Fourth Grade Integrated Language Arts and Social Studies AHISD Curriculum: First Nine Weeks

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1 Fourth Grade Integrated Language Arts and Social Studies AHISD Curriculum: First Nine Weeks Dates: August 24 th October 23 th Number of Instructional Days: 39 Overview and Bundle Rationale: This first unit focuses on Customs (both our own and those of the Native Americans and Texans), Celebrations (our own and those in Texas), and the Symbols of our lives as individuals, class members, and Texans. In social studies students learn about regions, Native Americans cultures, celebrations and customs. In the genre studies of literary non- fiction, poetry, and drama students will examine these aspects of history in an effort to become better readers and gain ideas for writing narrative poetry and personal narratives. We will examine customs, celebrations, and symbols as we learn about plot and character changes in literature. Traditional, historical, and contemporary fiction and poetry provide the avenue to allow students to make inferences, summarize, analyze characters, and provide textual evidence during their reading experiences. Word Study Focus: This unit bundles student expectations that address the conventions and patterns of language in order to support the development of essential skills and processes in reading, writing, and thinking. Students are immersed in a language, literature, and media rich environment in order to support language development and literacy learning. Oral and written expression becomes more fluent, authentic, and focused. Vocabulary development increases with the exploration of roots and affixes as well as the use of context and/or resources to determine the meaning of unfamiliar words. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and social studies. TEKS Vocabulary Development: 4.2A- (Latin/Greek roots and affixes) 4.2B - (context clues) 4.2E- (using a dictionary/glossary - definition, syllabication, pronunciation) Conventions: 4.20A.ii- (singular/plural/common/proper nouns) RESOURCES: CSCOPE- Unit 1 and Unit 2 IDEA BANK I- station has terrific resources under teacher resources for teaching context clues. Spelling: 4.22A.i- (Plural spelling rules) 4.22A.ii- (irregular plurals) 4.22A.iii- (double consonants in the middle of words) 4.22A.iv- (other ways to spell sh (e.g., - sion, - tion, - cian ) 4.22B- (spell base words and root words with affixes e.g - ion, ment, pre) 4.22D- (use spelling patterns/rules and print and electronic resources to check spelling) Reading Focus: Students begin to understand the connection between listening, speaking, reading, and writing through the study of literary non- fiction, poetry, and well- known fables, legends, myths, and folktales. During this unit, students continue to examine plot and describe characters by including their relationships and changes they undergo. Students explore poetry by describing and explaining how structural elements relate to the genre.

2 TEKS Fluency: 4.1A - (Read grade level text with: fluency wpm, accuracy, expression, appropriate phrasing, and comprehension) Vocabulary Development: 4.2B - Use context to determine meaning of unfamiliar or multiple meaning words) Theme and Genre: 4.3A - (fiction- summarize and recognize the lesson in the text) 4.3B - (traditional & classical lit - compare contrast exploits of characters) Poetry: 4.4A - (poetry - how structure affects form) Fiction: 4.6A - (sequence and summarize main events and their influence of future events) 4.6B- (characters - interactions with others, relationships, and changes they undergo) 4.6C - (Identify 1st or 3rd person narration or speaker) Sensory Language: 4.8A - (Identify similes and metaphors used to create imagery) Independent Reading: 4.9A - (Sustained independent reading, resulting in an ability to paraphrase and respond in journal or book talk) Media Literacy: 4.14B- (explain how design techniques like pacing and close ups influence the message) Responding to Literary, Expository, and Procedural Texts: 4.18C - (write responses that demonstrate understanding) C- Scope Units 1 & 2 Journeys: Suggested Picture Books: Owen by Kevin Henkes Wilfrid Gordon McDonald Partridge - by Mem Fox Annabelle Swift, Kindergartner by Amy Schwartz Too Many Tamales by Gary Soto Three Cheers for Catherine the Great by Carrie Best I m In Charge of Celebrations by Byrd Baylor The Table Where Rich People Sit by Byrd Baylor Chapter Books: Knots in My Yo Yo String by Jerry Spinelli (Chapter book - has a map of childhood places and stories from his youth) My Life in Dog Years by Gary Paulsen Suggested Poetry: Where I m From George Ella Lyon Suggested Music: The House that Built Me - Miranda Lambert Where I m From - Kenny Chesney IDEA BANK Students can write their own song or poem inspired by the items listed in poetry and music about their own lives or those of a Native American tribe originating in Texas. Listening: 4.27A- (listen attentively to speakers. ask relevant questions, and make pertinent comments) Speaking: 4.28A- (effectively express opinion supported by information using eye contact, volume, enunciation, speaking rate, and correct grammar) Teamwork: 4.29A- (pose and respond to questions in student or teacher led discussions building on ideas of others) Comprehension Skills: 4.Fig19A- (establish purpose for reading text based on own/other s desired

