4th Grade English Language Arts

COURSE OVERVIEW & TIMING

Unit Unit Length

Module 1: Fourth Graders Read for Theme

Unit 1A: 5 weeks
Building a Community of Readers and Writers

Module 1: Fourth Graders Read for Theme

Unit 1B: 4 weeks
Lessons From Diverse Roots

Module 2: Reading and Researching Like a Historian

Unit 2: 9 weeks
Lessons From Those Who Came Before Us

Module 3: Reading Like a Writer

Unit 3A: 4 weeks
Lessons From Our Recent Past

Module 3: Reading Like a Writer

Unit 3B: 5 weeks
Lessons From Fables, Myths, and Poetry

Module 4: Reading and Researching Like a Scientist

Unit 4: 9 weeks
Lessons From Trial, Error, and Innovation
MODULE 1: Fourth Graders Read for Theme

UNIT(s):
5 weeks
1A - Building a Community of Readers and Writers; 4 weeks
1B - Lessons from Diverse Roots
UNIT 1 LEARNING GOALS

RL 4.1: Refer to details and examples in a text when explaining

what the text says explicitly and when drawing inferences from
the text.
RL 4.2: Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson, or
moral and explain how it is conveyed through key details in the
text.
RL 4.10: By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 45 text
complexity band proficiently, with scaffolding as needed at the
high end of the range.
Common Core State
Standards W 4.1: Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
W4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose,
and audience.
W 4.5: With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and
editing.
W 4.9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
W 4.9.a: Apply grade 4 Reading standards to literature
 Anchor Text:
Where the Mountain Meets the Moon by Grace Lin

Supplemental Texts:
The Boy Who Harnessed the Wind
Texts Commented [1]: The texts in Units 1A and 1B support
Brown Honey in Broomwheat Tea a connection to social studies by providing links to
other cultures. We read an anchor text that is set in a
Guys Write for Guys Read: Boys Favorite Authors Write About different country and look at some more texts to further
explore that. Along with that, we explore different
Being Boys! folktales from multiple countries and cultures.
In My Family: En mi Familia
Who Do You Think You Are? Be a Family Tree Detective
The Year of the Rat
Ancient China

What can we learn from characters from a wide variety of

backgrounds, cultures, and experiences?
How do folktales, family beliefs, and shared experiences influence
characters in stories and our own lives?
Essential Questions What do different cultures and groups of people have in common
with each other and with us?
How can we connect our own lives and families to the lives and
families we read about from diverse backgrounds? Commented [2]: Throughout the year I make sure to
include essential questions that help students make
connections to themselves along with connections
across the curriculum.

N/A: This is the first unit being taught, so we do not need to spiral back
Spiraling
to previously taught standards in the 4th grade.
MODULE 2: Reading and Researching Like a Historian

UNIT(S):
9 Weeks
Unit 2 - Lessons From Those Who Came Before Us
UNIT 2 LEARNING GOALS

RL4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

RL4.2 Recount stories, including fables, folktales, and myths from diverse
cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in the text.

Common Core RL4.3 Describe in depth a character, setting, or event in a story or drama,
State Standards drawing on specific details in the text (e.g., a characters thoughts,
words, or actions).

RL4.4 Determine the meaning of words and phrases as they are used in a
text, including those that allude to significant characters found in
mythology (e.g., Herculean).

RL4.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 45 text complexity band
proficiently, with scaffolding as needed at the high end of the range.

CCSS Informational Text

RI4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

RI4.2 Determine the main idea of a text and explain how it is supported
by key details; summarize the text.

RI4.3 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.

RI4.7 Interpret information presented visually, orally, or quantitatively

(e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to
an understanding of the text in which it appears.
RI4.10 By the end of year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the
grades 45 text complexity band proficiently, with scaffolding as needed
at the high end of the range.

CCSS Writing
W4.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons and information.

W4.3 Write narratives to develop real or imagined experiences or events

using effective technique, descriptive details, and clear event sequences.

W4.4 Produce clear and coherent writing in which the development and
organization are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 13
above.)

W4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.

W4.7 Conduct short research projects that build knowledge through

investigation of different aspects of a topic.

W4.8 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.
 Anchor Texts:
The Birchbark House by Louise Erdrich
A History of Us: Volume 1 by Joy Hakim

Supplemental Texts:
Traditions of the Crow People
Texts Commented [3]: This unit focuses on Native
Americans and the beginnings of colonization in
Igloos and Inuit Life Maryland and the US. This provides a very clear cross-
curricular connection to social studies.
Tales of American Indians
Between Earth and Sky: Legends of Native American Sacred Places
The Girl Who Loved Wild Horses
Eastern Woodlands Indians
If You Lived with the Iroquois
American Indian Stories and Legends

Why is it important we study history, especially our history? Commented [4]: This is another way that students
relate the text to themselves. I want students to be
thinking in broader terms than what is right in front of
What was the relationship of the Native Americans and the them, and providing this essential question is the start
of students making these connections.
European settlers?
Essential Questions
What were the effects of the relationship between the Native
Americans and the European settlers?
What were the occupations and skills of the Native Americans?
 The BCPS curriculum and the CCSS ensure that all skills are spiraled
throughout the entire year! The main standards that will be spiraled in
continually are:

RL4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
Students will be exposed to a variety of literary texts throughout
Spiraling the year, including stories, poetry, fables, plays, and folktales.
Students will work on gaining this reading comprehension with
whole group interactive read alouds, small group guided reading,
and independent practice to bring up the skill level of citing the
text and making inferences.

