ELA.14

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SUMMARY

KEY INFORMATION

Fourth graders will become historians. Through this project based learning, students will discover the various aspects of life for early Americans. They will complete an interactive research project that depicts life experience of an early American group (multimedia encouraged). As the goal is to encourage others to use their project to ascertain more information, small groups or individuals must ensure that the work is engaging, interesting, and relevant.

GRADE
4

TOPIC
Early America

LESSONS
Download Download

DURATION
6-7 Days

INSTRUCTIONAL MODEL
Project - Based Learning

AUTHOR(S)
Elementary ELA Team


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RESOURCES

The lessons for this Cornerstone require the resources listed below. More information regarding the use of each of the resources can be located in the Cornerstone lesson plans.

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TEXTS AND WEBSITES

DC Public Library Research Guides Links to an external site.
"The First Americans"
"Map of 12 Geographical and Cultural Regions of North American Indians"

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SUPPLIES & TECHNOLOGY

Computers with internet access Texts and articles on topic
Interactive display materials Chart paper

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CURRICULUM INTEGRATION

Cornerstones are relevant, rigorous, and aligned to national learning standards. Use the tabs below to learn more about aligning to standards, embedding the Cornerstone in your unit of study, and preparing to teach the Cornerstones.

 

STANDARDS


Reading:

RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

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.

RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

 

Speaking and Listening:

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.

SL.4.2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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.

SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

 

Writing:

W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

 

Language:

L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.4.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.



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LESSON PACING

Below is a recommended pacing for this Cornerstone and the objective for each lesson. More information regarding each lesson can be located in the Cornerstone lesson plans.

LESSON OBJECTIVE
Lesson 1

Ask Questions

  • Grade 4 Cornerstone 2 Exemplar Slideshow
  • AGOPPE Research Model Anchor Chart
  • Grade 4 Cornerstone 2 Project Rubric
  • List of suggested early American groups
  • Anchor chart of possible research questions
  • Grade 4 Cornerstone 2 Research Question Organizer
  • Grade 4 Cornerstone 2 Research Organizer
  • Books, pictures, digital sources for students to explore different groups
Lesson 2

Gather Information

  • Books, articles, etc. on topic
  • Computers/ technology to do internet research
  • Directions to navigate to DCPS Library website
  • Grade 4 Cornerstone 2 Research Organizer
Lesson 3

Gather Information

  • 2-3 student exemplars of a research question, answer, and source from GATHERING day
  • Exemplar books for potential mini-lesson 2
  • Mini-lessons 1 and 3 need computers, projector, and internet access
  • Grade 4 Cornerstone 2 Research Organizer
Lesson 4

Organize Information

  • Grade 4 Cornerstone 2 Research Organizer
  • Grade 4 Cornerstone 2 Quick Outline
  • Sample notes for students to practice turning into organized writing
Lesson 5

Prepare

  • Three organized sections of text on an aspect of life for an early American group from Day 4
  • Grade 4 Cornerstone 2 Research Organizer
  • Internet resources and books for further research or visuals
  • Interactive display materials (poster paper, markers, Glog account, PowerPoint template, brochure template, etc.)
  • Grade 4 Cornerstone 2 Project Rubric
Lesson 6

Present and Evaluate

  • Finished interactive displays
  • Grade 4 Cornerstone 2 Project Rubric

 

 


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