Unit Goals – Stage 1 English Language Arts Mystery to Medicine

Unit Goals – Stage 1  English Language Arts Mystery to Medicine
English Language Arts
Mystery to Medicine
Grade 4
Unit Goals – Stage 1
Unit Description: Students will learn about the field of medicine, exploring its societal and cultural impacts on modern health practices. Students will read several selections that present many concepts about medicine, both
modern medicine and folk medicine. They will learn about different types of disease and examine ways many illnesses can be prevented. Students will continue to build on the structure and elements of effective opinion
writing.
Approximate Duration- 5 weeks
CCR Anchor Standards
Transfer Goals: SBAC Claims
R.CCR.3 Analyze how and why individuals, events, and ideas
Students will be increasingly able to independently use their learning to…
develop and interact over the course of a text
•
Read closely and analytically to comprehend a range of increasingly complex literary and informational text. (Claim 1)
R.CCR.4 Interpret words and phrases as they are used in a
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Produce effective and well-grounded writing for a range of purposes and audiences. (Claim 2)
text, including determining technical, connotative, and
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Employ effective speaking and listening skills for a range of purposes and audiences. (Claim 3)
figurative meanings, and analyze how specific word choices
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Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information. (Claim 4)
shape meaning or tone.
Making Meaning
R.CCR.5 Analyze the structure of texts, including how specific
UNDERSTANDINGS
ESSENTIAL QUESTIONS
sentences, paragraphs, and larger portions of the text relate
Students will understand that…
Students will keep considering…
to each other and the whole.
1.
What makes us sick?
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Medicine has changed over the years based on beliefs and on extensive
R.CCR.7 Integrate and evaluate content presented in diverse
2.
What does the author want me to know and how does he/she
scientific research.
media and formats, including visually and quantitatively, as
organize the information?
•
Some illnesses can be prevented or treated, while others come for
well as in words.
3.
How do I effectively support my opinion?
unknown reasons, therefore are not always curable.
W.CCR.1 Write arguments to support claims in an analysis of
4.
How can I improve my writing?
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Authors use organizational patterns, key words, and information presented
substantive topics or texts using valid reasoning and relevant
visually (e.g., pictures, diagrams, charts) throughout text to help readers
and sufficient evidence.
make meaning of events and ideas.
W.CCR.5 Develop and strengthen writing as needed by
•
Specific and focused feedback can help writers improve their writing.
planning, revising, editing, rewriting, or trying a new
•
Authors/Writers use valid reasons and relevant evidence, including specific
approach.
facts, details, and academic vocabulary to support opinions and key points
SL.CCR.1 Prepare for and participate effectively in a range of
in a text.
conversations and collaborations with diverse partners,
building on others’ ideas and expressing their own clearly and
persuasively.
SL.CCR.2 Integrate and evaluate information presented in
diverse media and formats including visually, quantitatively,
and orally.
L.CCR.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
L.CCR.3 Apply knowledge of language to understand how
language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully
when reading or listening.
L.CCR.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
LONG BEACH UNIFED SCHOOL DISTRICT
Acquisition
KNOWLEDGE
Students will know…
SKILLS
Students will be skilled at (Do)
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Text structures: chronology, comparison, cause/effect, problem/solution.
Language that pertains to time, sequence, and cause and effect.
Main ideas and details.
How to identify important events, ideas, and concepts in text.
Linguistic frames for posing and responding to questions, making
comments, and linking comments to the remarks of others.
Organizational structure of opinion writing.
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Words and phrases that signal logical relationships (e.g., for instance, in
order to, in addition).
Quality reasons and various elaboration strategies such as clarification
statements and examples.
Function of relative pronouns, relative adverbs, and relative clauses.
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1
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Citing textual evidence to answer text dependent questions both
orally and in writing.
Explaining events, procedures, ideas, or concepts in scientific text.
Describing the structure of events, ideas, concepts, or
information in a text.
Using context clues to determine the meaning of words and
phrases as they are used in a text.
Engaging in collaborative discussions to develop, clarify and refine
their thinking.
Writing clear and coherent opinion pieces to support a claim
using quality reasons and valid evidence.
Identifying, using, and correctly punctuating complex sentences
with relative clauses.
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Grade Level Standards– Stage 1
Reading
Informational
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.
RI.4.4 Determine the meaning of general
academic and domain-specific words and
phrases in a text relevant to a grade 4
topics or subject area.
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.
RI.4.9 Integrate information from two texts
on the same topic in order to write or speak
about the subject knowledgeably.
Literature
R.L.3 Describe in depth a character, setting,
or event in a story or drama, drawing on
specific details in the text (e.g., a
character’s thoughts, words, or actions)
Foundational
RF.4.3 Know and apply grade-level phonics
and word analysis skills in decoding words.
Writing
Speaking and Listening
Language
Text Type
W.4.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.
a.
Introduce a topic or text clearly, state an opinion, and create an
organizational structure in which related ideas are grouped to
support the writer’s purpose.
b. Provide reasons that are supported by facts and details.
c.
Link opinion and reasons using words and phrases (e.g., for
instance, in order to, in addition).
d. Provide a concluding statement or section related to the opinion
presented.
Comprehension and Collaboration
SL.4.1 Engage effectively in a range of
collaborative discussions (one-on one, in
groups, and teacher-led) with diverse partners
on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
a.
Come to discussions prepared, having
read or studied required material;
explicitly draw on that preparation and
other information known about the topic
to explore ideas under discussion.
b. Follow agreed-upon rules for discussions
and carry out assigned roles.
c.
Pose and respond to specific questions to
clarify or follow up on information, and
make comments that contribute to the
discussion and link to the remarks of
others.
d. Review the key ideas expressed and
explain their own ideas and
understanding in light of the discussion
Conventions of Standard English
L.4.1 Demonstrate command of the
conventions of standard English grammar and
usage when writing or speaking.
a.
Use relative pronouns (who, whose,
whom, which, that) and relative adverbs
(where, when, why)
e. Produce complete sentences,
recognizing and correcting inappropriate
fragments and run-ons.
Production and Distribution of Writing
W.4.4 Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
W.4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing.
Research to Build and Present Knowledge
W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize
information, and provide a list of sources
W.4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
b. Apply grade 4 Reading standards to informational texts (e.g.,
“Explain how an author uses reasons and evidence to support
particular points in a text, identifying which reasons and evidence
support which points”).
SL.4.2 Paraphrase portions of a text read aloud
or information presented in diverse media and
formats, including visually, quantitatively, and
orally.
L.4.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening.
a.
Choose words and phrases to convey
ideas precisely.
Vocabulary Acquisition and Use
L.4.4 Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 4 reading and
content, choosing flexibly from a range of
strategies.
a.
Use context as a clue to the meaning of a
word or phrase.
L.4.6 Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases.
RF.4.4Read with sufficient accuracy and
fluency to support comprehension.
LONG BEACH UNIFED SCHOOL DISTRICT
2
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Evidence of Learning – Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
End of Unit Assessment Evidence
Reading Achievement Subsets
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Uses textual evidence to explain what the text says explicitly and when drawing
inferences
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Determines and summarizes central ideas and key details in grade level texts
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Determines word meanings and phrases in context
Speaking and Listening Achievement Subsets
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Engages in collaborative conversations about grade level topics and texts (See
Collaborative Discussion Rubric)
End of Unit On-Demand Reading and Responding to Text (Intranet)
Over the course of three days, students will read a piece of informational text, answer
several text-dependent questions, and work in collaborative groups to gather
evidence that they will use to write an analysis of the text in response to a prompt.
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Uses grade appropriate language and vocabulary
Writing Achievement Subsets
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Organizes and maintains focus to support purpose
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Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
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Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
Writing Achievement Subsets (See CCSS-Aligned Opinion Writing Rubric)
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Organizes and maintains focus to support purpose
•
Uses appropriate details and precise language to develop the topic (including
academic and domain specific vocabulary)
•
Applies grade level appropriate conventions (grammar, spelling, capitalization,
punctuation)
Reading Achievement Subsets
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Integrates information from related texts
Opinion Writing Task
Students will read two informational articles, one on asthma, and one on Alzheimer’s
disease and then be asked to write to the following task: “Your school has raised
$1,000 to support research on an incurable disease. Now a decision needs to be made
whether the money should be donated to support asthma or Alzheimer’s Disease
research. Since your class has just finished studying a unit about medicine and disease,
your principal would like your input. Write a letter to your principal expressing your
opinion on which research to support.”
