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4
th

Grade ELA
-

Unit 7

129


Ascension Parish Comprehensive Curriculum

Concept Correlation

Unit

7

Time Frame:

Approximately
3

weeks



Big Picture:
(Taken from Unit Description and Student Understanding)




Biographical and autobiographical texts impart information about
personalities, customs, and events of a particular time
period

or individual
.



An author’s style, accuracy of informational sources, visuals, other documents, and organization of the text structure makes

扩潧牡灨pca氠灩ece敥琠t桥⁣物瑥物a⁦潲 g潯搠汩瑥t
a瑵牥.


















The above focus skills are found in Harcourt at a foundational level for Direct Explicit Instruction. Ensure that instruction

for these focus skills are taught at the level intended and articulated in the Guiding Questions, Grade Level Expectations, a
nd
Be
nchmark Assessment Items.


Reading

and Responding

Teach all Harcourt units in the
order listed below.


Influence of an author’s
purpose on the organization
of text AND how an
author’s life and times are
reflected in a text

1. Lou Gehrig: The Luckiest
Man
(Biography), Theme 1

2. In My Family, Theme 5
(Autobiography)


Demonstrate understanding
in each story by:



making simple
inferences






Writing with Embedded Grammar



past perfect, present perfect,
and future perfect verbs



irregular
verb tenses

Write a biographical composition using
the interview questions and answers
derived from a person interviewed and
include perfect verb tenses and ir
regular
verbs when appropriate in the
composition.


Decoding/Encoding:

1. Lou Gehrig
-
long
and short /o/ and
/u/

2. In My Family
-

words with silent
letters


4
th

Grade ELA
-

Unit 7

130


Guiding Questions

Activities

GLEs

1. Can students identify
the defining



c
haracteristics of a biography and



autobiography, and connect the


characteristics to the
author’s purpose in


writing the text?




2
. Can students
explain how an author’s


purpose for writing a biography or


au
tobiography influence
word


choice
and sentence structure of the text?


3
. Can students
identify various author’s


cra
fts used to
“hook” the reader

within a


biographical or autobiographical


composition
?


4
.

Can students identify the author’s



v
iewpoint

(first or third person)
and style
?


5. Can students retell
, in their own words,

the


main events


in
biographies and


autobiographies to summarize while


reading
, and identify the order of events to


support comprehension?


6
. Can students decode and use knowledge of


affixes and roots
and context clues
to


determine meanings of


longer or unfamiliar words?




Activity 1
1
5
: Daily Independent Reading

9, 10

Activity
11
6
: Vocabulary Activities

2,

3

Activity
11
7
: Daily Writing Activities

20e, 21, 22, 23b, 24,
26b

Activity
11
8
: Daily Language


31a, 31b,
31c
, 31d

Activity
11
9
: People About People

GQ 1, 2, 3

14g,
18
,
19d, 21, 22,
23a, 23b, 23g, 39,
41a, 42

Activity
1
20
: About You

GQ
1,
2, 3

19d, 20a, 20b, 20c,
20d, 20e, 43e

Activity
1
2
1
: Focus Lesson

GQ
2,
3

14e, 18, 45

Activity 1
2
2
: Map It Out

GQ 1,
2

08, 19d, 23a, 23b

Activity 1
2
3
: Know Your Subject

GQ
5

08,
14g
, 23b, 42, 43a,
43b, 43c,
43e
, 45, 46,
49

Activity 1
2
4
:
Final Publication

GQ
5, 6

20a, 20b, 20c, 20d,
20e, 23c, 23d, 23e,
23f, 26b,
27
, 28, 29,
30b, 31a, 31b,
31c
,
31d
,
32
, 47

Activity 1
2
5
: Showtime!

GQ
5

34, 36a, 36c, 37, 38

Activity
1
2
6
:

Critical Thinking Written Response:

Lou
Gehrig: The Luckiest Man

GQ 6


(Critical Thinking Written Response Activities could also
be used to apply grammar skills, such as GLEs 28, 29, 30b,
31c, 31d)

14c


4
th

Grade ELA
-

Unit 7

131




7
.


Can students
research
, write, and publish




a
b
iograph
y
that includes various verb



tenses and use

standard English

within the



composition
?






Activity 1
2
7
:

Critical Thinking Written
Response:

In My
Family


GQ 6


(Critical Thinking Written Response Activities could also
be used to apply grammar skills, such as GLEs 28, 29, 30b,
31c, 31d)

17, 18

Activity
12
8
: Word Recognition Activity


1,2

Activity
12
9
: Fluency Activity 5

10

Activity
1
30
: Vocabulary Activity 4

2

Activity
13
1
: Composition Activity 5

GQ
5,
6

21, 27

Activity
13
2
: Parts of Speech
Activity

GQ
6

31c,
31d


4
th

Grade ELA
-

Unit 7

132


DOCUMENTATION

GLEs

GLE Description


1

Use understanding of base words, roots, prefixes, and suffixes to decode more complex words (ELA
-
1
-
E1)

(Application)

2

Determine the meaning of unfamiliar words using knowledge of word origins and inflections (ELA
-
1
-
E1)

(Analysis)

13

Identify and explain the defining characteristics of various types of literature, including the myth and the legend

(ELA
-
6
-
E3) (Comprehension)
(Focus: Biography and Autobiography
)

