DPS Unit Map

Grade 4 ELA Unit 3

4 Weeks

Stage 1: Examine and Unpack Standards

These unpacked standards are expected in every Durham Public Schools classroom.
UNIT FOCUS STANDARDS
4.RL.1
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or
poem from details in the text; summarize the
text.
4.RL.5
Explain major differences between poems,
drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm,
meter) and drama (e.g., casts of characters,
settings, descriptions, dialogue, stage
directions) when writing or speaking about a
text.
4.W.2
Write informative/explanatory texts to
examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly and group related
information in paragraphs and sections;
include formatting (e.g., headings),
illustrations, and multimedia when useful to
aiding comprehension.
b. Develop the topic with facts, definitions,
concrete details, quotations, or other
information and examples related to the
topic.
c. Link ideas within categories of information
using words and phrases (e.g., another, for
example, also, because).
d. Use precise language and domain-specific
vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section
related to the information or explanation
Creators Name

Transfer
Students will be able to independently use their learning to
Build and monitor comprehension by using evidence from the text to analyze the text and make inferences
Research a topic and write an informative piece in a logical order that is engaging and makes sense to its
intended audience
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that

Active readers use evidence from the text when drawing

inferences or explaining what the text says
Active readers use details from the text to determine the
theme of a story, drama, or poem
Ideas/messages in a story may not be explicitly
communicated, but must be inferred by the reader
Different kinds of literary texts have unique formats which
influence how we read and interpret them
Authors strategically write informative pieces to communicate
information about a topic

How do good readers demonstrate and build reading

comprehension?
What is the author trying to say and how did he/she
get the message across?
How do writers structure text for different purposes?
How do authors write to clearly and accurately
communicate information about a topic?

Acquisition
KNOWLEDGE
Students will know

SKILLS
Students will be able to

Strategies such as taking notes, rereading, summarizing, or

paraphrasing help understand the text

Theme- is a broad idea, message, or moral of a story. The

message may be about life, society, or human nature. Themes
often explore timeless and universal ideas and are almost
always implied rather than stated explicitly.

Curriculum, Instruction and Assessment

Examples of common themes in literature

Theme is inferred and characters actions and changes in
thoughts or trait often point to theme
Examples and definitions for structural elements in poems
(verse, rhythm, meter)
Examples and definitions for structural elements in dramas
(cast of characters, settings, descriptions, dialogue, stage

Annotate text by documenting questions, thoughts,

connections, and ideas that result from reading the
text
Take notes while reading
Use notes and annotations to discuss and/or write
about a text, including referring explicitly to the text
when asking and answering questions
Synthesize key points to summarize a story, drama,
or poem
Use evidence from the text and background
knowledge to draw inferences from a text
Use details from the text to infer and explain (orally
and/or in writing) the theme of a story, drama, or
poem.

Compare and contrast and then explain how

poems, drama and prose differ
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DPS Unit Map

presented.
4.W.7
Conduct short research projects that build
knowledge through investigation of different
aspects of a topic.

Grade 4 ELA Unit 3

directions)
An information piece is written to increase a readers
knowledge about a topic
All examples and details in an information piece support the
topic
Examples of linking words and phrases and when to use them
Research skills to gather reliable information
The topic is researched before writing
Research is organized before writing
Types of informational writing

4 Weeks

Identify structural elements in poems (verse,

rhythm, meter) and use the terms when writing
about the poem
Identify structural elements in drama (cast,
setting, descriptions, dialogue, stage directions)
and refer to these when writing or speaking
about the drama
Write an information piece:
o Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
o Develop the topic with facts, definitions, concrete
details, quotations, or other information and
examples related to the topic.
o Link ideas within categories of information using
words and phrases (e.g., another, for example,
also, because).
o Use precise language and domain-specific
vocabulary to inform about or explain the topic.
o Provide a concluding statement or section related
to the information or explanation presented.
Research information on multiple aspects of a
specific topic
Organize research into an informative writing piece
on a particular topic
Recall information from experiences to answer a
question
By taking notes, gather information from print and
digital sources to answer a question
Sort notes into provided categories
Cite sources used

Key Vocabulary
Tier 3 Vocabulary Words
Infer/inference
paraphrase
plots
summarize
genre
stanza
Tier 2 Vocabulary Words
setting
play
Creators Name

Curriculum, Instruction and Assessment

line
verse
rhythm

meter
act
scene
publish

dialog
stage direction
cast of characters

research
quotation
cite

conclusion
theme

conference
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audience
drama
details

DPS Unit Map

Grade 4 ELA Unit 3

poem
description
facts

problem/solution
revise
plan
edit
draft
Stage 2: Calibrate Rigor and Design Assessment

4 Weeks

These assessments are expected in every DPS classroom.

Evaluative Criteria Assessment Tasks

Grade 4 ELA Unit 1 Performance Assessment Rubric 1. Students will read and explain all or part of a favorite poem or play and create a poster that
labels the parts of the poem or drama. The poster will also contain a written summary as well as
a statement of the poem or dramas theme. The statement should include references to the
structural elements (e.g., Stanza 2, Line 4; Act 1, Scene 3, etc.) of the text when using evidence
to support the theme.
District Writing Rubric 2. Using the writing process, students will research and gather information from one source on a
topic of their choice and communicate that information in an informative report. The completed
report should: clearly introduce the topic and group related pieces of information; include text
features, such as headings; include definitions, details and information related to the topic; use
linking words and phrases, as well as vocabulary related to the topic; and include a concluding
statement or section.
Other Evidence Embedded Stage 3 Learning Events
mClass oral and/or writing rubric
teacher created
teacher created
teacher created
teacher created
PLC created

mClass
minute-by-minute assessments
writing journals
center work
guided reading notes
PLC created formal assessments

Stage 3: Plan and Deliver Instruction

This instructional pacing and sequencing represents one best practice option.
Professional Resources

Creators Name

Curriculum, Instruction and Assessment

Instructional Resources

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DPS Unit Map

Grade 4 ELA Unit 3

4 Weeks

Summary of Key Learning Events, Opportunities, and Instruction

Reading Pacing
Recommended
Sequence

# of Days

Lesson Focus / Student Learning Target(s)

How do good readers demonstrate and build reading comprehension?

annotate text, paraphrase

notes

How do writers structure text for different purposes?

