Download SCSD Grade 4 Reading

SCSD Grade 4 Reading
Unit 4: Humans & the Environment
~ 20 instructional days/5 weeks
Unit Focus:
Power Standards:
RI.4.8: Explain how an author uses reasons and evidence to support particular
points in a text.
RI.4.9: Integrate information from two texts on the same topic in order to
write or speak about the subject knowledgeably.
Supporting Standards: RL.4.2, RL.4.9, RI.4.2, RI.4.7, SL.4.1, SL.4.3, W.4.1
Unit Outcomes:
In this unit, students explore a current and relevant topic: protecting our environment. Through
literature and informational text, readers unpack issues of deforestation and global warming and
explore the role of human decisions and activities. Students draw on previously introduced skills to
help them determine themes and main ideas in a variety of text; from there, they analyze how
authors convey point of view. The unit culminates with an argument essay in which students
decide whether human decisions are helpful or harmful to the environment.
Text Set:
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I
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I
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The following texts are recommended for this unit:
Are human decisions and activities helpful or harmful to the environment?
The Lorax (Dr. Seuss) (video: https://www.youtube.com/watch?v=8V06ZOQuo0k)
“We must save the Amazon’s water before it’s too late, scientists say” (Newsela)
“Prayer of the Woods” (author unknown)
The Giving Tree (Shel Silverstein)
“A Warming World” (Time for Kids)
“Americans don’t worry much about climate change…” (Washington Post KidsPost)
“In Paris, nearly 200 nations agree to fight global warming” (Newsela)
A Student’s Guide to Global Climate Change (www3.epa.gov/climatechange/kids/solutions/actions)
can
can
can
can
can
use information from multiple texts to support my claim.
determine main ideas from informational texts.
determine themes from literary texts.
compare and contrast information from two or more texts.
write an effective argument with clear reasons and supporting evidence.
Final Task:
Think carefully about the texts you’ve read and argue whether human
decisions are helpful or harmful. Write a short essay that includes your claim,
reasons to support it, and evidence from text.
Unit Overview
Text
The Lorax
(YouTube video,
~25 min)
1
UNIT LAUNCH
“We must save
the Amazon’s
water…”
3
DIRECT SKILLS
INSTRUCTION
CLOSE
READING
DIRECT
SKILLS
INSTRUCTION
CLOSE
READING
The Giving Tree
“Prayer of the
Woods”
Lesso
n
2
4
5
6
7
8
9
“A Warming
World”
10
WRITTEN
RESPONSE TO
TEXT
UNIT CLOSING
Read Along/
Debate Protocol
Close Reading: Phase 1
Close Reading: Phase 2
Close Reading: Phase 3
Read Along
Reading Minilesson
11
“Americans don’t
worry much
about…”
12
13
14
DIRECT
SKILLS
INSTRUCTION
Lesson Type for
Whole Group
Instruction
Launch: Video Analysis
Launch: Video
Analysis/whole class
discussion
Read Along
Reading Minilesson
“In Paris, nearly
200 nations…”
A Student’s
Guide…
All previous texts
15
Close Reading: Phase 1
Close Reading: Phase 2
Close Reading: Phase 3
Read Along
Read Along
16
17
18
19
20
Writing Minilesson
Writing Minilesson
Writing Minilesson
Celebration
Objective
SWBAT track the motivations of the characters in The Lorax.
SWBAT discuss the central themes of The Lorax and how they relate to what we know about
the state of our environment.
SWBAT explain the importance of freshwater ecosystems in the Amazon basin.
SWBAT determine an author’s point of view about a topic by imagining which side the author
would take in a debate about the topic. (“If the author was debating whether the Amazon
basin should or should not be protected, I think s/he would say ___ because…”)
SWBAT collect evidence to support positions on the question: Is the tree strong or weak?
SWBAT debate with a classmate by preparing the argument, listening, and rebutting.
SWBAT determine meanings of unknown words and phrases in “Prayer of the Woods.”
SWBAT explain how the author uses point of view and imagery in “Prayer of the Woods.”
SWBAT discuss and respond in writing to the questions: What is a message of “Prayer of the
Woods?” How is it similar to the message in The Giving Tree?
SWBAT explain the effects of global warming on our planet.
SWBAT determine an author’s point of view about a topic by paying attention to numbers,
statistics, or facts and asking: Why did the author include these? What do they suggest about
how the author feels about this topic?
SWBAT describe the reasons why many Americans aren’t worried about climate change.
SWBAT explain how the author uses structural elements and to what effect in the article (e.g.,
the balance of quotes that support arguments/counter-arguments).
SWBAT determine and discuss the author’s point of view in the article.
SWBAT describe the 2015 Paris Agreement and people’s reactions to it.
SWBAT work in groups to select a topic from the website and discuss:
 How does the author of this site structure the text? Why?
 How can you share these ideas with family/community?
SWBAT unpack the task and take a position on the argument by engaging in whole class
discussion about evidence that supports each side.
SWBAT draft an argument essay by stating a claim, providing at least two reasons, and sharing
specific evidence to support each reason.
SWBAT use teacher and peer feedback to revise the argument essay.
SWBAT celebrate classmates’ hard work by having a mock or fishbowl debate.