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SEPTEMBER/ OCTOBER/ NOVEMBER Social Studies: What is a Region

Big Ideas
A region is a place that shares common characteristics with other places Regions experience change over time Knowing about one place in a region can help us to know about other places in the same region • • • • • • • • • • •

Focus and Essential Questions/Concepts Taught
What is a region? Why is the concept of “region” useful? How can we describe regions? What tools can we use to describe a region? What can maps tell us about regions? What characteristics push people out of a region or pull people into a region? What are the consequences of human habitations of a region? Why do people move How do humans change the environment? How did the geography of the North Eastern United States affect its development over time? What makes the North Eastern United States a region?

Assessment
Grade Level Common Assessment Region Power Point presentation highlighting essential questions Immigration WebQuest Region virtual field-trip study guide

GLCE • • • • • • • • • • • • •

G1.0.1 Asking geographic questions H3.0.7 Underground Railroad (historical example) H3.0.8 Protecting natural resources G1.0.5 Climate/Elevation G4.0.2 Michigan Regions H3.0.1 Physical and human characteristics of the Great Lakes Region G2.0.2 Describe a region E1.0.1 Ask economic questions E1.0.5 Specialization and the division of labor E2.0.1 Unemployment H3.0.6 Primary and secondary sources: auto industry, labor movement G2.0.2 Human and physical characteristics of Great Lakes Region E1.0.7 Circular Flow

A Region: The Industrial North East

People migrated and immigrated to the north eastern United States for jobs associated with the production of goods and the extraction of natural resources Michigan mines, forests, and industrial centers attracted workers from around the United States and the world The location of an early industry-automobile production-was influenced by Michigan’s location and natural and human resources 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 Many organisms play a role in the flow of energy within an ecosystem Environmental change can produce change in the food web and species survival

Science: Ecosystems Evolution Organization of Living Things

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How do differences of organisms have an advantage in survival and reproduction? How can a food chain be impacted? What is an ecosystem? What requirements do plants have? What requirements do animals have? What differences can organisms of the same kind have? How do variations in physical characteristics of individual organisms give them and advantage for survival and reproduction? What roles do organisms play within a food chain/web? Why do authors use figurative language, sensory images, and strong verbs in narrative text? What elements are critical in writing a cohesive narrative piece? How do correct grammar and spelling impact the message of my writing piece?

Student creation and explanation of processes occurring within an enclosed ecosystem. Grade level common assessment Authentic assessment through observation and participation

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S.IA.04.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through reasoning and observation S.IA.E.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research and investigations L.OL.E.1 Life Requirements—Organisms have basic needs. Animals and plants need air, water, and food. Plants also require light. Plants and animals use food as a source of energy and a a source of building material for growth and repair L.EV.E.2 Survival—Individuals of the same kind differ in their characteristics, and sometimes the differences give individuals an advantage in surviving and reproduction L.EC.E.1 Interactions—Organisms interact in various sways including providing food and shelter to one another. Some interactions are helpful: others are harmful to the organism and other organisms. W.GN.O4.O1—write a cohesive narrative piece such as myth, legend, fantasy or adventure creating relationships among setting, characters, theme, and plot W.GN.04.02—Write poetry based on reading a wide variety of grade-appropriate poetry W.PR.04.01—set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. W.PR.04.02—apply a variety of pre-writing strategies for both narrative and informational writing in

Writing: Author’s Craft (One week duration) Personal Narrative

Authors use personal style and voice to enhance the written message Authors write a variety of genre, including poetry and narrative Authors undergo several steps in the writing process: set purpose, pre-writing, drafting, revision, and proofreading

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Figurative Language Poster Personal Narrative—product of Lucy Calkins book one Personal Narrative—product of Lucy Calkins book two

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Personal Narrative Two Poetry (One week duration)

Grammar and spelling are essential components in developing maturity in writing

Student examples of poetry: may include but not limited to diamante, Haiku, Tanka, Free Verse, cinquain, couplets, end rhyme, iambic pentameter.

order to generate sequence and structure ideas

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W.PR.04.03—Draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions 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 W.PR.04.05—proofread and edit writing using appropriate resources and grade-level checklists both 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 names. 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. R.WS.04.05—Acquire and apply strategies to construct meaning, self-monitor, and identify unknown words or word parts R.WS.04.01—Explain how to use word structure, sentence structure and prediction to aid in decoding words and understanding the meanings of words encountered in text. 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 R.WS.04.03—automatically recognize frequently encountered words in print, with the number of words that can be read fluently increasing steadily across the school year. R.WS.04.06—Fluently read beginning grade level text and increasingly demanding text as the year proceeds R.WS.04.07—Determine the meaning of words and phrases in context using strategies and resources 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

• Reading: Scott Foresman Series:
• • Guided Reading Differentiated instruction Grammar/Word study
Reading is a dynamic process that improves through increased word recognition, fluency and vocabulary. What features comprise narrative text? What features comprise informational text? Progress monitoring DIBELS What is the relationship between a reader making and understanding connections and increased reading comprehension? What strategies can be used to help decode words and increase comprehension? Observation within differentiated instruction group Weekly Spelling Tests Grammar Grade Level Common Assessment End of week assessment for comprehension and vocabulary

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Independent Self Selected reading Modeled Reading

Mathematics: Unit 1 (Sep 1-18) Unit 2 (Sep 19-Oct 16) Unit 3 (Oct 17-Nov 10) Unit 4 (Nov 11-Dec 3)

A realistic approach to problem solving in everyday situations, applications, and purely mathematical contexts will allow for greater acquisition of math skills, in turn fostering life-long mathematics learners.

How does geometry influence my life? When do I use addition and subtraction? When is it appropriate to use the base-ten place value system? How do I use statistics to represent a set of data? How do I determine important information in a number sentence? What is the relationship between metric units?

Ongoing assessment through Math Boxes, games, and slate practice. End of Unit assessment Fourth Grade GLCE common assessments

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G.GS.04.01—Identify and draw perpendicular, parallel, and intersecting lines using a ruler and a tool or abject with at square corner G.GS.04.02—Identify basic geometric shapes including isosceles, equilateral, and right triangles and use their properties to solve problems. G.SR.04.03—Identify and count the faces, edges, and vertices of basic three-dimensional geometric solids, cubes, rectangular prisms, and pyramids; describe the shape of their faces D.RE.04.01—Construct tables and bar graphs for given data D.RE.04.02—Order a given set of data, find the median, and specify the range of values 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 onedigit 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.