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SEPTEMBER/ Big Ideas Focus and Essential Assessment GLCE

OCTOBER/ Questions/Concepts Taught


Social Studies: A region is a place that shares common
characteristics with other places
What is a region? Grade Level Common
• G1.0.1 Asking geographic questions
• Why is the concept of “region” useful?
What is a Region • How can we describe regions? • H3.0.7 Underground Railroad (historical example)
Regions experience change over time Region Power Point presentation
• What tools can we use to describe a region?
highlighting essential questions • H3.0.8 Protecting natural resources
Knowing about one place in a region can help • What can maps tell us about regions?
us to know about other places in the same • What characteristics push people out of a Immigration WebQuest • G1.0.5 Climate/Elevation

region or pull people into a region?
What are the consequences of human
• G4.0.2 Michigan Regions
Region virtual field-trip study
A Region: The Industrial People migrated and immigrated to the north habitations of a region? guide • H3.0.1 Physical and human characteristics of the Great Lakes Region
eastern United States for jobs associated with • Why do people move
North East the production of goods and the extraction of • How do humans change the environment? • G2.0.2 Describe a region
natural resources • How did the geography of the North Eastern • E1.0.1 Ask economic questions
United States affect its development over
Michigan mines, forests, and industrial centers time? • E1.0.5 Specialization and the division of labor
attracted workers from around the United
States and the world
• What makes the North Eastern United States a • E2.0.1 Unemployment
The location of an early industry-automobile
• H3.0.6 Primary and secondary sources: auto industry, labor movement
production-was influenced by Michigan’s • G2.0.2 Human and physical characteristics of Great Lakes Region
location and natural and human resources
• E1.0.7 Circular Flow
Push and pull factors attracted immigrants to
Michigan and the North East region

The geography of the North Eastern United

States facilitated the production of steel in
many locations.

Heavy industry in the North Eastern states had

effects on the environment

Science: Many organisms play a role in the flow of
energy within an ecosystem
How do differences of organisms have an
advantage in survival and reproduction?
Student creation and explanation
of processes occurring within an
• S.IA.04.1 Inquiry involves generating questions, conducting investigations, and developing solutions to
Ecosystems • How can a food chain be impacted? enclosed ecosystem. problems through reasoning and observation
Environmental change can produce change in • What is an ecosystem? • S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research
the food web and species survival Grade level common assessment
Evolution • What requirements do plants have? and investigations
• What requirements do animals have? Authentic assessment through • L.OL.E.1 Life Requirements—Organisms have basic needs. Animals and plants need air, water, and
• What differences can organisms of the same observation and participation food. Plants also require light. Plants and animals use food as a source of energy and a a source of
Organization of Living kind have? building material for growth and repair
• How do variations in physical characteristics
Things of individual organisms give them and • L.EV.E.2 Survival—Individuals of the same kind differ in their characteristics, and sometimes the
advantage for survival and reproduction? differences give individuals an advantage in surviving and reproduction
• What roles do organisms play within a food • L.EC.E.1 Interactions—Organisms interact in various sways including providing food and shelter to one
chain/web? another. Some interactions are helpful: others are harmful to the organism and other organisms.

Writing: Authors use personal style and voice to

enhance the written message
• Why do authors use figurative language,
sensory images, and strong verbs in narrative
Figurative Language Poster
• W.GN.O4.O1—write a cohesive narrative piece such as myth, legend, fantasy or adventure creating
Author’s Craft text? Personal Narrative—product of relationships among setting, characters, theme, and plot
(One week duration) Authors write a variety of genre, including • What elements are critical in writing a Lucy Calkins book one • W.GN.04.02—Write poetry based on reading a wide variety of grade-appropriate poetry
poetry and narrative cohesive narrative piece?
Authors undergo several steps in the writing • How do correct grammar and spelling impact Personal Narrative—product of • W.PR.04.01—set a purpose, consider audience, and replicate authors’ styles and patterns when writing a
Personal Narrative process: set purpose, pre-writing, drafting, the message of my writing piece? Lucy Calkins book two narrative or informational piece.
revision, and proofreading
• W.PR.04.02—apply a variety of pre-writing strategies for both narrative and informational writing in
Student examples of poetry: order to generate sequence and structure ideas

