This parent guide supports parents in helping their child at home with the 4th grade ELA content.

This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco?s Pink and Say.

In this lesson, collaborative groups will read a variety of American tall tales, then report elements of their story to the whole class. Students add story information to a collaborative, whole-class character study matrix that summarizes all the stories. In a writing activity, students compare two characters of their choice. The lesson process is applicable to any set of related texts.

Students are given examples and practice to recognize differences between the conventions of spoken and written standard English. Students will also differentiate between contexts that call for formal English and situations where informal English is appropriate.

In this lesson, students will see how artistic materials can extend knowledge. This lesson provides opportunities for students to explore and experience the meaning potential of everyday writing and drawing tools in their own writing. The lesson can adapted for older students.

In this lesson, students begin by working in small groups to analyze differences and similarities among a selection of comics from a variety of subgenres. Based on their discussion, they determine what subgenres are represented and divide the comics accordingly. Students then analyze the professional comics' uses of conventions such as layout and page design. Finally, they create their own comics using an online tool.

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 practice formal and informal English, spoken and written, based on audience and purpose.

Students will investigate ways to save animals around the world and create a written opinion piece to share their thoughts and ideas to save the animals. Students will be able to choose a structure that best supports their opinion. They will use correct grammar and spelling to write clear sentences and draft an opinion piece. Optional:  Students will take action by adopting an animal through the World Wildlife Foundation. This lesson was developed by Sara Kull 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 will learn about immigration to the United States using primary sources: children's autobiographical stories and videos. In teams, students will practice their conversation and problem solving skills by reading the texts by determining the most important details for the five identified subtopics of the unit: causes, effects, challenges, emotions, and hopes. Students will document their findings in visual representations of each immigrant child. This is a 1 hour per day/4 day lesson. This lesson was developed by Tsianina Tovar 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.

This lesson will take students to the final phase in this unit, the essay writing. Students have been writing routinely throughout the unit and have had authentic exposure to the language of immigration. Students will write a well-developed, 5-6 paragraph essay articulating their immigration story titled, "I am...." Students will be supported with a graphic organizer, sentence frames and a writing checklist as they write. These subtopics were identified in Lesson 3: cause, effect, challenges, emotions, and hopes. Students' writing will be supported by facts and details and provide a concluding section which expresses their opinion about their family's choice to immigrate to the United States. This lesson was developed by Tsianina Tovar 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 culmination activity, students will plan, practice and present their immigration autobiography. Their presentations will include: background, causes, effects, challenges, emotions and hopes about their personal or family's immigration story. This lesson's presentation can be showcased in a variety of ways from low tech, by giving a class presentation with pictures, to high tech by making a video using a green screen and movie making software. It is suggested and helpful to utilize the Technology Specialist at the school or district level to support the high tech option. This lesson was developed by Tsianina Tovar 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.

This lesson will involve students in the process of identifying and labeling geography on a "blank" classroom World Map. The students will hear about historical and current immigration with pictorial representation and words to support students' understanding. Using these visuals, students have a deeper understanding of immigration around the world and are able to make inferences about cause and effect, feelings, time (era), and location. This is a 1 hour per day/2 day lesson. This lesson was developed by Tsianina Tovar 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.

Students will see how language changes when they consider purpose and audience. Students will differentiate between contexts that call for formal English and situations where informal discourse is appropriate.

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.

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. 

In this lesson, children's literature is used to provide students with an opportunity to explore the concept that all individuals have strengths, abilities, and talents. Through whole-class and small-group dialogue, students determine what each story means in the context of their classroom and themselves as individuals. Students also develop the necessary skills for cooperative learning.

In this lesson, students will participate in small group Collaborative Reasoning about issues of social justice and diversity. Students will read articles and answer questions that spur them to think critically about issues and discuss with others, using evidence and experiences to support their personal beliefs. Each group will create an online Persuasion Map to share whole class.