (start LT: I can gather relevant information about my cultural group from a variety of sources. (print-primary/secondary)LT: I can gather relevant information about my cultural group from a variety of sources. (print-primary/secondary)LT: I can gather relevant information about my cultural group from a variety of sources. (internet- secondary)R - historical fiction (character focus); W - realistic fictionCCSS.ELA-LITERACY.RI.4.5 - 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. CCSS.ELA-LITERACY.RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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November
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LT: I can make claims about conflicts that my cultural group might have encountered. (self-self, self-world, peoplee to people); I can support my claims with relevant text evidence. LT: I can identify the 3-5 most important events in my cultural groups' collective experience in and before Jamestown LT: I can explain the feelings that people in my cultural group might have felt during the major events of their experienceR - historical fiction (character focus); W - realistic fictionCCSS.ELA-LITERACY.RI.4.5 - 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. CCSS.ELA-LITERACY.RI.4.2 - Determine the main idea of a text and explain how it is supported by key details; summarize the text.
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LT: I can choose artifacts/paintings that will best communicate the events in my cultural groups' story PD Day--No School for Students - DAS Loop LASWLT: I can refine the language I used to describe the feelings of my cultural group. LT: I can develop a plan for creating the art within my group (plan art and writing perspectives)R - historical fiction (history/informative connections) ; W - realistic fiction
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Investigation 3- Creating a Book to Tell the Story (Creating and Revising Products) - students begin paintings this week LT: I can write a narrative nonfiction piece about a person in my cultural group, using relevant, historically accurate details. LT: I can write a narrative nonfiction piece about a person in my cultural group, using relevant, historically accurate details. R - historical fiction (history/informative connections) ; W - historical fiction
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LT: I can write a narrative nonfiction piece about a person in my cultural group, using relevant, historically accurate details. (narrative nonfiction draft)Thanksgiving Break
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Showcase Rehearsal & Presenting Book (finishing books, practicing presentations for showcase)LT: I can revise my narrative nonfiction piece based on feedback from critiques. CCSS.ELA-LITERACY.RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
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RehearsalsLT: I orally share my learning in a formal presentation. In School Showcase
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Commuity Showcase
Community Showcase
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