Grade Level Standards – Stage 1 Artes de Lenguaje Inglés Comunicación

Grade Level Standards – Stage 1 Artes de Lenguaje Inglés  Comunicación
Artes de Lenguaje Inglés
Comunicación
Grado 4
Grade Level Standards – Stage 1
Unit Description: In this unit, students will read several informational/explanatory texts and view videos to build knowledge around the topic of communication. Students will begin the unit
exploring the different types of communication and why people communicate. Students will then begin to study some of the technological advances that have changed the way people
communicate. After each topic studied, students will integrate information from multiple sources to write informative/explanatory texts that convey complex ideas and information clearly.
Approximate Duration- 6 weeks
CCR Anchor Standards
R.CCR.2 Determine central ideas or themes of a text and analyze
their development: summarize the key supporting details and ideas.
R.CCR.3 Analyze how and why individuals, events, and ideas develop
and interact over the course of a text.
R.CCR.5 Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text relate to each
other and the whole.
R.CCR.9 Analyze how two or more texts address similar themes or
topics in order to build knowledge or to compare the approaches
the authors take.
W.CCR.2 Write informative/explanatory texts to examine and
convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
W.CCR.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the
subject under investigation.
W.CCR.8 Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
SL.CCR.1 Prepare for and participate effectively in a range of
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.
L.CCR.2 Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling.
L.CCR.6 Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening.
Transfer Goals: SBAC Claims
Students will be increasingly able to independently use their learning to…
•
Read closely and analytically to comprehend a range of increasingly complex literary and informational text.
•
Produce effective and well-grounded writing for a range of purposes and audiences.
•
Employ effective speaking and listening skills for a range of purposes and audiences.
•
Engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.
Making Meaning
UNDERSTANDINGS
Students will understand that…
•
People communicate for a variety of reasons and in
many different ways.
•
Communication is a universal need and continues to
evolve and change due to technological advances.
•
Paying close attention to the details in a text helps
the reader determine and summarize central ideas.
•
Scholars read, gather, integrate, and evaluate
relevant information to examine and convey complex
ideas orally and in writing.
•
Using academic and domain specific vocabulary
brings greater clarity and sophistication to writing.
ESSENTIAL QUESTIONS
Students will keep considering…
1. ¿Cómo se comparten las ideas?
2. ¿Qué me está diciendo el autor?
3. ¿Cómo aprendo sobre un tema?
4. ¿Cómo comparto lo que sé?
5. ¿Cómo puedo convencer a las personas que yo sé
de lo que hablo?
Acquisition
KNOWLEDGE
Students will know…
•
Types and forms of communication.
•
Main idea and detail.
•
Author’s purpose or perspective.
•
Features of informational text.
•
Informative/explanatory text structures: cause and
effect, categories, sequential, compare and contrast.
•
Topics are developed with facts, definitions, concrete
details, quotations and are linked with words
phrases, and clauses.
•
Note-taking strategies.
•
Progressive verb tenses
SKILLS
Students will be skilled at (Do)
•
Determining main ideas from a text and explaining how
they are supported by details.
•
Summarizing main ideas and details orally and in writing.
•
Analyzing multiple accounts of the same topic, noting
similarities and differences.
•
Identifying and analyzing text structure to determine an
author’s purpose.
•
Integrating information from several sources.
•
Writing informative/explanatory texts that convey ideas
and information including newly acquired vocabulary.
•
Forming and using the progressive verb tenses.
LONG BEACH UNIFIED SCHOOL DISTRICT
1
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Grade Level Standards – Stage 1
Reading
Informational
RI.4.2 Determine the main idea of a
text and explain how it is supported by
key details; summarize the text.
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.4.5 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.
Writing
Text Types and Purposes
W.4.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g. headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete
details, quotations, or other information and examples
related to the topic.
c. Link ideas within categories of information using
words and phrases (e.g. another, for example, also,
because).
d. Use precise language and domain-specific vocabulary
to inform about or explain the topic.
e. Provide a concluding statement or sections related to
the information or explanation presented.
Research to Build and Present Knowledge
W.4.7 Conduct short research projects that build
knowledge through investigation of different aspects of a
topic.
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.
Speaking and Listening
Comprehension and Collaboration
Language
Conventions of Standard English
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
topic
L.4.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
s 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 our 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.
SL.4.2 Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
L.4.2 Demonstrates command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
L.4.6 Acquire and use accurately gradeappropriate general academic and
domain-specific words and phrases,
including those that signal precise
actions, emotions, or states of being (e.g.
quizzed, whined, stammered) and that
are basic to a particular topic (e.g.
wildlife, conservation, and endangered
when discussing animal preservation).
LONG BEACH UNIFIED SCHOOL DISTRICT
2
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Evidence of Learning – Stage 2
Evaluative Criteria (LBUSD Achievement Report Evidence)
End of Unit Assessment Evidence
Reading Achievement Subsets
•
Uses textual evidence to explain what the text says explicitly and when drawing
inferences
•
Determines and summarizes central ideas and key details in grade level texts
•
Determines word meanings and phrases in context
•
Integrates information from related texts
Speaking and Listening Achievement Subsets
•
Engages in collaborative conversations about grade level topics and texts (See
Collaborative Discussion Rubric)
•
Uses grade appropriate language and vocabulary
Writing Achievement Subsets
•
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)
Writing Achievement Subsets (See CCSS-Aligned Informative/Explanatory Rubric)
•
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
•
Integrates information from related texts
Speaking and Listening Achievement Subsets
•
Plans, speaks, and presents information/ideas connected to the unit theme
•
Listens and interprets information and ideas presented by others
End of Unit On-Demand Reading and Responding to Text (Intranet)
Over the course of three days, students will read three short informational
articles on modern forms of communication, answer several text-dependent
questions, and work in collaborative groups to gather evidence that they will use
to write an analysis of the texts in response to a prompt.
Evaluative Criteria (LBUSD Achievement Report Evidence)
Other Evidence – may be used formatively
•
BAP Culminating Writing Tasks
Short Constructed Responses to Focus Questions
Collaborative Discussions
Grade Level Fluency Passages
•
•
•
Task-dependent
Task-dependent
Task-dependent
Reads grade level text with accuracy and fluency (See CCSS-Aligned Fluency Rubric)
Informative/Explanatory Writing Task (Process Piece)
Select on invention or innovation that had an impact on the way people
communicate. Using and integrating information from at least 3 sources, explain
how this invention or innovation impacted the way people communicate.
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 the OCR Teacher’s Edition, Unit 5)
LONG BEACH UNIFIED SCHOOL DISTRICT
3
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Metas de Enfoque– Stage 3
Reading
•
•
I can refer to details and evidence in a
text when explaining what the text
means. (RI.4.1)
Writing
•
I can introduce a topic clearly (W.4.2.a)
•
I can group related information in paragraphs and
sections (W.4.2.a)
I can determine the main idea of a text
and explain how it is supported by key
details. (RI.4.2)
•
I can include formatting, illustrations, and multimedia to
help the reader understand the content (W.4.2.a)
•
I can summarize the text. (RI.4.2)
•
•
I can explain events, ideas, and
concepts in a text. (RI.4.3)
I can develop the topic with facts, definitions, concrete
details, quotations, or other information and examples
related to the topic (W.4.2.b)
•
I can use information from the text to
explain what happened and why.
(RI.4.3)
•
I can determine the meaning of a word
or phrase as it is used in the text.
(RI.4.4)
•
I can link ideas within categories of information using
words and phrases (W.4.2.c)
•
I can use precise language and domain-specific
vocabulary to inform about or explain the topic (W.4.2.d)
•
I can provide a concluding statement or section related to
the information or explanation presented (W.4.2.e)
•
I can describe the overall structure of
information in a text. (RI.4.5)
•
I can work with my peers and adults to plan my writing.
(W.4.5)
•
Puedo identificar las estructuras de
texto
como
cronologia,
comparació, y causa y efecto.
(RI.4.5)
•
I can work with my peers and adults to develop, revise,
and edit my writing. (W.4.5)
•
I can conduct short research projects that build
knowledge through investigation of different aspects of a
topic. (W.4.7)
•
I can gather, take notes and categorize information from
text. (W.4.8)
•
I can draw evidence from informational texts to support
analysis, reflection, and research. (W.4.9)
•
•
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)
Speaking and Listening
•
•
I can prepare for a collaborative
conversation by reading and
studying the required material.
(SL.4.1.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)
Language
•
I can form and use simple verb tenses.
(L.3.1.e) Note that this is a grade 3
standard
•
I can form and use the progressive verb
tenses (L.4.1.b)
•
I can accurately use academic and
domain-specific words and phrases
when speaking and in my writing.
(L.4.6)
LONG BEACH UNIFIED SCHOOL DISTRICT
4
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Learning Plan – Stage 3
Days
Reading and Responding to Text
Informational/Explanatory Writing
Language Conventions
1-2
What is Communication? (video)
Let’s Communicate (article)
Types of Nonverbal Communication (video)
3-5
Koko’s Kitten (BAP OCR)
BAP – Culminating Task
Form and use simple present tense verbs
6-7
The History of Communication Through the Ages (article)
A brief History of Communication (video)
Integrating information from two sources
Form and use simple future tense verbs
Printing Press (video)
Informational summary writing
Review simple verb tenses
Breaking Into Print: Before and After the Invention of the
Printing Press (OCR)
Informational summary writing
Form and use present progressive
Printing and Thinking (article)
“Reverse map” an informational article
Form and use past progressive
8
9-10
11
Integrating information from several sources
Form and use simple past tense verbs
Informative/Explanatory Essay (Guided)
“After reading and watching videos about the invention of the printing press, write an informative/explanatory text in which you examine some aspect of the invention.”
12-14
15-16
Links to the East (Reflections pages 278-285)
Note-taking and orally summarizing
Form and use future progressive
17-18
Voices Across the Word (OCR Unit Opener)
Note-taking and orally summarizing
Choose between simple past and past progressive
19-20
Morse Code and the Telegraph (video)
Morse Code and the Telegraph (informational article)
Integrating information from sources
Choose between simple present and present progressive
21-22
Alexander Graham Bell (video)
Alexander Graham Bell (article)
Integrating information from sources
Choose between simple future and future progressive
23-24
Evolution of Communication: From Email to Twitter and
Beyond (Blog Resource)
Compare/Contrast paragraph
Review verb tenses
25-27
Informative/Explanatory Writing (Process)
Select one invention or innovation and write a report explaining its impact on communication.