How do writers structure text for different purposes?
How do writers structure text for different purposes?

4.RL.5 (poem structure)

4.RL.5 (drama structure )
4.RL.5 (compare structure of
prose, drama, poems and the
purpose for each)
4.RL.1, 4.RL.2 , 4.RL.5 refer to
parts of poems, when writing
or answering questions about
the text
4.RL.1, 4.RL.2, 4.RL.5 refer to
parts of dramas, when
summarizing, writing or
answering questions about
the text
4.RL.1, 4.RL.2, 4.RL.5 (prose
review)

1
2
3

5 dispersed
during the
unit
2-3
2-3
2-3

3-4

What is the author trying to say and how did he/she get the message across?

3-4

What is the author trying to say and how did he/she get the message across?

2-5

What is the author trying to say and how did he/she get the message across?

Focus Standard(s)

Support Standard(s)

4.RL.3, 4.L.4a

4.RL.3, 4.L.4a

Writing Pacing
Recommended
Sequence
Creators Name

# of Days

Lesson Focus / Student Learning Target(s)

How do authors write to clearly and accurately communicate information about a
topic?

Curriculum, Instruction and Assessment

Focus Standard(s)

Support Standard(s)

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DPS Unit Map

Grade 4 ELA Unit 3

23

4 Weeks
4.W.2

Note: Lessons should include establishing routines and procedures within a Writers Workshop model.

Note: Provide
mini-lessons as
part of Writers
Workshop on
the following
standards as
student writing
indicates
readiness:

4.W.3a-e, 4.W.7, W.4.8

Supporting Standards:
Standards that are included in instruction to support Focus Standards and will need direct instruction

4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).
4.L.4a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Unifying Standards:
Standards that are always included as a part of instructional practice, but may need direct instruction at some point

4.W.4, 4.W.5,.4.W.6, 4.W.9, 4.W.10

4.RL.10
4.RI.10
4.L.1a-g; 4.L.2a,c,d; 4.L.3; 4.L.4b-c; 4.L.5c; 4.L.6
4.RF.3a, 4.RF.4a, 4.RF.4b, 4.RF.4c
4.SL.1, 4.SL.2, 4.SL.3, 4.SL.4, 4.SL.5, 4.SL.6

Creators Name

Curriculum, Instruction and Assessment

Page 5 of 6

DPS Unit Map

Grade 4 ELA Unit 3

4 Weeks

Grade 4 ELA Unit 3 Performance Assessment Rubric

Students will read and explain all or part of a favorite poem or play and create a poster that labels the parts of the poem or
drama. The poster will also contain a written summary as well as a statement of the poem or dramas theme. The statement
should include references to the structural elements (e.g., Stanza 2, Line 4; Act 1, Scene 3, etc.) of the text when using evidence
to support the theme.

Summary
RL.4.1
RL.4.2

Does Not Meet

1
Copies significant
portions of text.
Response includes
details that do not
support the
theme/message
Unable to make an
inference

Meets Some
2
Response includes
details some of
which do not
support the
theme/message
Makes inference and
provides some
support to justify
answer
References some
structural elements of
poems (e.g., verse,
rhythm, meter) and
drama (e.g., casts of
characters, settings,
descriptions, dialogue,
stage directions) when
writing or speaking about
a text.

Meets
3
Response clearly
includes key details
from the text that
support the
theme/message
Makes inference and
provides adequate
support from text to
justify answer
Clearly references
appropriate structural
elements of poems (e.g.,
verse, rhythm, meter)
and drama (e.g., casts of
characters, settings,
descriptions, dialogue,
stage directions) when
writing or speaking about
a text.

*Sample Evidence of
Exceeding Expectations*
Response clearly
states the
theme/message and
relevant facts and
details.
Makes inference and
elaborates on text
support

Student provides a
written response that
indentifies the theme.
There are no major errors
or omissions interpreting
how the text supports
theme using key ideas
and details throughout
the text. Explicitly stated
evidence from the text is
used.
Presentation is organized
and audience
understands the purpose,

Student provides a
response that evaluates
the significance of the
theme including in-depth
reasoning and evidence
as support for evaluation.

Structural Elements
RL.4.5

Does not reference

structural elements of
poems (e.g., verse,
rhythm, meter) and
drama (e.g., casts of
characters, settings,
descriptions, dialogue,
stage directions) when
writing or speaking
about a text.

Theme
RL.1
RL.2

Student provides a
written response that
indicates a distinct lack
of understanding of
theme.

Student provides a
written response that
identifies the theme.
There are some errors or
omissions interpreting
how the text supports
theme using key ideas
and details throughout
the text.

W.4.2 a,b

Presentation is not
organized and may be
hard for the audience to
understand the purpose

Presentation is somewhat
organized but the
audience understands the
purpose

Creators Name

Curriculum, Instruction and Assessment

Clearly references
appropriate structural
elements of poems (e.g.,
verse, rhythm, meter)
and drama (e.g., casts of
characters, settings,
descriptions, dialogue,
stage directions) and
elaborates when writing
or speaking about a text

Presentation is well
organized, sequential,
and effectively conveys
the purpose