Personal Narrative Two

Grammar and spelling are essential
components in developing maturity in writing
may include but not limited to
diamante, Haiku, Tanka, Free
• W.PR.04.03—Draft focused ideas using a variety of drafting techniques composing coherent and
Verse, cinquain, couplets, end mechanically sound paragraphs when writing compositions
rhyme, iambic pentameter. • W.PR.04.04—revise drafts based on constructive and specific oral and written responses to writing by
identifying sections of the piece to improve sequence and flow of ideas
Poetry • W.PR.04.05—proofread and edit writing using appropriate resources and grade-level checklists both
(One week duration) individually and in groups
• W.PS.04.01—exhibit personal style and voice to enhance the written message.
• W.GR.04.01—in the context of writing, correctly use simple and compound sentences, direct an indirect
objects, prepositional phrases, adjectives, common and proper nouns as subjects and objects, pronouns as
antecedents, regular and irregular verbs, hyphens between syllables, apostrophes in contractions, and
commas in salutations to set off words, phrases and dialogue, quotation marks or italics to identify titles or
• W.SP.04.01—in the context of writing, correctly spell frequently encountered words for less frequently
encountered words, use structural clues and environmental sources.
Reading: Reading is a dynamic process that improves
through increased word recognition, fluency
What features comprise narrative text? End of week assessment for
comprehension and vocabulary
• R.WS.04.05—Acquire and apply strategies to construct meaning, self-monitor, and identify unknown
and vocabulary. What features comprise informational text? words or word parts
Scott Foresman Series: Progress monitoring DIBELS • R.WS.04.01—Explain how to use word structure, sentence structure and prediction to aid in decoding
What is the relationship between a reader making words and understanding the meanings of words encountered in text.
• Guided Reading and understanding connections and increased Observation within
• Differentiated instruction reading comprehension? differentiated instruction group • R.WS.04.02—Use structural , semantic and syntactic cues to automatically read frequently encountered
words, decode unknown words, and decide meaning including multiple meaning words
• Grammar/Word study What strategies can be used to help decode words Weekly Spelling Tests
and increase comprehension? • R.WS.04.03—automatically recognize frequently encountered words in print, with the number of words
Grammar Grade Level Common that can be read fluently increasing steadily across the school year.

Independent Self Selected

Assessment • R.WS.04.06—Fluently read beginning grade level text and increasingly demanding text as the year
• R.WS.04.07—Determine the meaning of words and phrases in context using strategies and resources
Modeled Reading • R.NT.04.02—Identify and describe a variety of narrative genre
• R.NT.04.04—Explain how authors use literary devices to depict time, setting, conflicts, and resolutions
that enhance the plot and create suspense across a variety of texts
• R.CM.04.01—Connect personal knowledge, experience, and understanding of the world to themes and
perspectives in text through oral and written responses
• R.CM.04.02—Retell and summarize grade level appropriate narrative and informational text
• R.CM.04.03—Explain oral and written relationships among themes, ideas, and characters within and
across texts to create a deeper understanding
• R.MT.04.01—Independently self-monitor comprehension when reading or listening to text by
automatically using and discussing the strategies used by mature readers to increase comprehension and
engage in interpretive discussions.
• R.MT.04.02—Plan, monitor, regulate, and evaluate skills, strategies and processes to construct and
convey meaning
• R.IT.04.01—identify and explain the defining characteristics of informational genre
Mathematics: A realistic approach to problem solving in
everyday situations, applications, and purely
How does geometry influence my life? Ongoing assessment through
Math Boxes, games, and slate
• G.GS.04.01—Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or
Unit 1 (Sep 1-18) mathematical contexts will allow for greater When do I use addition and subtraction? practice. abject with at square corner
Unit 2 (Sep 19-Oct 16) acquisition of math skills, in turn fostering • G.GS.04.02—Identify basic geometric shapes including isosceles, equilateral, and right triangles and use
life-long mathematics learners. When is it appropriate to use the base-ten place End of Unit assessment their properties to solve problems.
Unit 3 (Oct 17-Nov 10) value system?
Unit 4 (Nov 11-Dec 3) Fourth Grade GLCE common • G.SR.04.03—Identify and count the faces, edges, and vertices of basic three-dimensional geometric
How do I use statistics to represent a set of data? assessments solids, cubes, rectangular prisms, and pyramids; describe the shape of their faces

How do I determine important information in a • D.RE.04.01—Construct tables and bar graphs for given data
number sentence? • D.RE.04.02—Order a given set of data, find the median, and specify the range of values
What is the relationship between metric units? • D.RE.04.03—Solve problems using data presented in tables and bar graphs, e.g., compare data
represented in two bar graphs and read bar graphs showing two data sets.
• N.FL.04.08—Add and subtract whole numbers fluently
• N.ME.04.01—Read and write numbers to 1,000,000; relate them to the quantities they represent; compare
and order
• N.ME.04.02—Compose and decompose numbers using place value to 1,000,000’s
• N.ME.04.03—Understand the magnitude of numbers up to 1,000,000; recognize the place values of
numbers and the relationship of each place value to the place to its right
• N.ME.04.04—Find all factors of any whole number through 50, list factor pairs, and determine if a one-
digit number is a factor of a given whole number
• N.ME.04.05—List the first ten multiples of a given one-digit whole number; determine of a whole
number is a multiple of a given one-digit whole number
• N.MR.04.06—Know that some numbers including 2, 3, 5, 7, and 11 have exactly two factors and are
called prime numbers.