28-30
On-Demand Reading and Responding to Text
•
Additional
resources
•
Write from the Beginning and Beyond Response to
Literature Manual
Open Court Leveled Library
Write from the Beginning and Beyond Setting the
Stage Manual
Write from the Beginning and Beyond Expository
Manual
•
•
Language Arts Handbook
http://www.chompchomp.com/menu.htm
LONG BEACH UNIFIED SCHOOL DISTRICT
5
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Types of Nonverbal Communication (video)
Days 1-2
Vocabulary
Video- exchange, posture, tone,
communication
Informational article- verbal and nonverbal
communication, body language,
Video- facial, gestures, appearance, posture,
pitch, tone
Theme Connections
In this video and text set, students will be introduced to why people communicate, the different types of communication, and the skills needed to
communicate effectively.
Reader and Task Considerations
Students will watch 2 short videos and read an informational article to build background on the topic of communication. They will take notes on the
information using various Thinking Maps, orally summarize the information, and then integrate the information in an informative/explanatory
paragraph answering the question, “What is communication?”
Metas de Enfoque
Focus of Instruction: Reading and Responding to Text
Unit and Lesson Launch
•
Puedo seguir las reglas acordadas para
llevar a cabo discusiones acordadas y
desempeñar mis papeles asignados
durante una conversación colaborativa.
(SL.4.1.b)
•
Puedo hacer comentarios que
contribuyen a una discusión durante
una conversación colaborativa.
(SL.4.1.c)
•
Puedo formar y responder a
preguntas específicas durante
una conversación colaborativa.
(SL.4.1.c)
•
•
Puedo obtener nuevos
entendimientos como resultado de
tener una discusión colaborativa.
(SL.4.1d)
•
•
•
•
•
•
Tell students that over the course of the next several weeks
they will be engaged in a unit of study called, Communication.
Explain that you will be reading several texts and watching
many videos to explore how communication has evolved over
time.
Tell students that they will begin the unit by reading an
informational article and watching two videos to build
knowledge about the topic of communication. To build
knowledge and vocabulary, they will capture key details from
the text and videos using various Thinking Maps and
determine the main idea of what they read and viewed.
Following each text and video, they will orally practice
summarizing the information in small groups incorporating
the new information and vocabulary. Lastly, they will be
integrating the information from all 3 sources to write a
paragraph about communication.
Begin the lesson by asking students what they know about
communication by writing their ideas in a two-column chart
with the first column titled, “lo que sé de la comunicación” and the second column titled, “lo que ahora entiendo de la
comunicación.”
Students will add to the second column at the conclusion of the lesson.
Guide students by asking questions such as “¿Cómo se comunican las personas? “Cuáles son las diferentes formas en que nos comunicamos?”
“¿Por qué se comunican las personas?”
Ask the class to share out what they already know and create a Circle Map on chart paper. Use one color to record their ideas and add
“students’ prior knowledge” to the frame in the same color.
LONG BEACH UNIFIED SCHOOL DISTRICT
6
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
•
Puedo escuchar con cuidado y
parafrasear la información presentada
en un video. (SL.4.2)
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Puedo referirme a los detalles y a la
evidencia en un texto cuando explico
lo que el texto significa. (RI.4.1)
•
Puedo determinar la idea principal de
un texto y explicar cómo es apoyada
por los detalles clave. (RI.4.2)
•
Puedo resumir el texto. (RI.4.2)
•
Puedo explicar eventos, ideas y
conceptos en un texto. (RI.4.3)
•
Puedo usar información del texto
para explicar lo que sucede y por
qué. (RI.4.3)
•
Puedo determinar el significado de
una palabra o frase como es usado en
el texto. (RI.4.4)
•
Puedo integrar información de dos
textos sobre el mismo tema para poder
escribir o hablar sobre dicho tema con
pleno conocimiento. (RI.4.9)
•
Puedo leer con suficiente acierto y
fluidez para apoyar la comprensión.
(RF.4.4)
•
Puedo utilizar palabras académicas y
especificas al tema correctamente
cuando hablo y en mi escritura (L.4.6)
Comunicación
Grado 4
Video What is Communication? http://www.teachertube.com/viewVideo.php?video_id=247155
Ask students to watch the very brief video the first time without taking any notes.
Ask students to draw a Circle Map with the topic Communication in the center. Have students watch the video again and record notes in the
Circle Map.
Ask students to share what new
information they gained from watching the
video. Add answers to your Circle Map in a
different colored marker. Add the name of
the video to the frame in the same color.
Ask students to categorize the information
from the video. Categories might include
what communication is, verbal
communication, and non-verbal
communication. Have students record
these categories on a Tree Map and then
transfer their notes.
In small groups or in partners, have students orally summarize the information using complete sentences and newly acquired vocabulary.
Let’s Communicate – Informational article http://cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=287&id=2948 `
Tell students that they will now read an informational article about communication. Point out that the text has headings. Have students use
these headings as the branches in a Tree Map.
Ask students to read the text independently the
first time through recording at least one piece
of information under each branch of the Tree
Map.
In partners, have students discuss the
information they recorded on their Tree Maps
Ask students the following questions:
¿Por qué la gente se comunica?
¿Cuáles son algunas de las diferentes formas en
que la gente se puede comunicar?
¿Qué habilidades se necesitan para
comunicarse verbalmente?
¿Qué habilidades son importantes para
comunicarse en la escritura?
¿En qué forma se pueden comunicar las
personas sin utilizar palabras?
¿Cuáles son algunas otras formas en que las
personas se pueden comunicar las cuales están
mencionadas en este artículo?
LONG BEACH UNIFIED SCHOOL DISTRICT
7
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
Comunicación
Grado 4
Have students work with a partner to reread the article and add important information to their Tree Maps.
Model for students how to add a “¿y qué?” and “¿y por qué?” statement to the frame of their Tree Map. The so what statement should
summarize the information in the text. It might sound something like, “las personas se comunican en muchas formas diferentes y por muchas
razones diferentes.” The so why statement should tell why this information is important. It might sound something like, “es importante tener
habilidades específicas para poder comunicarse de forma efectiva.”
Model for students how to summarize the information from the Tree Map. Begin by starting with the “¿y qué?” statement, move through
each branch, then conclude with the “¿y por qué?” statement. Be sure you model how to take the phrases listed under each branch and turn
them back into full sentences in your own words.
With a partner, ask students to practice orally summarizing the information.
Ask students to give you information to add to the class Circle Map chart. Use a different colored marker for the information and add the title
of the article in the frame with that same color.
As a whole class, discuss what was similar about the two sources and what was different.
Types of Non-Verbal Communication – video http://video.abot.com/psychology/8-Types-of-Nonverbal-Communication.htm
Tell students that this video will provide them with information about 8 types of nonverbal communication. Ask students to identify which map
would be best for
capturing types.
(Tree Map)
Have students
construct a Tree
Map with 8
branches and the
title, “Types of NonVerbal
Communication.”
Show the video and
have students
record the 8 types
of nonverbal
communication and
an example of each.
Ask students to
volunteer to
provide a type of nonverbal communication along with an example and what that specific example communicates. For example, a student
might say, “Facial expressions are a type of nonverbal communication. A smile is a type of facial expression that communicates happiness.”
Continue through each type of nonverbal communication. Encourage students to use newly acquired vocabulary in their oral responses.
Ask students to give you information to add to the class Circle Map chart. Use a different colored marker for the information and add the title
of the article in the frame with that same color.
LONG BEACH UNIFIED SCHOOL DISTRICT
8
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Puedo obtener evidencia de los textos
informativos para apoyar el análisis, la
inflexión, y la investigación. (RI.4.1)
•
Based on the needs of your students
select a learning target for collaborative
discussions. (SL.4.1)
•
Puedo utilizar palabras
académicas y especificas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
Metas de Enfoque
Comunicación
Reread to Gather Evidence/Information and Respond to Text
•
•
•
Grado 4
Introduce the focus question: ¿Cómo ha cambiado tu entendimiento de la comunicación después de ver los videos y leído los artículos sobre la
comunicación?
Refer to the two-column chart with the first column titled, “lo qué sabía sobre la comunicación” and the second column titled, “lo qué
entiendo ahora” that your students made at the beginning of the lesson.
Ask student to add to the second column using their notes from the videos and lessons.
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 how their understanding of communication has changed.
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.
Monitor students’ conversations for content and use of academic language and vocabulary.
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: Informative/Explanatory Writing
• Puedo presentar un tema claramente (W.4.2.a) Integrating information from all 3 sources (Building the skills needed for informative/explanatory writing)
Tell students that they will be practicing the skills of considering possible categories, combining and selecting categories, and creating an
• Puedo agrupar información que está
organizational plan for writing an informative/explanatory piece Follow the model for steps 4-6 in WfB&B pages 400-402)
relacionada en párrafos y secciones (W.4.2.a)
Ask students to create categories of information for what they have learned so far about communication. Possible categories could be reasons
why people communicate, types of communication, ways people communicate, forms of communication, verbal communication, nonverbal
• Puedo desarrollar el tema con hechos,
communication, etc… (Step 4)
definiciones, detalles concretos, citas, u otra
Model for students how to combine and select categories (Step 5)
información y ejemplos relacionados al tema
Model for students how to create an organizational plan for writing (Step 6)
(W.4.2.b)
Since students will only be writing a paragraph and not a multi-paragraph report, simply ask students to record 1-2 details for each category.
Ask students to write a “so what?” statement for their opening sentence and a “so why?” statement for the closing sentence.
• Puedo usar lenguaje preciso y vocabulario
Ask students to work with a partner to orally rehearse their paragraph. Encourage students to use a formal sentence structure and incorporate
específico al tema para informar o explicar
as many of the newly acquired vocabulary words in their oral summaries.
sobre el tema (W.4.2.d)
Ask students to write a paragraph defining communication. Encourage students to use newly acquired vocabulary in their written summaries.
• Puedo proporcionar una declaración de
conclusión o sección relacionada a la
información o explicación presentada
(W.4.2.e)
• Puedo hacer pequeños trabajos de
investigación que aumentan el conocimiento a
través de la investigación de diferentes
aspectos de un tema. (W.4.7)
LONG BEACH UNIFIED SCHOOL DISTRICT
9
20142015
IMPORTANT NOTE from Translating Team to TEACHERS: Please refer to your instructional materials to adapt the vocabulary used in the texts as needed.
Artes de Lenguaje Inglés
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Puedo sacar evidencia de los textos
informativos para apoyar el análisis, la
inflexión, y la investigación.(W.4.9)
•
Puedo formar y usar tiempos de verbos
sencillos
(L.3.1.e) Note that this is a 3rd
grade standard
LONG BEACH UNIFED SCHOOL DISTRICT
Comunicación
Grado 4
Grammar Conventions:
Review with students that the main function of a verb tense is to show when the action happens. There are 3 main verb tenses, past,
present, and future. Today you will begin a review of simple verb tenses. Create a Verb Tense Tree Map with the following 3
branches: Past, Present, and Future. Under each branch create two branches for simple and progressive.
•
Simple past tense expresses an action or situation that was started and finished in the past. Most past tense verbs end in ed. The irregular verbs have special past tense forms which must be memorized.
