Grade: 4
Unit Number: 5
Unit Name: Integration of Knowledge & Ideas in Literary & Informational Text
Number of Instructional
Weeks: 6
Unit Table of Contents
Unit Overview and Vocabulary Terms.
Foundational Skills.
Focus Standards.
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Unit Modules and Suggested Texts. .
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
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page 1 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
UNIT OVERVIEW
VOCABULARY
ENDURING UNDERSTANDINGS OF THIS UNIT
As students in Grade Four approach the later part of the instructional year, they are ready
to integrate many of the skills they have acquired and practiced. This includes the ability
to determine the main ideas of a text, identify its organizational structures, and analyze
the author’s use of craft in word choice. As students progress in their critical abilities,
they will begin to examine texts (both literary and informational) to understand how
information is synthesized and integrated. The ability to track multiple, converging topics
and ideas throughout a text, identify the author’s purpose and bias, and understand how
events, people and places interact represents the highest levels of cognitive development
for this grade level.
WHAT WILL STUDENTS LEARN AND PRODUCE?
In this unit, students will conduct numerous close readings of scientific and popular texts.
Students will decode pictures, speeches, film clips, texts, and other representations about
a scientific or other informational topic. Additionally, students will decode and integrate
the content of the texts through independent analysis and group discussion. Students will
consider a variety of text types and will produce an informational essay that provides a
clear and logical discussion about a technical or informational topic under consideration by
the class. Students will work collaboratively to help set goals and timelines for their
projects and to help create their own rubric for success criteria.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
Tier 2 (Academic)
cause and Effect,
infer,
main idea and details,
paraphrase,
predict,
sequence,
signal words,
realistic
Tier 3 (Domain Specific)
boycott,
civil rights,
desegregation,
dignity,
endure,
fare,
immigrant,
migrant,
protest,
oppression,
stand,
stupendous,
theme
page 2 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
FOUNDATIONAL SKILLS
These standards will be assessed periodically based on student need or as identified by the school phonics/fluency program.
Those students who need extra practice with these skills should receive the support they need in small-group instruction or
pull-out/push-in intervention.
STANDARDS
Phonics and Word Recognition
RF.4.3 Know and apply grade-level phonics and word analysis
skills in decoding words.
a. Use combined knowledge of all letter-sound
correspondences, syllabication patterns, and morphology (e.g.,
roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency
RF.4.4 Read with sufficient accuracy and fluency to support
comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy,
appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
RESOURCES
Houghton Mifflin
Leveled Reading
Accelerated Reader
SIPPS
Partner Reading
Read Naturally
Reading A-Z
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 3 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
FOCUS STANDARDS
RI.4.7 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.
RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a.
Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are
grouped to support the writer’s purpose.
b.
Provide reasons that are supported by facts and details.
c.
Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
d.
Provide a concluding statement or section related to the opinion presented.
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,
paraphrase, and categorize information, and provide a list of sources.
W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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 [e.g., a character’s thoughts, words, or actions].”).
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”).
SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal
discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See
grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually,
quantitatively, and orally.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 4 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
SL.4.3 Identify the reasons and evidence a speaker or media source provides to support particular points.
IF STUDENTS ARE PRESENTING:
SL4.
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the
organization, development, and style are appropriate to task, purpose, and audience.
SL5.
Make strategic use of digital media and visual displays of data to express information and enhance understanding of
presentations.
EMBEDDED STANDARDS
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.
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences
from the text.
RI.4.10
By the end of year, read and comprehend informational texts, including history/social studies, science, and
technical texts, in the
grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
W.4.4
Produce clear and coherent writing (including multiple-paragraph texts) in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in
standards 1–3 above.)
W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and
editing. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on
pages 28 and 29.)
W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as
well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum
of one page in a single sitting.
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 [e.g., a character’s thoughts, words, or actions].”).
W.4.9 Draw evidence from literary or informational texts 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 [e.g., a character’s thoughts, words, or actions].”).
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 5 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
b.
Unit Number: 5