Inquiry/Research Task and Presentation
Students will conduct a unit investigation that will be student-driven and emerge
from their interests, and encouraged or ignited by reading and class discussions.
(Refer to page 207A in Open Court Unit 3 for inquiry ideas.)
Speaking and Listening Achievement Subsets
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Plans, speaks, and presents information/ideas connected to the unit theme
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Listens and interprets information and ideas presented by others
Evaluative Criteria (LBUSD Achievement Report Evidence)
Other Evidence – may be used formatively
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BAP Culminating Writing Tasks
Short Constructed Responses to Focus Questions
Collaborative Discussions
Grade Level Fluency Passages
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Task-dependent
Task-dependent
Task-dependent
Reads grade level text with accuracy and fluency (See CCSS-Aligned Fluency Rubric)
LONG BEACH UNIFED SCHOOL DISTRICT
3
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Grade 4
Learning Targets– Stage
Reading
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I can refer to details and evidence in a
text when explaining what the text
means. (RI.4.1)
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Writing
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I can determine the main idea of a text
and explain how it is supported by key
details. (RI.4.2)
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I can summarize the text. (RI.4.2)
•
I can explain events, ideas, and concepts
in a text. (RI.4.3)
•
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I can use information from the text to
explain what happened and why. (RI.4.3)
I can describe the overall structure of
information in a text. (RI.4.5)
•
I can identify text structures such as
chronology, comparison, and cause and
effect. (RI.4.5)
•
I can integrate information from two texts
on the same topic in order to write or
speak about it knowledgably. (RI.4.9)
I can read with sufficient accuracy and
fluency to support comprehension.
(RF.4.4)
LONG BEACH UNIFED SCHOOL DISTRICT
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I can introduce a topic or text clearly and
state an opinion (W.4.1.a)
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I can create an organizational structure in
which related ideas are grouped to support
my purpose. (W.4.1.a, W.4.4)
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I can determine the meaning of a word or
phrase as it is used in the text. (RI.4.4)
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I can write an opinion piece on a topic or
text, supporting a point of view with
reasons and information. (W.4.1.a)
Speaking and Listening
I can prepare for a collaborative
conversation by reading and studying the
required material. (SL.4.1.a)
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I can provide reasons that are supported by
facts and details. (W.4.1.b)
I can provide a concluding statement or
section related to my opinion. (W.4.1.d)
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I can work with my peers and adults to
plan my writing. (W.4.5)
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I can work with my peers and adults to
develop, revise, and edit my writing.
(W.4.5)
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I can gather, take notes and categorize
information from text. (W.4.8)
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I can draw evidence from informational
texts to support analysis, reflection, and
research. (W.4.9)
4
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I can use relative pronouns and relative adverbs
correctly. (L.4.1.a)
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I can produce complete simple,
compound, and complex sentences.
(L.4.1.f)
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I can recognize and correct sentence
fragments and run-ons. (L.4.1.f)
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I can edit for correct capitalization and
punctuation. (L.4.2.a, W.4.5)
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I can choose words and phrases to convey
ideas precisely. (L.4.3)
•
I can use context as a clue to the meaning
of a word or phrase. (L.4.4.a)
I can draw on my preparation and other
ideas I have about the topic to explore
ideas under discussion. (SL.4.1.a)
I can follow agreed-upon rules for
discussions and carry out assigned roles
during a collaborative conversation.
(SL.4.1.b)
•
I can make comments that contribute to
the discussion during a collaborative
conversation. (SL.4.1.c)
•
I can pose and respond to specific
questions during a collaborative
conversation. (SL.4.1.c)
•
I can gain new understandings as a
result of having a collaborative
conversation. (SL.4.1d)
•
I can listen carefully and paraphrase the
information presented in a video.
(SL.4.2)
I can link my opinion and reasons using
appropriate transitional words and
phrases. (W.4.1.c)
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Language
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Learning Plan – Stage 3
Days
Reading and Responding to Text
Opinion Writing
Language Conventions
Germs
www.teachertube.com/viewVideo.php?video_id=129254
Cell Phone Bacteria
www.teachertube.com/viewVideo.php?video_id=15882
Meet the Microbes (article from ReadWorks)
Microorganisms
(Science, Chapter 1, Lesson 4, pages 62-65, and 70)
Where Does Medicine Come From?
(OCR Unit 3 Lesson Opener)
Modeling with strategies – Why is it important
to wash your hands?
Sewed Up His Heart (OCR BAP)
Strategy Mini-lessons
10-13
Guarding Against Disease
(Health and Fitness, Chapter 7, Lesson 1-3)
Modeling with strategies – Was Dr. Dan
reckless or responsible?
Identify relative adverbs
14-17
Bridge Dancers (OCR BAP)
Strategy Mini-Lessons
Produce complex sentences with
relative adverbs
18-20
Guarding Against Disease
(Health and Fitness, Chapter 7, Lessons 4-5)
Strategy Mini-Lessons
Identify and correct fragments
21-22
Medicines, Drugs, and Your Health (Health and Fitness,
Chapter 8, Lesson 1)
23-25
On-Demand Reading and Responding to Text
1-2
3-4
5
6-9
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Additional
resources
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Write from the Beginning and Beyond Response to Literature
Manual
Open Court Leveled Library
Review complex sentences
Identify relative pronouns
Analyze sentences using relative
pronouns
Produce complex sentences with
relative pronouns
Prepare for Opinion Process Piece (ReadWorks)
Attacking Asthma
Review and reteach
Alzheimer’s Disease: The Mind Robber
Opinion Process Piece
Students plan, draft, revise, and edit an opinion piece. For the complete task, refer to
Stage 2 of the Unit overview.
Write from the Beginning and Beyond Setting the
Stage Manual
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Language Arts Handbook
http://www.chompchomp.com/menu.htm
Write from the Beginning and Beyond Expository
Manual
*See last page of unit for an overview of research and inquiry and suggested lesson sequence.
LONG BEACH UNIFED SCHOOL DISTRICT
5
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Videos: Germs and Cell Phone Bacteria; Article: Meet the Microbes
Days 1-2
Vocabulary
Microorganism, microbe, germs, disease,
substance, invading, virus, severe acute
respiratory syndrome, replicate, moist,
surface, normal flora, infections, asthma,
complications, bacteria, fungi, protozoa,
contaminated, antibiotics, transfer
Theme Connections
This video and text combination is an opportunity for students to build their understanding of germs and how they can harm the body. Both of the
videos and the article explain what makes us sick and what we can do to prevent the spread of germs.
Reader and Task Considerations
During the videos, focus on SL.4.2. Students will need to listen carefully to the information, take notes, paraphrase the main points made, and identify
reasons for the points made. When students read the article, focus on RI.4.2. Students will need to determine the main point made in the article and
explain how it is supported by key details.
Metas de Aprendizaje
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Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
Focus of Instruction: Reading and Responding to Text
First Read/Viewing
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Puedo hacer referencia a los detalles
y la evidencia en un texto al explicar
qué significa el texto. (RI.4.1)
Reread for Comprehension
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Puedo escuchar atentamente y
parafrasear la información
presentada en un video. (SL.4.2)
Puedo determinar la idea principal
de un texto y explicar cómo es
apoyado por los detalles claves.
(RI.4.2)
•
Puedo hacer un resumen del texto.
(RI.4.2)
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Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
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LONG BEACH UNIFED SCHOOL DISTRICT
Tell students that they will watch the videos one time through to get the overall gist. They will also listen to you read the text aloud the first time
so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may want to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Tell students that when they watch informational videos, they need to listen carefully for the main point the speaker is making and for the reasons
the speaker gives to support the main point.
Show the video: Germs, and ask students to identify the main point.
– In small groups, have students discuss what point the speakers in the video are making.
– Have students share responses and come to a consensus on the main point of the video.
Show the video, Germs, again and ask students to identify reasons given by the speakers to support the main point. Have students take notes in
partial Multi-Flow map with the event being a main point of the video. Reasons to support this “event” will be written on the “cause” side of the
Multi-Flow Map.