•
Simple present tense tells you what is going on right now. It expresses an unchanging, repeated, or reoccurring action or
situation that exists only now.
•
Simple future tense expresses an action or situation that will occur in the future. This tense is formed by using will/shall with
the simple form of the verb.
Working with simple past tense verbs
Depending on the needs of your students choose from the following activities :
•
Have students look for examples of sentences that show past tense verbs.
•
Provide students with examples of sentences that show simple past tense verbs and have them point out the verb.
•
Give students several verbs and have them construct sentences in past tense. Use verbs related to the content and
vocabulary of the lesson (e.g., exchange, communicate, talk, write, speak, touch, smile, frown, wave, share, behave, listen)
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Artes de Lenguaje Inglés
Comunicación
Grado 4
BAP: Koko’s Kitten
Days 3-5
Vocabulary
Theme Connections
(See BAP lesson for a full list of
vocabulary)
In this selection, a gorilla named Koko is able to communicate her affection for kittens and her need for a pet kitten. This will provide students with an
opportunity to understand that even animals have a strong need to communicate and do so for a variety of reasons.
Text, Reader, and Task Considerations
This text is presented in chronological order. It would be helpful for students to track the events using a Flow Map as they read the selection and work
through the questions provided in the BAP lesson. Students can then go back and add how Koko felt at various points in the text. This will help students
collect evidence that will support writing to the culminating task.
Metas de Enfoque
•
Puedo leer con suficiente
exactitud y fluidez para apoyar la
comprensión. (RF.4.4)
Focus of Instruction: Reading and Responding to Text
First Read
•
•
•
See BAP lesson for standards addressed
Reread for Comprehension
•
•
•
•
Puedo explicar eventos, ideas, y
•
•
Puedo recopilar, tomar apuntes y
categorizar información del
texto. (W.4.8)
Based on the needs of your students
select a learning target for
collaborative discussions. (SL.4.1)
Puedo utilizar palabras
académicas y especificas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
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 Metas de Enfoque 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.
Reread to Gather Evidence/Information and Respond to Text
conceptos en un texto. (RI.4.3)
•
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 and how this relates to the topic of communication (leave this very open-ended, the purpose of this
conversation is for students to talk about the text).
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
Introduce the focus question: En la selección, ¿qué sentimientos tiene Koko? ¿Cómo comunica sus sentimientos? Apoya tu respuesta con
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.
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.
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Comunicación
Metas de Enfoque
•
Puedo formar y utilizar tiempos de
verbos sencillos.
(L.3.1.e) Note that this is a 3rd
grade standard
Grado 4
Focus of Instruction: Informative/Explanatory Writing and Conventions
Grammar Conventions:
Review with students that the main function of a verb tense is to show when the action happens. There are 3 main verb tenses, past,
present, and future. Today you will continue a review of simple verb tenses.
•
Simple past tense expresses an action or situation that was started and finished in the past. Most past tense verbs end in -ed.
The irregular verbs have special past tense forms which must be memorized.
•
Simple present tense tells you what is going on right now. It expresses an unchanging, repeated, or reoccurring action or
situation that exists only now.
•
Simple future tense expresses an action or situation that will occur in the future. This tense is formed by using will/shall with
the simple form of the verb.
Working with simple present tense verbs
Depending on the needs of your students choose from the following activities :
•
Have students look for examples of sentences that show present tense verbs.
•
Provide students with examples of sentences that show simple present tense verbs and have them point out the verb.
•
Have students change the sentences they wrote in the previous lesson to simple past tense. Use verbs related to the content
and vocabulary of the lesson (e.g., exchange, communicate, talk, write, speak, touch, smile, frown, wave, share, behave, listen)
LONG BEACH UNIFED SCHOOL DISTRICT
12
2014-2015
Artes de Lenguaje Inglés
Comunicación
Grado 4
The History of Communication Through the Ages (article)
A Brief History of Communication (video)
Days 6-7
Vocabulary
Theme Connections
Article- civilization, papyrus,
parchment, embossed, typeface
In this informational article and video, students will begin to learn about how communication has evolved due to various technological advances.
Reader and Task Considerations
Students will read the informational article first and create a Flow Map to sequence the evolution of communication. The history begins in the BC time
period so you may need to explain that BC numbers get smaller as they progress through time. You may also need to explain the time periods that
th
correlate to Centuries. For example, 17 Century equals the 1800’s. They will then watch a short video and Flow Map the images that show how
communication has changed. You will want to watch this video several times. It is rich with images that show how ideas spread faster and the world is
becoming smaller due to the technological advances in the way we communicate.
Metas de Enfoque
•
•
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
Puedo describir la estructura
general de la información en un
texto. (RI.4.5)
Puedo identificar las estructuras
de texto como cronología,
comparación, y causa y efecto.
(RI.4.5)
•
Puedo recopilar, tomar apuntes y
categorizar información del
texto. (W.4.8)
•
Puedo explicar eventos, ideas,
y conceptos en un texto.
(RI.4.3)
•
Puedo usar información del texto
para explicar lo que sucedio y por
qué. (RI.4.3)
•
Puedo utilizar palabras
académicas y especificas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
Focus of Instruction: Reading and Responding to Text
First Read (article)
•
•
Ask students to independently read the article and annotate it by underlining the different means of communication.
Ask students to identify the text structure used to present the information. (Chronological)
Reread for Comprehension, Gather Evidence and Respond to Text
The History of Communication Through the Ages – informational article http://www.localhistories.org/communications.html
LONG BEACH UNIFED SCHOOL DISTRICT
Briefly explain to students that this text
provides an overview of some of the
technological advances that changed
communication.
Tell students that this article is presented in
chronological order and determine with
students which map would best capture the
information. (Flow Map)
Read the text aloud as students follow along.
Model taking notes by recording the events in
a Flow Map. Students will take notes on their
own Flow Maps. You may choose to proceed
through the article as a whole class, providing
direct instruction, or gradually release
scaffolding so that students are independently
reading and recording the information.
Ask students the following text dependent
questions:
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Artes de Lenguaje Inglés
Comunicación
Grado 4
¿Cómo enviaban y recibían mensajes las personas en tiempos antiguos?
¿Qué invención hizo que enviar y recibir mensajes fuese más fácil en tiempos antiguos?
¿Qué invención abrió el camino para que se inventaran los periódicos?
¿Cuál siglo vio las invenciones que permitieron que la comunicación fuese mucho más eficiente?
¿Cómo cambió la comunicación en el siglo 20?
Practice orally summarizing the information on the Flow Map. Encourage students to use newly acquired vocabulary in their oral summaries.
Group ideas on the Flow Map into categories through color coding. For example, students can use one color to box all of the events in
ancient times. Have students create a summary statement for that time period. They might say, “In ancient times writing was invented.”
Then they add details to support that statement from the information in the Flow Map. The next events that could go together might be
the inventions of the blocks used in China, the printing press, and the first newspapers. The summary statement might sound like, “The
written word could be captured using blocks. The first time this was done was by the Chinese in 686 AD. It wasn’t until the 1400’s that the
printing press was invented which paved the way for transmitting knowledge more easily.”
Continue through the information on the Flow Map.
Question for collaborative discussion or short constructed response:
¿Cuál invención crees tú que tuvo el mayor impacto en la forma que las personas se comunicaban? Utiliza evidencia del texto para apoyar
tu respuesta.
A Brief History of Communication (video) - http://vimeo.com/19422529
Show the video the first time and simply ask students to watch it. Ask them to think about what the “red dot” represents.
Discuss the video and allow students to tell
you what they noticed or what they thought it
was about.
Show the video a second time to verify
students’ ideas. Have another discussion on
additional ideas.
Determine with students that this video is
using images to show some of the
technological advances that have impacted
how we communicate.
Show the video a third time, pausing to record
ways people communicate in a Flow Map.
Ask the following questions:
¿Por qué crees que el creador del
video escogió usar sólo los colores negro,
blanco y rojo?
¿Qué sucede con el punto rojo a medida
que el video progresa? ¿Qué está demostrando esto?
¿Qué sucede con el ritmo de la música a medida que el video progresa? ¿Qué está demostrando esto?
Guide students to write a “y qué? and “y por qué?” statement for the Flow Map representing the information from the video. Remind them that a
so what statement simply summarizes the information in the map (main idea) and the so why statement captures why this information is important.
LONG BEACH UNIFED SCHOOL DISTRICT
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Artes de Lenguaje Inglés
Comunicación
Metas de Enfoque
•
•
•
Grado 4
Focus of Instruction: Informational/Explanatory Writing and Conventions
Puedo presentar un tema claramente Integrating information from the article and video to write an informational/explanatory paragraph
(W.4.2.a)
•
Lead students through a discussion by asking the following questions:
¿En qué estructura fueron presentadas las ideas en ambos artículos y el video? (cronológico)
Puedo agrupar información que
Usando la información del artículo, agrégale unas fechas al Mapa de Flujo que creaste después de mirar el
está relacionada en párrafos y
video. ¿Qué información aprendiste del artículo que no aprendiste en el video?
secciones (W.4.2.a)
¿Qué información aprendiste del video que no aprendiste de leer el artículo?
•
Using the information from the article and video, have students write an informative/explanatory paragraph explaining how communication has
Puedo desarrollar el tema con
changed over time. Remind students to begin with a topic sentence, provide details from both sources in a chronological format, including time
hechos, definiciones, detalles
order transition words, and conclude with a sentence that shows the significance of the information. Encourage students to use newly acquired
concretos, citas, y otra
vocabulary in their writing.
información y ejemplos
•
Based on the needs of your students, provide scaffolds and modeling as necessary.
relacionados al tema. (W.4.2.b)
•
Puedo unir ideas con categorías de
información usando palabras y
frases (W.4.2.c)
•
Puedo usar lenguaje preciso y
vocabulario específico al tema para
informar o explicar sobre el tema
(W.4.2.d)
•
Puedo proporcionar una declaración
de conclusión o sección relacionada
a la información o explicación
presentada (W.4.2.e)
•
Puedo formar y usar los tiempos
simples de los verbos.
(L.3.1.e) Note that this is a 3rd
grade standard
Grammar Conventions:
Review with students that the main function of a verb tense is to show when the action happens. There are 3 main verb tenses, past,
present, and future. Today you will continue a review of simple verb tenses.
•
Simple past tense expresses an action or situation that was started and finished in the past. Most past tense verbs end in -ed.
The irregular verbs have special past tense forms which must be memorized.
•
Simple present tense tells you what is going on right now. It expresses an unchanging, repeated, or reoccurring action or
situation that exists only now.
•
Simple future tense expresses an action or situation that will occur in the future. This tense is formed by using will/shall with the
simple form of the verb.
