INSTRUCTIONAL FOCUS DOCUMENT Grade 4 English Language Arts And Reading UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days State Resources: www.texasreadsource.org IFD Legend Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black: Student Expectation (TEKS) Strike-through : Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR Blue: Supporting Information / Clarifications from TCMPC (Specificity) Italic blue: provides unit level clarification Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System UNIT TEST RESOURCE(S) ELAR Grade 4 Unit 06: Influencing an Audience ELAR and SLAR Teacher's Guide (Grades 3-5) Conventions Alignment Tool: Grade 3-6 Capitalization Conventions Alignment Tool: Grade 3-6 Grammar Conventions Alignment Tool: Grade 3-6 Punctuation RATIONALE: This unit bundles student expectations that focus on the messages conveyed in media and persuasive texts in order to understand that authors write to influence, convince, express, justify, and promote a point of view. Students identify the impact of media form and design on communication. Students continue to make inferences, summarize, and support their ideas with textual evidence and personal experience. Students express their beliefs and convince an audience through oral and written language. In previous units, students explored informational text for the purpose of communication, gaining knowledge, and to engage in the research process. During this unit, students continue to explore informational text through examination of persuasive purpose. Students make inferences and summarize to understand and explain how an Last Updated 08/01/2013 Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH EL page 1 of 21
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INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
State Resources:
www.texasreadsource.org
IFD Legend
Bold, italic black: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS)
Bold black: Student Expectation (TEKS)
Strike-through: Indicates portions of the Student Expectation that are not included in this unit but are taught in previous or future units
Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR
Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR
Blue: Supporting Information / Clarifications from TCMPC (Specificity)
Italic blue: provides unit level clarification
Bold, blue definitions: Standards for Ensuring Success From Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System
UNIT TEST RESOURCE(S)
ELAR Grade 4 Unit 06: Influencing an Audience ELAR and SLAR Teacher's Guide (Grades 3-5)
This unit bundles student expectations that focus on the messages conveyed in media and persuasive texts in order to understand that authors write to influence, convince, express,
justify, and promote a point of view. Students identify the impact of media form and design on communication. Students continue to make inferences, summarize, and support their ideas
with textual evidence and personal experience. Students express their beliefs and convince an audience through oral and written language.
In previous units, students explored informational text for the purpose of communication, gaining knowledge, and to engage in the research process.
During this unit, students continue to explore informational text through examination of persuasive purpose. Students make inferences and summarize to understand and explain how an
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 1 of 21
author uses language such as facts, statistics, humor, and words that play on emotions in order to persuade, convince, or influence readers. Students also explain the positive and
negative effects of advertisement techniques on consumer behavior and explain how design techniques influence the message. Students establish a position and provide supporting
details to compose persuasive essays using the fundamentals of the writing process. Students continue to explore language while building on the principles that vocabulary, spelling,
punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate
vocabulary from the literature and will be experienced before, during, and after reading. In Grade 05, students continue to explore media and persuasive text by recognizing bias and
perspective.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
UNDERDEVELOPED CONCEPTS:
Fourth grade students may have had little experience with reading and writing of persuasive texts. It is important to focus on comprehension strategies and
processes in order to teach students how to question and think critically as they read and interpret the author’s message and ultimately apply thesetechniques in their own writing.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 2 of 21
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Grade 04 ELAR Unit 06 PI 01
After reading and/or viewing 2-3 advertisements from
different media genres (e.g., television, radio, web, print),
create a chart that identifies techniques (e.g., pacing,
close-ups, sound effects, etc.) and language used to
influence and impact customer behavior or thinking.
Standard(s): 4.12A , 4.14A , 4.14B , 4.Fig19A ,
4.Fig19C , 4.Fig19D
ELPS ELPS.c.1E , ELPS.c.2F , ELPS.c.4F ,
ELPS.c.4G , ELPS.c.4I , ELPS.c.5G
Techniques – Pacing, Closeups, Sound effects
Perception – Attitudes
Audience
Form – Advertisement
Media techniques in advertisements can positively or
negatively impact customer behavior.
Authors use techniques to influence the attitudes or
actions of a specific audience.
Grade 04 ELAR Unit 06 PI 02
Take a position on an important issue (e.g., using cell
phones in school, standardized testing). Write a
persuasive essay for a specific audience (e.g., the
principal, a teacher, or parent) that states your position
and includes supporting details. In a small group, read
Position – an opinion about a particular subjectDigital media – electronic media that work on digital codes (as opposed to analog media); examples include e-mail, digital videos, e-books,
Internet, video games, and interactive media
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and
small group instruction or applied by students through meaningful practice.
INSTRUCTIONAL COMPONENTS TEKS ONGOING TEKS
FORMATIVE
ASSESSMENT
EXAMPLES
Word StudyTEKS
Vocabulary
Development:
4.2B, 4.2D
Ongoing TEKS
Vocabulary
Development:
4.2A, 4.2C,
4.2E
Informal
Language
Sample
Observation
Data
Teacher-
Student
Conference
Checklist
Rubric
Reader’s
Notebook
Reading Log
Writer’s
Notebook
Word Study
Shared Reading /
Independent ReadingTEKS
Vocabulary
Development:
4.2B
Persuasive
Text: 4.12A
Media Literacy:
4.14A, 4.14B,
4.14C
Comprehension
Skills: 4.Fig19D,
Ongoing TEKS
Fluency: 4.1A
Vocabulary
Development:
4.2E
Sensory
Language: 4.8A
Independent
Reading: 4.9A,
4.18C
Listening:
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 6 of 21
4.19 Writing/Persuasive Texts. Students write persuasive texts to influence the
attitudes or actions of a specific audience on specific issues. Students are
expected to:
4.19A write persuasive essays for appropriate audiences that establish a
position and use supporting details.
Write
PERSUASIVE ESSAYS FOR APPROPRIATE AUDIENCES THAT
ESTABLISH A POSITION AND USE SUPPORTING DETAILS
Persuasive text - text written with the intent to persuade or convince
the reader of something
Audience - the intended target group for a message, regardless of
the medium
Position - an opinion about a particular subject
Supporting details - facts, ideas, and/or opinions that support the
established position
Note:
Both facts and opinions can be used in persuasive writing.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline Englishlanguage proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement
ELPS as an integral part of each subject in the required curriculum.
School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with
the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.
School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a
manner that is linguistically accommodated to help the student acquire English language proficiency.
ELPS# SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
INSTRUCTIONAL FOCUS DOCUMENTGrade 4 English Language Arts And Reading
UNIT : 06 TITLE : Unit 06: Influencing an Audience SUGGESTED DURATION : 20 days
Last Updated 08/01/2013
Print Date 12/11/2013 Printed By CARLOS CALDERON, NORTH ELpage 17 of 21