Grade+4


 * Curriculum overview for the year**


 * Orientation : Information Detectives Level 1 (sections of the library) to Level 2 (using catalog) to Level 3 (using library website as a portal to the Internet). **


 * Unit 1**: To be greedy or generous? That is the question. What are the consequences? Themes in Literature: Folktales about generosity (rubric and student work pdf attached above)

How do I read a play? Reader’s Theater : Folktale and Greek Myths Reader's Theater
 * Unit 2**:


 * Unit 3**: How can you use your keyboarding skills to create visual (and correctly punctuated) poetry? See 2nd gr Unit 2 for updated curriculum map. This one is an older version.


 * Unit 4**: Math in the Library (Math Test Prep)


 * Unit 5**: What do you know about your animal or planet? Informational text study: taking notes and sharing your knowledge in ASL (main idea>supporting details) (ELA test prep & ASL integration)

Unit 6: Booktalks: Historical fiction-Points of view from the past Unit 7: Graphic novel: Journey to Mohawk Country (text and picture study of visual literacy) Unit 8: Digital citizenship/Netiquette/Digital communication tools Unit 9: Creating multimedia stories/plays/poems on a theme Unit 10: Booktalks: Science Fiction/Poetry
 * Comparing [|George O'Connor's illustrations] to historical documents of Mohawk Natives and Dutch traders and [|colonists]
 * Another link to [|George's drawings]

**//Other ideas/lessons://**
Spirit Day:
 * Listens to book talks and read alouds (Info Fluency 2.3.1, 2.3.5)
 * Shares favorites with others (Info Fluency 3.2.1)
 * Writes book talks/recommendations/reviews (based on character, setting, plot analysis worksheet) (Info Fluency 3.2.1, 2.3.1)
 * Celebrates when they read all of one series, one subject, or one author during Spirit Day (Info Fluency 2.3.1, 2.3.3)

**// William Steig: //**
Storytelling: Genre study: Math Integration: Patterns using Kid Lit and Video from EDTV 13's Teacher's Domain Folktales and Legends: [|Iroquois legends] (Info Fluency 1.3.9, 1.4.1). Primary documents -[| Fun lesson] to explore historical documents related to holidays Using maps, historical photos, timelines, and objects to tell the story of NYC's past. We used different resources to get a glimpse of what NYC was like, who lived here, and how they used the land and water across the centuries.
 * Collect words
 * pick a favorite
 * write a literary response to his art and his stories OR create your own Steig-inspired adventure story
 * Select a story you love.
 * Read/Outline/Discuss/Contemplate/Tell (from Judy Freeman's //Books Kids will Sit for//. Volume 1)
 * Practice. Examine voices for each character. Discuss each character. What expressions do they use? voice? How would they move? Walk? Carry themselves?
 * Perform. Translate into ASL. Draw a picture with your ASL signs.
 * [|Guess that genre lesson with bookmarks]
 * Booktalks from a particular genre. See Resource Lists on Destiny.
 * [|The Importance of Patterns] :
 * T[|he King's Chessboard]
 * Anno's Magic Seeds
 * Anno's Mysterious Multiplying Jar
 * One Grain of Rice:
 * What are legends?
 * Read aloud a legend. Summarize the story. What does it tell us about the Iroquois culture?
 * Students read legends independently.
 * Social Studies integration**


 * Arts/Technology Integration**
 * Creating video booktalks/book recommendations about an artist or another subtopic (Info Fluency 1.6.1)
 * PROJECT 1: A Photo Essay
 * Read a picture book biography of an artist [[file:questioning eval.notebook]] of an artist and use questioning as a strategy to go deeper into the person ([|Judi Moreillon] -inspired lesson)
 * Collect pictures
 * Construct a style statement (opinion) about the artist and a create a [|photo essay] about his life and times using iMovie or MovieMaker (Milo Bourgeouis as mentor here)
 * Create a piece of artwork in his/her style
 * PROJECT 2: Create and perform a puppet show [[file:joanpuppet.notebook]]
 * Analyze a story for plot structure
 * Look at scriptwriting format
 * Brainstorm criteria for evaluting a good performance
 * write a script in a small group
 * rehearse and share their show with younger students