How do things, people, or events challenge us?
Day- Seed 1
Day- Plan 1: Antartica
Day- Plan 2: Arctic
Day- Plan 3: Iditarod
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate
formative assessment will inform a teachers instructional pacing and delivery.
This unit, Polar Challenge, will explore a variety of sources to understand the experiences of those facing challenges in the world’s polar regions. This unifying theme will guide students as they discuss the essential question, How do things, people, or events challenge us? Students will read, evaluate and integrate multiple sources to gain an understanding of the reasons, challenges, and risks in frigid temperatures and harsh climates.
The lesson models in this unit follow best practices to address Common Core State Standards. Lesson sequences will assist students in the process of close reading, critical analyses of text, and will provide opportunities for students to compare a variety of texts on the same topic. Included are examples of text dependent questions and sample responses to guide instruction. Included are a variety of learning structures and online resources to promote active learning, maintain engagement, deepen comprehension, and serve as prompts for future investigation and research. The plan’s timeline and task requirements are rigorous and require students to build their reading and writing stamina.
A variety of texts and resources are suggested. Depending on your class and available resources, other texts may easily be substituted. Teachers may select to use a customized instructional sequence with alternate informational texts tied to the unit, needs, and make-up of the community/school population.
Teacher Planning and Preparation
It is important teachers prepare fully by reading all resources and consider their students when planning to implement this unit. Time frames may vary depending on the daily amount of instructional time allotted, the student group, and the degree of teacher support required for all students to meet with success. Resist the urge to assist students by providing background knowledge. Allow them to construct meaning from the text, through discussion, and by revisiting the text.
Universal Design Principles and strategies for English Learners:
IMPORTANT NOTE: No text model or website referenced in this unit has undergone a formal review. Before using any of these materials, local school systems should conduct a formal approval review to determine their appropriateness. Teachers should always adhere to any Acceptable Use Policy enforced by their local school system.
IMPORTANT NOTE: Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions at http://marylandlearninglinks.org/.
Interdisciplinary Connections, as appropriate
History, Social Studies, Geography, Science, Environment.
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2 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).
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).
Reading Informational 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.4.2 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.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
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.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
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.
RI.4.10 By the end of year, read and comprehend informational text, including history/social studies, science, and technical texts, and the grades 4-5 text complexity band proficiently, with scaffolding as needed, at the high end of the range.
RF.4.4 Read with sufficient accuracy and fluency to support comprehension.
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3 a-e Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 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.
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 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.
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.
Speaking and Listening
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.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 Demonstrate the command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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., wildfire, conservation, and endangered when discussing animal preservation).