Number of Instructional Weeks: 6
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”).
W.4.10 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.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners
on grade 4 topics
and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to
the discussion and
link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
L.4.1
L.4.2
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use correct capitalization.
b. Use commas and quotation marks to mark direct speech and quotations from a text.
c. Use a comma before a coordinating conjunction in a compound sentence.
d. Spell grade-appropriate words correctly, consulting references as needed.
L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and
content, choosing flexibly from a range of strategies.
L.4.6
Acquire and use accurately grade-appropriate 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).
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 6 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
LEARNING MODULES
MODULE 1
STANDAR
D
LEARNING TARGETS/SKILLS AND CONCEPTS
PROGRESSION / COGNITIVE
APPLICATION (Grade level
shift)
Integrate information from two texts
on the same topic in order to write or
speak about the subject
knowledgably.
ESSENTIAL/GUIDING
QUESTION
RI 4.9
I can integrate information from two texts on the
same topic.
RI 4.7
I can understand information presented visually,
orally or quantitatively.
Makes connections between
the text of the story or drama
or a visual/oral presentation of
the text identifying where each
version reflects specific
descriptions in the text.
How can connections
between text and visual/oral
presentations strengthen
my understanding of the
topic?
W.8
I can recall information from experiences or
information from print and digital sources by
paraphrasing orally or taking notes.
How can paraphrasing
information strengthen my
understanding of the topic?
SL 4.2
I can paraphrase information presented in a
variety of formats.
Recall relevant information from
experiences or gather relevant
information from print and digital sources;
take notes, paraphrase,
and categorize information, and provide
a list of sources.
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats, including
visually, quantitatively, and orally.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
How can reading
information from two
different texts build my
understanding of the topic?
How can paraphrasing
information orally or in
writing strengthen my
understanding of the topic?
page 7 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
SL 4.6
I can differentiate between contexts that call for
formal and informal English.
Unit Number: 5
Number of Instructional Weeks: 6
Differentiate between contexts that
call for formal English (e.g.,
presenting ideas) and situations
where informal
discourse is appropriate (e.g., small‐
group discussion); use formal
English when appropriate to task
and
situation.
When is it appropriate to
use informal versus formal
language?
To teach Module 1, use the following suggested tasks and resources:
HM SUGGESTED TEXTS
THEME: Heroes
Use HM Happy Birthday, Dr. King
Theme 5 to introduce the concept
of a hero. (Fiction)
Vocabulary Practice HM
Transparency 5-1 and HMWB page
289
Homophones page 581I
Comprehension support HM
Transparency 5-2 and HMWB page
290.
Decoding skills / spelling
HM 555E & G Prefixes and suffixes
(re, un & dis)
HM WB pages 423, 295-7
SUPPLEMENTAL RESOURCES, MULTI-GENRE
INCLUDING PRIMARY SOURCE
DOCUMENT/REFERENCE MATERIAL
1. Connect fiction text to the audio and text of
MLK’s “I Have a Dream Speech” on
drmartinlutherkingjr.com and use the biography
on MLK from ducksters.com
2. Our California – Social Studies Text, Unit 4
Lesson 4 pages 107-110 – Emphasize Cesar
Chavez and Dolores Huerta.
Teacher Guide page 110 T5 “Farm Workers
Form a Union”
Unit 4 Lesson 5 pages 111 – 116
Teacher Guide page 116 T5 “Fighting for our
Country”
Teacher Guide page 116 T6 & 7 “Fireside
Chats”
HM 581E & G Final y to i
HM 607E & G 2 sounds of c
Biography Planning Guide on page 123 T3
Grammar
Famous Californians on page 132 T4
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
SUGGESTED TASKS AND ACTIVITIES
1. Begin by using the Basal Alignment
Project on Happy Birthday, Dr. King.
This will introduce the concept of a
hero. Or use resources provided by
Curriculum Companion. (2-3 days)
2. Read the Biography (teacher-led,
individually, or in groups) on MLK to
discuss and paraphrase information
and take notes about his life.
3. Use a portion of the “I Have a
Dream” speech and audio to listen to
and read.
* Discuss vocabulary
* Identify the purpose of his speech
* Connect to what was happening
during this time.
4. Identify in the audio/text of Dr.
Martin Luther King’s speech examples
of formal discourse and discuss how
page 8 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
555K Subject pronouns
581K Object pronouns
607K Possessive Pronouns
Unit Number: 5
Number of Instructional Weeks: 6
Dorothea Lange page 132 T5
the speech would sound if informal
English was used.
5. Use Social Studies resources to
discuss, debate or write about other
heroes.
MODULE 1
BASAL ALIGNMENT PROJECT SAMPLE LESSON OR SAMPLE UNIT PLAN
Unit 5 / Week 1
Title: Happy Birthday, Dr. King!
Suggested Time:
4 days (45 minutes per day)
Common Core ELA Standards: RL.4.1, RL.4.2, RL.4.3; RFS.4.3, RFS.4.4, L.4.1, W.4.2, W.4.4,
W.4.9; SL.4.1; L.4.1, L.4.2
Teacher Instructions
Refer to the Introduction for further details.
Before Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description
for teachers, about the big ideas and key understanding that students should take away after completing this task.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 9 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Big Ideas and Key Understandings
Conflict can be resolved peacefully.
We can learn about history from people who were there when important events happened. [Jamal was lucky to have
his grandfather’s and father’s stories to help him understand.]
Synopsis
