Standards:

English Language Arts

Reading
CCSS.ELA-LITERACY.RI.4.1
CCSS.ELA-LITERACY.RI.4.2
CCSS.ELA-LITERACY.RI.4.5
CCSS.ELA-LITERACY.RI.4.7
CCSS.ELA-LITERACY.RI.4.9
CCSS.ELA-LITERACY.RI.4.10
Writing
CCSS.ELA-LITERACY.W.4.2
CCSS.ELA-LITERACY.W.4.4
CCSS.ELA-LITERACY.W.4.5
CCSS.ELA-LITERACY.W.4.6
CCSS.ELA-LITERACY.W.4.7
Speaking & Listening
CCSS.ELA-LITERACY.SL.4.1
CCSS.ELA-LITERACY.SL.4.4
Social Studies (SAS & NCSS)
SAS.8.1.4.C
SAS.8.4.4.C
NCSS.1

Curriculum Materials:
SMART Board
Class set of laptops
Read aloud texts
Pre-selected internet resources
Writing notebooks
Videos, music, photographs
Worksheets
Maps
Classroom supplies

Knowledge of Students and Context:

- The entire school is studying West
African countries as part of a
Educational
Philosophy
and Beliefs
thematic
unit. Students
have studied
- Students
capable of deep
other are
countries/regions
in thinking
previous
- Participation
doesnt look the same for
years.
every
student;
students
bewith
given a
- Students
are
used toshould
working
variety
of
opportunities
to
engage
with
partners and in small groups
content
(e.g., whole
group discussion,
throughout
the day
quick
writes, are
think-pair-share)
- What
Students
asked and Why
expected to
- Student
should guide
shareinquiry
their thinking
acrossinstruction
all How
- Student
voices
should
an integral
subjects
Theories
of be
Teaching
and
component
of
the
classroom;
students are
- The class
follows a consistent
Learning:
Teaching
Methods:
important
sources
of knowledge
for
both
schedule
throughout
the day,
but
the
Dweck
Intelligence
is not
static
Frequent
opportunities
for(growth
peer
theirstudents
peers
and
me
asdeveloped
theto
instructor
easily
deviations
but
can
beadapt
collaboration
through
group work
- Instruction
should
allow
forguest
varying
access
such
as
field trips
and
mindset
vs
fixed
mindset)
and
think-pair-share
points
for students
of differing abilities
speakers
Deep
of essential
and
preferences
- -There
areconsideration
manyStudents
classroom
Gardner
should have
questions
through
daily
discussions
- Material
should
beplace
relevant
students
procedures
in
that
the
the opportunity
toto
express
their
-students
Daily
assessment
through
rely on for
structureways
knowledge
in different
discussions,
quick
writes,
- Most
students
eager
to and exit
based onare
their
strengths
tickets
to
inform
direction
(multiple intelligences)of
instruction
- UseGillies
of a variety
of should
media including
Groups
be
videos,
music,
pictures,
readevery
structured in a way that
alouds,
art, has
etc. atorole
accommodate
a
student
and members
variety
of
learners
are dependent on each other to
- Incorporate
throughout
master areflection
task
and provide students tools to
Oakes Assessment should be
authentic and an accurate
measurement of learning goals

Senega
l

Scardamalia Students are

English Language Arts
CCSS.ELA-LITERACY.RI.4.1Refer to details and 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.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.
CCSS.ELA-LITERACY.RI.4.10 By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information
necessary.
CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
CCSS.ELA-LITERACY.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 setting.
CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes: speak clearly at an
understandable pace.
Social Studies
SAS.8.1.4.C Identify a specific research topic and develop questions related to the research topic.
SAS.8.4.4.C Explain how continuity and change in world history have influenced personal development and identity
(Belief systems and religions, commerce and industry, technology, politics and government, physical and human
geography, social organizations)

NCSS.1 Culture and cultural diversity