RI4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.

On a larger scale, students will start being exposed to

informational text in Unit 2 when we focus heavily on stories
from our Native American ancestors. Students will be aiming to
apply the same skills they are honing to address literary text to the
informational texts. They will be reading articles and longer
informational texts to practice. These skills are going to be
addressed, once again in whole and small group, independent
practice, and a lot of extra practice in homework, as students are
not as familiar and comfortable with informational texts.

W4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
This writing skill of writing for an extended period of time is
imperative for students. This will be addressed by having weekly
power writes on certain topics. Students will journal weekly,
create opinion pieces, practice persuasive writing, and reading
responses. Unit 2 really focuses on an extended time of writing, Commented [5]: Students will have more of a chance
to write during this unit. This is because in the first unit
as there are many opportunities to return to the same topic - life we will spend more time on the basic mechanics of
and lessons from those who came before us, specifically Native writing, for example, complete sentences. This unit
students get a chance to write for extended periods of
Americans. time, and work with one piece of writing over that time.
MODULE 3: Reading Like a Writer

UNIT(S):
4 weeks
3A - Lessons From Our Recent Past; 5 weeks
3B - Lessons From Fables, Myths, and Poetry
UNIT 3 LEARNING GOALS
 RL4.1 Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the text.
RL4.2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral
and explain how it is conveyed through key details in the text.
Common Core RL4.3 Describe in depth a character, setting, or event in a story or
State Standards drama, drawing on specific details in the text (e.g., a characters
thoughts, words, or actions).
RL4.4 Determine the meaning of words and phrases as they are used
in a text, including those that allude to significant characters found in
mythology (e.g., Herculean). Commented [6]: While this standard is used in every
unit in 4th grade, it comes into play in a bigger way
RL4.6 Compare and contrast the point of view from which different during Unit 3. Every unit we focus on new vocabulary
words and how we can use context clues to find
stories are narrated, including the difference between first- and meaning. However, this unit actually has texts that
third-person narrations. relate to mythology, so students can have practice with
those skills.
RL4.7 Make connections between the text of a story or drama and a
visual or oral presentation of the text, identifying where each version
reflects specific descriptions and directions in the text.
RL4.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, in the grades 45 text
complexity band proficiently, with scaffolding as needed at the high
end of the range.

W4.2 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).
W4.4 Produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in
standards 13 above.)
W4.5 With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, and editing.
W4.7 Conduct short research projects that build knowledge through
investigation of different aspects of a topic.
W4.8 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.
W4.8 Draw evidence from literary or informational text to support
analysis, reflection, and research
a. Apply grade 4 reading standards to literature (e.g. Describe in
depth a character, setting, or event in a story or drama, drawing
on specific details in the text)
b. Apply grade 4 reading standards to informational texts (e.g.
Explain how an author uses reasons and evidence to
support particular points in a text).
W4.9 Draw evidence from literary or informational texts to support
analysis, reflection, and research.
W4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and
audiences.

Anchor Text:
Bud, Not Buddy by Christopher Paul Curtis Commented [7]: During the 2016-17 school year, this
was the book that inspired the most motivation and
DAulaires Book of Greek Myths by Edgar dAulaire excitement from my students. I believe that is because
the main character is 10 years old (just around the
Texts same age as the majority of my students) and black
(which the majority of my students are as well). He
Supplemental Texts: grows up during the Great Depression, which is
The DIrty Thirties different, but students can make deeper
connections.Therefore for the 2017-18 school year, I
will be spending more time on this book, and practicing
Jazz, Jazz, Jazz a lot of skills in relation to a text that my students are
very excited about.
The Great Depression
Life in the Dust Bowl, PIcture the Past
Athena
Greek Myths and Legends
The Adventure of Hercules

What can we learn from how strangers treat one another in

stories?
Essential What were the effects of the Great Depression on different
Questions groups of people?
Why did ancient peoples create myths and legends and what can
we learn from them?
What common themes have their been in storytelling beginning in
ancient time and leading up to our recent past? Commented [8]: This is a chance to circle back to both
of our previous units and talk about storytelling through
folktales and Native American stories.
The BCPS curriculum and the CCSS ensure that all skills are spiraled
throughout the entire year! The main standards that will be spiraled in
continually are:

RL4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
Students will be exposed to a variety of literary texts throughout
the year, including stories, poetry, fables, plays, and folktales.
Students will work on gaining this reading comprehension with
whole group interactive read alouds, small group guided reading,
and independent practice to bring up the skill level of citing the
text and making inferences. Unit 3 digs deeper into these
different types of texts by adding on the genre of mythology.
Students have been exposed to folklore in Units 1 and 2, now
mythology and fables play a big role. Students will have the
opportunity to compare and contrast different types of literary
text. We will even try to get different representations of stories
(plays, movies) for comparison and analysis.