When ten-year old Jamal’s grandfather hears that the boy is in trouble for fighting to sit in the back of the bus, he tells
Jamal about Rosa Parks, Martin Luther King, Jr., and the Civil Rights Movement. Jamal responds with an idea for a skit
for his school’s King Day assembly.
2. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching
Vocabulary.
During Teaching
1. Students read the entire main selection text independently.
2. Teacher reads the main selection text aloud with students following along. (Depending on how complex the text is and the
amount of support needed by students, the teacher may choose to reverse the order of steps 1 and 2.)
3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A
variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share,
independent written response, group work, etc.)
Text Dependent Questions
Text Dependent Questions
On page 536, the author writes, “Today was different.” What
was different about Jamal’s day?
Answers
-pink slip
-he wanted to avoid his mother, when usually he likes having
her home afterschool
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 10 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Using words or phrases from the text, what details does the
author use to show that Jamal is truthful and honest? (Pg.
539)
-showed mom the pink slip
-told her the story about the fight
Reread page 542. What happened during the Montgomery
Bus Boycott?
-Many African Americans stopped riding the bus
-protested Rosa Parks’ arrest
-African Americans wanted the same rights that white people
had
-African Americans won - without fighting
On page 542, Grandpa says, “We finally won -- without
fighting.” Who is the “we” that Grandpa Joe is referring to?
-African Americans
On page 544, Alisha says, “Everyone in my class is learning
-During the boycott Jamal’s dad went to a meeting at a church
parts of his “I Have a Dream speech.” Use details from the text with Grandpa Joe. He heard Dr. King give a powerful speech
to describe the memory that it triggered for Jamal’s dad?
that explained to them why to boycott the buses, and how they
needed to help each other.
On page 547, the author writes, “Then remember, Dr. King
-it made him think about the word peaceful
always spoke out about peaceful ways to make thing happen.” -fighting is not the way to get things done
What idea did this inspire in Jamal when thinking of the King’s -Jamal’s class could do a skit
Day assembly?
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 11 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
KEY WORDS ESSENTIAL TO UNDERSTANDING
Unit Number: 5
Number of Instructional Weeks: 6
WORDS WORTH KNOWING
General teaching suggestions are provided in the Introduction
Vocabulary
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 12 of 32
STUDENTS FIGURE OUT THE MEANING
sufficient context clues are provided in
the text
TEACHER PROVIDES DEFINITION
not enough contextual clues provided in
the text
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Page 542 - protest
Page 542 - boycott
Page 544 - power
Page 544 - civil rights
Page 536 - Slip
Page 539 - Basement
Unit Number: 5
Number of Instructional Weeks: 6
Page 541 - fare
Page 541 - assembly
Page 547 - stupendous
Page 541 - Rear
Page 544 - Speech
Page 544 - Chimed
Page 548 - Dopey
Culminating Task
Grandpa Joe was angry with Jamal because he was fighting to sit in the backseat of the bus. What lessons did Jamal learn
from his family discussions? Cite evidence from the text to support your answer.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 13 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Answer: Fighting is not the way to solve a problem
Jamal should have found a peaceful solution rather than getting in a fight on the bus.
Jamal learns the significance of what happened during the Montgomery Bus Boycott
The efforts of Dr. King affect decisions that we make today.
The fact that Jamal’s father and grandfather actually heard Dr. King’s speech in person made the historical events even
more significant.
Additional Tasks
●
Read aloud the picture book, “Martin’s Big Words,” by Doreen Rappaport. Have students pick out the “big words” and make
a “wordle” (wordle.net). Another activity would be to have each student choose a phrase from the book and write it on an
index card. Each student reads aloud his phrase. The group decides on an order to read the phrases and students read
them aloud in that order to form a poem. They can try different arrangements (repeating some phrases as a chorus,
repeating beginning phrases at the end, etc.). This activity builds fluency as well as helping students become familiar with
Martin’s “big words.”
Note to Teacher
●
This story is a great introduction to the history of the Civil Rights Movement. Follow up with text and videos to show the
power of Dr. Martin Luther King’s message.
MODULE 2
STANDAR
D
LEARNING TARGETS/SKILLS AND CONCEPTS
RI 4.8
I can explain how an author uses reasons and
evidence to support points in text.
PROGRESSION / COGNITIVE
APPLICATION (Grade level
shift)
Explain how an author
uses reasons and evidence to
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
ESSENTIAL/GUIDING
QUESTION
How does identifying
reasons and evidence help
page 14 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
W 4.1
I can write an opinion piece on a topic and
support it with reasons from text and other
sources.
W 4.9
I can draw evidence from both literary and
informational text to support my analysis,
reflection and research.
SL 4.3
I can identify reasons and evidence from a speaker or
other media source that supports a particular point of
view.
Unit Number: 5
Number of Instructional Weeks: 6
support particular points in a
text.
Write opinion pieces on topics or texts,
supporting a point of view with reasons
and information.
A. Introduce a topic or text clearly, state an
opinion, and create an
organizational structure in which related
ideas are grouped to support the
writer’s purpose.
B. Provide reasons that are supported by
facts and details.
C. Link opinion and reasons using words
and phrases (e.g., for instance, in
order to, in addition).