14g

Demonstrate understanding of information in grade
-
appropriate texts
using a variety of strategies, such as:
making simple inferences (ELA
-
7
-
E1) (
Analysis)

17

Explain in oral or written responses how an author’s life and times are reflected in a text (ELA
-
7
-
E3) (Analysis)

18

Explain how an author’s purpose influences organization of a text, word choice, and sentence structure

(ELA
-
7
-
E3) (Analysis)

21

Organize individual paragraphs with topic sentences, relevant elaboration, and concluding sentences

(ELA
-
2
-
E1)
(Analysis
)

27


Write legibly in standard cursive or printed form, indenting paragraphs

appropriately,
using standard margins,
and demonstrating fluency (ELA
-
3
-
E1) (Application)

31c

Apply knowledge of parts of speech in writing, including
:
identifying and using verb tenses correctly, including

present perfect, past perfect, and future perfect (ELA
-
3
-
E4)

(Application)

31d

Apply knowledge of parts of speech in writing, including
:
using grade
-
appropriate
irregular verb tenses

correctly
(ELA
-
3
-
E4)

(Application)

32

Use knowledge of root words, affixes, and syllable constructions to spell words (ELA
-
3
-
E5) (Application)

43e

Evaluate the usefulness of information selected from multiple sources, including: interviews

(ELA
-
5
-
E2)

(Evaluation)




4
th

Grade ELA
-

Unit 7

133


Harcourt Story

Insertion

Deletion

1.

Lou Gehrig: The Luckiest Man


Theme1, Writing Process: Expressive Writing
pgs. 123C
-
123D, Subjects and Predicates pgs.
123E
-
123F

2.

In My Family


Theme 5, Publish: Expository Writing pgs.
609C
-
609D





4
th

Grade ELA
-

Unit 7

134


Grade 4

English Language Arts

Unit 7


Unit 7 Grade
-
Level Expectations (GLEs)


Highlighted

area is focus of GLE within this concept.


GLE #

GLE and Text and Benchmarks

Reading and Responding

01.

Use understanding of base words,
roots, prefixes, and suffixes to decode more
co
mplex words (ELA
-
1
-
E1) (Application
)

02.

Determine the meaning of unfamiliar words using knowledge of word origins and
inflections (ELA
-
1
-
E1) (Analysis)

04.

Adjust speed of reading to accomplish purpose base

on text complexity (ELA
-
1
-
E3)

(Comprehension)

05a.

Identify a variety of story elements, including
:
the impact of setting on character
(ELA
-
1
-
E4)

(Analysis)

08.

Connect information in grade
-
appropriate texts to prior knowledge and real
-
life
situations
in oral and written responses (ELA
-
1
-
E6)

(Analysis)

09.

Increase oral and silent reading fluency and accuracy with grade
-
appropriate texts
(ELA
-
1
-
E7)

(Application)

10.

Demonstrate oral reading fluency of at least 140 words per minute in fourth
-
grade text

with appropriate pacing, intonation, and expression (ELA
-
1
-
E7)

(Application)
Focus:
118+

words a minute with 95% accuracy

13

Identify and explain the defining characteristics of various types of literature, including

the myth and the legend (ELA
-
6
-
E3)
(Comprehension)
(Focus: Biography and

Autobiography
)

14e.

Demonstrate understanding of information in grade
-
appropriate texts using a variety of
strategies, such as
:
comparing and contrasting story elements or information within
and across texts
(ELA
-
7
-
E1)

(Comprehension)

14g.

Demonstrate understanding of information in grade
-
appropriate texts

using a
variety of strategies, such as:
making simple inferences (ELA
-
7
-
E1)

(A
nalysis)

17.

Explain in oral or written responses how an author’s life and

times are reflected
in a text (ELA
-
7
-
E3) (Analysis)

18.

Explain how an author’s purpose influences organization of a text, word choice,
and sentence structure (ELA
-
7
-
E3)

(Analysis)

19d.

Demonstrate understanding of information in grade
-
appropriate texts

using a variety of
strategies, including
:
generating questions to guide examination of topics

in texts

and
real
-
life situations (ELA
-
7
-
4)

(Synthesis)

19e.

Demonstrate understanding of information in grade
-
appropriate texts using a variety of
strategies,
including
:
explaining connection between information from texts and real
-
life experiences (ELA
-
7
-
4)

(Comprehension)

Writing

20a.

Write compositions of at least three paragraphs organized with
the following:
a clearly
stated central idea (ELA
-
2
-
E1
)
(Synthesis)

20b.

Write compositions of at least three paragraphs organized
with the following:
an
introduction and a conclusion (ELA
-
2
-
E1)

(Synthesis)


4
th

Grade ELA
-

Unit 7

135


GLE #

GLE and Text and Benchmarks

20c.

Write compositions of at least three paragraphs organized with
the following:
a middle
developed
with supporting details (ELA
-
2
-
E1)

(Synthesis)

20d.

Write compositions of at least three paragraphs organized with

the following:
a
logical, sequential order (ELA
-
2
-
E1)

(Synthesis)

20e.

Write compositions of at least three paragraphs organized with

the f
ollowing:
transitional words and phrases that unify points and ideas (ELA
-
2
-
E1)

(Synthesis)

21.

Organize individual paragraphs with topic sentences, relevant elaboration, and
concluding sentences (ELA
-
2
-
E1)

(Analysis
)

22.

