ELA G4:M4:U3

Call to Action: How Can We Make a Difference?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

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Lesson 1Launching Research of How Kids Can Take Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: The Hope Chest, Page 255 (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Listening Closely: “For the Heroes: A Pep Talk from Kid President” (30 minutes) 3. Closing and Assessment A. Reviewing the Performance Task and Guiding Questions (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the reasons and evidence Kid President gives to support the point that kids can be heroes. (SL.4.3) I can research how kids can take action to make a difference in their community. (W.4.7, W.4.8)	Listening Closely: "For the Heroes: A Pep Talk from Kid President" note-catcher (SL.4.3)

Lesson 2Reading Informational Texts: Researching How Kids Have Taken Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reading for Gist and Unfamiliar Vocabulary: Expert Group Texts (10 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Generating Categories to Organize Research (10 minutes) B. Guided Practice: Researching How Kids Have Taken Action (15 minutes) 3. Closing and Assessment A. Expert Group Work: Researching How Kids Have Taken Action (20 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can organize my research into categories. (W.4.7, W.4.8) I can cite evidence from the text to support answers to my questions. (RI.4.1, W.4.8)	Taking Action Research note-catcher (RI.4.1, W.4.7, W.4.8)

Lesson 3Sharing Our Research: How Kids Can Take Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Listening Closely: “A Boy, a Brown Bag, and a Tidal Wave of Change” (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Small Group Share: Researching How Kids Can Take Action (25 minutes) 3. Closing and Assessment A. Research Reading Share (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the reasons and evidence Braeden gives to support the point that kids can make a difference. (SL.4.3) I can paraphrase and take notes on information shared with my peers about how kids can take action to make a difference in their community. (W.4.7, W.4.8, SL.4.1)	Listening Closely: "A Boy, a Brown Bag, and a Tidal Wave of Change" note-catcher (SL.4.3) Taking Action Research note-catcher (W.4.7, W.4.8, SL.4.1)

Lesson 4Mid-Unit 3 Assessment: Researching How Kids Have Taken Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning End of Unit 2 Assessments (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (30 minutes) B. Tracking Progress (10 minutes) 3. Closing and Assessment A. Debrief (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can identify the reasons and evidence Kayla Abramowitz gives to support the point that kids can be heroes. (SL.4.3) I can cite evidence from the text to support answers to my questions. (RI.4.1, W.4.8) I can take notes and organize my research into categories. (W.4.7, W.4.8)	Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (RI.4.1, W.4.7, W.4.8, SL.4.3)

Lesson 5How Can We Make a Difference?: Developing a Plan for Taking Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Chalk Talk: Brainstorming How to Take Action (15 minutes) B. Reviewing Learning Targets (10 minutes) 2. Work Time A. Debrief: Choosing a Cause and Developing a Plan (30 minutes) 3. Closing and Assessment A. Exit Ticket: Project Teams (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can discuss with my peers issues in our community and decide on an issue to take action on and improve. (SL.4.1) I can develop an action plan with my peers outlining how we will address an issue in our community. (SL.4.1)	Chalk Talk protocol (SL.4.1) How Can We Make a Difference?: Action Plan anchor chart (SL.4.1)

Lesson 6How Can We Make a Difference?: Project Team Planning
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Project Teamwork: Developing a Plan (50 minutes) 3. Closing and Assessment A. Pair Share: Project Team Debrief (5 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can develop a plan with my project team outlining how we will contribute to the class's project to address an issue in our community. (W.4.10, SL.4.1)	How Can We Make a Difference?: Team Project Plan (W.4.10, SL.4.1)

Lesson 7Writing a PSA: Analyzing a Model
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Learner: Listening to a Model PSA (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model and Generating Criteria for an Effective PSA (15 minutes) 3. Closing and Assessment A. Planning a PSA (25 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can analyze a model in order to generate criteria for an effective PSA. (W.4.1, W.4.4) I can plan the key points of a PSA that raises awareness about my class's selected community issue. (W.4.1, W.4.4, W.4.6)	PSA Planning note-catcher (W.4.1, W.4.4, W.4.6)

Lesson 8Writing a PSA: Drafting the Introduction
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Analyzing a Model PSA: Introduction (10 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Language Dive: Model PSA Script (10 minutes) B. Independent Writing: Writing an Introduction (25 minutes) 3. Closing and Assessment A. Research Reading Share (10 minutes) 4. Homework A. Complete the Language Dive Practice: Model PSA Script in your Unit 3 Homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write the introduction for the script of my PSA. (W.4.1a, W.4.4, W.4.5, L.4.3c)	Introduction to PSA script (W.4.1a, W.4.4, W.4.5, L.4.3c)

