1. Module 4 Unit 1

2. Lesson 1 Reading and Talking with Peers: A Carousel of Photos and Texts about…

3. Learning Targets I can talk with my partner in order to record what I notice and wonder about photographs. I can identify key details using vivid words and phrases about ? in the photographs. I can use key details in the photographs to ask questions about ?. I can ask and answer questions about a text.

4. Carousel of Photographs Look at the photograph. Talk with your group about details you notice. Talk with your group about the questions you wonder. THEN, after you have talked, use your marker to add to the chart in the same way you practiced as a class. Remember to use vivid words and phrases for your notices. Remember to use “question” words for your wonderings: “Who, what, when, where, why, how...?”

5. Carousel of Quotes – Read the quote. It is okay if you don’t understand it yet. – Think of a question you have based on what you read. – Underline words you don’t know or can’t figure out. – Circle words that help you figure out possible answers to those questions. -- Write possible answers to your questions, using complete sentences

6. Guiding Questions – Where does our water come from? – What happens when people don’t have access to clean water? – How do writers use evidence from text to strengthen their message?

7. End of Module Task Summary of Task Students will create a public service announcement (PSA) in which they present and support their opinion in response to the following prompt: “After researching the importance of freshwater, create a PSA to educate and help others become ‘well aware.’ State your opinion about one thing you think should be done to conserve, protect, or provide access to clean water for everyone. Support your opinion with reasons and examples from the texts you have read about water.” (During Unit 3, students will have drafted their written opinion and will have practiced and received feedback on their actual VoiceThread.) This task centers on NYSP12 ELA Standards W.3.1, W.3.4, W.3.6, W.3.7, SL.3.4, SL.3.5, SL 3.6 and L3.3b. (Note: Although W.3.1 is listed as a part of this performance task, the VoiceThread itself is not a formal writing assessment. Students already will have written opinion paragraphs as a part of earlier assessments in the module. Here, the focus is on organizing and presenting that opinion clearly through a public speaking task.) Format VoiceThread Recording

8. Lesson 2 Close Reading of Pages 4–7 of One Well: The Story of Water on Earth: Where Is Water on Earth?

9. Learning Targets I can identify the main idea of pages 4 and 5 of One Well: The Story of Water on Earth by reading the text closely. I can list key details in the text on pages 4–7 of One Well that support the main idea on pages 4 and 5. I can use words in the text to help me understand the main idea. I can write an informational paragraph to explain where water is on earth.

10. How do illustrations help us understand the text better?

11. Close Read Pages 4-5 Read for flow and enjoyment Read to find interesting and/ or challenging words Read to get the gist Check with your partner Read for key details

13. Power Words

14. Write a paragraph that explains where water is on earth. Use specific facts, definitions, and details from the text to support your writing.

15. Lesson 3 Language Workshop: Simple, Compound, and Complex Sentences

16. Learning Targets I can use information from a physical map to understand where water is on earth. I can revise my paragraph about where water is on earth to include simple, compound, and complex sentences.

18. Simple, Compound and Complex Sentences Simple: easy or basic Compound: made up of two parts; the prefix com means “together” Complex: not simple; made up of many parts

19. Let’s sort!!

20. Revising Time

21. Concentric Circles

22. Lesson 4 Finding Key Details in Informational Text: Where in the World Is Water?

23. Learning Targets I can answer questions about “Where in the World Is Water?” I can identify key details about water sources from the text “Where in the World Is Water?” I can determine the meaning of unknown words using context clues.

24. Think- Pair- Share What did you find out? Where in the world is water?

30. Lesson 5 Mid-Unit Assessment: Writing an On- Demand Informational Paragraph about Where Water Is on Earth

31. Learning Targets I can create a plan for my on-demand informational paragraph about where water is on earth. I can write an on-demand informational paragraph to explain where water is on earth.

32. Writing Prompt Write an informational paragraph that explains where water is on earth. Use specific facts, definitions, and details from the texts to support your writing.”

36. Lesson 6 Determining Main Idea: “Rivers and Streams”

37. Learning Targets I can use multiple strategies to determine the meaning of unknown words in “Rivers and Streams.” I can demonstrate my understanding of the main idea of “Rivers and Streams” by writing a main idea statement.

39. http://www.nhptv.org/natureworks/nwep7j.htm

40. Lesson 7 Finding Key Details: “Rivers and Streams”

41. Learning Targets I can determine the key details of “Rivers and Streams.” I can describe connections between sentences in “Rivers and Streams” and how they support the key details and main idea. I can revise my main idea statement based on the key details of “Rivers and Streams.”

42. Noticing Words that Signal Importance to Find Key Details

43. Describing the Connections Between Sentences

45. Exit Ticket What did you do over the last two lessons to learn about rivers and streams? What helped you most to learn from this text?

