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Transcript
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: I I I I I 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.