D. Provide a concluding statement or
section related to the opinion presented.
Draw evidence from literary or
informational texts 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 *e.g., a
character’s thoughts, words, or
actions.”).
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”).
Identify the reasons and evidence a
speaker or media source provides to
support particular points.
me understand the topic?
How does identifying
reasons and evidence help
me write about a topic?
How does identifying
reasons and evidence help
me write about a topic?
How does identifying reasons
and evidence help me
understand the topic?
To teach Module 2, use the following suggested tasks and resources:
Suggested Resources:
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 15 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
HM SUGGESTED TEXTS
THEME: Problem Solvers
HM Dear Mrs. Parks - Non Fiction
Comprehension Support – Cause &
Effect
Transparency 5-2 and HM WB page
290
Grammar
HM Transparencies 5-4 to 5-6
HM WB pages 299-301
Unit Number: 5
Number of Instructional Weeks: 6
SUPPLEMENTAL RESOURCES, MULTI-GENRE
INCLUDING PRIMARY SOURCE
DOCUMENT/REFERENCE MATERIAL
Print the biography of Rosa Parks from
www.achievement.org to add to the information
from the HM selection on Rosa Parks.
2. Our California – Social Studies Text, Unit 4
Lesson 4 pages 107-110 – Emphasize Cesar
Chavez and Dolores Huerta.
Teacher Guide page 110 T5 “Farm Workers
Form a Union”
SUGGESTED TASKS AND ACTIVITIES
1. Begin by reading the HM selection
– Dear Mrs. Parks.
As a class, make a list of the
information that you learned about
Rosa Parks.
In partners – list questions that you
would like to find out about Rosa
Parks. Generate a class list of
questions.
Unit 4 Lesson 5 pages 111 – 116
Teacher Guide page 116 T5 “Fighting for our
Country”
Teacher Guide page 116 T6 & 7 “Fireside
Chats”
Biography Planning Guide on page 123 T3
Famous Californians on page 132 T4
Dorothea Lange page 132 T5
On Curriculum Companion – Use the links for
audio and video clips on Rosa Parks.
2. Use the biography on Rosa Parks
to answer the student generated
questions.
3. Considering the information
presented on Rosa Parks – identify
why she is considered a hero.
Students can work collaboratively to
discuss, identify evidence that
supports why she is a hero.
4. Write a paragraph that argues why
Rosa Parks is a Hero.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 16 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
5. Use Social Studies resources to
discuss, debate or write about other
heroes.
BASAL ALIGNMENT PROJECT SAMPLE LESSON OR SAMPLE UNIT PLAN
Unit 1 /Week 4
Title: Dear Mrs. Parks
Suggested Time:
5 days (30 minutes per day)
Common Core ELA Standards: RI.5.1, RI.5.2, RI.5.3, RI.5.4, RI.5.8; W.5.2, W.5.4, W.5.9; SL.5.1;
SL.5.6; L.5.1, L.5.2, L.5.4, L.5.5
Teacher Instructions:
Refer to the Introduction for further details.
Before Teaching
1. Read the Big Ideas and Key Understandings and the Synopsis. Please do not read this to the students. This is a description
for teachers, about the big ideas and key understanding that students should take away after completing this task.
Big Ideas and Key Understandings
Rosa Parks, the “mother of the modern-day civil rights movement,” is often considered a role model for others. Role
models provide examples of how to overcome difficult situations, how to set and achieve goals, or how to contribute to
society, among many other things.
Synopsis
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 17 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Mrs. Parks gives advice to students on a variety of issues by answering some of the letters she has received over her
lifetime. She embeds her understandings of building character, making a difference in the lives of others, and
developing personal character throughout these letters.
2. Read entire main selection text, keeping in mind the Big Ideas and Key Understandings.
3. Re-read the main selection text while noting the stopping points for the Text Dependent Questions and teaching
Vocabulary.
During Teaching
1. Students read the entire main selection text independently.
2. Teacher reads the main selection text aloud with students following along.
(Depending on how complex the text is and the amount of support needed by students, the teacher may choose to reverse
the order of steps 1 and 2.)
3. Students and teacher re-read the text while stopping to respond to and discuss the questions and returning to the text. A
variety of methods can be used to structure the reading and discussion (i.e.: whole class discussion, think-pair-share,
independent written response, group work, etc.)
Text Dependent Questions
Questions
Answers
When people give you advice, they tell you what they think
She says that questions are more important than answers and
that one should not be afraid to admit when s/he doesn’t
know an answer to something because that means you are on
the path to learning. “The right question and a steady mind to
listen help us to grow and build confidence and character.
Questions help you make better choices in life.”
you should do in a specific situation. On page 94, Rosa says,
“You can never learn very much if you do not ask questions.”
What evidence does she give to explain this advice?
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 18 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Confidence means belief in yourself and your abilities.
Character means having the qualities of honesty, courage,
and the like. What does Rosa say will help you to grow and
build confidence and character? (page 94)
She says that you learn more when you ask questions. Then
Rosa says, on page 95, “No one knows everything.” How do
you know that Rosa believes that?
We know Rosa believes that no one knows everything,
you are on the path to learning and the questions and their
answers will help you to make better choices in life.
because even though she is older, she is still learning new
things. She is learning to “keep up with correspondence”
(written communication, like letters or emails) online on the