RI4.1 Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
. Students will be aiming to apply the same skills they are honing
to address literary text to the informational texts. They will be
reading articles and longer informational texts to practice. These
skills are going to be addressed, once again in whole and small
group, independent practice, and a lot of extra practice in
homework, as students are not as familiar and comfortable with
informational texts.

W4.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day
or two) for a range of discipline-specific tasks, purposes, and audiences.
This writing skill of writing for an extended period of time is
imperative for students. This will be addressed by having weekly
power writes on certain topics. Students will journal weekly,
create opinion pieces, practice persuasive writing, and reading
responses. Unit 3 provides opportunity to see different style of
writing, and give students practice writing poetry and fictional
stories.
MODULE 4: Reading and Researching Like a Scientist

UNIT 4:
Lessons From Trial, Error, and Innovation 9 Weeks

UNIT 4 LEARNING GOALS

RL4.9 Compare and contrast the treatment of similar themes and
topics (e.g., opposition of good and evil) and patterns of events
(e.g., the quest) in stories, myths, and traditional literature from
different cultures.
RL4.10 By the end of the year, read and comprehend literature,
Common Core including stories, dramas, and poetry, in the grades 45 text
State Standards complexity band proficiently, with scaffolding as needed at the
high end of the range.

RI4.1 Refer to details and examples in a text when explaining

what the text says explicitly and when drawing inferences from
the text.
RI4.1 Refer to details and examples in a text when explaining
what the text says explicitly and when drawing inferences from
the text.
RI4.5 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.
RI4.5 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.
RI4.8 Explain how an author uses reasons and evidence to
support particular points in a text.
RI4.9 Integrate information from two texts on the same topic
in order to write or speak about the subject knowledgeably.
 W4.1 Write opinion pieces on topics or texts, supporting a point
of view with reasons and information.
W4.2 Write informative/explanatory texts to examine a topic and
convey ideas and information clearly
W4.4 Produce clear and coherent writing in which the
development and organization are appropriate to task, purpose,
and audience.
W4.5 With guidance and support from peers and adults, develop
and strengthen writing as needed by planning, revising, and
editing.
W4.7 Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
W4.8 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.
W4.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames (a
single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
Anchor Text:
Toys! Amazing Stories by Don L. Wulffson
The New Way Things Work by David Macaulay and Neil Ardley

Supplemental Texts
Texts Commented [9]: The texts in this unit are all
Who Has Seen the Wind? informational texts, and they connect to science. The
Everyday Mysteries: What is Static Electricity entire unit is about inventions and innovations, so they
also will be exposed to more biographies and
The Machine autobiographies.

Energy Island
Inventors and Scientists: Thomas Edison

How has invention and innovation changed throughout the years?

What are some common characteristics between the inventors

and innovators in history? Commented [10]: Students will be doing an
independent research project on an inventor or
innovator from a list I am providing for them. I made
Essential Questions
How do authors write about science and what kind of vocabulary sure that the list provided includes just as many women
and people of color as white men. While students are
can we use in our own writing? doing this research, I want to be sure they are getting
the full scope of the inventors, and not just the most
famous and privileged.
 The BCPS curriculum and the CCSS ensure that all skills are spiraled
throughout the entire year! The main standards that will be spiraled
in continually are:

RL4.1 Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text.
Spiraling
Students will be exposed to a variety of literary texts throughout
the year, including stories, poetry, fables, plays, and folktales.
Students will work on gaining this reading comprehension with
whole group interactive read alouds, small group guided
reading, and independent practice to bring up the skill level of
citing the text and making inferences.

RI4.1 Refer to details and examples in a text when explaining what

the text says explicitly and when drawing inferences from the text.
Students will be aiming to apply the same skills they are honing
to address literary text to the informational texts. They will be
reading articles and longer informational texts to practice.
These skills are going to be addressed, once again in whole and
small group, independent practice, and a lot of extra practice in
homework, as students are not as familiar and comfortable with
informational texts. Unit 4 really focuses on students reading Commented [11]: This year, I am collaborating a lot
more with the 4th grade science teacher. She and I are
as scientists, and addressing informational texts as a trying to find ways for her to do some experiments in
class that we can read about and write reflections on in
researcher. my classroom.

W4.10 Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
This writing skill of writing for an extended period of time is
imperative for students. This will be addressed by having weekly
power writes on certain topics. Students will journal weekly,
create opinion pieces, practice persuasive writing, and reading
responses. Unit 4 provides further opportunity for research
and synthesis in students writing. The fascinating texts on
innovation and invention will provide an opportunity for a
longer writing piece over more time in the unit.