Working with simple future tense verbs
The simple future has two different forms in English: will verb and am/is/are going to verb
• I will help him later. (will often suggests a voluntary action)
LONG BEACH UNIFED SCHOOL DISTRICT
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Artes de Lenguaje Inglés
Comunicación
Grado 4
• I am going to help him later. (am going suggests a plan)
Depending on the needs of your students choose from the following activities :
•
Have students look for examples of sentences that show future tense verbs.
•
Provide students with examples of sentences that show simple future tense verbs and have them point out the verb.
•
Have students change the sentences they wrote in the previous lesson to simple future tense. Use verbs related to the content
and vocabulary of the lesson (e.g., exchange, communicate, talk, write, speak, touch, smile, frown, wave, share, behave, listen)
LONG BEACH UNIFED SCHOOL DISTRICT
16
2014-2015
Artes de Lenguaje Inglés
Comunicación
Grado 4
Printing Press (video)
Day 8
Vocabulary
transcription, manufacturing, boom, “intellectual
Big Bang”
Theme Connections
This video is the first of three texts about the invention of the Printing Press. Students will learn about the limitations of communication prior
to the invention and the impact the printing press had on society. This will provide students with their first in-depth look at one technological
advance that changed the way the world communicated.
Reader and Task Considerations
This video is rich with images and information and will need to be played several times in order for students to capture all of the information.
Students will record the causes of the invention or the characteristics of communication prior to the invention of the printing press, the
invention itself, and the impact of the printing press on the way people communicate. Students will orally rehearse a summary of the
information and then write a single paragraph explaining the effects of the printing press on the way we communicate.
Metas de Enfoque
•
Puedo escuchar con cuidado y parafrasear la
información presentada en un video. (SL.4.2)
Focus of Instruction: Reading and Responding to Text
First Viewing - http://www.history.com/topics/middle-ages/videos/mankind-the-story-of-all-of-us-the-printing-press
•
•
•
•
Puedo escuchar con cuidado y parafrasear la
información presentada en un video. (SL.4.2)
•
Puedo usar información del texto para explicar
lo que sucedió y por qué. (RI.4.3)
•
Puedo recopilar, tomar apuntes y categorizar
la información del texto. (W.4.8)
•
Me puedo preparar para una conversación
colaborativa al leer y estudiar el material
requerido. (SL.4.1.a)
•
Puedo recurrir a mi preparación y otras ideas
que tengo sobre el tema para explorar las
ideas que están a discusión. (SL.4.1.a)
•
Puedo utilizar palabras académicas y
específicas al tema correctamente cuando
hablo y en mi escritura. (L.4.6)
LONG BEACH UNIFED SCHOOL DISTRICT
Tell students that they will watch a video to learn about the invention of the printing press. Ask them to watch carefully and think about
the information being presented
Remind students of the events from their Flow Map about the invention of the printing press. Ask them what Chinese invention came
before this.
After the initial viewing, ask students the following questions:
¿De qué se trató el video? ¿Qué información aprendiste? ¿Qué hace la imprenta? ¿Por qué era esto tan importante?
Replay for comprehension, evidence gathering and
responding to text
View the video a second time. As students watch,
have them listen for the “problems” the printing
press solved and the outcomes or effects of the
printing press being able to mass produce books.
Lead a discussion with students about the
“problems” with communication prior to the
printing press and the effects on communication as
the result of the printing press being invented. Ask
students which map they could use to capture this
information. (Multi-Flow Map)
Begin a Multi-Flow Map with students. Model on
chart paper or use a document camera while
students create their own. For the “event” box,
write the printing press was invented. Ask students
for reasons that motivated Gutenberg to create the
printing press. Ask students for some of the effects.
rd
Show the video a 3 time and have students listen
for reasons and effects to add to their maps.
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Comunicación
Grado 4
Ask students to share the information they recorded with a partner.
Lead a whole class discussion on the “causes” and “effects” of the printing press being invented.
Add a “so what?” and “so why?” statement to the Multi-Flow Map.
Practice taking the information off the map by orally summarizing. Begin with the “so what?” statement, move to the “causes”, describe
the invention, move to the “effects” and finish with the “so why?” statement. Encourage students to use newly acquired vocabulary.
Question for collaborative discussion or short constructed response:
¿Por qué el Profesor S. James Gates Jr se refirió a la invención de la imprenta como “nuestro Bing Bang intelectual?”
Metas de Enfoque
Focus of Instruction: Informative/Explanatory Writing
Based on the needs of your students, select from
the informational/explanatory writing Metas de
Enfoque
•
•
•
Puedo utilizar palabras académicas y
específicas al tema correctamente cuando
hablo y en mi escritura. (L.4.6)
•
Puedo formar y utilizar los tiempos
simples de los verbos
(L.3.1.e) Note that this is a 3rd grade
standard
Grammar Conventions – Review Simple Verb Tenses
Provide students with a list of verbs and have them create sentences using simple past, simple present, and simple future for
each verb.
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
Have students write an informative/explanatory summary explaining how the printing press changed communication.
Remind students to begin paragraphs with a topic sentence, provide details and facts from the video, include cause and effect transition
words and phrases, and conclude with a sentence that shows the significance of the information. Encourage students to use newly
acquired vocabulary in their writing.
Based on the needs of your students, provide scaffolds and modeling as necessary.
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Artes de Lenguaje Inglés
Comunicación
Grado 4
Breaking Into Print: Before and After the Invention of the Printing Press (OCR)
Days 9-10
Vocabulary
Theme Connections
monk, parchment, quill, monastery,
merchants, guilds, tinkered, adjustable,
privileged
In this text, students will continue to build knowledge around the topic of the printing press. They will examine the events that lead to the invention
of the printing press along with the impact that the printing press had on the world.
Reader and Task Considerations
As students read this text they will identify the overall structure the author used to present the information. This will help them understand the
author’s purpose for writing the text. It is important for students to understand the organizational structure of a text is chosen in order to support
an author’s purpose. In this text, the author begins by setting up the conditions that lead to the invention of the printing press. He then goes on to
describe Gutenberg and what led him to be curious about this type of machine. The text ends with information that explains the impact that the
printing press had on people and the world. Students should be able to describe that the overall structure is cause and effect.
Metas de Enfoque
Focus of Instruction: Reading and Responding to Text
First Read
•
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
Puedo referirme a detalles y la
evidencia en un texto cuando estoy
explicando lo que el texto quiere
decir. (RI.4.1)
•
Puedo explicar eventos, ideas, y
conceptos en un texto. (RI.4.3)
•
Puedo usar información del texto
para explicar lo que sucedio y por
qué. (RI.4.3)
•
Puedo describir la estructura general
de la información en un texto. (RI.4.5)
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
LONG BEACH UNIFED SCHOOL DISTRICT
•
Follow the chunking suggestions below to gradually release independence of the reading to the students.
Reread for Comprehension, Evidence Gathering, and Response to Text:
Pages 434-43 “Causes” - Ask students to independently read pages 434-437 looking for reasons why a printing press was needed and what made
Gutenberg interested in inventing one.
•
After the first independent read, ask the following text dependent questions: As students provide answers, return to the text and reread
portions aloud that support their responses.
Vuelve a leer el primer párrafo. ¿Qué es lo que el autor está describiendo? ¿Por qué el autor comienza de esta manera?
¿Qué otra información proporciona el autor en la primera página? ¿Qué objetivo tiene el autor (HELP WITH THIS ONE)? (Remind
students to read the captions and look at the illustrations as well.)
Vuelve a leer la página 435. ¿Qué llevó a que más personas aprendieran a leer y escribir?
Una vez que la demanda de libros aumentó, ¿qué hizo difícil mantenerse al día con la demanda? (page 436)
¿Qué otros países han usado un método para imprimir en papel con Tipos Móviles (Piezas metálicas para escribir? ¿Qué
impidió que estas personas imprimieran en grandes números?
¿Por qué Gutenberg estaba interesado en el proceso de impresión?
After the whole class discussion, ask students to work with a partner and re-read pages 434-437 and record the reasons or causes that led to
the invention of the printing press on the left side of a Multi-Flow Map.
Pages 438-439 “Event” - Ask students to independently read pages 438-439. Ask them to be able to describe the information that is presented.
(These two pages describe the key details in the development of the printing press.) Have students record some of these details in the center
box of their Multi-Flow Map with the heading, “Gutenberg invents the printing press.”
Ask students to share their ideas with a partner.
Lead the whole class in a discussion with the following questions:
¿Qué obstáculos enfrentó Gutenberg mientras estaba intentando crear un diseño?
¿Cuánto tiempo le tomó a Gutenberg desarrollar la primera imprenta? ¿Por qué le tomó tanto tiempo?
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Comunicación
Grado 4
After the whole class discussion, ask students to work with a partner and re-read pages 438-439 and record some of the details about the
process Gutenberg went through in developing the printing press. Add these details to the center box of the Multi-Flow Map.
Pages 440-441 “Effects” – Ask students to
independently read 440-441 looking for the
impact the printing press had on
communication and the world.
Ask students to share their ideas with a
partner.
Lead the whole class in a discussion with the
following questions:
¿Cuáles son algunos de los efectos
de la imprenta?
¿En qué forma cambió esto la
manera en que las personas se
comunican?
Add the effects or impacts to the Multi-Flow
Map.
Have students add a “¿y qué?” and “¿y por
qué?” statement to their Multi-Flow Map
summarizing the main idea of the selection
and the significance of the information.
In partners, ask students to orally summarize
the information on their maps. Begin with the
“¿y qué?” statement, proceed to the
“causas,” describe the process of inventing the printing press, then to the “efectos,” and conclude with the “¿y por qué?” statement.
Encourage students to use newly acquired vocabulary in their oral summaries.
Metas de Enfoque
Based on the needs of your students, select
from the informational/explanatory writing
Metas de Enfoque
•
Puedo utilizar palabras
académicas y específicas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
•
Puedo formar y utilizar el tiempo
progresivo de los verbos (L.4.1.b)
LONG BEACH UNIFED SCHOOL DISTRICT
Focus of Instruction: Informational/Explanatory Writing and Conventions
Question for collaborative discussion (Use information from the video and the text to respond.)
How did the printing press change the way people communicate? Discuss and then write a paragraph explaining the impact of the printing press on
communication. Encourage students to use newly acquired vocabulary in their writing.
Introduce progressive verb tenses. Progressive verb tenses describe ongoing actions in the present, past or future.
•
Present Progressive is used to describe an action that is taking place at the time you are writing about it. It differs from the simple present
tense in that the simple present tense is generally true at the present time but not necessarily happening right now. Note the difference in the
pair of sentences below.
20
2014-2015
Artes de Lenguaje Inglés
Comunicación
•
•
Grado 4
Ollie plays hide-and-seek with his dog. (plays is simple present)
Ollie is playing hide-and-seek with his dog. (is playing is present progressive)
Point out that to form the present progressive, use am/is/are the verb form ending in -ing
Provide students with the following pairs of sentences and have them classify them as present or present progressive. Also have them point out
the simple verb or the am/is/are verb ending in -ing
Estudio mis operaciones de matemáticas. Estoy estudiando mis operaciones de matemáticas.