3 outcome to enhance comprehension) 4.Fig19B- (ask literal, interpretative and evaluative questions of text) 4.Fig19C- (use background knowledge, creating sensory images, rereading a portion aloud, and generating questions to monitor comprehension) 4.Fig19D- (making inferences using textual support to increase understanding) 4.Fig19E- (summarize information maintaining meaning and logical order) 4.Fig19F- (make connections using theme and author analysis between literary and informational texts with similar ideas) Drama: 4.5A- (describe structural elements of drama) Literary Nonfiction: 4.7A- (similarities and differences between a character s experiences and the actual events/experiences from a biography or autobiography) Writing Focus: Students gain experience with the writing process and set up editing expectations for the year. Students continue to use the writing process and the conventions of written expression to explore patterns of language. As students compose text to express their ideas and feelings, they become more thorough writers by learning from the text structure and applying the writer s craft. The writer s craft involves applying purposeful strategies that lead to depth, voice, and focus. Sensory language, such as simile and metaphors, is identified in text and explored in writing to create an experience that appeals to the senses. TEKS Writing Process: 4.15A- (plan a 1st draft by selecting an appropriate genre/generate ideas through various strategies), 4.15B- (categorize ideas and organize them into paragraphs), 4.15C- (revise drafts for coherence/organization/simple & compound sentences), 4.15D- (edit drafts for grammar, punctuation and spelling using a teacher created rubric), 4.15E- (revise final draft in response from peers and teacher and publish written work) Literary Texts: 4.16A- (write imaginative stories with developed plot, characters and setting) 4.16B- (write poems that convey sensory images using elements of poetry) Personal: 4.17A- (personal narratives) Conventions: 4.20A.i- (verbs/irregular verbs), 4.20A.ii- (singular/plural/common/proper nouns), 4.20A.v- (prepositional phrases) 4.20B- (complete subject/predicate), 4.20C- (complete simple and compound sentences/ subject/verb agreement) C- Scope Units 1 & 2 Idea Bank: What is a special food your family shares? (Too Many Tamales) What is/was your bedtime custom/routine? (Owen) What makes you sit at the table of the rich? (The Table Where Rich People Sit) Prepositions- Use the children s book, Rosie s Walk and have students create an 8 page book of their own modeling the picture book. Each page can have a different prepositional phrase, instead of a hen the student can use a different animal. 4BVdA9zYg zemy8pl8 Drama - Students will read legends of Texas in small groups and create a drama/reader s theater based on their legend. Students will include stage

4 Handwriting, Capitalization, and Punctuation: 4.21A- (selecting cursive or manuscript), 4.21B.i- (capitalize historical documents), 4.21B.ii- (capitalize books, stories, and essays), 4.21B.iii- (capitalize languages, races, and nationalities) 4.21C.i- (use commas in compound sentences), 4.21C.ii- (quotation marks) directions written in parentheses or italics. As a celebration of learning, groups can exchange their dramas/reader s theaters and perform them. Listening: 4.27A- (listen attentively, ask relevant questions, make pertinent comments) Speaking: 4.28A- (express an opinion with relevant information, employ eye contact, speak with appropriate rate, volume) Teamwork: 4.29A- (participate in teacher and student led conversations) Social Studies Focus: In this unit, student will study the customs, celebrations and symbols of Texas as a state and apply geographic concepts and skills to examine the physical and human geography of Texas. They use the concepts and skills to describe the physical and economic landscape of Texas and demonstrate an understanding of the concept of regions, while building an understanding of the variations in Texas geography. Students also view other types of regions of Texas, including political and population. Students study how geography impacts a group s culture by examining the lives of American Indian groups in Texas before European exploration and those remaining in Texas today. Students compare the similarities and differences of the American Indian groups, focusing on how they governed themselves and how they met their basic needs and wants, past and present. Students learn how the geography of a place affects the way of life of inhabitants. After this unit, students should begin seeing patterns of political and economic ideas that are part of the culture of Texas today. (September 17th) Celebrate Freedom Week. This stand- alone unit is designed to help districts meet state and federal mandates regarding the celebration of Celebrate Freedom Week (the week of September 17) and Constitution Day (September 17). Students should consider the term consent of the governed in relation to the founding documents. Students compare primary source documents, looking at the Declaration of Independence, the Constitution, and the Bill of Rights of Texas and the United States and relate them to life today. TEKS Regions 4.6A- (geographical tools) 4.6B- (translate data into graphs and maps) 4.7A- (describe regions based on politics/population/economic growth) 4.7B- (identify, locate and compare 4 regions- Mountains and Basins, Great Plains, North Central Plains, Coastal Plains) 4.7C- (compare texas regions with regions of U.S.) 4.8B- (describe/explain location of towns because of resources) 4.8C- (explain how landforms and climate influence settlement) 4.12A- (explain how people earn a living in the different regions) 4.12B- (explain how geographic factors e.g climate, transportation, natural TCM: Primary Source readers: American Indians in Texas Caddo and Comanche Finding Texas Exploration and New Lands Readers Theater: Declaring our Independence The Constitution of the United States Primary Sources (Artifacts) Texas and Early American Indians Online Readers Theater Scripts (digital)