Internet. She is learning about things related to “cyberspace.”
Even though Rosa Parks is 83 years old, she says, “Age does
Richard said that she must know everything now because she
not determine what we know.” Why does she answer
is 83 years old. She tells him that age doesn’t determine what
Richard’s letter in this way?
we know and gives examples of things she is still learning.
She says there are young geniuses in life. She also says that
Richard’s dad knows quite a bit.
When someone makes fun of you, they ridicule you. Using
What is personal dignity? How did Rosa’s grandmother teach
Shata thinks her peers will ridicule her because she gets good
grades and she is worried about fitting in. Rosa reassures
Shata that others feel just like her. When she tells her that
everyone has certain gifts or talents to give back to life, she
means that Shata should continue to work hard, not be
discouraged, and do her best. She wants Shata to understand
that “we are all leaders of something in life,” meaning that
everyone has unique strengths and talents which others
should pay attention to.
Someone who behaves with dignity is deserving of respect
her the importance of personal dignity? (page 99)
and has a sense of his/her own value or importance. Rosa
evidence from the text, why does Shata think her peers, or
other students her same age, will ridicule her? Also using
evidence from the text, when Rosa says, “Each person in life
has certain gifts or talents to give back to life,” what does she
mean? (page 97)
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 19 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
learned the importance of treating others with respect
because she watched her grandmother care for others. She
learned the history of family and community.
Adrienne wonders what her great-grandmother’s stories have
Adrienne can learn about mistakes from the past and also, she
to do with her life. Rosa said, “She seeks to inspire you by
can learn about human nature. The way people act, or human
sharing stories of the past, of good times and bad times.”
nature, does not change. Rosa says that the lessons she (the
Inspire means to make someone want to do something. What great-grandmother) learned still apply to life today. The
does Adrienne’s grandmother want to inspire her to
stories Adrienne’s grandmother tells her are “preparing her
understand?
(Adrienne) to take her place in the world of tomorrow.” Her
grandmother tells her she can learn from the mistakes of
others, which will keep her from making the same mistakes.
Who are Rosa Park’s role models? What do they teach her?
One of Rosa Park’s role models was her grandmother who
(page 101)
taught her about personal dignity. “She was informed about
her ancestors and those people who paved the way for the
freedoms we now have.”
She also considers her ancestors, or members of her family
who lived before her, to be her role models. She says, “they
paved the way for the freedoms we now have.” What does
this phrase mean? (page 101)
What reasons does Rosa give for being proud to be an
American on page 103?
Through the ancestors’ courage, faith, and sacrifices – they
(Teacher may need to provide direct instruction on some of
these phrases and what they mean.)
Women have the right to vote and have taken positions in
made progress easier for those born later in her family.
Rosa says that “America is a wonderful country.” She says that
slavery has been abolished and child labor laws established.
politics, the arts, sciences, and business. She goes on to say
that America is a model for, “every other developing country
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 20 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
in the world for achieving justice and equality for its citizens.”
In other words, Americans have worked hard to make life
better for every person.
On page 103, the author uses the word herstory. What does
this mean? What words or phrases in the text help you to
know this?
It means the history of women’s accomplishments. It is used
in the same sentence as the word history, and the previous
sentence tells about women’s accomplishments. It plays off of
the word history – and the word “his.”
In the last letter, from Larry, he asks how he can make a
difference. What does Rosa encourage him to do? Why is this
a fitting answer with which to end the story?
She encourages him to serve others. She tells him to consider
his career, community, and church. She suggests working
with young people and sharing his talents with others. Rosa
ends with this letter and answer, as it helps to sum up what
she has done throughout this “story.” She has tried to serve
others and help young people by helping them with their
questions. In this way, she has shared her talents with others.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 21 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Vocabulary
STUDENTS FIGURE OUT THE MEANING
sufficient context clues are provided in
the text
TEACHER PROVIDES DEFINITION
not enough contextual clues provided in the
text
KEY WORDS ESSENTIAL TO UNDERSTANDING
Words addressed with a question or task
p. 92 – advice
p. 94 – confidence, character
p. 95 - correspondence
p. 97 – ridiculed
p. 101- ancestors
p. 103 – history, herstory
WORDS WORTH KNOWING
General teaching suggestions are provided in the
Introduction
p. 92 – modern-day, civil rights movement
p. 94 – certain, steady
p. 95 – determine, geniuses
p. 97 – developments, developing, potential,
values
p.101 – faith, freedoms, sacrifices, inspire
p.103 – abolished, established, humanity,
constitution, equality, poor race relations,
better society, obstacles
(not worth knowing but fast map it)
p. 94 - aerobics
p. 97 – for granted
p. 99 – respect, personal dignity
p. 92 –courage
p. 94 - fascinated
p. 95 –cyberspace
p. 96 - peers
p. 97 - discourage
p.101 – ancestors, future generations, human
nature
p.104 –council, mentor, impact
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 22 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Culminating Task