Escribo con una pluma de ganso. Estoy escribiendo con una pluma de ganso.
La pluma de ganso hace ruido al escribir. La pluma de ganso está haciendo ruido al escribir.
Espero terminar antes de que caiga la primera nevada. Estoy esperando terminar antes de que caiga la primera nevada.
Los escribanos crean un guion nuevo. Los escribanos están creando un guion nuevo.
Campesinos en lucha viven y mueren sin haber visto nunca un libro. Campesinos en lucha están viviendo y muriendo sin haber visto nunca un
libro.
 Los negociantes exitosos aprenden a leer y escribir. Los negociantes exitosos están aprendiendo a leer y escribir.
Provide students with a subject and a verb and have them write a sentence using simple present and a sentence using the present progressive.
You may consider using content from the reading selection.
Example: Los Coreanos
(imprimir) libros de tipos movibles. Los estudiantes escribirían, “Los Coreanos imprimen libros con
tipos movibles.” y “Los Coreanos están imprimiendo libros con tipso movibles.”
A challenge would be to have students use the text and create their own pairs of sentences.
LONG BEACH UNIFED SCHOOL DISTRICT
21
2014-2015
English Language
Arts
Communication
Printing and Thinking (article)
Grade 4
Day 11
Vocabulary
Theme Connections
entailed, parchment, clergy, furthermore,
simultaneously, thrived, populace, humanist,
sought, manuscripts, intellect
In this article, students will read about the impacts of the printing press on communication.
Reader and Task Considerations
In addition to reading this text to acquire more information about the invention of the printing press, students will read this article and analyze the
way the information is presented as a model for informative/explanatory writing.
Metas de Enfoque
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
Focus of Instruction: Reading and Responding to Text
First Read - http://www.learner.org/interactives/renaissance/printing.html
•
•
•
•
Puedo describir la estructura de la
información en un texto. (RI.4.5)
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
•
Ask students to independently read the article and
•
record notes in a Thinking Map. Since this is the 3 piece
of “text” (the first one was a video) on the printing press,
students should recognize that the information in the
article is organized around the reasons why the printing
press was so important and the impact that the printing
press had on the world. By now, students should
recognize that they can put the information into a MultiFlow Map. If your students continue to need additional
scaffolding, provide support by reading the text and
mapping with them.
Ask students to discuss the information with a partner.
rd
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
•
Puedo utilizar palabras
académicas y específicas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
Metas de Enfoque
•
•
•
Puedo presentar un tema claramente
(W.4.2.a)
Puedo agrupar información que está
relacionada en párrafos y secciones
(W.4.2.a)
Puedo incluir el formato, ilustraciones, y
multimedia para ayudar al lector a
entender el contenido. (W.4.2.a)
Focus of Instruction: Informational/Explanatory Writing and Conventions
•
Tell students that this is an informative/explanatory text which conveys ideas and information clearly. This type of text has the following
criteria:
Presenta el tema claramente.
Agrupa información relacionada en párrafos y secciones.
Usa rasgos específicos como títulos, letra en negrita, ilustraciones
Desarrolla el tema con datos, definiciones, detalles concretos, y otra información.
Une ideas dentro y a través de categorías de información usando palabras de enlace y frases.
Usa lenguaje preciso y vocabulario específico al campo para explicar el tema.
LONG BEACH UNIFED SCHOOL DISTRICT
22
2014-2015
English Language
Arts
•
Puedo desarrollar un tema con datos,
definiciones, detalles concretos, citas, y y
otra información y ejemplos
relacionados al tema. (W.4.2.b)
•
Puedo vincular ideas dentro de
categorías de información usando
palabras y frases (W.4.2.c)
•
Puedo usar lenguaje preciso y
vocabulario especifico al tema para
informar o explicar sobre el tema
(W.4.2.d)
Communication
•
•
•
•
Puedo proporcionar una declaración de
conclusión o sección relacionada a la
información o explicación presentada
(W.4.2.e)
•
•
Puedo utilizar palabras
académicas y especificas al tema
correctamente cuando hablo y en
mi escritura (L.4.6)
•
•
•
•
•
•
•
Puedo formar y utilizar el tiempo
progresivo de los verbos. (L.4.1.b)
LONG BEACH UNIFED SCHOOL DISTRICT
Grade 4
Provides a conclusion that is related to the information or explanation presented.
Explain to students that you will
look for these criteria in this article
by “backwards mapping” it as you
go.
Begin by teaching students the
different ways to write an opening
paragraph. Refer to the different
types of openings on page 396 of
the Expository Wft&B Text. You
may want to provide students with
a copy of this page.
Look at the first sentence in the
text and ask students what type of
opening the author uses. (general
observation)
Analyze the rest of the introduction
to determine how the author
introduces the topic. (The author is
presenting why the printing press
had such a great impact. This lets
the reader know that the article
will be about the impacts. This is
different from the OCR text in that
it will not provide detailed
information on the causes and the processes. Rather, this article is focused on the impacts only.)
Identify the linking words used in the introduction and discuss which ideas they link. (When, previously, often, because)
Ask students what features the author uses to group related information. (headings)
Look at the first category of information, The Demand for Books Grows. Point out how the author develops this topic with facts, definitions,
concrete details, precise language, and domain-specific vocabulary. Also point out the use of linking words. (In, furthermore, simultaneously,
as)
Repeat the process with the second category, Humanism Emerges.
Ask students if they think the author has a conclusion or if the last paragraph is a continuation of the category, Humanism Emerges. (This is not
a conclusion)
Work with students to craft a conclusion that is related to the information or provides a “so why?” statement. Similar to openings, conclusions
can take many different forms. Provide students with the types of closing listed on page 398 of the Expository WfTB&B text. Encourage
students to work in groups to try different types of closings for this article.
Grammar Conventions: Form and use the past progressive
•
Past Progressive is used to describe a past action which was happening at a certain point in time or when another action occurred. It is formed
by using was/were with the verb form ending in –ing.
Mientras Robert estaba jugando, sus amigos estaban haciendo la tarea (Robert estaba jugando al mismo tiempo, que se producía otra acción.)
23
2014-2015
English Language
Arts
Communication
•
Grade 4
Ayer por la noche, estábamos viendo el juego, así que no pudimos venir. (Ver el juego sucedió en el pasado a cierta hora)
Provide students with sentences containing past progressive tense and have them identify the certain point something occurred or the two
events that were occurring at the same time.
Antes que Gutenberg inventara la imprenta, obreros hábiles estaban haciendo libros a mano. (The students identify estaban
haciendo along with indicating when the event ocurred – Antes que Gutenberg inventara la imprenta)
Durante el Renacimiento, las personas educadas de la Clase Media estaban exigiendo libros en su propio idioma.
Mientras que la demanda por libros crecía, la industria de fabricación de papel prosperaba.
As a challenge, have students reread the text and look for sentences to rewrite using the past progressive tense. This will require students to read
the text closely and understand what events were taking place during this time period.
LONG BEACH UNIFED SCHOOL DISTRICT
24
2014-2015
English Language
Arts
Communication
Informative/Explanatory Report Writing
Days 12-14
Grade 4
Vocabulary
Theme Connections
Encourage students to use newly acquired
vocabulary in their writing.
Students will now take the information they have learned from reading and viewing video on the printing press to write a report based on the
following prompt:
“Después de leer y ver videos sobre la invención de la imprenta, escribe un texto informativo/explicativo en el cual examinas algún
aspecto de la imprenta.”
Reader and Task Considerations
Over the course of the next 3 days, you will guide your students through the steps of composing an informative/explanatory report using the
information they have gained from reading and watching videos on the printing press. This first piece of writing will include a great deal of
scaffolding and modeling. The individual reports will be similar in content and organization. The purpose of this piece of writing it to teach
students how to work through the steps of synthesizing information from multiple sources, and present information logically while avoiding
plagiarism. Up to this point, students have done the “research” for this report. They have analyzed several texts on the topic, taken notes and
studied some of the features and structures of informational writing.
Metas de Enfoque
•
•
•
•
Puedo presentar un tema claramente
(W.4.2.a)
Puedo agrupar información que está
relacionada en párrafos y secciones
(W.4.2.a)
Puedo incluir formateo, ilustraciones, y
multimedia para ayudar al lector a entender
el contenido. (W.4.2.a)
Puedo desarrollar el tema con hechos,
definiciones, detalles concretos, citas, y otra
información y ejemplos relacionados al tema.
(W.4.2.b)
•
Puedo vincular ideas dentro de categorías de
información usando palabras y frases.
(W.4.2.c)
•
Puedo usar lenguaje preciso y vocabulario
específico al tema para informar o explicar
sobre el tema (W.4.2.d)
•
Puedo proporcionar una declaración de
conclusión o sección relacionada a la
LONG BEACH UNIFED SCHOOL DISTRICT
Focus of Instruction: Informative/Explanatory Report Writing
Modeling writing to report information (Wft&B Expository/Informative Manual pages 399-410)
Step 4: Consider Possible Categories for the Report. Since the topic has been given to the students, model creating a Tree Map with
possible categories for the report. Elicit ideas from the students and make as many branches on the Tree Map as ideas suggested. Have
students create their own Tree Map with their own ideas. They may choose the ideas you created or create some of their own.
Step 5: Combine and Select Categories for the Report. Model for students how to combine and select categories for the report. Model for
the students how you select your categories based on your purpose. For example, if you really want to focus on the impact of the
invention, you may want to select this category as a main idea for your report. If you want to focus on the process Gutenberg went
through to develop the press, you may want to focus on this category. The important thing to model for students is that based on what
information you want to convey, you will need to make choices about what information to include. You do not need to include everything
in order to write the report. Have students select and combine their own categories. Have students volunteer to share their purpose for
the report and why they selected certain categories.
Step 6: Create an Organizational Plan for Writing. Model for students how to create an organizational plan for their writing. Again, model
for students that a writer makes choices in how he or she will present the information. The choices must support the purpose of the
writing and the organization should make it easier for the reader to understand the information. Create a Flow Map showing the order in
which you will present your categories. Remind them of how the author of “Printing and Thinking” organized his writing to show the
significance of the impacts that the printing press had on the people and the world. Have students create their own Flow Map to show
how they will present the information.
Step 7: Write an Opening Paragraph. Refer to page 396 to remind students the different ways to write an opening paragraph. Model for
students several different ways to write your opening. Have students write their opening paragraph using one of the types of openings.
The opening paragraph should introduce the topic and consist of at least 2 sentences.
Step 8: Extend with Details. During this step, model for students how to go back through your notes (Thinking Maps) to add relevant,
factual details under each category of information. Refer to page 397 for more details on how to write the body paragraphs.