Asks students the following questions:
─ ¿Qué son gérmenes?
─ ¿Qué pasa cuando no puedes combatir los gérmenes?
─ ¿Qué 3 cosas pueden hacer los seres humanos para prevenir la propagación de gérmenes?
Show the second video: Cell Phone Bacteria. Repeat the process listed above for the first video.
Ask students the following questions:
─ ¿Qué está creciendo en un teléfono celular?
─ ¿Por qué no deben las personas compartir sus teléfonos?
─ ¿Cómo debe una persona limpiar su teléfono?
Remind students that in informational texts, authors make points that he or she wants the reader to understand and that the points are supported
with reasons and evidence.
Have students read the text independently, and take notes in a Tree Map with the title left blank and the branches labeled: harmless, viruses,
bacteria, fungi, and protozoa.
6
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
•
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Puedo explicar eventos, ideas y
conceptos en un texto.(RI.4.3)
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
– Have students work in pairs or small groups to share their notes and determine the main point of the article.
Read the text aloud to students and engage students in a class discussion with the following questions:
– ¿Cómo puede un virus enfermar a una persona?
– ¿Cómo son distintos el virus y la bacteria?
– ¿Qué tipo de hongo ayuda? ¿Es dañino?
– ¿Cómo se pueden ver todos estos microbios y ser estudiados?
– ¿Cuáles son 3 maneras en las que la gente puede evitar la propagación de gérmenes?
– ¿Qué es tu sistema inmunológico? ¿Cómo sabes esto?
Reread to Gather Evidence/Information and Respond to Text
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Introduce the focus question: Utilizando la información tanto de los videos como del artículo, explica por qué es importante lavarse las manos.
– Create a Partial Multi-Flow Map with the event “It is important to wash your hands” and fill in reasons why based on the information from the
videos and the text.
– Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and discuss why it
is important to wash your hands.
– Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus question.
Collaborative Discussion
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Place students in small groups or with different partners to discuss their notes in response to the focus question.
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Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be
their opportunity to add to their notes/maps.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
– Have students write a paragraph response to the focus question.
Metas de Aprendizaje
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Focus of Instruction: Opinion Writing and Conventions
Puedo escribir una opinión sobre un
tema o texto, apoyando un punto de
vista con razones e información.
(W.4.1)
Writing Text Type: Opinion Writing
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión
(W.4.1a-1d)

LONG BEACH UNIFED SCHOOL DISTRICT
Grade 4
•
Since this is the second unit focused on opinion writing, use evidence from the final process piece in the previous unit to determine next steps for
students. Determine which strategies need to be reviewed and or introduced throughout this unit.
•
Most of the focus questions (Reading and Responding Text) throughout this unit will require students to state an opinion and support it with
reasons and evidence from text. You may want to use these prompts to teach the strategies throughout the unit.
Based on the needs of your students, select strategies and pace your lessons accordingly following the process outlined below:
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–
–
–
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Explicitly teach the strategy by explaining what it is and showing an example in a proficient model.
Provide examples/non-examples (meets the criteria and doesn’t meet the criteria).
Provide opportunities to practice the strategy with activities and mini-lessons.
Provide sample student essays that fall short of the strategy and have students practice how to revise for the strategy.
Apply the strategy to a piece of their own writing.
7
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
•
Puedo usar los pronombres y
adverbios relativos correctamente.
(L.4.1.a)
•
Puedo producir oraciones
completas y sencillas, compuestas
y complejas. (L.4.1.f)
Mystery to Medicine
Grade 4
Grammar Conventions:
This unit will focus on relative pronouns, relative adverbs, and the function of relative clauses in complex sentences. In order to
understand this concept, students will need a strong foundation in independent and dependent clauses.

Review the kinds of sentences
– Simple sentences are made up of a subject and predicate. This is also called an independent clause.
–
Compound sentences are made up of more than one independent clause.
–
LONG BEACH UNIFED SCHOOL DISTRICT

Complex sentences are made up of an independent clause and 1 or more dependent clauses. Remind students that a
dependent clause has a subject and a verb but the clause cannot stand alone.
Have students return to the text, Meet the Microbes, and classify several of the sentences as simple, compound, and complex.

Challenge students to rewrite some of the sentences, changing them from one type of sentence to another.
8
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Microorganisms (Science p. 62-65 and 70)
Days 3-4
Vocabulary
Theme Connections
creatures, microorganisms, cell,
microscope, magnify, bacteria, protists
In this science text students will read and learn about microorganisms and how they work in our bodies. They will learn that harmful microorganisms
cause disease and illness and that many of them can be prevented.
Text, Reader, and Task Considerations
For the purpose of this text, it will only be necessary for students to read the section titled, What is a microorganism? (64-65) and How do
microorganisms work in our bodies? (p. 70).
Metas de Aprendizaje
•
Puedo leer con suficiente precisión
y fluidez para apoyar la
comprensión. (RF.4.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may want to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Replay for Comprehension
•
Puedo determinar la idea principal de
un texto y explicar cómo es apoyado
por los detalles claves. (RI.4.2)
•
Puedo hacer un resumen del texto.
(RI.4.2)
•
Puedo explicar eventos, ideas
y conceptos en un texto.
(RI.4.3)
•
Puedo identificar la estructura del
texto tal como cronología,
comparación, y causa y efecto.
(RI.4.5)
•
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
•
Review with students what they learned in the article, “Meet the Microbes” and the videos from the previous days.
Tell students that they will build on their knowledge of microbes by reading from the science text. They will need to pay attention to the overall
structure of the information in order to take notes and understand the information.
Ask students to read pages 64, 65, and 70 independently and take notes in their response journals.
Tell them that page 64 will define microorganisms, page 65 will provide information on 2 types of microorganisms, and page 70 will classify
harmful and helpful microorganisms.
Ask them to write their notes in Thinking Maps that would represent a definition (Circle Map), types (Tree Map), and classification (Tree Map).
Once students have finished reading and taking notes on pages 64, 65, and 70 ask them to compare the maps they made and their notes with
a partner.
While students are discussing, be sure to remind them to listen carefully to their partner and ask follow-up questions to clarify their ideas and
thoughts.
Read the text aloud to students and engage students in a class discussion with the following questions:
¿Qué son microrganismos?
¿Dónde se encuentran? ¿Cómo apoya el autor este punto? Vuelve a leer la parte del texto que proporciona detalles a este punto.
¿Cómo estudian los científicos los microrganismos?
¿Cómo entra al cuerpo la bacteria dañina?
¿Todos los microrganismos causan enfermedad? Explica tu respuesta.
9
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Reread to Gather Evidence/Information and Respond to Text
•
•
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
•
Introduce the focus question: ¿Cómo pueden ayudar y ser dañinos los microrganismos?
•
Using the Tree Map titled “Microorganisms” and two branches titled “helpful” and harmful” have students review their notes under each branch.
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus question.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
•
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
Have students write a paragraph response to the focus question.
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
Puedo escribir una opinión sobre un
tema o texto, apoyando un punto
de vista con razones e información.
(W.4.1)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a-1d)
•
Puedo usar los pronombres y adverbios
relativos correctamente. (L.4.1.a)
Grammar Conventions:
Puedo producir oraciones completas
y sencillas, compuestas y complejas.
(L.4.1.f)


•
Opinion Writing –
•
Continue modeling with strategies using “Why is it important to wash your hands?” or different prompt of your choice.
•
As you introduce each strategy, teach students how to revise for that strategy.
•
For example, after you have introduced, and explicitly taught Strategy #5 (A well thought out opening, pages 174-177), students
should work with a partner to revise for that strategy in their essays.


LONG BEACH UNIFED SCHOOL DISTRICT
Explicitly teach students that an adjective clause (also known as a relative clause) begins with a relative pronoun and provides more information
about the subject or object in the independent clause.
Relative pronouns (who, whose, whom, which, and that) will always begin a relative clause.
Provide students with several sentences that have relative clauses and ask students to identify the relative pronoun, the entire relative clause, and
explain what the clause is related to in the independent clause.
