Students will read two different texts (an excerpt from Moondial by Helen Cresswell and Through the Looking Glass by Lewis Carroll) and compare them. Questions are provided for each passage.

In this lesson, sample cinquains are read aloud as a class, allowing students to familiarize themselves with the form. Students then write simple cinquain of their own as a follow-up to a subject they have been exploring in class. Although students can write about any subject, graphic organizers and other resources are available to support units on animals, community, fairy tales, healthy foods, picture books, and rainforest/habitats.

In this lesson, students participate in read-alouds and discussions about memories and family. After this exploration, students brainstorm questions to ask family members in order to learn more about important and/or memorable family events. Once students determine a list of questions, they interview family members, taking notes on the events and giving each a positive or negative rating. Using their interview notes, students create a graphic family timeline which includes illustrations or photographs.

In this lesson, students explore the ways that stories are used to explain the shapes seen in the Moon's appearance and compare them with the scientific explanations for moon phases. Versions of the referenced story can be found online.

This compilation includes well-known classics, such as "Sleeping Beauty", "The Three Bears", and "The Ugly Duckling", along with many lesser-known stories. This collection includes stories from a variety of cultural traditions.

Source: This book was compiled by the Florida Center for Instructional Technology and includes passages from multiple sources. Please refer to the passage pages for further source information.

In this lesson, students explore the processes involved in getting food from the farm to the table. Note: This lesson was created in accordance with the VIF Global Competence Indicators for Grade 4. For more information about VIF and these indicators, please visit https://www.vifprogram.com/. This lesson was developed by Brenda Todd as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

In this lesson, students generate their own list of superheroes from popular culture. They work in groups to read selected books and develop a list of superhero traits from these titles. They then compare the book superheroes with their pop culture counterparts using the online Venn Diagram or the Venn Diagram mobile app. Finally, students explore individual superheroes from multiple perspectives, using a list of guiding questions that encourages them to consider how superheroes might differ depending on audience, gender, or setting.

Students will read background information, a passage from Lewis' Carroll's work, sentences, words in context, vocabulary, and a writing prompt. Students will write words, ideas to support a main idea, and an essay. This resource supports English language development for English language learners.

Students will read background information, a poem, idioms, vocabulary, definitions, sentences, a graphic organizer, and a prompt. Students will write what idioms mean, words to complete sentences, a main idea, and a story. This resource supports English language development for English language learners.

Students will read a description of first and third person narrations. Students will then read background information about a passage, read the passage, and write the passage in order to change it from first to third person narration. This resource supports English language development for English language learners.

Students will read a description of first and third person narrations. Students will then read background information, read a passage, and write in order to change the passage from third to first person narration. This resource supports English language development for English language learners.

Students will read two passages from a book and infer the author's message about two differente settings. This resource supports English language development for English language learners.

This resource supports English language development for English Language Learners. Students can read the classic fairy tale online or print out the available PDF. Accompanying audio is also available for supporting comprehension and building fluency.

Students will read a description of and a passage from Rober Louis Stevenson's work. Students will then write answers to questions based on the passage. This resource supports English language development for English language learners.

Students will build speaking and listening skills through discussion, develop fluency and literary understanding, and will build skills in written expression.This resource supports English language development for English Language Learners. This is a full lesson plan focusing on the poem "I'm Nobody." The plan includes activities in all language domains with multiple opportunities for student interaction.

In this lesson,students work to transform narrative-style letters into poetic format and they are forced to think carefully about where to end each line. Students begin by discussing letters they have written and working with an online tool as an introduction to letter poems. As a group, students look at a letter form of “This is Just to Say” by William Carlos Williams and add line breaks to turn it into a poem. They then compare the poem they created with the original, discussing why the poet made the line break choices he did. Next, students
work in small groups to rewrite another letter as a poem and then compare the various groups’ results with the original poem. Students then use a Venn diagram to compare letters and poems. Finally, they compose their own letter poems.

This lesson introduces students to myths about the auroras in different cultures. The class will read a story relating to legends of the aurora and share their reactions to the story. The teacher must select and obtain one or more books from a list provided. For homework, students will create their own myth regarding the aurora. This is lesson two of a collection of five activities that can be used individually or as a sequence; concludes with a KWL (Know/Want-to-know/Learned) assessment activity.

This retelling of the Greek myth "Pandora's Box" includes accompanying audio and graphic illustrations. This resource can be used as scaffolding for reading comprehension, as differentiation for a multileveled classroom, and can build listening comprehension skills and vocabulary development. This resource supports English language development for English Language Learners.

Four Questions Protocol is a good strategy for students to use when reading the material.

This course was created by the Rethink Education Content Development Team. This course is aligned to the NC Standards for 4th Grade English Language Arts.