Rosa encourages Larry, one of the students who wrote to her to council or advise others. In other words, she encouraged
him to be a mentor. How is Rosa Parks a mentor or role model to the students who wrote her letters? Provide evidence
from at least two letters from the text in your answer.
Answer: She is constantly learning and asking questions to make better choices in life; she believes that if “you” start
leading, others will soon follow; she believes in treating others with respect; she says you can learn from the courage,
faith, and sacrifices of your ancestors, etc.
Additional Tasks

Do you think that Mrs. Parks provides good reasons for believing America is a wonderful country on page 103? Explain
your answer.
Answer: Answers may vary.

Why do you think this book was presented in the form of letters, rather than as a biography or an article?
Answer: She was able to share advice on a variety of topics besides what she is most famous for and with an audience
(young children) that might not normally choose to pick up an autobiography or article.

Rosa Parks refused to give up her seat on a bus in a time when she did not have the same “rights” as others. This showed
great courage on her part. Why did she write the book, Dear Mrs. Parks: A Dialogue With Today’s Youth? (page 92)
Answer: Over the years, she received many letters or correspondence from students seeking advice on different issues.
The book represents a selection of the responses that she wrote back to students.

Rosa Parks has overcome many obstacles in her life. She says on page 103, “This nation has always overcome the obstacles
it has faced.” How is the United States of America a role model? Provide at least two examples from the text and use
details from the text as you explain how each of the examples serves as a role model.
Answer: The United States abolished slavery, established child labor laws, and gave women the right to work in
various occupations. Our Constitution has lasted longer than any other in modern history and it serves as a model for
achieving justice and equality for its citizens.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 23 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Note to Teacher

Each letter from Mrs. Parks embodies advice that is reflective of important components of the civil rights movement: such
as keeping an open mind, respecting others, reaching your highest potential, asking questions, personal dignity, knowing
the history of your family and community, and correcting mistakes, among others. If a teacher is studying the civil rights
movement, for example, in social studies, this text might dovetail nicely with the content.