Ken, who is a great driver, won the race. Ken, (who is a great driver), won the race. Who is the relative pronoun, who is a great driver is the
relative clause, and it is describing or providing more information about Ken.
The bike that I want costs too much. The bike (that I want) costs too much. That is the relative pronoun, that I want is the relative clause
describing the bike.
The writer, whose book I read, came to our school. The writer, (whose book I read), came to our school. Whose is the relative pronoun, whose
book I read is the complete relative clause that describes the writer.
His car, which is a red Corvette, goes really fast. His car, (which is a red Corvette), goes really fast. Which is the relative pronoun, which goes
really fast is the complete relative clause that describes the car.
Have students look through different texts to identify complex sentences that use relative clauses. Have them record an example to share with the
class and be prepared to state the relative pronoun, the complete relative clause, and what it relates back to.
10
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Grade 4
Where Does Medicine Come From?
Day 5
Vocabulary
Theme Connections
Pharmacy, pharmacist, prescription,
require, antihistamine, compounds,
employs, technicians, substances, cure,
organism, pharmaceutical, lessdeveloped, situated, poverty, rely,
residents, originated
This text is an opportunity for students to build on their understanding of the unit theme. In this informational text, students will learn about where
medicine comes from. They will have an understanding that medicine does not come from the shelf at the store as much as it comes from a source.
Reader and Task Considerations
Show children on a map the areas mentioned in the text where people rely more heavily on medicine from forests. Explain the climate of the rainforests
and the economics of less developed countries. Since this text is located in the Unit Opener, you may want to provide students with a copy of the text to
annotate and follow along as you read.
Metas de Aprendizaje
•
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
•
Puedo hacer referencia a los detalles y
la evidencia en un texto al explicar qué
significa el texto. (RI.4.1)
Puedo determinar la idea principal de
un texto y explicar cómo es apoyado
por los detalles claves. (RI.4.2)
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo usar la información del texto
para explicar qué pasó y por qué.
(RI.4.3)
•
Reread for Comprehension


•
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may want to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).

Puedo determinar el significado de
una palabra o frase según se usa
en el texto. (RI.4.4)
Remind students that when readers draw inferences from a text, they need to refer to details and examples from the text to support those
inferences.
Tell students that in informational texts, authors make points that he or she wants the reader to understand. The “points” the author is making is
often a main idea or big idea that the reader must infer. Authors use reasons and evidence to support their points. Good readers pay close
attention to the key details in a text in order to determine what points the author is making and to determine what evidence or reasons are being
used to support those points.
Have students read the text independently, and write down 2 or 3 points they think the author is making.
Ask students to work with a partner or in a small group to compare the points they thought the author made in the text.
Have students share out the points they thought the author was making and record their ideas.
Work with your students to come up with the following point: “Most people today rely on the natural world for their medicines.”
Read the text aloud to students and engage students in a class discussion with the following questions:
¿Dónde consiguen la mayoría de las personas su medicina?
¿En qué parte del mundo depende la gente mayormente de medicinas naturales y por qué?
Según el texto en la segunda página, el 2º párrafo completo, ¿por qué son importantes las plantas para la medicina que usamos?
Vuelve a leer las primeras 2 oraciones en el primer párrafo completo de la segunda página. Basado en la información en estas oraciones,
¿qué significa la palabra tradición?
Después de leer este pasaje, ¿cómo crees que se siente el autor al usar las medicinas naturales? ¿Cómo sabes?
LONG BEACH UNIFED SCHOOL DISTRICT
11
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Grade 4
Reread to gather evidence and respond to text
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
•
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
•
Introduce the focus statement: Muchas personas en el mundo dependen de la naturaleza para la medicina.
In a Partial Multi-Flow Map, have students write down “Many people rely on the natural world for their medicine.” In the event box.
Have students work in pairs to reread the text looking for reasons or evidence the author uses to support this point.
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus statement.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus statement.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
Have students write a paragraph elaborating on the focus statement.
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
Puedo escribir una opinión sobre un
tema o texto, apoyando un punto de
vista con razones e información.
(W.4.1)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión
(W.4.1a-1d)
•
Puedo usar los pronombres y adverbios
relativos correctamente. (L.4.1.a)
•
Opinion Writing
•
Continue modeling with strategies
Grammar Conventions:
Puedo producir oraciones completas
y sencillas, compuestas y complejas.
(L.4.1.f)
Explain to students that informational text often contains complex sentences. While this allows the author to pack more information into each
sentence, it can also make it more difficult to comprehend. When you know how to identify sentences with relative clauses, it will help you
understand the information within the sentence.
Provide students with the following sentence from, Where does Medicine Come from?
“Muchas de las sustancias que usamos para curar nuestros problemas médicos, aliviar nuestro dolor, mantenernos saludables y en algunos
casos mantenernos vivos vienen de los bosques.”
Ask students to identify the relative pronoun and the complete relative clause. Have students rewrite the sentence using only simple
sentences. Many of the substances we use for medical purposes come from the forest. These substances can be used to cure our medical
problems, ease our pain, keep us healthy, and keep us alive.
Repeat the process with another sentence with a relative clause.
South Asia, which includes India, is the home of more than 1 billion people, some of 800 million of whom rely on plant medicines.
Ask students to identify the relative pronoun and the complete relative clause. Have students rewrite the sentence using only simple
sentences. South Asia is the home of more than 1 billion people. India is a part of South Asia. 800 million of those 1 billion people rely on plant
medicines.
LONG BEACH UNIFED SCHOOL DISTRICT
12
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Grade 4
BAP Lesson Sewed Up His Heart
Days 6-9
Theme Connections
Vocabulary
(See BAP lesson for a full list of vocabulary) This is an opportunity for students to read about a doctor from the early 1900s who chose to take a medical risk others had yet to take in order to save
his patient. With his risk-taking, he changed the course of medicine, taking a once mysterious and off-limits surgery to one that is performed today.
Reader and Task Considerations
This text is a biography about the first doctor to perform heart surgery. In addition to that, he was an African American surgeon who opened a
hospital to nurture other African American nurses and interns. This hospital in Chicago was an interracial hospital. The surgeon pioneered heart
surgery in this country and as a result, saved thousands of lives.
Focus of Instruction: Reading and Responding to Text
Metas de Aprendizaje
•
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
First Read
•
•
•
Refer to the BAP lesson for standards
addressed.
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may want to have the students read it silently the first time through.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Reread for Comprehension
•
•
•
•
Follow the BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
In addition to the suggested text-dependent questions and tasks, select learning targets aligned to the standards addressed in the BAP lesson to
provide your students with direct instruction based on their needs.
These lessons can precede the instruction outlined in the BAP lesson.
Suggested Thinking Maps and questions for short constructed responses to use throughout the BAP lesson that will lead students to the focus
question (Culminating Task):
Use a Bubble Map with evidence to record words that best describe Dr. Dan throughout the text. Use a Partial MultiFlow Map to show why this surgery was so high risk. (Refer to question 8 in TDQs)
Use a Flow Map to show the steps Dr. Dan took in performing the heart surgery. (Refer to questions 9-12)
Questions for Short Constructed Response and Collaborative Discussion:
¿Qué dos palabras usarías para mejor describir al Dr. Dan? Apoya tus opciones con razones y/o evidencia.
Explica por qué piensas que el Dr. Dan tomó un gran riesgo al elegir realizar esta operación.
•
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
Puedo recopilar, tomar apuntes y
categorizar información del texto
(W.4.8)
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question (culminating task) - ¿Fue el Dr. Dan imprudente o responsable? En otras palabras, ¿los resultados positivos superaron el
riesgo de llevar a cabo la cirugía? ¿Por qué o por qué no? Toma una postura (tesis) y da al menos tres razones para apoyar tu punto con evidencia
de la historia.
LONG BEACH UNIFED SCHOOL DISTRICT
13
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
Puedo escribir una opinión sobre
un tema o texto, apoyando un
punto de vista con razones e
información. (W.4.1)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a-1d)
•
Puedo usar los pronombres y
adverbios relativos correctamente.
(L.4.1.a)
•
Puedo producir oraciones
completas y sencillas, compuestas
y complejas. (L.4.1.f)
Grade 4
Opinion Writing
•
•
•
Continue introducing strategies based on the needs of your students.
