LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan

THEME: Culture, Dignity, and Identity CONCEPT: Africa, Us, and the World - Illinois: The impact of African Americans on the emergence of our state From Jean Baptiste Pointe DuSable to A. Phillip Randolph and Pullman Porters to Barack Obama’s trail to the presidency CONTENT TOPIC: Examining the African American influence on Illinois and in the Midwest through fiction and nonfiction texts UNIT TITLE: Cultural Influences Unit Description: Students will read selections that highlight the relationship between the African culture, their state, and their identity. Students will also read and respond to several shorter informational texts on the same topic. By the end of the unit, students will have read a variety of literature and informational texts, and they will reference those texts to communicate their understanding of how the African culture influences our community and our own identity through the creation of an opinion piece. Key Themes: Culture and Dignity Length: 5 weeks

U1

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
● People study political, economic, and social patterns to reveal continuity and change over time. ● People use maps to navigate the world in its past and present states. ● Culture is the beliefs, customs, and arts, of a particular society, group, place, or time. ● Readers use textual evidence when asking and answering questions. ● Readers integrate knowledge and ideas by describing logical connections within a text. ● Writers support their point of view and opinion on topics or texts by providing text based evidence. ● How do culture and identity influence who we are? ● How do time, culture and history influence works of art and/or the advancement of science and technology? ● What can I do to positively impact my community? ● How do events in the past affect the present?

Enduring Understandings

Essential Questions

Common Core State Primary: Standards Assessed Standards ● CCSS.ELA-Literacy.RI.4.1 Refer to details and Primary Secondary examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. CCSS.EL-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CCSS.ELAA-Writing W.4.9 Draw evidence from U2

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
literary or informational texts to support analysis, reflection, and research. Secondary: Standards Addressed RI.4.2, RI.4.3, RI.4.4, RI.4.5, RI4.7, RI.4.10, W.4.2, W.4.4, W.4.7, W.4.10, SL.4.1, SL.4.2, SL.4.4

Cognitive Skills

Reading, Writing, and Citing Textual Evidence ● Literal and inferential comprehension ● Synthesize inferential information ● Summarizing and sequencing ● Comparing and contrasting ● Close reading and analysis ● Applying qualities of persuasive writing (e.g., structure, elaboration, point of view, stance {stance}, significance) Building Knowledge through Texts Illinois and the World Cultural Influences ● Michael Jordan-basketball ● Barack and Michelle Obama ● Oprah Winfrey-schools in South Africa ● Blues-global music o Willie Dixon o Chess Records Sister Cities ● Accra ● Hamburg ● Toronto ● Bogota ● Durban

Content

U3

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Diagnostic (Pre-Assessment) *Same as summative assessment with the use of varying informational texts on the related topic. Formative Assessments Student summaries Student annotations and notes Student small and whole group discussion Student written responses to texts Summative Performance Assessment Task 1: As they read across texts, students should gather key details through annotation and provided graphic organizers that explicitly relate to characteristics of an influential individual. Task 2: After task 1 is completed, the teacher will tell the students that they are going to craft a response in which they identify what they feel is the most important characteristic or characteristics of an influential individual. Their writing should include all the components of an analysis as outlined in Writing Standard 4.9 and include the research they gathered in Task 1. Prompt example: We've examined several influential individuals who once lived or still live in Chicago. Using the notes and information you've gathered throughout the unit, you will need to craft an analysis of which characteristic or characteristics are most important to become an influential individual. Use specific examples from previously read texts.

Assessments (D) Diagnostic (F) Formative (S) Summative

U4

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Anchor Texts Part 1-Biographies and Cultural Influences Michael Jordan ● Salt in His Shoes: Michael Jordan in Pursuit of a Dream by Deloris Jordan, Roslyn Jordan ● For the Love of the Game: Michael Jordan and Me by Eloise Greenfield ● Michael Jordan by Matt Christopher ● Jump by Floyd Cooper ● http://www.biography.com/people/mi chael-jordan-9358066 Oprah Winfrey ● Oprah Winfrey by Katherine E. Krohn ● http://www.biography.com/people/op rah-winfrey-9534419 Barack and Michelle Obama ● Barack Obama: An American History by Roberta Edwards ● Michelle Obama: Mom-In-Chief by Roberta Edwards Willie Dixon ● http://www.allmusic.com/artist/williedixon-mn0000959770 Chess Records ● http://www.theguardian.com/music/2 010/nov/06/leonard-phil-marshallchess-records

Texts/ Resources

Documentary: http://www.youtube.com/watch?v=pF bny5oToD4

Part 2-Chicago Sister Cities-Chicago and the World ● http://chicagosistercities.com/

U5

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
Part 1: Cultural Influences Music

Learning Performance Outcomes/ Activities

Explain to students that you will now shift into a focus on the influence that Chicago African American culture has on the world. ● Have students view the documentary on Chess Records. (This is a four part documentary-it is not necessary to watch all parts. I suggest Part 1 and 2. Part of 2 could be extended the next day for Willie Dixon) Provide a graphic organizer for students to jot notes. Written Response: In what ways were Muddy Waters and Leonard Chess influential in the Chicago Blues sound? ● Text: Have students read the biography on Willie Dixon. Written Response: How does the author support the idea that Willie Dixon is an influential musician throughout the text? People ● Michael Jordan: Text: biography from website or biography book Written Response: How does the author support the idea that Michael Jordon has been an influential athlete in basketball and the world throughout the text? ● Oprah Winfrey: Text: biography from website or biography books Written response: How does the author support the idea that Oprah is an influential individual in the United States and around the world throughout the text?

Strategies for Varied Learner Profiles ● Work in small groups to practice listening and speaking skills needed to develop academic language in the context of learning critical concepts.

● The use of graphic organizers to chunk pieces of content knowledge and information to manipulate in the new languages (use of cognates for example). Gives the varied learner reasons to use language for real purposes. ● Classroom discourse and the use of visual aids to use academic language to engage in learning activities which builds content and language knowledge in a natural context. ● Facilitate the selection of a text by asking the student to connect something in the text to their lives. If the U6

LITERACY & SOCIAL SCIENCE

4th Grade Interdisciplinary African and African American Studies Quarter 4 Unit Plan
● Barack Obama: Text: Biography from website or biography book Text Response: How does the author support the idea that Barack Obama has been an influential leader in the state of Illinois? ● Michelle Obama: Text: Biography from website or biography book. Written Response: How does the author support the idea that Michelle Obama has been an influential leader in the world of health (fight of childhood obesity)? ● Part 2: Chicago and the World Sister Cities ● Define and discuss what is meant by the term Sister City. ● Show Sister City website to students. Explain the mission behind it. ● Create a mini unit of study for groups of students. Each group will be assigned a sister city to research (with the website and other resources) and explain the connection between that city and Chicago -Accra -Hamburg -Toronto -Bogota -Durban students see themselves in the theme or character of the text they will be more inclined to engage in discussions about the text they read. ● Access visual representations of texts, when necessary, to support explicit connects to the elements of culture. Can provide text in an alternate print format.

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