Step 9: Write a Closing Statement or Paragraph. Model for students the different types of closings described on page 398. Tell students
25
2014-2015
English Language
Artsinformación o explicación presentada
(W.4.2.e)
•
Puedo trabajar con compañeros y adultos
para planear mi escritura. (W.4.5)
•
Puedo trabajar con compañeros y adultos
para desarrollar, revisar y editar mi
escritura. (W.4.5)
•
Puedo hacer pequeños trabajos de
investigación
que
aumentan
el
conocimiento a través de la investigación
de diferentes aspectos de un tema.
(W.4.7)
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Puedo sacar evidencia del texto de
información para apoyar el análisis, la
reflexión, y la investigación.(W.4.9)
•
Puedo usar palabras académicas y
específicas al tema y frases cuando hablo
en mi escritura. (L.4.6)
LONG BEACH UNIFED SCHOOL DISTRICT
Communication
Grade 4
that the closing should differ from the opening and provide a reflection related to the topic. This can sound similar to “so why” statements
that were added to the frames of the maps created during the reading.
Step 10: Orally Rehearse in Pairs. Model for students how to orally rehearse taking information off of the map. Have students orally
rehearse and add transitions where needed.
Step 11: Circle Related Parts of the Flow Map (Optional).
Step 12: Write the Report Using the Flow Map as a Guide. Model for students how you take your notes from the Flow Map and write
your report. Depending on the needs of your students, you may choose to model one paragraph or several paragraphs at a time. If
students are struggling to take their notes from their maps and turn them into well-developed paragraphs, they need more modeling from
you. Have students write their reports.
Step 13: Enhance Formatting through the Use of Appropriate Text Features. If you choose to have students “publish” this report, you
may want to have them to create a final draft and add pictures, headings, bold text, etc… to enhance their writing.
26
2014-2015
English Language
Arts
Communication
Links to the East – Reflections pages 278-285
Days 15-16
Grade 4
Vocabulary
Theme Connections
communication, stagecoach, telegraph
In this text, students will read about 3 events that changed the way people in California communicated with people from the east. They will
consider the impacts of these 3 events on California history.
Reader and Task Considerations
Students will be asked to read much of the social studies text independently, followed by a whole class discussion using text dependent
questions, and then a partner reread to take notes. The goal is to move students toward independence in being able to read the text,
determine how the information is structured, and take notes.
Metas de Enfoque
•
Puedo leer con suficiente exactitud y fluidez
para apoyar la comprensión. (RF.4.4)
•
Puedo referirme a los detalles y evidencia
en el texto cuando explico lo qué el texto
significa. (RI.4.1)
•
Puedo determinar la idea principal del
texto y explicar cómo es apoyada por los
detalles clave. (RI.4.2)
•
Puedo resumir el texto. (RI.4.2)
•
Puedo explicar eventos, ideas, y conceptos
en un texto. (RI.4.3)
•
Puedo usar información del texto para
explicar lo que sucedió y por qué. (RI.4.3)
•
Puedo determinar el significado de una
palabra o frase tal y como se utiliza en el
texto (RI.4.4)
•
Puedo describir la estructura general
de la información en un texto.
(RI.4.5)
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
LONG BEACH UNIFED SCHOOL DISTRICT
Focus of Instruction: Reading and Responding to Text
Read for Comprehension
Tell students that in this text they will be reading about three changes that improved communication between California and the East
during mid-1800. Refer students to the timeline at the top of page 278 to read about what the three changes were.
Have students examine the map on pages 278-279 and ask students to infer what would make getting people and mail into and out of
California difficult.
Have students independently read pages 278-279 and look for information that tells you what communication was like between California
and the East during this time and why that was a problem for Californians.
Lead the class in a discussion with the
following text dependent questions:
En los 1850s ¿cómo recibían
información del este las
personas en California?
¿Cuánto tiempo tardaba?
¿Qué tipos de comunicación
NO tenían durante este tiempo?
¿Qué problemas o dificultades
le causó esto a los
Californianos? (¿Qué querían?)
Ask students to work with a partner and
reread page 279 and record notes in
the “Causes” side of Multi-Flow Map
that show the conditions or events
leading up to the changes that
improved communication. You may
want students to draw the “Event” box
first since it will be large and will
include a Tree Map with the 3 changes. Students will read about the 3 changes next. (Please refer to sample.) As students work
collaboratively, ensure that students are recording accurate notes. Provide additional scaffolding if needed.
27
2014-2015
English Language
Arts
•
Puedo usar palabras académicas y específicas
al tema y frases cuando hablo y en mi
escritura. (L.4.6)
Communication

Grade 4
Have students independently read the next section of the text, Overland Mail Service. As students read ask them to take down important
notes on their Tree Map. When students are done, have them share their notes with a partner and then lead the class in a whole group
discussion with the following text dependent questions:
 ¿Qué fue la Legislación del Correo Terrestre? ¿Por qué crees que el Congreso ayudó a pagar para un mejor servicio de correo hacia
California y desde California?
 ¿Qué hacía la Compañía de Correo Terrestre?
 ¿Cuánto tiempo tomaba para que el correo fuese desde Missouri hasta California?
 ¿Cómo mejoró la entrega de información a California?
Have students independently read The Pony Express on page 281. As they read, encourage students to take notes on their Tree Map. Lead
the class in a whole group discussion with the following text-dependent questions:
 ¿Cómo funcionaba el Poni Express?
 ¿Cómo mejoró la entrega del correo en California?

Have students independently read 282 and 283 on the telegraph.
 ¿Cómo funcionaba el telégrafo?
 ¿En qué forma el telégrafo cambió la comunicación?
Have students work in small groups or with a partner to come up with the “Effects” side of the Multi-Flow map by answering the question,
“¿En qué forma estos tres cambios mejoraron la comunicación entre California y el Este durante los años 1800?
Question for collaborative discussion
Students could discuss how these 3 changes improved communication or write a paragraph to answer it following a discussion.
Metas de Enfoque
Focus of Instruction: Informational/Explanatory Writing
Based on the needs of your students, select from
the informational/explanatory writing Metas
de Enfoque
•
Puedo usar palabras académicas y
específicas al tema y frases cuando hablo y
en mi escritura. (L.4.6)
Write an informational/explanatory paragraph(s) answering the question: ¿Qué ayudó a mejorar la comunicación entre California y
el Este?
•
Grammar Conventions: Form and use the future progressive
•
Future progressive is used to describe an on-going action that will occur in the future. It is formed by using will be with the verb form
ending in –ing.
Puedo formar y utilizar el tiempo progresivo de
los verbos. (L.4.1.b)
Based on student needs, continue to introduce and model strategies during mini-lessons.
 Estará lloviendo toda la próxima semana. (La lluvia será continua en el futuro-la próxima semana.)
•
 Si los Ángels ganan, estaremos viendo las Series Mundiales. (Ver los juegos será continuo en el futuro)
Provide students with sentences containing future progressive tense and have them identify the action that will be on-going in the future.
 Cuando las diligencias empiecen a llevar el correo, el conductor se estará deteniendo para cambiar los caballos, hacer reparaciones y comer.
 La diligencia estará viajando más de 2,800 millas en tan sólo 24 horas.

Los jinetes del Poni Express estarán viajando a 75 millas antes de pasarle el correo al próximo jinete.

•
LONG BEACH UNIFED SCHOOL DISTRICT
Los jinetes del Poni Express estarán montando a través del calor del desierto, la nieve de las
montañas, y la lluvia torrencial.
As a challenge, have students reread the text and look for sentences to rewrite using future progressive tense.
28
2014-2015
English Language
Arts
Voices the World – OCR Unit Opener Theme Connections
Communication
Days 17-Vocabulary
In this text, students will read how the telegraph and telephone changed the way information could be shared.
bonfires, barbarians, prominent, efficient,
methods, magnetism, patented, breakthrough,
emigrated, transmitted, vibrations
Reader and Task Considerations
Students will read this text to learn about the telegraph and the telephone. Simultaneously they will be analyzing the structure of the text in
order to help them better understand how writers organize informational writing to support their purpose.
Metas de Enfoque
•
Grade 4
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente exactitud y fluidez
para apoyar la comprensión. (RF.4.4)
Reread for Comprehension
•
•
Provide students with a copy of the text so they can take notes on the important information as they read. Have them number each
paragraph, 1-12.
Puedo referirme a los detalles y evidencia
en el texto cuando explico lo qué el texto
significa. (RI.4.1)
•
Tell students that they will be reading to learn more about the invention of the telegraph and the telephone. As they read this text, they
will analyze the structure used to present the information. They will do this by identifying the main idea of each paragraph in the text and
determining how the key details within each paragraph supports the main idea.
•
Puedo determinar la idea principal del
texto y explicar cómo es apoyada por los
detalles clave. (RI.4.2)
•
Read the first paragraph aloud and model for students how to determine the main idea, the details that support the idea, and the way the
paragraph is structured. Main idea – people have needed to communicate since the beginning of time. Details – several examples that
support this statement. In the margins next to the paragraph, write the main idea of the paragraph and describe how the details support
it.
•
Puedo resumir el texto. (RI.4.2)
•
Ask students to read paragraph 2 and determine the main idea. (Problems with earlier methods of communicating long distance) Then ask
students how the author supports this main idea. (Several examples that illustrate problems or challenges)
•
Puedo explicar eventos, ideas, y conceptos
en un texto. (RI.4.3)
•
Depending on the needs of your students, continue to model or release responsibility so that students are either working with a partner or
independently through the remainder of the text. For each paragraph they are to come up with the main idea and how the author
supports it with details.
•
Puedo usar información del texto para
explicar lo que sucedió y por qué. (RI.4.3)
•
Paragraph 3
Main idea: new discovery (only one sentence)
•
Puedo determinar el significado de una
palabra o frase como es usado en el texto.
(RI.4.4)
•
Paragraph 4
Main idea: first electric generator
Details: how he made it (sequence)
•
•
Puedo describir la estructura general de la
información en un texto. (RI.4.5)
Paragraph 5
Main idea: Link between electricity and magnetism led to the telegraph
Details: who patented the first paragraph, how it worked
•
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
Paragraph 6
Main idea: Morse code
Details: How it works (sequence)
•
Paragraph 7
Main idea: messages are sent quickly between locations
LONG BEACH UNIFED SCHOOL DISTRICT
29
2014-2015
English Language
Arts
Metas de Enfoque
Based on the needs of your students, select from
the informational/explanatory writing Learning
Targets
•
Puedo utilizar palabras y frases académicas y
LONG BEACH UNIFED SCHOOL DISTRICT
Communication
Grade 4
Details: examples of the locations
•
Paragraph 8
Main idea: telegraph disadvantages
Details: elaboration on what made sending and receiving telegraphs difficult (cause and effect)
•
Paragraph 9
Main idea: Alexander Graham Bell
Details: facts about his background
•
Paragraph 10
Main idea: Sound waves travel through vibrations
Details: how sound waves travel
•
Paragraph 11
Main idea: the day a voice was first transmitted
Details: facts about what happened that day
•
Paragraph 12
Conclusion – facts about the first long distance call and the potential of the telephone.