Use the prompt from the focus question (culminating task) from Sewed Up His Heart to model with strategies.
Was Dr. Dan reckless or responsible? In other words, did the positive outcome outweigh the risk of performing the surgery? Why or why not?
Take a stance (thesis), and give at least three reasons to support your claim with evidence from the story.
Grammar Conventions:
•
Now that students have had some practice identifying sentences with relative pronouns and relative clauses, have students
practice writing sentences that contain a relative clause.
•
Provide students with pairs of simple sentences that can be combined using a relative clause
She won the race. It surprised everyone. (She won the race, which surprised everyone.)
Our teacher is great. She is new this year. (Our teacher, who is new this year, is great.)
The drivers were disqualified. Two of them are women. (The drivers, two of whom are women, were disqualified.)
The writer came to our school. I read his book. (The writer, whose book I read, came to our school.)
His car goes really fast. His car is a red Corvette. (His car, which is a red Corvette, goes really fast.)
•
LONG BEACH UNIFED SCHOOL DISTRICT
Provide students with the simple sentences from above along with the relative pronoun and have them add a
different relative clause to make it a complex sentence.
She won the race, which
.
Our teacher, who
_, is great.
The drivers, two of whom
, were disqualified.
The writer, whose
, came to our school.
His car, which
, goes really fast.
14
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Grade 4
Guarding Against Disease (Health, Chapter 7, Lessons 1-3)
Days 10-13
Vocabulary
Theme Connections
Disease, communicable disease, noncommunicable disease, diabetes, cancer,
tobacco, acute, chronic, pathogens, virus,
bacteria, lab technician, fungi, yeasts,
infection, symptoms, immune system, white
blood cells, antibodies, immunity, vaccine
This informational text continues to build on students’ understanding of the unit theme. In these three lessons, students will learn about why people
become ill and they will understand the difference between communicable and non-communicable diseases and chronic and acute diseases. Students will
also learn about how the body naturally fights communicable diseases and steps they can take to keep themselves healthy.
Reader and Task Considerations
Throughout this lesson, students will focus on understanding the overall structure of the text in order to understand the information.
Focus of Instruction: Reading and Responding to Text
Metas de Aprendizaje
•
First Read
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
•
For each of the lessons, read the entire text aloud while students follow along. Based on the abilities of your students, you may choose to have the
students read the entire text independently the first time.
•
As students listen to you read the text aloud (or as they read it independently) as them to think about how this selection relates to the previously read
texts.
Ask students to share with a partner how this text relates to the other texts in the unit so far.
•
•
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RI.4.1)
Reread for Comprehension:
Why People Become Ill (Health and Fitness p. 158-160)
•
Puedo determinar la idea principal de
un texto y explicar cómo es apoyado
por los detalles claves. (RI.4.2)
•
•
Puedo hacer un resumen del texto.
(RI.4.2)
•
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo usar la información del texto
para explicar qué pasó y por qué.
(RI.4.3)
•
Puedo determinar el significado de
una palabra o frase según se usa en
el texto. (RI.4.4)
•
Puedo describir la estructura en
general de la información en el texto.
(RI.4.5)
Briefly remind students of the features of informational text (headings, text boxes, pictures, captions).
Tell students that determining the overall structure of the information presented in a text will
help them understand the information better. To do this they need to analyze the information
being presented paragraph by paragraph.
Have students read the text independently, and create a Flow Map to represent the ideas of each paragraph within each subheading. One map for
“Everybody Gets Ill” with 5 boxes to represent each paragraph, and one map for “When Getting Well Takes Time” with 2 boxes to represent each
paragraph. These maps will not be showing a sequence of events but rather how the author has structured the text.
Have students compare their notes with a partner
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
Work with students to describe the overall structure as that of compare and contrast. After the
author defines diseases he tells about communicable diseases and then compares and contrasts
those to non-communicable diseases.
Read the text aloud to students and engage students in a class discussion with the following
questions:
¿Cómo se define una enfermedad?
¿Qué información brinda el autor acerca de las enfermedades contagiosas?
¿Cómo te ayudan las imágenes al pie de la página 158 y 159 a entender la propagación de las
enfermedades contagiosas?
¿Qué información brinda acerca de las enfermedades no-contagiosas?
15
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
•
•
•
Puedo identificar la estructura del
texto tal como cronología,
comparación, y causa y efecto.
(RI.4.5)
Puedo incorporar información de dos
textos sobre el mismo tema a fin de
escribir o hablar acerca de ello con
conocimiento. (RI.4.9)
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
Mystery to Medicine
•
Grade 4
¿Cuáles son algunas posibles causas de las enfermedades no-contagiosas?
¿Cuáles son algunas de las similitudes entre las enfermedades comunicables y no-contagiosas? ¿Diferencias?
¿Cuál es la gran diferencia entre las enfermedades crónicas y agudas?
Questions for collaborative discussion and short constructed response
Work with a partner to create a Double Bubble Map showing the similarities and differences between communicable and noncommunicable diseases.
Write a short paragraph describing the similarities and differences.
Communicable Diseases (Health and Fitness p. 162-165)
•
•
•
Review the text features of the genre informational text (headings, text boxes, pictures, captions)
Review the definition of communicable diseases from the day before.
Tell students that informational text is often organized with main ideas supported by key details. Paying close attention to the key details along with
headings and subheadings will help readers determine the main ideas.
•
Have students read the text independently, and take notes in a Tree Map. Students will write the title of the lesson, “Communicable Diseases” at
the top of the Tree Map. The Tree Map will have 2 main branches, “Causes of Disease” and “How Pathogens Spread.”
Ask students to share notes with a partner or in a small group and make revisions to their Tree Maps as necessary. Remind them to ask
questions to others and make comments.
Work with students to come up with a sentence that captures the main idea of the first branch, Causes of Disease. For example, they may
come up with, “Communicable diseases are caused by different types of pathogens.”
Ask students to reread pages 162-163 and make a Tree Map for types of Pathogens. Work with a partner to identify the 3 types of pathogens
described and write down a detail about each.
Ask students to reread pages 164-165 and work in pairs to create a Flow Map to show how Pathogens spread.
Read the text aloud to students and engage students in a class discussion with the following questions:
¿Cuáles son las causas de las enfermedades contagiosas?
Vuelve a leer el párrafo 2 en la página 162. ¿Qué significa inofensivo? ¿Qué palabras o frases en el
párrafo te ayudan a definir la palabra? ¿De qué manera te ayuda el ver el sufijo?
Mira las imágenes y la leyenda en la parte superior de la página 163. ¿Por qué se nombran los
círculos virus, bacteria y hongo cerca de la imagen del técnico del laboratorio?
Según la página 163, ¿Cómo puede afectar el hongo a la piel?
¿Cuál es la causa por la que se propagan los agentes patógenos? Usa el mapa de flujo unilateral
para organizar la información. (Consulta el apéndice del mapa)
Vuelve a leer el párrafo 1 en la página 165. ¿Qué significa contaminado? ¿Qué palabras o frases en
el párrafo te ayudan a definir la palabra?
¿Por qué incluyó el autor las imágenes en la página 165?
•
•
Questions for Short Constructed Response:
Crea un mapa de flujo unilateral con el evento, la propagación de los agentes patógenos y presenta las causas.
¿Cuáles son las causas de las enfermedades contagiosas y cómo se propagan?
LONG BEACH UNIFED SCHOOL DISTRICT
16
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
2014-2015
English Language Arts
Mystery to Medicine
Grade 4
Fighting Communicable Diseases, an informational text (Health and Fitness p. 166-171)
•
•
•
•
Review the text features of the genre informational text (headings, text boxes, pictures, captions). Remind students that the title of the lesson is
a clue to the overall main idea and the subheadings will give additional main ideas. Discuss the title, “Fighting Communicable Diseases” and
review some concepts that you have learned previously to link to this new information.
Tell students that looking closely categorizing the causes of disease and how pathogens spread.
Have students read the text independently, and record notes in a Tree Map:
Create a Tree Map titled, Fighting Communicable Diseases with four branches, Your Body Fights Disease, Help Your Body Avoid Disease,
Practice Healthful Habits, and Vaccines Can Protect You.