Identify an audience for a
specific writing assignment and select appropriate
vocabulary, details, and information to create a tone or set the mood and to affect or
manipulate the intended audience (ELA
-
2
-
E2)

(Synthesis)

23a.

Develop grade
-
appropriate compositions by identifying an
d applying writing
processes, including

the following:
selecting topic and form (ELA
-
2
-
E3)

(Synthesis)

23b.

Develop grade
-
appropriate compositions by identifying and applying writing
processes, including
the following:
prewriting (e.g., brainstorming, res
earching, raising
questions, generating graphic organizers) (ELA
-
2
-
E3)
(Synthesis)

23c.

Develop grade
-
appropriate compositions by identifying and applying writing
processes, including
the following:
drafting (ELA
-
2
-
E3)

(Synthesis)

23d.

Develop grade
-
appr
opriate compositions by identifying and applying writing
processes, including conferencing with peers and teachers (ELA
-
2
-
E3)
(Synthesis)

23e.

Develop grade
-
appropriate compositions by identifying and applying writing
processes, including
the following:
revising based on feedback and use of various tools
(e.g., LEAP21 Writer’s Checklist and rubrics) (ELA
-
2
-
E3)

(Synthesis)

23f.

Develop grade
-
appropriate compositions by identifying and applying writing
processes, including
the following:
proofreading/editi
ng (ELA
-
2
-
E3)

(Synthesis)

23g.

Develop grade
-
appropriate compositions by identifying and applying writing
processes, including

the following:
publishing using available technology

(ELA
-
2
-
E3)

(Synthesis)

26b.

Write for various purposes,
including
:

informational reports that include facts and
examples and that present important details in a logical order (ELA
-
2
-
E6)

(Application)

Writing/Proofreading

27.

Write legibly in standard cursive or printed form, indenting paragraphs
appropriately, using standard margins, and demonstrating fluency (ELA
-
3
-
E1)

(Application)

28.

Use standard English punctuation, including apostrophes in contractions and in
the
possessive case of singular and plural nouns (ELA
-
3
-
E2)

(Application)

29.

Cap
italize greetings, titles of respect, and titles of books, articles, chapters, movies,
and songs (ELA
-
3
-
E2)

(Application)

30b.

Write using standard English structure and usage, including
:
avoiding writing with
sentence fragments and run
-
on sentences
(ELA
-
3
-
E3)

(Application)

31b.

Apply knowledge of parts of speech in writing, including
:
identifying and using
transitive and intransitive verbs correctly (ELA
-
3
-
E4)

(Application)

31c.

Apply knowledge of parts of speech in writing, including
:
identifying
and using
verb tenses correctly, including present perfect, past perfect, and future perfect
(ELA
-
3
-
E4)

(Application)


4
th

Grade ELA
-

Unit 7

136


GLE #

GLE and Text and Benchmarks

31d.

Apply knowledge of parts of speech in writing, including
: using grade
-
appropriate
irregular verb tenses correctly

(ELA
-
3
-
E4)

(Applic
ation)

32.

Use knowledge of root words, affixes, and syllable constructions to spell words
(ELA
-
3
-
E5)

(Application)

Speaking and Listening

34.

Adjust pacing to suit purpose, audience, and setting when speaking (ELA
-
4
-
E1)

(Application)

36a.

Deliver presentations that include
the following:
information drawn from several
sources and identification of the sources (ELA
-
4
-
E4)

(Application)

36c.

Deliver presentations that include
the following:
details, examples, anecdotes, or
statistics that
explain or clarify

information

(ELA
-
4
-
E4)

(Application)

37.

Demonstrate active listening strategies, including asking questions, responding to cues,
and making eye contact (ELA
-
4
-
E5)

(Application)

38.

Adjust speaking content according to the needs of the

audience (ELA
-
4
-
E5)

(Evaluation)

39.

Listen to and critique messages such as advertising that are communicated in a variety
of mediums, including television and print (ELA
-
4
-
E6)

(Analysis)

Information Resources

41a.

Locate information using
organizational features of a variety of resource, including
:

electronic information such as keyword searches, passwords, and entry menu features
(ELA
-
5
-
E1)

(Comprehension)

42.

Locate information using a broad variety of reference sources, including almana
cs,
atlases, newspapers, magazines, and brochures (ELA
-
5
-
E1)

(Application)

43a.

Evaluate the usefulness of information selected from multiple sources, including
:

library and online databases (ELA
-
5
-
E2)

(Evaluation)

43b.

Evaluate the usefulness of
information selected f
rom multiple sources, including:
electronic reference works (ELA
-
5
-
E2)

(Evaluation)


43c.

Evaluate the usefulness of information selected from multiple sources, including
Internet

I
nformation (ELA
-
5
-
E2)

(Evaluation)

43e.

Evaluate th
e usefulness of information selected from multiple sources, including
:

interviews (ELA
-
5
-
E2)

(Evaluation)

45.

Paraphrase or summarize information from a variety of sources (ELA
-
5
-
E3)
(Synthesis)

46.

Construct simple outlines with main topics and subtopic
s that reflect the information
gathered (ELA
-
5
-
E3)

(Synthesis)

47.

Use electronic and print resources (e.g., spelling, grammar and thesaurus checks) to
revise and publish book reviews and research reports (ELA
-
5
-
E4)

(Application)

48.