•
After reading the entire text and determining the main ideas/details and structures used, identify the overall structure of the text.
Need to communicate
problems with long distant communication The telegraph, what it was, who invented it, how it
worked, problems with it the telephone, who invented it, how it worked
The information could be represented in a Tree Map with categories of information. (Refer to sample)
•
Guide students in
constructing the Tree Map
with the titles for the
branches.
•
Ask students to either
work with a partner or
independently to reread
the text and fill in
important details under
each branch. Encourage students to add newly required vocabulary to their maps.
•
Ask students to use their Tree Map of notes to orally summarize the information from the text. Encourage students to use newly acquired
vocabulary in their oral rehearsals.
•
Ask students to work together to come up with a “so what?” statement to summarize the entire text, and a “so why?” statement to tell its
significance.
Focus of Instruction: Informational/Explanatory Writing and Conventions
Students write and informative/explanatory paragraph answering the following:
¿Qué cambió la forma en que las personas se comunicaban unas con otras en los mediados de los años 1900? ¿Qué impacto tuvo
esto? Encourage students to use newly acquired vocabulary in their paragraphs. ¿Cómo mejoró la entrega del correo a California?
Based on student needs, continue to introduce and model strategies during mini-lessons.
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2014-2015
English Language
Artsespecíficas al tema adecuadamente cuando
•
hablo y en mi escritura (L.4.6)
Puedo formar y utilizar el tiempo progresivo
de los verbos. (L.4.1.b)
Communication
Grammar Conventions: Choose between simple past and past progressive
Provide the students with the following sentences and have them put the verbs into the correct tense (Simple Past or Past Progressive).
Mientras Tom (leer)
, Amely (mirar)
un documental en la televisión.
Marvin (venir)
a casa, (encender)
la computadora y
(revisar) sus correos electrónicos.
El ladrón se (escurrir)
en la casa, (robar)
las joyas y se (marchar)
sin dejar rastro.
Nadie (escuchar)
mientras la maestra (explicar)
los tiempos.
Mientras nosotros (hacer)
una visita turística, nuestros amigos (acostarse)
en la playa.
Él (despertar)
y (ver)
su reloj.
Él (beber)
algo de jugo y luego él (comer)
algunas papitas.
Yo (cenar)
cuando de repente (escuchar)
una fuerte explosión.
Cuando mi padre (trabajar)
en el jardín, un viejo amigo (pasar)
a verlo.
Ella (ir)
Cuando (empezar)
LONG BEACH UNIFED SCHOOL DISTRICT
Grade 4
a la escuela, (sacar) sus libros y (comenzar)
a llover, nuestro perro (querer)
31
a aprender.
venir a dentro.
2014-2015
English Language
Arts
Communication
Morse Code and the Telegraph (video
Morse Code and the Telegraph (informational article)
Days 19-20
Grade 4
Vocabulary
Theme Connections
revolutionized, widespread, precursor,
susceptible, intrigued, subsequently, insulation,
transformed, profound
In this video and informational article set, students will learn more about the telegraph, Morse code, and the impact on how people
communicated. They will also learn that this single invention led to the telecommunication revolution, paving the way for the telephone, email,
internet, and text messaging.
Reader and Task Considerations
Students will watch a video and read an article to build on their knowledge of the telegraph and Morse Code. Students will begin to integrate
and synthesize the information with previous reading in order to write and speak knowledgeably about the topic.
Metas de Enfoque
•
•
•
Puedo leer con suficiente exactitud y fluidez
para apoyar la comprensión. (RF.4.4)
Puedo referirme a los detalles y evidencia
en el texto cuando explico lo qué el texto
significa. (RI.4.1)
Puedo determinar la idea principal de un
texto y explicar cómo es apoyada por los
detalles clave. (RI.4.2)
Focus of Instruction: Reading and Responding to Text
Morse Code and the Telegraph (video)- http://www.history.com/topics/inventions/telegraph
•
Prior to showing the video, have students refer to their notes
(Thinking Maps) and review what they know about the telegraph
from the Social Studies text and the OCR text.
•
Tell students that they will be watching a video and reading another
article about the telegraph and Morse code. They will be discussing
what is similar and different about these sources and how each
source has a slightly different purpose.
•
Have students create a Circle Map on a sheet of paper with the
center circle remaining blank. They will watch the video to
determine the purpose of the video which will go in the center
circle. As they watch the video, have students take notes by writing
down key words and phrases in the outer circle.
•
Puedo resumir el texto. (RI.4.2)
•
Puedo explicar eventos, ideas, y conceptos
en un texto. (RI.4.3)
•
Puedo usar información del texto para
explicar lo que sucedió y por qué. (RI.4.3)
After students watch the video, have students discuss what notes
they wrote in the circle. You may have them work in small groups,
partners, or as a whole class.
•
Work with your students to create categories of information for the
details they heard in the video and create a Tree Map with those
categories. Possible categories
might include “comunicación antes
del telégrafo,” “Samuel Morse,”
“cómo funciona el telégrafo,” “qué
necesitas para hacer que un
telégrafo funcione,” “afecta,” “el
primer mensaje enviado,” etc…
•
Have students take the information from their Circle Maps and write it under the appropriate branch of the Tree Map.
•
•
Puedo determinar el significado de una palabra
o frase como es usado en el texto. (RI.4.4)
•
Puedo describir la estructura general de la
información en un texto. (RI.4.5)
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
LONG BEACH UNIFED SCHOOL DISTRICT
32
2014-2015
English Language
Arts
•
Puedo integrar la información de dos textos
sobre el mismo tema para poder escribir o
hablar sobre dicho tema con pleno
conocimiento. (RI.4.9)
Communication
•
•
Grade 4
Show the video a second time and have students listen for additional information.
Lead the class through a discussion using the following questions:
¿Cómo las personas recibían y enviaban mensajes a larga distancia antes del telégrafo?
¿Cuáles dos cosas necesitas antes de enviar un telégrafo?
¿Cuál fue el mensaje que se envió?
¿Qué impacto tuvo el telégrafo en la comunicación?
•
Ask students to determine the purpose of the video and write it in the center of the Circle Map. (Provide information about the first
telegram ever sent and how it led to the telecommunication revolution)
Morse Code and the Telegraph (article) http://www.history.com/topics/inventions/telegraph/print
•
•
Provide students with a copy of the article. Ask students to read the text independently
•
Ask students to read the
next paragraph looking for
information that is new or
different. Ask them to
underline new
information.
•
Begin a Tree Map titled,
Morse Code and the
Telegraph. Title the first
branch “Early forms of
long distance
communication” and guide students through taking notes paying close attention to new information (Model for students how to take
notes with words and phrases, not entire sentences. Encourage students to use newly acquired vocabulary (academic and domain specific)
on their Tree Maps.
•
•
Proceed through the remainder of the text taking notes on each section.
Read the first paragraph
aloud and ask students
what new information is
here that they have not
heard before.
Discuss the text by asking the following questions:
¿Cuáles eran algunas de las limitaciones en los primeros medios de comunicación a larga distancia temprana?
¿Cómo funcionaba mandar un telégrafo?
¿Cuáles fueron los efectos del telégrafo? ¿Cómo cambió la forma en que la gente se comunica?
LONG BEACH UNIFED SCHOOL DISTRICT
•
Divide the class into 6 groups. Assign each group a different section of the text. Ask students to represent the information in their section
in a Thinking Map that best illustrates the ideas.
•
Have each group present their map and information. This can be done with each group presenting in front of the class, a carousel walk, or
any other way that rotates students through each group.
33
2014-2015
English Language
Arts
Metas de Enfoque
Communication
Grade 4
Focus of Instruction: Informational/Explanatory Writing and Conventions
Integrating information about the telegraph from Links to the East, Voices Across the World, video, and informational article
•
Puedo hacer pequeños trabajos de
investigación
que
aumentan
el
conocimiento a través de la investigación
de diferentes aspectos de un tema.
(W.4.7)
•
Puedo recopilar, tomar apuntes y
categorizar información del texto.
(W.4.8)
•
Puedo sacar evidencia del texto de
información para apoyar el análisis, la
reflexión, y la investigación.
•
Tell students that they will practice how to integrate information from several different sources. Have them take out their notes about the
telegraph from all 4 sources they have now studied. This is their research.
•
Follow the steps below from WFTB &B on how to organize information for a report. They will not be writing the report now but may
choose to use this as their last informative/explanatory report. Refer to pages 400-401 in WftB &B, Expository Manual.
Step 4: Consider Possible Categories for the Report. Model creating a Tree Map with possible categories for a report on the
telegraph. Elicit ideas from the students and make as many branches on the Tree Map as ideas suggested. Have students create
their own Tree Map with their own ideas. They may choose the ideas you created or create some of their own.
Step 5: Combine and Select Categories for the Report. Model for students how to combine and select categories for the report.
Model for the students how you select your categories based on your purpose. For example, if you really want to focus on the
impact of the invention, you may want to select this category as a main idea for your report. If you want to focus on how the
invention works, you may want to focus on this category. The important thing to model for students is that based on what
information you want to convey, you will need to make choices about what information to include. You do not need to include
everything in order to write the report. Have students select and combine their own categories. Have students volunteer to
share their purpose for the report and why they selected certain categories.
Step 6: Create an Organizational Plan for Writing. Model for students how to create an organizational plan for their writing.
Again, model for students that a writer makes choices in how he or she will present the information. The choices must support
the purpose of the writing and the organization should make it easier for the reader to understand the information. Create a
Flow Map showing the order in which you will present your categories.
Have students keep this organizational plan as they may choose to use it for their last writing assignment in this unit.
•
•
Puedo formar y utilizar los tiempos simples de
los verbos
(L.3.1.e) Note that this is a 3rd
grade standard.)
•
Grammar Conventions: Choose between simple present and present progressive
• Remind students that the simple present is used when you want to describe something that is ongoing or general and the
present progressive is used to describe something that is happening right now.
• Have students choose the correct verb tense for each sentence below:
Hoy (ser)
el cumpleaños de Betty.
A Betty le (gustar)
los cumpleaños.
Ella siempre (ser)
siempre muy emocionada y (despertar)
muy temprano.
A las seis de la mañana, Betty (escuchar)
Ella se (levantar)
y (ir) a la sala.
¿Qué (ocurrir)
?
¡Mira! El gato de Betty, Carlos se (sentar)
LONG BEACH UNIFED SCHOOL DISTRICT
34
un ruido.
en la mesa y él (jugar)
con el regalo de Betty.