Teacher may need to provide direct instruction on some of the following phrases:
o Slavery has been abolished, child labor laws established, women’s right to vote and have taken positions in politics,
arts, sciences and business
o Achieving justice and equality for citizens, developing country
MODULE 3
STANDAR
D
LEARNING TARGETS/SKILLS AND CONCEPTS
PROGRESSION / COGNITIVE
APPLICATION (Grade level
shift)
ESSENTIAL/GUIDING
QUESTION
RI 4.7
I can interpret information presented in a variety
of formats and explain how the information
contributes to the understanding of the text.
How does seeing things in
multiple formats deepen my
understanding of the topic?
RI 4.9
I can integrate information from two texts to
write and speak knowledgeably on a subject.
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.
W 4.7
I can write a short research paper on a topic.
SL 4
I can present my research using evidence to
inform my listeners.
Integrate information from two texts
on the same topic in order to write or
speak about the subject
knowledgeably.
Conduct short research projects that
build knowledge through
investigation of different aspects of a
topic.
Engage effectively in a range of
collaborative discussions (one‐on‐one, in
groups, and teacher‐led) with diverse
partners on
grade 4 topics and texts, building on others’
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
How does seeing things in
multiple formats allow me
to write or speak on the
topic?
How does writing about
information demonstrate my
knowledge?
How does presenting about
information demonstrate my
knowledge?
page 24 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
SL 5
I can use digital media or visual displays to
enhance my presentations.
Unit Number: 5
Number of Instructional Weeks: 6
ideas and expressing their own clearly.
A. Come to discussions prepared, having
read or studied required material; explicitly
draw on that preparation and other
information known about the topic to
explore ideas under discussion.
B. Follow agreed‐upon rules for
discussions and carry out assigned roles.
C. Pose and respond to specific
questions to clarify or follow up on
information, and make comments that
contribute to the discussion and link to
the remarks of others.
D. Review the key ideas expressed and
explain their own ideas and understanding
in light of the discussion.
Add audio recordings and visual
displays to presentations when
appropriate to enhance the
development of main ideas or themes.
How does technology or a
visual display show my
knowledge of the topic?
To teach Module 3, use the following suggested tasks and resources
HM SUGGESTED TEXTS
THEME:
Revisit HM Happy Birthday, Dr.
Martin Luther King and Dear Mrs.
Parks
Or
HM Gloria Estefan Non Fiction
SUPPLEMENTAL RESOURCES, MULTI-GENRE
INCLUDING PRIMARY SOURCE
DOCUMENT/REFERENCE MATERIAL
The story of Captain Chelsey Sullenberger on
the Biography website
2. Our California – Social Studies Text, Unit 4
Lesson 4 pages 107-110 – Emphasize Cesar
Chavez and Dolores Huerta.
Teacher Guide page 110 T5 “Farm Workers
Form a Union”
Unit 4 Lesson 5 pages 111 – 116
Teacher Guide page 116 T5 “Fighting for our
Country”
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
SUGGESTED TASKS AND ACTIVITIES
1. Introduce students to a modern
day hero. Read the summary or
excerpts.
2. Identify what characteristics make
these individuals heroes. Create a
Biography Cube using the website:
Cube Creator (See attached Bio Cube
notetaker)
3. Compare and Contrast to Rosa
Parks and Martin Luther King Jr. or
other individuals introduced through
social studies. Additionally, the
Academy of Achievement has profiles,
page 25 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Teacher Guide page 116 T6 & 7 “Fireside
Chats”
Biography Planning Guide on page 123 T3
Famous Californians on page 132 T4
Dorothea Lange page 132 T5
Explanatory Writing Samples by Grade:
http://achievethecore.org/content/upload/Infor
mativeExplanatory_K-12WS.pdf
Writing Samples by Grade – The Write Source:
http://www.thewritesource.com/studentmodels
/
KeyNote Presentation Tutorial:
http://bit.ly/12sTPtK
Google Presentation Tutorial:
https://www.youtube.com/watch?v=dRCk3Seql
1Q
interviews, and other multi-media
resources on various individuals that
can be used to create a Cube. Have
students finish their cube and trade
them with several students so that
they can learn about other important
people. After this, make a list of
character traits that make-up a hero.
Use this list in their research paper or
multi-media project.
4. Use Social Studies resources to
discuss, debate or write about other
heroes.
Write a Research Paper.
5. Create a multimedia presentation.
See Attached Resources: Instructions
for PowerPoint, KeyNote. Additional
resources attached: PowerPoint
Rubric, Research Paper Rubric.
On-line PowerPoint tutorial:
http://bit.ly/ZSgRtk
PDF PowerPoint Tutorial:
http://bit.ly/1oUBpqw
Power Point Tutorial For MacBooks:
https://www.youtube.com/watch?v=anKyzwhVAI
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 26 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Bio Cube Planning Sheet
Use this planning sheet to prepare for the online Bio Cube interactive by filling in the information for each side of the cube. Because
space on the cube is limited, you will need to briefly summarize your information.
Side Prompt
1
Information
Person’s Name, Time Period, and Place
2
Personal Background
3
Personality Traits
4
Significance
5
Obstacles
6
Important Quote
Adapted from McLaughlin, M., & Allen, M.B. (2002). Guided comprehension in action: Lessons for grades 3–8. Newark, DE: International Reading Association.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 27 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Points
4
PowerPoint Presentation Rubric
3
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
Unit Number: 5
Number of Instructional Weeks: 6
2
1
page 28 of 32
Total
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
Content
Student presents major points
and fully supports them with
convincing arguments, ideas and
data.
Student presents major points and
partially supports them with
convincing arguments, ideas and
data.
Student presents major points,
but fails to support them with
convincing arguments, ideas and
data.
Student oversimplifies topic or
fails to present major points.
Organization
Student presents information in
logical, interesting sequence which
audience can follow.
Student presents information in
logical sequence which audience
can follow.
Audience has difficulty following
presentation because student
jumps around.
Audience cannot understand
presentation because there is no
sequence of information.
Text
All slides present one idea and a
few supporting facts.
Most slides present one idea
and a few supporting facts.
Most slides present one idea
but too many words.
Most slides present multiple
ideas and too many words.
Font
Font on all slides is large
enough to be read at a
distance.
Font on most slides is large
enough to be read at a
distance.
Font on most slides is too small to
be read at a distance.
Font on all slides is too small to
be read at a distance.
Contrast
There is good contrast between the
font and background on all slides.
There is good contrast between the
font and background on most
slides.
The lack of contrast between the
font and background makes the
text difficult to read.
The lack of contrast between
the font and background makes
the text impossible to read.
Images and
Layout
All slides contain one powerful,
high-quality image per slide which
helps audience understand the
content. Layout is visually
pleasing.
Most slides include one powerful,
high-quality image which helps
audience understand the content.
Layout uses most space
appropriately.
Most images are clipart. Images
are too large/small in size, or of
poor quality (fuzzy). Layout
shows some structure.
Images are distracting
decorations that create a busy
feeling and detract from the
content. Layout is cluttered and
confusing.
Citations
Bibliography/works cited list is
properly formatted and complete
(like a research paper).
Bibliography/works cited list is
complete, but not properly
formatted (e.g. bulleted list).
Bibliography/works cited list is
incomplete (e.g. no citations for
images) or improperly formatted
(e.g. list of URLs).
Student does not list sources
used for research.
Presentation
Student uses text on slides as
prompts for original narration.
Student reads text on slides
and elaborates comfortably.
Student reads text on slides,
adding a few comments.
Student just reads text on
slides.
Subject
Knowledge
Student answers all questions
clearly and completely.
Student answers most
questions.
Student has difficulty answering
many questions.
Student is unable to answer
questions.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 29 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
Unit Number: 5
Number of Instructional Weeks: 6
REPORT WRITING RUBRIC - GRADE 6
(Book review; science, math, history, art or music report; current event report; career investigation report; biographical account;
sports-related report; hobby, pet or vacation report; movie review; etc.)
Student
Score
4
3
Teacher
Traits
CLEAR, WELL ORGANIZED, WELL DEVELOPED IDEAS