Create a list of
sources (e.g., books, encyclopedias, online resources) following a
specified format (ELA
-
5
-
E5)

(Synthesis)

49.

Define plagiarism (ELA
-
5
-
E5)

(Knowledge)


Note:

For additional resources, see Harcourt Teacher’s Manual for

the following skill
:



Author’s Purp
ose:

o

Introduce: pg. 522I

(T199)

o

Reteach: S138
-
S139, S150
-
S151, S188
-
S189,
and
T141

o

Review: 542, 568I

(T218)
, 714I

(T274)


4
th

Grade ELA
-

Unit 7

137




Mak
ing
Inferences:

o

Introduce: pg. 49A
-
B

o

Review: pg. 77D, 101B, 349B

Louisiana Comprehensive Curriculum Activities



Activity 1
1
5
: Daily Independent Reading
(Ongoing)
(GLEs
:

09
,
10
)


Materials List:

a

wide variety of trade books, non
-
fiction, classroom sets, and chapter books at
various reading levels, student library books


Teachers should reserve a specific amount of time every
day for daily independent reading
.

This reading time should supplement the standard reading program by encouraging students to
read independently. This time also provides an opportunity for students to read according to a
variety of student interests a
nd abilities. This daily reading time
should

not

take the place of
regular guided reading instruction.

The teacher could introduce the Harcourt Leveled Readers to
students at this time. Students could read the leveled readers for enjoyment and for the pur
pose of
indentifying the focus skill.


Activity
11
6
: Vocabulary Activities (GLEs: 02,
03
)


Materials List: 3 x 5 or 5 x 7

index cards,
pictures or video clips, index cards, colored
pencils/markers/crayons, Vocabulary Self
-
Awareness Chart BLM


Students are involved with vocabulary activities to allow opportunities for students to apply
context clues to demonstrate understanding of text
s

and to determine base word

meanings. A
variety of vocabulary
-
building activities will be used throughout the
year. These strategies will
be used to gain meaning from unfamiliar texts through application of context clues and
determination of base word meanings. These strategies will be repeated, built upon, and ongoing.
Strategies may also be used to teach alph
abetizing up to the third
letter and dictionary skills.


Teachers can assess students


understanding of vocabulary e
ither formally (written tests)
or
informally (writing stories, poems, or sentences using the vocabulary words, etc.)



Teachers can choose f
rom these activities to reinforce weekly vocabulary comprehension.
Teachers do not have to use every activity.


Vocabulary Cards Activity
:



Students create
vocabulary cards

(
view
literacy strategy descriptions
)

related to words in the
stories they are reading. Each student receives an index card and a word from the story. Students
write the word (or a sentence using the word) on the front and the definition on the back
(Teachers
can have these ready before class to save time). Each student should have one
vocabulary card. The teacher will say, “Stand up, hands up, and pair up.” Students will walk
around the room and find a partner. Students will hold up their cards, and the pe
rson they are
paired with will state the definition. If they do not know it, the student may give hints or use the
word in a sentence. After two chances the student should show the definition. Then the other
student turns to hold up his/her vocabulary c
ard and asks for the definition. When the two
students are finished, they trade cards. The teacher will say,” Stand up, hands up, and pair up”
again, and students will find a new partner.


4
th

Grade ELA
-

Unit 7

138





Illustrate the Word Activity
:


The teacher shows pictures or
video clips that demonstrate the meaning
of a word. Students
receive a list of the vocabulary they will use to draw and label a picture

illustrating the meaning
of the words from the story. This activity is not limited to concrete nouns


for example, a
grim

expression. The labels explain how the word and drawing fit. Drawing skills are not important;
stick figures with accurate labels can succinctly express an idea as much as a well
-
drawn picture.
The student should not replace an abstract idea with a

concrete example of it. The teacher can
also use the vocabulary cards above to illustrate the definition of the words.



Vocabulary Self
-
Awareness Activity:



Before reading a story, students receive a list of vocabulary words and complete a
vocabulary
s
elf
-
awareness chart

(
view literacy strategy descriptions
)

to determine their knowledge of the
words. Students do not receive definitions or examples at this stage. They rate their
unde
rstanding of each word with either a “+” (understand well), a “√” (limited understanding or
unsure), or a “

“(don’t know). After reading the story and being exposed to other information,
students return to the chart and add new information to it. The goa
l is to replace all check marks
and minus signs with a plus sign. Students will be given many opportunities to revisit their
vocabulary charts to revise their entries.


Vocabulary Self
-
Awareness Chart
:

Word

+





䕸a浰me

䑥晩湩瑩潮

a畴潢u潧ra灨y

+



f 牥a搠a渠n畴潢uog牡灨y
a扯畴⁄b⸠.略獳s


biography

+



I wrote an autobiography.




Activity
11
7
: Daily Writing Activities
(Ongoing) (GLEs:

20e, 21, 22
, 23b, 24, 26
b
)


Materials List:
j
ournal, pencil


Students will keep a daily journal or writer’s
notebook. Daily writing activities can include, but
are not limited to
,

the following list:



Daily journal prompts


Story summary


Daily news (
W
rite about things that happened at school that day
.
)


Picture prompts (
U
se pictures to create a story
.
)


Word
wall or spelling activities


Story starters


Comic strips (Fill in what the characters are saying.)