2014-2015
English Language
Arts
Communication
Alexander Graham Bell video
Alexander Graham Bell article
Days 21-22
Grade 4
Vocabulary
Theme Connections
Video- transferred, transmitter, ,
instantaneous, cable, influential,
frequencies, acoustics,
telecommunications, gravitate
Informational article- patent,
immortality, contributions, immigrated,
simultaneously, current, derived
In this video and informational article set, students will learn more about the invention of the telephone and what paved the way for its invention.
Reader and Task Considerations
Students will watch a video and read an article to build on their knowledge of the telephone. Students will continue to integrate and synthesize
information with previous reading in order to write and speak knowledgeably about the topic. This lesson sequence is very similar to the previous one.
Based on student needs’ determine how much scaffolding students will require to complete the task.
Metas de Enfoque
•
•
Focus of Instruction: Reading and Responding to Text
Puedo leer con suficiente
exactitud y fluidez para apoyar la
comprensión. (RF.4.4)
Morse Code and the Telegraph (video)
http://www.history.com/topics/inventions/alexander-graham-bell
•
Prior to showing the video, have students refer to their notes (Thinking Maps) and
review what they know about the telephone from the OCR text.
Puedo escuchar con cuidado y
parafrasear la información
presentada en un video. (SL.4.2)
•
Tell students that they will be watching a video and reading another article about the
telephone. They will be discussing what is similar and different about these sources
and how each source has a slightly different purpose.
•
Have students create a Circle Map on a sheet of paper with the center circle
remaining blank. They will watch the video to determine its purpose which will go in
the center circle. As they watch the video, ask students to write down key words and
phrases they hear in the outer circle.
•
After students watch the video, have students discuss what notes they wrote in the
circle. You may have them work in small groups, partners, or as a whole class.
•
Work with your students to create categories of information for the details they heard
in the video and create a Tree Map with those categories. Possible categories might
include “cómo funciona el telégrafo,”
“Samuel Morse,” “impacto del telégrafo,”
“cómo funciona el teléfono,” “impactos
del teléfono,” “el primer mensaje
enviado,” etc…
•
Have students take the information from
their Circle Maps and write it under the
appropriate branch of the Tree Map.
•
•
Show the video a second time and have students listen for additional information.
LONG BEACH UNIFED SCHOOL DISTRICT
Lead the class through a discussion using the following questions:
35
2014-2015
English Language
Arts
Communication
Grade 4
¿Qué estaba en marcha como resultado del telégrafo que hizo posible el teléfono?
¿Cómo es el teléfono similar al telégrafo?
•
Ask students to determine the purpose of the video and write it in the center of the Circle Map. (Provide information about the invention of the
telephone)
Alexander Graham Bell (article) http://www.history.com/topics/inventions/alexander-graham-bell
•
•
•
Provide students with a copy of the article. Ask students to read the text independently.
•
•
Ask students to read the text independently and add their own appropriate headings for the information.
•
Discuss the text by asking the following questions:
¿Por qué cosa crees que Bell quisiera ser recordado? (Students may want to say the telephone but they could also say, “un maestro
para los sordos.”
¿Cómo supo Bell tanto sobre la voz humana y las ondas sonoras?
Read the first two paragraphs aloud and point out that this is the introduction and provides a brief summary of the information in the article.
Ask students to predict what information will be given in the article. Unlike the previous article on the telegraph, this article does not have
headings. They will need to read carefully to determine the main idea of each paragraph.
Ask students to share the headings they created with a partner. Ask for volunteers to share their headings and explain how the details in the
paragraphs following the headings support it.
¿Qué le dio la idea a Bell de que la voz podría ser transmitida a través de un alambre?
¿Qué hizo Bell con la riqueza que el teléfono le dio?
•
•
Have students reread the article in small groups or with a partner and come up with Thinking Map(s) to capture the information.
Have students share their maps with another group.
Metas de Enfoque
•
•
•
Soy capaz de llevar a cabo pequeños
proyectos de investigación que
construyan conocimiento a través de
la investigación de diferentes
aspectos de un tema. (W.4.7)
Focus of Instruction: Informational/Explanatory Writing and Conventions
Integrating information about the telephone from Voices Across the World, the video, and the informational article
•
Tell students that they will practice how to integrate information from several different sources. Have them take out their notes about the
telephone from all 3 sources they have now studied. This is their research.
•
Follow the steps below from WFTB &B on how to organize information for a report. They will not be writing the report now but may choose to use
this as their last informative/explanatory report. Refer to pages 400-401 in WftB &B, Expository Manual.
Puedo recopilar, tomar apuntes y
categorizar información del
texto. (W.4.8)
Puedo sacar evidencia del texto
de información para apoyar el
análisis, la reflexión, y la
investigación.
LONG BEACH UNIFED SCHOOL DISTRICT
Step 4: Consider Possible Categories for the Report. Model creating a Tree Map with possible categories for a report on the telephone. Elicit
ideas from the students and make as many branches on the Tree Map as ideas suggested. Have students create their own Tree Map with their
own ideas. They may choose the ideas you created or create some of their own.
Step 5: Combine and Select Categories for the Report. Model for students how to combine and select categories for the report. Model for the
students how you select your categories based on your purpose. For example, if you really want to focus on the impact of the invention, you
may want to select this category as a main idea for your report. If you want to focus on how the invention works, you may want to focus on
this category. The important thing to model for students is that based on what information you want to convey, you will need to make choices
about what information to include. You do not need to include everything in order to write the report. Have students select and combine their
own categories. Have students volunteer to share their purpose for the report and why they selected certain categories.
Step 6: Create an Organizational Plan for Writing. Model for students how to create an organizational plan for their writing. Again, model for
students that a writer makes choices in how he or she will present the information. The choices must support the purpose of
36
2014-2015
English Language
Arts
Communication
•
•
Puedo formar y utilizar el tiempo
progresivo de los verbos. (L.4.1.b)
Grade 4
the writing and the organization should make it easier for the reader to understand the information. Create a Flow Map showing the
order in which you will present your categories.
Have students keep this organizational plan as they may choose to use it for their last writing assignment in this unit.
Language Conventions: Choosing between simple future and future progressive verb tenses
•
•
LONG BEACH UNIFED SCHOOL DISTRICT
Remind students that the future progressive places an emphasis on events going on at a certain time in the future or in the near future.
Provide students with verbs to create sentences showing simple future and future progressive.
37
2014-2015
English Language
Arts
Communication
Evolution of Communication: From Email to Twitter and Beyond (Blog Resource)
Days 23-24
Grade 4
Vocabulary
Theme Connections
transitioned, trump, displaced, digital
communication, virtual, medium, multi task,
leveraged, blogs, broadcast
In this blog post, Alex Iskold explains the transition from email to chat to blogs to social networks and more recently to Twitter. He describes how
the evolution is happening quickly and changing forever the way we communicate.
Reader and Task Considerations
This text is rather complex. It is suggested that the teacher provides students with a copy of the text and reads it aloud with the whole class.
Students unfamiliar with blogs and post will need background information about this type of text. This text will provide a foundation of background
knowledge for the On-Demand Reading Assessment which will ask students to read about how modern technology has changed the way we
communicate.
Metas de Enfoque
•
Puedo leer con suficiente exactitud y
fluidez para apoyar la comprensión.
(RF.4.4)
•
Puedo referirme a los detalles y
evidencia en el texto cuando explico
lo qué el texto significa. (RI.4.1)
•
Puedo determinar la idea principal de
un texto y explicar cómo es apoyada
por los detalles clave. (RI.4.2)
•
Puedo resumir el texto. (RI.4.2)
•
Puedo determinar el significado de
una palabra o frase como es usado en
el texto. (RI.4.4)
•
Puedo describir la estructura general
de la información en un texto.
(RI.4.5)
•
Puedo identificar las estructuras de
texto como cronología, comparación, y
causa y efecto. (RI.4.5)
LONG BEACH UNIFED SCHOOL DISTRICT
Focus of Instruction: Reading and Responding to Text
Read for Comprehension http://readwrite.com/2007/05/30/evolution_of_communication
Begin with an activity that gets students thinking about all of the different kinds of digital communication they are familiar with or use. You may
want groups to do a quick Circle Map and
record all the types of digital communication
they can think of.
Have a class discussion on the ideas and
information they recorded. Find out what
your students know.
Explain to students that this
informative/explanatory text is a blog. It is a
personal website or webpage where
individuals can share personal opinions,
thoughts, ideas, and information. In this blog
post, the author is examining the different
ways modern technology has changed the
way we communicate. More specifically, he
examines the patterns behind different
forms of digital communication.
Ask students to look at the diagram at the
beginning of the post. Have students discuss
in groups what they think it means. Ask students to share their thoughts.
Read the first part of the text aloud while students follow along, paying close attention to the paragraph beginning, “To answer these
questions, we need to understand…” Point out how the author has introduced his topic. He begins with questions and then explains how he
will answer them.
Email vs. mail – Read aloud this paragraph and discuss the differences between email and Twitter. Guide students in making a Double Bubble
Map for email and mail. While making the map, return to the text rereading each sentence and adding information to the map.
Phone vs. chat – Read aloud this paragraph and discuss the differences. Have students reread this paragraph with a partner or in a group and
create a Double Bubble Map. Ask students to share what they came up with while students check the accuracy of their own maps.
38
2014-2015
English Language
Arts
Communication
Grade 4
Newspaper vs. Blogs – Read aloud this
paragraph as students follow along. Discuss
the information and have students reread to
create another Double Bubble Map comparing
and contrasting newspapers and blogs.
Electrodes vs. Twitter – Read aloud this section
and create a Circle Map with information
about Twitter. (This section does not compare
and contrast Twitter to electrodes)
The Mobile Twist – Read aloud this section and
discuss the impact mobile devices has had on
communication.
In the section, “The outcasts, or the way to the future?” explain that the
author is simply thinking about what could possibly come next.
Conclusion – At the end of the post, the author asks, “What really
different and new forms of communication are we going to see next?
We leave this as an open question and invite our readers to comment.”
Questions for collaborative discussion or short-constructed response:
En base a la información en el artículo y en la evolución de nuevas formas de comunicación digital, ¿qué es lo que las personas
valoran más sobre la comunicación? Apoya tu respuesta con evidencia del texto.
Metas de Enfoque
Based on the needs of your students, select
from the informational/explanatory writing
Metas de Enfoque
•
Puedo formar y utilizar el tiempo
progresivo de los verbos. (L.4.1.b)
LONG BEACH UNIFED SCHOOL DISTRICT
Focus of Instruction: Informational/Explanatory Writing and Conventions
Write an informative paragraph comparing and contrasting newspapers and blogs, email and mail, or phone and text.
Grammar Conventions:
Review verb tenses.
39
2014-2015
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