Ask students to share notes with a partner or in a small group and make revisions to their Tree Maps as necessary.
Ask students to write one-sentence summaries for each of the branches on the Tree Map. Example: “Your body has an immune system
that can fight off pathogens.”
Share summary sentences.
Read the text aloud to students and engage students in a class discussion with the following questions:
Según la página 166, ¿qué significa la palabra síntoma?
Vuelve a leer la página 167, ¿cómo funciona tu sistema inmunológico para combatir las enfermedades contagiosas? Usa un Mapa de Flujo para organizar tus pasos.
Mira la caja amarilla en la parte superior de la página 167. ¿Qué te dice tener fiebre acerca lo que está sucediendo en tu cuerpo?
Mira el diagrama al pie de la página 167. Describe cómo el cuerpo se defiende contra los agentes patógenos.
¿Qué papel desempeña el jabón en la reducción de la propagación de las enfermedades comunicables? (Consulta la caja rosa en la página 168 por la respuesta.)
¿Cuáles son algunos hábitos que puedes desarrollar o tener que te protegerían de las enfermedades contagiosas?
¿Por qué incluyó el autor las fotografías en la página 169?
¿Por qué son importantes las vacunas?
Mira el programa de inmunizaciones en la página 170. ¿Cuándo deberían recibir los niños la vacuna de la Varicela? ¿Contra qué protege?
•
•
•
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
Reread to Gather Evidence/Information and Respond to Text
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
Basado en las necesidades de sus
estudiantes, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
Questions for Short Constructed Response:
Using your Tree Map, write a brief summary of the information presented in the lesson.
How is getting a vaccine similar to getting a disease?
•
LONG BEACH UNIFED SCHOOL DISTRICT
Introduce the focus question: Which types of diseases, communicable or non-communicable, are easier to prevent? Use evidence from this
text and previous readings and videos to support your answer.
Have students work in pairs to reread the text and review their notes looking for key details to support their response to the focus question.
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus statement.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
Following the conversations, ask students what new information they now have as a result of the conversation.
17
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
•
Mystery to Medicine
•
Written Response to focus question
Have students write a paragraph elaborating on the focus question.
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
Puedo escribir una opinión sobre
un tema o texto, apoyando un
punto de vista con razones e
información. (W.4.1)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a-1d)
•
Puedo usar los pronombres y
adverbios relativos correctamente.
(L.4.1.a)
•
•
Puedo producir oraciones completas
y sencillas, compuestas y complejas.
(L.4.1.f)
Puedo reconocer y corregir
oraciones y fragmentos y oraciones
mal formadas. (L.4.1.f)
Grade 4
Opinion Writing
Continue to provide strategy mini-lessons.
Grammar – Relative Adverbs
•
Remind students that an adverb tells more about a verb. It can tell how, when, where, or why an action takes place.
For example: She quickly ran to the store. Quickly is an adverb to tell how she ran.
•
Teach students that a relative adverb introduces a group of words, or a clause, that tells more about a noun. There are three main relative
adverbs: where, when, and why.
•
The relative adverb where is used after nouns that refer to places.
The house where Mozart was born is now a museum.
I went to the store, where I had to buy some peanut butter.
•
The relative adverb when is used after nouns that refer to times and dates
I can remember a time when I was so happy.
The best day of the week is Saturday, when I get to sleep in.
•
The relative adverb why is used after a reason.
The reason why I didn’t turn in my homework is that I left it at school. They
never told us the reason why they moved away.
•
Provide students with several sentences that will require them to select the correct relative adverb.
Do you know the reason
she is so upset?
The day
you saw me I was feeling sick.
The library is a place
you can borrow books.
That is the house
we used to live.
This is the reason
I never call her.
The place
we went yesterday is just around the corner.
The never told us the reason
they moved away.
The school
I go is not far from your house.
Was that the time
you guys went to the movies together? That is the drawer I keep my t-shirts.
LONG BEACH UNIFED SCHOOL DISTRICT
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2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
BAP Lesson: The Bridge Dancers
Day 14-17
Vocabulary
Theme Connections
(See BAP lesson)
This is an opportunity for students to read a narrative that links to the unit theme. In this story, 2 sisters live with their mother in a remote mountain
village. Whereas the older, braver sister hopes to move to the city one day, the younger sister plans to stay on the mountain and maintain the lifestyle
her mother has modeled for her. The two girls get into trouble when the older sister falls and badly cuts her leg. The younger sister uses her doctoring
skills and the herbs and medicines of the mountain to help her.
Reader and Task Considerations
Connect back to previously read texts to remind students where medicines come from and how different cultures and places in the world use
different kinds of medicine. Explain to children that herbal medicines differ from the medicines they may be used to. Also explain the importance of
having knowledge in making herbal remedies; they should not try this at home.
Metas de Aprendizaje
•
•
•
•
•
•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente precisión y First Read
fluidez para apoyar la comprensión. •
Tell students that they will listen to you read the text aloud the first time so that they can get a sense of what the text is about.
(RF.4.4)
•
Read aloud the entire text without stopping in order for students to get the “gist” of the selection. Based on the needs and abilities of your
students you may want to have the students read it silently the first time through.
•
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text).
Consulte la lección BAP para los
Reread for Comprehension
estándares dirigidos.
•
Follow the REVISED BAP lesson located on the Intranet for a full list of text-dependent questions, vocabulary, and tasks.
•
In addition to the suggested text-dependent questions and tasks, select learning targets aligned to the standards addressed in the BAP lesson to
provide your students with direct instruction based on their needs.
•
These lessons can precede the instruction outlined in the BAP lesson.
Puedo describir un personaje, ambiente, Reread to gather evidence and respond to text
o evento en un cuento con profundidad,

Introduce the focus question: En “Los Bailarines del Puente,” Maisie se enfrenta a una crisis y tiene una experiencia que marca un cambio en ella
describir los detalles específicos en el
como individuo cuando la pierna de Callie es cortada profundamente por una hacha. Describe los desafíos que enfrenta Maisie intentando de
texto tal como los pensamientos,
ayudar a Callie. ¿Cómo le permitió a ella este suceso a que ella use sus puntos fuertes y desarrollarse como persona? Cita hechos específicos del
palabras o acciones de un personaje.
(RL.4.3)
texto para apoyar tu respuesta. Asegúrate de mostrar tu entendimiento del cuento describiendo los pensamientos, palabras o interacciones
con los demás del personaje principal.
Puedo recopilar, tomar apuntes y
Understanding the 2 girls’ personalities is very important in this story. Have students create a Bubble Map to describe each girl. To extend
categorizar información del texto.
(W.4.8)
the thinking, have the students add the evidence from the text to the outside of each bubble. You could use a Flow Map and create a Bubble
Map in each box showing how the characters change from the beginning, middle, to the end.
Basado en las necesidades de su
estudiante, elija una meta de
Use a Flow Map to sequence through the steps Maisie takes in order to help her sister. Start on page 249. Pay attention to the thinking
aprendizaje para el debate
that Maisie engages in, how she makes choices, and what she does. You could use a character map within the Flow Map to show her
colaborativo. (SL.4.1)
thinking and actions. Or you could add details to the bottom of the Flow Map showing what she was thinking and what she did.
Puedo utilizar evidencia del texto
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
informativo para apoyar el
análisis, reflexión e investigación.
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus statement.
(W.4.9)
LONG BEACH UNIFED SCHOOL DISTRICT
19
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
•
Grade 4
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
•
Have students write a response to the focus question.
Metas de Aprendizaje
•
Puedo escribir una opinión sobre
un tema o texto, apoyando un
punto de vista con razones e
información. (W.4.1)
•
•
Basado en las necesidades específicas
de su estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a- 1d)
Puedo usar los pronombres y
adverbios relativos correctamente.
(L.4.1.a)
•
Puedo producir oraciones completas y
sencillas, compuestas y complejas.
(L.4.1.f)
•
Puedo reconocer y corregir oraciones y
fragmentos y oraciones mal formadas
(L.4.1.f)
Focus of Instruction: Opinion Writing and Conventions
Opinion Writing
Continue to provide strategy mini-lessons.