Pen pals (Write to another class.)


Story responses (Respond to reading story or trade book.)


Poetry


Round Robin Writing (Students create and

add to stories as they are passed around
.
)


4
th

Grade ELA
-

Unit 7

139



Want ads


Advertisements


Directions


Greeting cards


Biographies



Websites for writing prompts:




http://www.busyteacherscafe.com/wspages/wr
iting.htm




http://www.canteach.ca/elementary/prompts.html


Activity
11
8
: Daily Language

(Ongoing
)
(
GLEs:
31a, 31b, 31c, 31d
)


Materials List:
d
aily sentences

or short passages (including letter format) that are to be edited;
printed copy for each student and/or

transparency copy for use as a class
; overhead projector.


Focus skills could include:
including present perfect, past perfect, and future perfect
verbs;
irregular verbs


Daily editing activities

can be used in many ways. Here is
one

possible procedure that you might
use:



Copy the day's daily edit activity onto a transparency. As students
enter class
, hand them a
copy of the day's passage. Immediatel
y,
they settle into finding the

errors of capitalization,
punctuation, or grammar included in that passage.



Give students 5 minutes or so

to find and mark

errors in the day's passage.



Divide the class into two teams or more. The teams you establish in th
is way will be
"permanent teams" (for at least a month).



Start with one team and ask a student on that team to identify an error in the passage. If the
student cor
rectly identifies one of the

errors in that day's passage, a point is awarded to the
team. T
hen it is the other team's chance to identify an error.
Go back and forth until all
errors have been found in that day's passage. (Students might even find additional errors in
a daily passage. Give credit if they offer an idea that would improve the passa
ge.)



Keep score over the course of a month and award a special treat (an ice pop, a homework
-
free
-
night coupon, or something else that students will value) to members of the team that
has the highest score at the end of the month. You might change the mak
eup of teams for
the following month.

Activity 1
1
9
: People About People (GLEs:
14g, 18,
19d, 21, 22, 23a, 23b, 23g, 39, 41a, 42)


Materials List: variety of biographies and autobiographies,
Lou Gehrig, In My Family,
computer,
publishing software
,
GISTing

BLM
,

overhead projector, transparency


The teacher brings in a variety of biographies and autobiographies from the library
or Harcourt
selections
Lou Gehrig

and
In My Family

for students to peruse. Teacher and students

discuss
what makes a biography/an au
tobiography recommended reading, how accurate and interesting
the biography/ autobiography is, and what writing style the biographer/autobiographer uses to
“hook” the reader.
Teacher should explicitly teach inferences with this text.
Students read aloud
m
odels of autobiographies and biographies from a variety of sources, including their own from
previous grades, the media, television network biography, and magazines such as
Kids National
Geographic, Sports Illustrated for Kids, Children’s Digest,

and
Teen
magazines. The teacher

asks

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what makes these magazines attract large audiences. Students critique information presented for
accuracy and discuss author’s intent

and viewpoint
, noting that sometimes accounts are
sensationalized in order to attract more read
ers. Students discuss the impact of biographical
reporting for a public with a high level of curiosity about the rich and famous.


After this quick exploration, students are asked to identify one person in the field of sports,
entertainment, or government
about whom they are interested. Students will make a list of five
questions they would like to ask them. Generating a list of key words, they complete a mini
-
research exercise, finding information online and using tools for periodical searches.
Students
wi
ll use the literacy strategy
GISTing

(
view literacy strategy descriptions
)
(teachers can make
copies of
GISTing

BLM)
to

write a one
-
paragraph essay about the person of interest to them.

This
activity helps students to focus on the main ideas in a text or informational piece of reading.
Students summarize information and answer key questions about the reading. This activity helps
students decide what is important and what is not important
in an article or book. It can also help
them to use concise and precise sentences as well as help

develop their vocabulary
. I
t
also
helps
students to learn the content and main ideas in the readings
, an important benefit
. After the essays

are complete, stu
dents use PC publishing software to compile their summaries into a classroom
version of a

magazine or newspaper.


For example:

Using the
GISTing
BLM, the

teacher selects 4
-
5 paragraphs from an article or text. Place the
selection or article on an overhead. Read the textbook selection or article aloud to the students.
After the article is read
,

explain how to get the gist of the article. Next,
h
ave the stu
dents draw 20
blanks on their paper. Cover the article so only the first paragraph is visible. Read the paragraph
aloud. Point out the focus of the article or textbook selection. Students and teachers are to
summarize the first paragraph in
exactly
20 word
s. The students are to decide what is
or is not
important to keep
.

Practice asking key questions to start examining the information. Always begin
the first

sentence of the gist with who
and
/or

what in the article or textbook selection. Note
information tha
t is repeated. Identify a main idea. After the paragraph is “gisted
,
” or summarized
,

the teacher reads the second paragraph, while students follow along. The students draw 20 more
blanks on their paper and summarize the first and second paragraphs. The sam
e process is
continued with the third and fourth paragraphs.


Activity 1
20
:
About You

(19d, 20a, 20b, 20c, 20d, 20e, 43e)



Materials List: LEAP 21 Writer’s Checklist BLM,

LEAP 21 Writing Rubrics BLM


Students follow a similar procedure to learn more about each other. The class
brainstorms

(
view
literacy strategy descriptions
)

a list of questions that would provoke thought about a stu
dent’s
personality, life experience, and personal ambitions. Examples may include:



What is my best childhood memory?