5 resources affect economic activities) 4.21B- (analyze information), 4.21C- (organize/interpret information in charts, reports, outlines, etc.) 4.22D- (create written and visual material to show understanding) Native Americans 4.1A- (explain possible origins of various American Indian groups in Texas and North America) 4.1B- (Identify native American groups in Texas before European exploration) 4.1C- (identify the regions in which the native Americans lived and those still remaining in Texas) 4.1D- (compare the way of life of the different indian groups) 4.6A- (geographical tools), 4.7A- (describe regions based on politics/population/economic growth) 4.10A- (explain various economic activities used to meet native American needs, e.g. farming, trading, hunting) 4.14A- (compare how various indian groups governed themselves) 4.21C(organize/interpret information in charts, reports, outlines, etc.) 4.22B- (incorporate main and supporting details in verbal and written communication) 4.22D- (create written and visual material to show understanding) Customs and Celebrations 4.19A- (identify similarities and differences between various ethnic, racial, and religious groups in Texas) 4.19B- (identify customs, celebrations and traditions of various groups in Texas, e.g Oktoberfest, Cinco De Mayo, Strawberry Festival, Fiesta) 4.19C- (summarize contributions of people from various racial, ethnic, racial groups) 4.21B- (analyze information) 4.22D- (create written and visual material to show understanding) Celebrate Freedom Week 4.15A- (identify purpose and explain importance of Texas Declaration of Independence/Constitution) 4.15C(identify purpose and explain intent/importance of U.S Declaration of Independence/Constitution/Bill of Rights) 4.21A- (differentiate between, locate and use valid primary and secondary sources) 4.21B- (analyze information) 4.21C- (organize/interpret information in charts, reports, outlines, etc.) Symbols 4.16A- (Explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions) 4.16B- (Sing or recite "Texas, Our Texas") 4.16C- (Recite and explain the meaning of the Pledge to the Texas Flag _texas/regions/ s/school_websites/walker/teachercreat ed/fourth/texas/tic_tac_toe.htmhttp:// /111604/standard.ashx Adoption Supplemental- Social Studies Plus! A Hands- On Approach Adoption Supplemental- Social Studies Plus! A Hands- On Approach C- Scope 1, 2 and 11. The Handbook of Texas Online TSHA: line Teaching Texas: Texas Almanac: 4 Educators: Historic Texas Postcards University of Houston Libraries: /cities.htm Amon Carter Museum Bird s Eye View: hp IDEA Bank Create a personal flag and pledge and write an explanation of what it symbolizes (pictures and colors that have been selected) Where I Am From Collection - could be physical objects or technology oriented could include: a symbol, a family custom, a celebration, favorite place, favorite clothing- this could be a precursor to the Native American project. Students can use salt dough to geographically display the regions of Texas. In each region a native American group can be added. This map could also be placed in a journal where throughout the social studies year the regions could be revisited.

6 Students can investigate a chosen Native American group and create a shelter (using only natural materials) the particular group would use showing, shelter, clothing, food native to region, contact with Europeans, a journal entry from daily life, etc.