Grammar Conventions – Relative Adverbs
Have students complete the following sentences by adding a relative adverb and a group of words to describe the noun underlined.
I do not know the restaurant
.
Reese didn’t know the reason
.
Do you remember the time
.
This is the hospital
.
I will never forget the day
.
That is the store
.
LONG BEACH UNIFED SCHOOL DISTRICT
20
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Guarding Against Disease (Health, Chapter 7, Lessons 4-5)
Days 18-20
Vocabulary
Symptoms, non-communicable diseases,
heart disease, cancer, exposed, prevent,
asthma episodes, exhaust, severe,
respiratory system, cured, inhaler,
management, diabetes, insulin, arthritis,
joints, limber, pathogens, resistance,
stress, abstinence, addictive
Theme Connections
In lesson 4, students will learn the causes and treatments for non-communicable diseases such as heart disease, cancer, allergies, asthma, diabetes and
arthritis. In lesson 5, students will learn that a healthful lifestyle lowers your chances of getting ill.
Reader and Task Considerations
The focus of the lesson is on interpreting information from the pictures and tables in order to understand how they support the information in the text.
Metas de Aprendizaje
Focus of Instruction: Reading and Responding to Text
First Read
•
•
Puedo leer con suficiente precisión y
fluidez para apoyar la comprensión.
(RF.4.4)
•
Puedo hacer referencia a los detalles
y la evidencia en un texto al explicar
qué significa el texto. (RI.4.1)
Reread for Comprehension
•
Puedo determinar la idea principal de
un texto y explicar cómo es apoyado
por los detalles claves. (RI.4.2)
•
Puedo hacer un resumen del texto.
(RI.4.2)
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo usar la información del texto
para explicar qué pasó y por qué.
(RI.4.3)
•
Puedo determinar el significado
de una palabra o frase según se
usa en el texto. (RI.4.4)
•
Puedo describir la estructura en general
de la información en el texto. (RI.4.5)
•
•
Read aloud the entire text without stopping in order for students to get the “gist” of the selection or have students read the text
independently first.
Remind students to think about how this text adds to their knowledge of the unit.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text)
Non-communicable Diseases (Health and Fitness; p. 174-179)
•
•
•
•
Review the concept of non-communicable diseases by referring back to lesson 1, Why People Become Ill.
Tell students that the information presented visually (photographs, charts) can contribute to the understanding of the text
Have students read the text independently, and take notes on how the pictures and charts support each of the subheadings.
Create a Tree Map titled Non-communicable Diseases with six branches titled after the six subheadings. Under each
branch, students will explain how the picture supports the information for that specific heading.
Ask students to share notes with a partner or in a small group and make revisions to their Tree Maps as necessary.
Discuss whole group how each of the pictures supports the information in the text.
Read the text aloud to students and engage students in a class discussion with the following questions:
Mira la fotografía y lee la leyenda acerca de la Srta. Cole al pie de la página 174. ¿Cómo ayuda la información de la fotografía a definir el
examen de estrés?
El párrafo 1 en la página 175 indica que, “el cáncer es la segunda causa principal de muerte en los Estados Unidos”. ¿Qué significa la frase?
¿Qué aprendiste acerca del cáncer?
¿Por qué se incluyen las fotografías en la página 176? ¿Qué información adicional se dio después de leer la leyenda?
•
LONG BEACH UNIFED SCHOOL DISTRICT
Explica la gráfica al pie de página 176. ¿Por qué lo incluyó el autor en esta gráfica?
Vuelve a leer la página 177. ¿Cuáles son algunas causas del asma?
¿Qué es la diabetes? ¿Cuáles son algunos efectos de tener diabetes?
Questions for Short Constructed Response:
Summarize one of the non-communicable diseases from the text and explain its causes, symptoms and possible treatments or prevention.
21
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IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
•
•
•
•
Puedo identificar la estructura del
texto tal como cronología,
comparación, y causa y efecto.
(RI.4.5)
Puedo incorporar información de dos
textos sobre el mismo tema a fin de
escribir o hablar acerca de ello con
conocimiento. (RI.4.9)
Mystery to Medicine
Live a Healthful Life Style (Health and Fitness; p. 174-179)
•
•
Puedo determinar el significado de una
palabra o frase según se usa en el
texto. (RL.4.4)
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo recopilar, tomar
apuntes y categorizar
información del texto. (W.4.8)
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
Grade 4
Have students read the text independently, and take notes on how the pictures and charts support each of the subheadings.
Create a Tree Map titled “Ways to Stay Well”
Create a branch for each way to stay well (eating healthy, exercising, managing stress)
Under each branch include notes from the text and the pictures explaining how the picture supports the information for that specific heading.
Ask students to share notes with a partner or in a small group and make revisions to their Tree Maps as necessary. Discuss whole
group how each of the pictures supports the information in the text.
Read the text aloud to students and engage students in a class discussion with the following questions:
How does exercise help your body stay well?
What would happen if you don’t get enough sleep? What is resistance?
What happens if your resistance is low? What causes your resistance to be low? How can
stress be good for you?
What happens if you have too much stress?
What is abstinence? What are some things you should abstain from to stay healthy?
Reread to Gather Evidence/Information and Respond to Text
•
•
Introduce the focus question, “¿Por qué puede enfermarse más una persona que tiene problemas en casa que alguien que no tiene? En tu
respuesta intenta usar el vocabulario nuevo: resistencia, abstinencia, estrés, y agentes patógenos.”
Have students work in pairs to reread the text and review their notes looking for key details to support their response to the focus question.
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus statement.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and
weaknesses.
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
Have students write a paragraph elaborating on the focus question.
LONG BEACH UNIFED SCHOOL DISTRICT
22
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
Puedo escribir una opinión sobre
un tema o texto, apoyando un
punto de vista con razones e
información. (W.4.1)
Grade 4
Opinion Writing
Continue to provide strategy mini-lessons.
•
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a-1d)
•
Puedo usar los pronombres y
adverbios relativos
correctamente. (L.4.1.a)
Grammar Conventions: Editing Sentence Fragments
•
Remind students that a fragment often looks like a sentence but is missing one or more of three things that are necessary for a
complete sentence (main or independent clause). These are a subject, verb, and a complete thought.
•
Puedo producir oraciones
completas y sencillas, compuestas
y complejas. (L.4.1.f)
•
Explain to students that a clause that begins with a relative pronoun or a relative adverb must be linked to a main clause
otherwise it is a fragment.
•
•
Puedo reconocer y corregir
oraciones y fragmentos y
oraciones mal formadas. (L.4.1.f)
Provide students with examples of subordinate clause fragments with relative pronouns and have them add a main clause to make
it a sentence.
Who I said was my favorite. That
won all of those awards.
Which are expensive.
Whose bike I borrowed.
•
Provide students with examples of subordinate clause fragments with relative adverbs and have them add a main clause to make
it a complete sentence.
Where she works.
Why her sister was mad.
When we found the hidden waterfall.
Where Jack was born.
When I arrived.
LONG BEACH UNIFED SCHOOL DISTRICT
23
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Medicines, Drugs, and Your Health (Health, Chapter 8, Lesson 1)
Days 21-22
Vocabulary
Theme Connections
Guardian, antibiotic cream, drug, cure,
substance, side effects, prescription,
pharmacy, over-the- counter medicines,
label, dose, harmful, expiration date,
safety seal, child-resistant safety caps
This text is the last lesson from the health book and gives the students another opportunity to read about medicine and its uses. In this informational
text, students will be able to identify that medicines are drugs, types of prescription and over-the-counter medicines and how to safety use
medications.
Reader and Task Considerations
Focus of Instruction: Reading and Responding to Text
Metas de Aprendizaje
First Read
•
Puedo leer con suficiente precisión y fluidez
para apoyar la comprensión. (RF.4.4)
•
•
•
•
Puedo hacer referencia a los detalles y la
evidencia en un texto al explicar qué significa
el texto. (RI.4.1)
Reread for Comprehension
•
•
•
Read aloud the entire text without stopping in order for students to get the “gist” of the selection or have students read the text independently first.
Remind students to think about how this text adds to their knowledge of the unit.
Ask students for their reaction to the text (leave this very open-ended, the purpose of this conversation is for students to talk about the text)
Tell students that looking closely at the heading and title will help them understand the main idea and details.
