Wayne RESA

Unit PlannerReading 4

OS/MAISA / Grade 4 / English Language Arts / Reading 4 / Week 25 - Week 29

Common Core Initiative

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Overarching Questions and Enduring Understandings

How do readers read, analyze and interpret historical fiction text?

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Graphic Organizer
Graphic Organizer
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Unit Abstract

In fourth grade unit 5, Reading Historical Fiction Book Clubs, students will be organized into reading clubs consisting of 3-5 students of similar reading levels as they read historical fiction text sets made up of related historical fiction, informational text and primary sources (photographs, letters, posters etc.) to understand their historical fiction text and the time period connected to the text.

 

  • In the first concept, Readers read complex text; Readers will learn to analyze the setting in ways that have students naming who, what and where in addition to stepping into the character’s shoes to uncover how the setting feels. Readers will use story elements to build understanding of what is going on at that point in history. Readers will learn that timelines can be helpful tools to understand the characters roles and how history shape characters thoughts and actions.
  • In the second concept, Readers interpret complex ideas in texts; Readers make theories about themes realizing a passage of text may hold significance. Readers learn to support their big idea thinking with small ideas from the text as they shape their interpretation as they read. Readers will listen to and consider new ideas in book clubs strengthening their own interpretations in conversation and writing. Readers will learn to pay attention to the perspectives of the secondary characters and learn that revisions of interpretations are necessary as they read on.
  • In the third and final concept, Readers analyze similarities and differences in historical fiction and history; Readers research a time period to learn more. Readers will learn to research in the midst of reading to fit together historical fiction accounts with historical accounts. Readers learn that one person’s perspective is not everyone’s perspective and the need to analyze who holds the power throughout their reading whether in historical fiction or informational text. Readers will compare and contrast themes across different books and ultimately orchestrate their own celebrations.

 

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Expectations/Standards
MI: ELA & Literacy in History/Social Studies, Science, & Technical Subjects K-5
MI: Grade 4
Reading: Literature
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a 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).
6. Assess how point of view or purpose shapes the content and style of 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.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
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.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
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.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking and Listening
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
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.4.1a. 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.
SL.4.1b. Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c. 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.
SL.4.1d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.
© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Unit Level Standards
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Essential Questions
Essential/Focus Questions
  1. How do readers immerse themselves in the setting of the text?
  2. How do readers read complex text?
  3. How do readers interpret complex ideas in texts?
  4. How do readers analyze similarities and differences in historical fiction and history?
Content (Key Concepts)

analyze and track historical events and timelines

connect ideas across media and text

grow new ideas through conversation

perspective of characters

story elements

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Unit Assessment Tasks
Skills (Intellectual Processes)

Analysis

Compare and contrast

Interpret

Perspective

Symbolism

Themes

Theory

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Lesson Plan Sequence
Lesson Plans (Sequence)

Concept I: Readers immerse themselves in the setting of the text

Session 1 Readers use what they know and analyze images to learn more about time and place.

Session 2 Readers analyze mixed media to understand more about time and place.

Session 3 Readers connect ideas across text and mixed media to build understanding

Session 4 Readers focus conversation on one idea before moving to other ideas

 

Concept II: Readers read complex text.

Session 5 Readers analyze the setting at the start.

Session 6 Readers keep track of story elements to build understanding.

Session 7 Readers fit historical timelines into the characters timeline.

Session 8 Readers know that the character’s thoughts and actions are shaped by their time in history.

 

Concept III: Readers interpret complex ideas in texts

Session 9 Readers make theories about themes realizing a passage of text is significant.

Session 10 Readers support their big idea thinking with small ideas from the text.

Session 11 Readers shape an interpretation as they read.

Session 12 Readers focus thinking to see the symbolism hiding in text.

Session 13 Readers listen to and consider new ideas strengthening their interpretations.

Session 14 Readers pay attention to the perspectives of the secondary characters.

 

Concept IV Readers analyze similarities and differences in historical fiction and history.

Session 15 Readers research a time period to learn more.

Session 16 Readers learn information and fit it into the historical account.

Session 17 Readers learn that one person’s perspective is not everyone’s perspective.

Session 18 Readers analyze who holds the power throughout their text.

Session 19 Readers compare and contrast themes across different books.

Session 20 Readers orchestrate their own celebrations

 

Lesson Plans
Resources
  • Calkins, L. (2001). The Art of Teaching Reading. Boston: Allyn and Bacon.
  • Goldberg, G. & Serravallo, J. (2007). Conferring with Readers: Supporting Each Student’s Growth & Independence. Portsmouth, NH: Heinemann.
  • Serravallo, J. (2010). Teaching Reading in Small Groups: Differentiated Instruction for Building Strategic, Independent Readers. Portsmouth, NH: Heinemann.
  • Calkins, L. & Tolan K. (2010). Units of Study for Teaching Reading: A Curriculum for the Reading Workshop, Grades 3-5, . Portsmouth, NH: Heinemann.
  • Calkins, L. (2015). Historical Fiction Clubs, Grade 4. Portsmouth, NH: Heinemann
Resource Packet
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