Who are the people I most admire?



What was my most embarrassing experience?



What is my best/most unique attribute?



What makes me the happie
st?



Where in the world would I most like to travel?



What are my future dreams?



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Students use the list of guiding questions to
interview a classmate and write notes on graphic
organizers. If you choose you could have students
write a “bio”
of three or more

paragraph
s

that
shares information classmates may not know about them.
Give each student a copy of the LEAP
21 Writer’s Checklist BLM. Discuss with them what will be expected from their composition.
The composition should be organized to include a clever

introductory paragraph, paragraphs with
main ideas and supporting details generated by the guiding questions, and a concluding
paragraph. The
auto
biographical sketch should flow in a logical, sequential order, using
transitional words and phrases that uni
fy points and ideas. Students share their work with the
class. The teacher facilitates a discussion about the kinds of information that can be included to
make a biography more interesting.

Remind students that their compositions will be scored using
LEAP

21 Writing Rubrics BLM.


Activity
1
2
1
: Focus Les
son (GLEs: 14e, 18,

45)


Materials List: two biography and/or autobiography selections, chart paper


The teacher chooses two selections about a person, each representing a different approach, for
example, an autobiography by Mark Twain and a biography about him by his daughter Susy
Clemens. Each represents different approaches to biography and gives the
s
tudents two different
views of biographical writing. Using the literacy strategy
Student Questions for Purposeful
Learning (SQPL)

(
view literacy strategy descriptions
)

the teacher will g
enerate a statement based
upon the two books. The statement does not have to be factually true as long as it provokes
interest and curiosity. Next, the teacher asks the students to think of one good question they have
about the books based on the statemen
t. As students respond, write their questions on the chart
paper or on the board. Tell students to listen carefully for the answers to their questions as you
read the books aloud. Stop after the section or page that supplies the answer and ask students
if
they heard an answer to their question. Mark questions that are answered. Continue this process
until the books are completed. Remind students they should ask questions before they learn
something new, then listen and look for answers to their questi
ons.


After reading the books, students discuss the information

and identify how the reader is hooked,
how the selection is organized, what is important to remember about this person, and how this
person made a difference for others. They complete a graphi
c

organizer comparing and
contrasting approaches to text.


Activity
1
2
2
: Map It Out! (GLEs: 08, 19d, 23a, 23b)


Materials Lis
t:

Biography Research Checklist

BLM, Graphic Organizer BLM

Discuss with the students what kinds of information are needed to have a complete biography.

A. Name or names

B. Place and date of birth

C. Family

D. Places lived

E. Hobbies

F. Occupations

G. Significant incidents in his/her life

H. What made him/her
famous


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Students have developed prior knowledge for choosing, researching, and using

effective writing
strategies to write their own biographies. Students

choose a person they want to research and
write about
. Using Biography Research Checklist BLM and

the strategies discussed in Activities
5 and 6

to formulate a plan for their work
,
students

will have a
pre
-
conference with the teacher to
share preliminary ideas about the subject, possible resources, essential
questions, and thoughts on
how to “hook” th
e reader. To complete these prewriting steps, students use a
g
raphic o
rganizer

(
view literacy strategy descriptions
)

to plan a potential framework for the
biography

(see Graphic
Organizer BLM)


Activity
1
2
3
: Know Yo
ur Subject (GLEs: 08, 14g,

23b, 42,

43a, 43b, 43c, 43e, 45, 46,

49)


Materials List:

GISTing

BLM, Bibliography BLM



Students

use available resources to learn important information about the subject. Teachers
continue to model how to learn more about a subject using a variety of resources, such as
interviews, the Internet, books, etc. They also review information
about
GIST
ing

(
view literacy
strategy descriptions
)

(see GISTing BLM) and note taking, plagiarism, and citing references, as
students independently research using multiple sources. After an in
-
depth inv
estigation of their
subject, students make inferences about what is important to know and remember about this
person and how this person made a difference for others. Students make an outline and other
organizers of the information to be included in their
biography draft, listing main headings and
supporting details. They complete a bibliography

(see Bibliography BLM) according to the
specified format.



Activity 1
2
4
:
Final Publication

(GLEs: 20a, 20b, 20c, 20d, 20e, 23c, 23d, 23e, 23f, 26b, 27,
28, 29, 30b, 31a, 31b, 31c, 31d, 32, 47)


Materials List:
LEAP 21 Writer’s Checklist BLM
,

LEAP 21 Writing Rubrics BLM



Students begin the actual draft of the biography of another person of i
nterest. Students

write a
number of paragraphs encompassing many facets of this person’s life, such as what is important
to know about this person, what relationships this person has in his or her life, who has influenced
him or her and how, what experienc
es have shaped his or her values and beliefs, etc.


Using the LEAP 21 Writer’s Checklist BLM, students

continue through the writing process


draft, revise, focusing on introductions and conclusions, supporting details, sequential order,
legibility, inter
jections, hyphenation and syllabication/spelling, and verb usage

(
present perfect,
past perfect, and future perfect verbs; irregular verbs
)
. Students will read their drafts aloud to a
peer who listens for transitional words and phrases that unify the writi
ng and for interesting word
choice. Peers will also proofread for run
-
on or fragmented sentences, standard usage errors,
capitalization, and punctuation errors. The writer will make revisions and edit the work with
attention to conventions. Students will u
se spelling, grammar checks, and the t
hesaurus to
improve vocabulary
before printing a final draft of their multi
-
paragraph essays. Students’ essays
will be graded using a rubric such as the LEAP 21 Writing Rubrics BLM.