46. Lesson 8 Determining the Main Idea and Key Details: “River to the Sea”

47. Learning Targets I can determine the main idea of “River to the Sea.” I can determine the key details of “River to the Sea.” I can describe connections between sentences in “River to the Sea” and how they support the key details and main idea.

50. Describing the Connections Between Sentences

51. Debrief In this text, you noticed a lot of pictures and personal stories about the author. Why do you think an author might include information that doesn’t directly support the main idea?

52. Homework Take home “River to the Sea.” Reread the text and look at the key details that you highlighted and starred. Then read the first draft of your main idea statement. Decide whether you need to revise it. If you write a new one, put a number 2 next to it. Put a √ if you choose not to revise.

53. Lesson 9 Comparing and Contrasting: Finding the Similarities and Differences between Two Texts about Rivers and Streams

54. Learning Targets I can compare and contrast two texts about rivers and streams.

55. Comparing and Contrasting Classmates What do you know about these two students, not what you see!!

56. Beginning the Comparing and Contrasting What is the same between these two texts? (Compare) What is different between these two texts? (Contrast)

58. Debrief Which was easier, finding similarities or finding differences?”

59. Lesson 10 Determining the Main Idea and Key Details: “Recycling Water in the Well” from Page 8 of One Well

60. Learning Targets I can use root words to help determine the meaning of unfamiliar words in “Recycling Water in the Well.” I can determine the main idea and key details of “Recycling Water in the Well.” I can answer questions using specific details from “Recycling Water in the Well.”

61. Scattergories Things That Get Recycled

62. Recycle…What do the parts mean?

63. evaporate, evaporation, vapor

64. Determining Main Idea Read page 8 Pick a strategy to start with in order to determine the main idea

65. Key Details Reread page 8 Determine a strategy to begin with when trying to find key details

66. What water cycle words should we add to our Water Words anchor chart?

67. Lesson 11 Determining the Main Idea and Key Details: “The Water Cycle” (from the USGS)

68. Learning Targets I can use words and illustrations to determine the main idea and key details of “The Water Cycle.” I can describe connections between sentences in “The Water Cycle” and how they support the key details and main idea.

69. Why do authors use illustrations?

70. What did the author do to help make the meaning clear? What did the author do to make the diagram more interesting

71. Task Card Part 1 Part 1: Determining the Main Idea Read the text. In your own words, what is main idea of this text? On the back of your text, write a number 1, then write a main idea statement.

75. Determining the Main Idea Discussion Questions What do you think the main idea is? How does the diagram help you understand the main idea? Just from looking at the picture, what do you think the author of this text most wants you to know about the water cycle? How do you know?

76. Finding Key Details

77. Learning Target I can describe connections between sentences in ‘The Water Cycle’ and how they support the key details and main idea. Looking for cause and effect sentences… cause means something that makes something else happen effect is what results from a cause

78. Practice Sentences – The sun makes the water cycle work by providing energy, in the form of heat. – The sun causes liquid water to evaporate, or turn from a liquid to a gas (water vapor). How are these sentences connected?

79. Precipitation Which two sentences in this paragraph show cause and effect?

80. Exit Ticket How did the diagram help you to learn more about the water cycle?

81. Lesson 12 Comparing and Contrasting: Finding the Similarities and Differences between Two Texts about the Water Cycle

82. Learning Target I can describe the relationship of words about the water cycle using a relational word wall. I can compare and contrast two texts about the water cycle.

83. Water Cycle Words First volunteer will read while you record any words related to the water cycle on your sticky notes. Please put only one word on each sticky note. Second volunteer will read while you record any words related to the water cycle on your sticky notes. Please put only one word on each sticky note. You do not have to write any words that you already wrote for passage one.

84. Relational Word Wall Directions – Take turns selecting one word to place on your chart paper in relationship to the other words. – Explain the placement of your word to the group each time you take a turn. – Continue taking turns until everyone has placed at least two words. – If you finish early, keep placing words or add images to make the placement of your words clear.

85. How do our word walls show the relationship between words about the water cycle? What is alike? What is different?

86. What strategies do you remember from comparing and contrasting texts about rivers and streams?”

87. Comparing and Contrasting Texts

88. What is the most important thing to remember when comparing and contrasting texts?

89. Lesson 13 End of Unit Assessment: Comparing and Contrasting Two Texts about the Water Cycle

90. Learning Targets I can use words and illustrations to determine the main idea and key details of “Earth’s Water Cycle.” I can compare and contrast two texts about the water cycle.

91. Directions – Read “Earth’s Water Cycle.” Complete Part 1: Determining the Main Idea. – Reread the text and complete Part 2, Finding Key Details, and answer the questions. – Complete Part 3. Compare and contrast “Earth’s Water Cycle” with “Recycling Water in the Well” and answer the question.