2

1




4
3
2






3
Comments
Main idea (thesis) is clear; main idea is stated in introductory
paragraph.
Topic sentences in body paragraphs clearly relate to, support, and
further explain main idea (thesis).
Factual supporting details (examples, statistics, reasons, etc.)
clearly relate to topic sentences.
Transitions are used to create smooth flow of ideas.
Introduction, body, conclusion provide logical sequencing of ideas,
leading to understandable reporting of subject matter.
There is no plagiarism of outside sources; report is in student's
own words. Credit is given when a source is quoted.
SENTENCE VARIATION IN PARAGRAPHS
1
4
_SCORE
Lead sentence captures the reader's attention.
Intro. participial phrase (Speaking with authority, she . . .)
(Impressed by his decision, she . . .)
2 independent clauses separated by semicolon
(The North won the war; the Union was saved.)
Compound sentence (Spain is beautiful, but Mexico is exciting.)
Appositive phrase (Van Gogh, the famous artist, painted. . .)
Intro. prepositional phrase (With a will to win, the Romans . . .)
WORD CHOICE


2

1



Vivid, lively verbs are used.
Precise, accurate nouns are used.
Imaginative, unusual adjectives are used.
No vague, overused, repetitive language is used.
Striking words/phrases linger in the reader's mind.
Word choice gives the writer a personality, or "voice." The writer is
individualistic and writes to be read.
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 30 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
4
3
FIGURATIVE LANGUAGE


1

3
Metaphor (Art is a picture of the painter's mind.)
Simile (The war was like a nightmare that came to life.)
Personification (The Great Wall of China marches across the
landscape.)
"Picture frame" word choice invites the reader to visualize a mental
image or picture.

2
4
Unit Number: 5
Number of Instructional Weeks: 6
GRAMMAR, USAGE, MECHANICS
No run-on sentences
No sentence fragments
Subject/verb agreement
Correct verb tense usage
Punctuation is correct.
Capitalization is correct.
Spelling is correct.


2

1




Peer Review and Response Sentence Stems
Category
What to Keep
Sentence Stems


The idea I like most in your writing is ……..
An idea that I saw in your work that is also in mine is
……….
Grade 4 Curriculum Map Template aligned to the Common Core State Standards
page 31 of 32
Grade: 4
Unit Name: Integration of Knowledge and Ideas in Literary Text
What to Add
What to Change



Vocabulary words that are missing include
You should also include this idea …………
A way to ‘hook’ the reader could be ………


Is ______________ a central idea or detail?
Why did you feel _________________ was important to
include?
When you said, “_____________________”, I was unclear or
confused because _____________________.
When you said “__________________”, did you mean
__________________?


Grade 4 Curriculum Map Template aligned to the Common Core State Standards
Unit Number: 5
Number of Instructional Weeks: 6
page 32 of 32