Activity Specific Assessment:

Activity
1
2
4
: Students will use the
LEAP 21 Writer’s Checklist

for self

and peer editing. Teachers
will use this list as a standard for grading the final draft.


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Activit
y
1
2
5
: Showtime! (GLEs:

34, 36a, 36c, 37, 38)



Materials List: Presentation Rubric
BLM


Students

present their compositions and share everyday objects as artifacts that reflect their
subject. For example, if they wrote about Ben Franklin, they could have a key or a calligraphy
pen as a departure point to understand about his life and abo
ut how he made a difference in our
lives. Students share their pieces while audience expectations are clearly established using scoring
rubrics (see
Presentation Rubric

BLM) that address speaking, listening, and presentation skills.



Activity Specific As
sessment:

Activity 1
2
5
: Teachers and students will construct a presentation rubric (see Presentation Rubric
BLM) that includes standards for speaking (content, pacing, volume, posture), listening (eye
contact, listening etiquette, questioning), and
presentation (props, visuals, timing). Teachers use
the rubrics to score the student’s final presentation and provide written commentary about
strengths and weaknesses.



The Critical Thinking Written Response questions are designed to get the students
fam
iliar with answering higher order thinking questions using complete sentences. The
following activities are story specific to Harcourt, but if you choose to use a different
text, include questions similar to these.










Activit
y
1
2
6
: Critical Thinking Written Response:
Lou Gehrig: The Luckiest Man

(Teacher
-
Made) (GLE

14c
)


In his spee
ch Lou Gehrig said he considered himself the “luckiest man on the face of the earth.”
Using story evidence, explain what he meant
by this? Do you agree? Why or why not?



Activity
1
2
7
: Critical Thinking Written Response:
In My Family

(Teacher
-
Made)

(GLE

17, 18
)


What experience from the author’s childhood do you most relate to? Write a paragraph about
why it is easy to relate to that experience. Give specific reasons and details to support your
response.


Activity
128
: Word Recognition Activity

(GLEs: 1, 32)

Goal: Decodes and spells unknown words through structural analysis


Note:
See Reading and Language Arts Essentials Resource Document

Activity Specific Assessment:

Activities 126, 127:
Create a LEAP
-
like 2 point rubric, replicating the short answer rubrics
found in the Louisiana Statewide Guide to Assessments released items to support the short
-
answer items that correlate to the Harcourt reading passages. Include a d
escription of the criteria
used for a student to earn 2 points, 1 point, and 0 points. Give a copy of each story specific
rubric to the students. Allow the students to analyze short answer responses of classmates and
decide what point value the response de
serves. Allow students to analyze their own responses.
Record anecdotal notes as you monitor and conference with each student.



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Activity
12
9
: Fluency Activity 5

(GLE: 4)

Goal: Read an end
-
of
-
fourth
-
grade text with accuracy and prosod
y, at
135
-
140 words per
minute on the first reading



Sample Activities


1.

Whole
-
Group.

The teacher selects a high
-
fourth
-
grade passage. Each child must be able to
see the text, either

in his/her

own copy or via a projection. The teacher reads aloud the first
text segment and the students echo it back. Each segment the teacher reads aloud must be long
enough that the students need to attend to the print yet short enough that the teacher’s reading
can serve to prompt pronunciations.


2.

Small
-
Group.

Students are grouped according to a match between their fluency level and the
demands of the text. The teacher may follow the sequence of activities (
echo reading, choral
reading, partner reading, and wh
isper reading). In doing so, the benefits of repeated readings
are naturally provided.


3.
Independent.

It is important to provide opportunities for children to repeatedly read a variety


of texts. These texts should be near the child’s instructio
nal reading level and should not be



controlled for phonics elements (that is, they should not be decodable texts). Children can


practice reading the texts using whisper phones or can read aloud to adults at home.


Activity
1
30
: Vocabulary
Activity 4

(GLE 2)

Goal: Incorporate new words encountered in text into meaning vocabulary


Sample Activities


1.

Whole
-
Group.

The teacher displays his/her own word bank, showing how it has grown over
time, why the words were selected, how the definitions
were sometimes converted into
everyday language, and how the teacher often reviews the words informally.



2.

Small
-
Group.


A group of students share their word banks. They take turns holding up a card
they have made for a recently added word. They tell th
e definition and explain why they
found it interesting.


3.

Independent.


Each child reviews the word bank individually, perhaps selecting a few words
for which to write sentence contexts.


Activity
1
3
1
: Comp
osition

Activity
5

(GLE: 21, 27)

Goal: Use a
research process and a writing process (e.g.
, planning, drafting, revising,
editing, publishing) to construct coherent 5
-
paragraph essays on unfamiliar topics


Sample Activities


1.

Whole
-
Group.

The teacher presents an overview of the entire process, using

fourth
-
grade
examples at various points of development. It is important to use examples and topics that are
largely familiar to the students so that they can concentrate on the process. Each example

4
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145


should be accompanied by an outline, showing the organiz
ation that links the five paragraphs.
It is also important to stress the overall organization of the essay and the need
to
provide clear
transitions from one paragraph to the next.


