Unit: Conflict-Tackling Complex Text
Grade Level: 4
Thematic Overview
In this unit, students will explore how their lives are affected by those who lived before them and develop an
understanding of the human, everyday side of history. Students will effectively engage in collaborative discussions
with diverse partners through book clubs and read complex texts with deep comprehension.
Driving Question(s):
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What is conflict?
What are the underlying reasons for conflict?
How has your life been affected by those who lived before you?
How to read complex text with deep understanding with support from a book club?
Student Objectives and Learning Goals
Students will demonstrate the ability to:
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Understand and use Power Words
Understand another time period
Ask questions during reading
Identify elements of historical fiction
Identify character traits
Summarize
Read with fluency
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Collaborate with diverse partners for discussions
Determine the theme of a story
Interpret and analyze text
Work together in book clubs
Analyze use of text structures
Identify and explain major differences and
similarities between various forms of text
Strategy instruction stresses the reasoning process readers go through as they interact with and comprehend text.
Strategies are process-oriented, cognitive operations the reader engages in, generally thought to be unobservable.
Skills instruction stresses repeated practice in applying skills until they become habitual response to particular
tasks. Skills are product-oriented observable behaviors.
Strategies
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Making Connections
Visualizing
Making Inferences
Determining Importance
Synthesizing
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Skills
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Cause/Effect
Text Organization
Main Idea/Supporting Details
Nonfiction Text Structure
Elements of Historical Fiction
Character Traits
Core Novels:
Above Grade Level
Anne Frank: A Life in Hiding by Johanna Hurwitz
Freedom Crossing by Margaret Goff Clark
On Grade Level
Below Grade Level
When Hitler Stole Pink Rabbit by
Judith Kerr ((50/U)
In the Year of the Boar and Jackie
Robinson by Bette Bao Lord (40/R)
Revolutionary War on Wednesday
by Mary Pope Osborne (20/L)
Twenty and Ten by Claire
George Washington's Socks by Elvira
Woodruff ( 40/R)
Cesar Chavez A Hero for Everyone
by Gary Soto (28/N)
Huchet Bishop (50/U)
Suggested Lessons
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Introduce Power Words
Complete a KWL chart activating prior knowledge about World War II and the Civil War. (Reading
Strategies Booklet)
Introduce a Literary Genre Through a Shared Read Aloud, Reading is Essential by Regie Routman, pages
147-149
Model reading fluently by grouping words together into meaningful phases, Lessons in Literacy, #15
Model reading aloud by applying the features of expression (volume, rate, pitch) and meanings of
punctuation (comma pause, exclamation, question, quotation). Lessons in Literacy, #16
Demonstrate oral fluency during guided reading, Lessons in Literacy, #17
Complete a 5Ws organizer to record important information from an article to understand that a
summary is a brief review of the main points of a text. Lessons in Literacy, #52
Reading Response Notebook: “Describe a character, using textual descriptions, actions and dialogue to
support your work.”
Model using a sequence/flow chart listing event in sequential order, Lessons in Literacy, #24
Demonstrate cause and effect by completing a cause-effect chart about a text, Lessons in Literacy, #25
Reader Response Notebook: “Visualize a scene from the core novel and draw it. Explain the significance
of that scene in the text and why you chose to draw it.”
Provided Lessons
Preview Lesson – Gallery Walk
RL.4.7 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.
Lesson 1 – Understanding Another Time Period
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.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
RL.4.7 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.
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
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diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Lesson 2 – Launching Book Clubs
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.
Lesson 3 – Keeping Track of Story Elements
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.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
Lesson 4 – Keeping Track of Jumps in Time
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
Lesson 5 – Learning Through Fiction
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.
Lesson 6 – Working together to Deepen Our Understanding
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. (a-d)
Lesson 7 – Thinking as a Character
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.4.5 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Lesson 8 – Descriptions Matter
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.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
RL.4.4 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).
Lesson 9 – Reading Non-Fiction to Deepen Our Understanding
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.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize 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.4.7 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
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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.
Lesson 10 – Poem, Drama, Prose and Nonfiction: What’s the Difference?
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference
between first- and third-person narrations.
Lesson 11 – Responding to Texts is Personal
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.
Lesson 12 – Noticing Important Passages
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.4.4 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).
Lesson 13 – Minor Characters Can Have a Major Impact
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.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
Lesson 14 – Seeing Big Ideas in Small Details
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.
Lesson 15 – Ideas Grow and Deepen
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Lesson 16 – Different Ideas Come Together Under the Umbrella of a Theme
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
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.
Lesson 17 – Assuming the Perspective of Different Characters to See More in a Text
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the
difference between first- and third-person narrations.
Lesson 18 – Finding themes Across Different Texts
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.9 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.
Lesson 19 – Fact vs. Fiction: Exploring the Real Lewiston, NY
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.
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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.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
Lesson 20 – Nonfiction Texts Share Similar Themes
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.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgeably.
Assessment
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Anecdotal Notes
Reader’s Response Notebooks – Checklist and Rubric
Individual Reading Conferences
Conferences that support the teaching of the mini-lesson: follow up on teaching a new strategy or
understanding of the min-lesson
Conferences that extend the teaching of the mini-lesson: teach something that builds on the mini-lesson
and extends student learning.
Conferences that develop the reader: support the reader as he/she is developing skills needed to become
a life-long reader.
Observations within whole group, small group, and teacher-student settings
Professional Resources/Websites
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Strategies that Work, Teaching Comprehension for Understanding and Engagement by Stephanie Harvey
and Anne Goudvis
Revisiting The Reading Workshop by Barbara Orehovec and Marybeth Alley
Reading Essentials by Regie Routman
Lessons in Literacy
Lucy Calkins, Tackling Complex Texts: Historical Fiction I Book Clubs, Volume 1
Rose Blanche
Barefoot: Escape on the Underground Railroad
Freedom Summer –Level M (civil rights)
“From Slavery to Freedom” article from Storyworks
Harriet Tubman poem
“Harriet Tubman” article from Storyworks
Harriet Tubman Reader’s Theater script
Lewiston, NY Freedom Crossing website
Toolkit Texts; Heinemann
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