Also explain that looking closely at the charts, diagrams and photographs in the text help to understand the written information in the text.
Have students read the text independently, and jot down their thoughts in a response journal:
In a Tree Map, write down details under each heading in the text. The main idea is the title of the lesson.
Ask students to share notes with a partner or in a small group and make revisions to their Tree Maps as necessary. Remind them to ask
questions and comment on what others say.
Read the text aloud to students and engage students in a class discussion with the following questions:
•
Puedo determinar la idea principal de un texto
y explicar cómo es apoyado por los detalles
claves. (RI.4.2)
•
Puedo hacer un resumen del texto. (RI.4.2)
•
Puedo explicar eventos, ideas y conceptos en
un texto. (RI.4.3)
•
Puedo determinar el significado de una
palabra o frase según se usa en el texto.
(RL.4.4)
•
Puedo describir la estructura en general de la
información en el texto. (RI.4.5)
Usa la información en la página 190 para identificar los pasos para obtener una medicina recetada. Escribe la información en un mapa de flujo.
Lee los subtítulos y mira la fotografía en la página 191. ¿Por qué están incluidas en esta página?
Según la página 191, ¿qué son medicamentos que se venden sin receta médica? ¿Por qué se llaman medicamentos de venta libre?
•
Puedo leer con suficiente precisión y fluidez
para apoyar la comprensión. (RF.4.4)
Mira la cabecera y otras características del texto en la página 192-193 y vuelve a leer el texto. ¿Cuál es la idea principal de esas páginas? ¿Cómo sabes?
Explica la gráfica de barra en la página 193. ¿Por qué se incluyó en la lección?
•
Puedo explicar eventos, ideas y
conceptos en un texto.(RI.4.3)
•
La página 188 indica, "Todas las medicinas son drogas, pero no todas las drogas son medicinas." ¿Qué significa esta declaración?
Vuelve a leer el párrafo 1 en la página 189. ¿Cuál es el papel que desempeñan los padres de familia u otros adultos de confianza al decidir
sobre una medicina?
Vuelve a leer la caja morada en la página 189. Las Drogas es una palabra de múltiples significados. ¿Cuáles son las dos definiciones para drogas?
Reread to Gather Evidence/Information and Respond to Text
Introduce the focus question, “Vuelve a leer la lista de Control de Seguridad para Medicamentos en la página 192. Elije una de las viñetas y explica
por qué es importante. Usa la evidencia del texto para apoyar tu respuesta.”
LONG BEACH UNIFED SCHOOL DISTRICT
24
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
•
Mystery to Medicine
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
Have students work in pairs to reread the text and review their notes looking for key details to support their response to the focus question.
Based on the needs of your students, have them work independently, with a partner, or in a small group to reread the text and take notes.
•
•
Grade 4
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje para el debate
colaborativo. (SL.4.1)
Remind students that this is how they will prepare for their collaborative discussions. They will use their notes to discuss the focus statement.
Collaborative Discussion
Place students in small groups or with different partners to discuss their notes in response to the focus question.
Remind students that the purpose of a collaborative discussion is to build on ideas and express their own clearly and this will be their
opportunity to add to their notes/maps.
Monitor students’ conversations using the “Collaborative Discussion Rubric” in order to determine students’ strengths and weaknesses.
•
Following the conversations, ask students what new information they now have as a result of the conversation.
Written Response to focus question
Have students write a paragraph elaborating on the focus question.
Focus of Instruction: Opinion Writing and Conventions
Metas de Aprendizaje
•
•
Puedo escribir una opinión sobre un
tema o texto, apoyando un punto
de vista con razones e información.
(W.4.1.a)
Basado en las necesidades de su
estudiante, elija una meta de
aprendizaje de los Estándares de
Escritura para una Opinión.
(W.4.1a-1d)
Opinion Writing
•
Introduce the unit writing task “Tu escuela ha recaudado $1,000 para apoyar la investigación de las enfermedades incurables. Ahora
se debe tomar una decisión acerca de si debería donar el dinero para apoyar la investigación del asma o la investigación de la
enfermedad del Alzheimer. Ya que tu clase ha terminado de estudiar la unidad sobre la medicina y enfermedad, a tu director(a) le
gustaría saber qué opinas. Escribe una carta a tu director(a) expresando tu opinión acerca de cuál investigación apoyar”.
•
Provide students with the articles Alzheimer’s disease: The Mind Robber and Attacking Asthma (Accessed on Read Works or in the
Appendix located on the Internet.)
•
Explain to students that they will need to use evidence from the articles along with any personal examples, either
experienced or observed including the use of anecdotes (Opinion writing strategy #4) to support their opinion.
•
Based on the needs of your students, you may choose to read the articles with them and help them come up with evidence that
could be used to support either choice.
•
•
Puedo usar los pronombres y
adverbios relativos correctamente.
(L.4.1.a)
•
Puedo producir oraciones completas
y sencillas, compuestas y complejas.
(L.4.1.f)
•
Puedo reconocer y corregir
oraciones y fragmentos y oraciones
mal formadas. (L.4.1.f)
For oral practice, you could have students with opposing views pair up to “argue” their opinion.
Grammar Conventions:
Review and reteach relative pronouns, relative adverbs, and correcting fragments based on the needs of your students.
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2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
English Language Arts
Mystery to Medicine
Grade 4
Research and Inquiry
Approximate
Number of Days
Resources
OCR Unit 3:
223 A-D
OCR Unit 3:
239 A-D
3-5
Inquiry Process
Generate Ideas & Choosing an Investigation Problem
•
Explain to students the steps in the investigative process (post) so they can refer to it throughout the
unit
•
Explain the purpose of this investigation is to add to the group’s knowledge of the unit theme, From
Mystery to Medicine
•
Explain to students that they will need to make important decisions about time management as this
investigation will be conducted over several weeks
•
•
•
•
•
•
3-5
OCR Unit 3:
255 A-D
Guided Activity Options
•
•
Skills
•
Make initial conjectures (Inquiry p. 67)
Time Lines
and
Using Magazines
and Other
Printed
Resources
•
•
•
Give each person their roles and expectations
Diagrams
•
Chart ideas and questions related to Medicine
Create investigation groups to work on
selected problems
Present proposed problems along with
reasons for investigating them
Outline the timeline specifically and have students enter key dates into their calendar/planning sheet
Brainstorm ideas and questions related to the concept of medicine
Narrow ideas about medicine that interest them into investigation problems or questions
Support students in choosing a specific question or problem that interests them
Students will form groups based on interests
Students will form conjectures to move them into their investigation
Allocating Tasks
Explain that each investigation group should agree on a precise statement for their investigation
problem.
Explain how they come to clear decisions about each person’s role and expectations and how they
will do their roles simultaneously
Begin researching
Change topic of there is not enough
information
Students begin research and quickly decide if there will be sufficient information for them to continue
researching
3-5
3-5
3-5
OCR Unit 3:
263 A-D
OCR Unit 2
287 A-D
OCR Unit 2
177 A-D
Remind them to change their topic if there is not enough information
Revise and Finalize Investigation Problems
Students may have needed or chosen to change their topics – this is fine. By this week they need to
have chosen a topic and finalize their problem statements
Allow time to meet with groups that need support
Allow time for students who have finalized to share their problems and their reasons for choosing it
Remind students if they are not finding information, they may need to widen their focus
Organizing Investigation Findings & Preparation of Investigation Findings
Start students in thinking about how they plan to present information. Knowing this will help them
decide about what information to gather
Share with students a variety of methods for sharing
Students who are further along can give practice presentations and the class can give feedback and
learn from them
Support students in finalizing their research and presentation preparation
Presenting Investigation Findings
Remind students about good presentation techniques
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Finalize problem statements
Share investigative problem and reasons for
choosing it
Discussing
Investigation
Findings
Broaden focus of not finding enough
information
Students will watch others who are further
along and learn from them
Continue work in their groups
Allow students time to respond to the
presenters by asking questions, paraphrasing,
contributing new ideas and sharing
conclusions
Comparing
Information
Across Sources
and
Drawing
Conclusions from
Information
Evaluating
Research
2014-2015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
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