2
.
Independent.

Each student will select a
famous person

from a list prepa
red by the teacher. The



steps of the process will then begin, and although the teacher will expect students to move



through them independently, support may be required in some cases. The planning step will


involve th
e creation of a topi
cal diagram

in which the student indicates the overall organization



of the essay. It is important for the teacher to review this outline with the student before




d
rafting
b
egins.


Activity
13
2
: Parts of Speech

(31c, 31d)




Teacher introduces the
present perfect verb tense. Student
s identify the present perfect
tense in sentences provided by the teacher. They create their own sentences using the
perfect tense.



Teacher introduces past perfect tense and future perfect verb tense. Students
recogniz
e the past perfect and future perfect tenses in sentences provided by the
teacher. Students use the past perfect and future perfect tenses in sentences they
create.



Teacher reviews the past irregular form of verbs. Students correct

incorrect usage in
sen
tences provided by the teacher.



Sample Assessments

General Guidelines


Use a variety of performance assessments to determine student understanding of content.
Select assessments that are consistent with the type of product that results from the student

activities; and develop a scoring rubric collaboratively with other teachers or students. The
following are samples of assessments that could be used for this unit:

General Assessments



Teachers will observe student performance in locating and using
references and will use
anecdotal records to determine which students need individual assistance in this process.



Teachers will provide students with a checklist of required steps and timeframes for the
biography project. As each step is completed, student
s bring their checklists to the teacher
to be initialed/discussed.



Biography and Autobiography Booklist


Alcott, Louisa May


Her Childhood Diary

Anderson, William

Laura’s Album: A Remembrance Scrapbook of Laura

Anderson, William



Pione
er Girl: Story of Laura Ingalls Wilder

Bail, Raymond



Where Lincoln Walked

Burchard, Peter

Charlotte Forten: A Black Teacher in the Civil War


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Burleigh, Robert



Home Run: The Story of Babe Ruth

Coles, Robert




Story of

Ruby Bridges

Cooney, Barbara



Eleanor

Cooney, Barbara

Emily

Dahl, Roald




Boy

DePaola, Tomie



26 Fairmount Avenue

Fisher, Leonard E.



Gandhi

Greene, Carol




Katherine Dunham

Fleischman, Sid

Abracadabra

Freedman Russell



Eleanor Roosevelt: A Life of Discovery

Johnson, Jane

My Dear Noel: The Story of a Letter from Beatrix Potter

Kent, D. Thurgood



Marshall and the Supreme Court

Kwan, Michelle

Michelle Kwan, Heart of a Champion: An Autobiography

Lowry, Lois




Looking Back

Lyons, Mary




Catching the Fire: Philip Simmons, Blacksmith

Martin, Jacqueline



Snowflake Bentley

Matthews, Tom



Light Shining Through the Mist: a Photobiography of

Nickens, Bessie



Walking the Log: Memories of a Southern Childhood

Parks, Rosa




Rosa Parks: My Story

Pickney, Andrea



Duke Ellington

Roop, Peter




Keep the Lights Burning, Abby

Say, Allen




Grandfather‚s Journey

Sis, Peter




Starry Messenger: Galileo Galilei

Stanley, Diane



Joan of Arc

Szabo, Corrine

Sky Pioneer: A Photobiography of Amelia Earhart

Towle, Wendy



The Real McCoy

Townton,

Evelyn

Frederick Douglas and the War Against Slavery

Wells, Rosemary



Mary on Horseback: Three Mountain Stories

Winter, Jeanette



My Name is Georgia: A Portrait



Book: Lead the Way

Theme 1: You Can Do It!

Story
: Lou Gehrig: Th
e Luckiest Man


Additional Harcourt Practice Activities


These can be found on the Harcourt Website at
www.harcourtschool.com

1. Grade 4: Authors and Illustrators, You Can Do It!,
Lou Gehrig: The Luckiest Man

2. Grade 4: Building Background, You Can Do It!,
Lou Gehrig: The Luckiest Man

3. Grade 4: Test Tutor, You Can Do It!,
Lou Gehrig
-

Prefixes, Suffixes, and Roots


Technology Related Activities


PLATO:
Refer to the PLATO Alignment Chart located at the end of this document for other
possible lessons.


Book: Lead the Way


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Theme 5: Community Ties

Story: In My Family


Additional Harcourt Practice Activities


These can be found on the Harcourt Website
at
www.harcourtschool.com

1.

Grade 4:
Author and Illustrator, In My Family

2.

Grade 4:
Building Background, In My Family

3.

Grade 4:
Reading Skills Rocket, In My Family


Text Structure: Sequence

4.

Grade 4:
Test Tutor, In My Family


Sequence

5.

Grade 4:
Test
Tutor, In My Family


Reference Sources


Technology Related Activities


PLATO: For additional lessons please see PLATO alignment chart at the end of this document.



































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Name
/School
_________________________________

Unit
No.:______________


Grade
_
_______________________________

Unit Name:________________


Feedback Form

This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.



Concern and/or Activity
Number


Changes needed*


Justification for changes





































































* If you suggest an activity substitution, please attach a copy of the activity narrative formatted
like the activities in
the APCC (i.e. GLEs, guiding questions, etc.).