Lesson 9Writing a PSA: Drafting the Body and Conclusion
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Analyzing a Model PSA: Body and Conclusion (15 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Independent Writing: Writing a Body and Conclusion (25 minutes) 3. Closing and Assessment A. Peer Critique: Task, Purpose, and Audience (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write a script for my PSA. (W.4.1a, W.4.1b, W.4.1d, W.4.4, W.4.5, L.4.3c, L.4.6) I can critique my partner's script and provide kind, helpful, and specific feedback about the appropriateness for task, purpose, and audience. (W.4.4, W.4.5, SL.4.1, L.4.3c, L.4.6)	Draft PSA script with revision notes (W.4.1a, W.4.1b, W.4.1d, W.4.4, W.4.5, L.4.3c)	Peer Critique

Lesson 10Writing a PSA: Revising and Practicing
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Revising PSA: Task, Purpose, and Audience (20 minutes) B. Practicing PSA Presentations (20 minutes) 3. Closing and Assessment A. Peer Critique: PSA Presentations (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can revise my PSA for appropriateness of task, purpose, and audience. (W.4.1, W.4.4, W.4.5) I can effectively perform my PSA. (SL.4.4) I can critique my partner's performance and provide kind, helpful, and specific feedback. (SL.4.4, SL.4.6)	Revised PSA (W.4.1, W.4.4, W.4.5) Stars and steps on sticky notes (SL.4.4, SL.4.6)	Peer Critique

Lesson 11How Can We Make a Difference?: Recording PSAs
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Recording PSAs (35 minutes) 3. Closing and Assessment A. Planning a PSA: The Importance of Taking Action (20 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can record my PSA. (SL.4.4) I can plan the key points of a PSA that raises awareness about the importance of taking action. (W.4.1, W.4.4)	Recorded PSA (SL.4.4) End of Unit Assessment PSA Planning note-catcher (W.4.1, W.4.4)

Lesson 12End of Unit 3 Assessment: Writing a PSA
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Returning Mid-Unit 3 Assessments (5 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Writing a PSA (35 minutes) 3. Closing and Assessment A. Tracking Progress (15 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write a PSA script about the importance of taking action in your community. (W.4.1, W.4.4)	End of Unit 3 Assessment: Writing a PSA (W.4.1, W.4.4)

Lesson 13Performance Task: Analyzing a Model Press Release
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Engaging the Writer: Reflecting on Our Project (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Poster Walk: Exploring Press Releases (15 minutes) B. Analyzing a Model and Generating Criteria for an Effective Press Release (15 minutes) 3. Closing and Assessment A. Independent Practice: Planning a Press Release (20 minutes) 4. Homework A. Complete the Writing Thank You Notes I in your Unit 3 Homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can analyze a model in order to generate criteria for an effective press release. (W.4.2, SL.4.1) I can plan a press release about the results of our class project. (W.4.2, W.4.4, W.4.5)	Press Release Planning note-catcher (W.4.2, W.4.4, W.4.5)

Lesson 14Performance Task: Drafting a Press Release
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Determining Characteristics of the Format: Press Release (10 minutes) B. Language Dive: Model Press Release (10 minutes) C. Partner Writing: Drafting a Press Release (30 minutes) 3. Closing and Assessment A. Group Share: Press Release (5 minutes) 4. Homework A. Complete the Writing Thank You Notes II in your Unit 3 Homework. B. Complete the Language Dive Practice: Model Press Release in your Unit 3 Homework. C. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.	I can write a press release sharing the results of our class project. (W.4.2, W.4.4, W.4.5)	Press release draft (W.4.2, W.4.4, W.4.5)

Lesson 15Launching Research of How Kids Can Take Action
Agenda	Daily Learning Targets	Ongoing Assessment	Anchor Charts & Protocols
1. Opening A. Reviewing Learning Target (5 minutes) 2. Work Time A. Shared Writing: Drafting a Whole Class Press Release (45 minutes) 3. Closing and Assessment A. Reflecting on Learning (10 minutes) 4. Homework A. None for this lesson.	I can collaborate with my peers to write a press release about the results and impact of our class project. (W.4.2, W.4.4, W.4.5)	Participation in shared writing of press release (W.4.2, W.4.4, W.4.5) Language Dive Practice: Model Press Release homework from Lesson 14

EL Education Curriculum

ELA G4:M4:U3

Call to Action: How Can We Make a Difference?

Lesson 1Launching Research of How Kids Can Take Action

Lesson 2Reading Informational Texts: Researching How Kids Have Taken Action

Lesson 3Sharing Our Research: How Kids Can Take Action

Lesson 4Mid-Unit 3 Assessment: Researching How Kids Have Taken Action

Lesson 5How Can We Make a Difference?: Developing a Plan for Taking Action

Lesson 6How Can We Make a Difference?: Project Team Planning

Lesson 7Writing a PSA: Analyzing a Model

Lesson 8Writing a PSA: Drafting the Introduction

Lesson 9Writing a PSA: Drafting the Body and Conclusion

Lesson 10Writing a PSA: Revising and Practicing

Lesson 11How Can We Make a Difference?: Recording PSAs

Lesson 12End of Unit 3 Assessment: Writing a PSA

Lesson 13Performance Task: Analyzing a Model Press Release

Lesson 14Performance Task: Drafting a Press Release

Lesson 15Launching Research of How Kids Can Take Action

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