EL
NC Standards RL.4.1, RL.4.3, RL.4.4, RL.4.7, RF.4.4, L.4.4, and
L.4.5c, and has two parts. In Part I, students read aloud a new excerpt of text from The Hope
Chest and are assessed on accuracy, appropriate rate, and expression. Students then orally
summarize what they have read to assess basic understanding of the text. In Part II, students
read Chapter 4 of The Hope Chest and answer selected and short response questions about the
meanings of unfamiliar words and phrases, and their synonyms and antonyms. They also
analyze artwork inspired by The Hope Chest to identify how it reflects and enhances specific
descriptions in the text.
NC Standards RI.4.1, RI.4.4, RI.4.6, and L.4.4. Students read a new
first-hand informational text and answer selected and short response questions about the
meaning of words and phrases. They then compare it to the secondhand account of the same
event they read previously.
NC Standards RL.4.1, RL.4.2, L.4.1, L.4.5a and L.4.5b. Students
read a chapter of The Hope Chest and answer selected and short response questions about
similes, metaphors, idioms, adages, proverbs, relative pronouns, and relative adverbs. They
then summarize events in the chapter showing evidence of a theme, citing evidence to support
the chosen theme.
NC Standards RL.4.1, RL.4.2, W.4.2, and W.4.4. Students write an
on-demand literary essay to respond to the prompt, “The Hope Chest explores several themes.
Write an essay that explains one of the major themes of the book. Use evidence and examples
from the text to support your interpretation.”
NC Standards RI.4.1, RI.4.4, RI.4.7, W.4.5, W.4.6, SL.4.3, and
L.4.4, and has two parts. In Part I, students work with new texts to add to their research from
throughout the first half of the unit about how kids can take action. They first watch a
video of a speech made by 14-year old Kayla Abramowitz. They identify reasons and
evidence Kayla gives to support the point that kids can make a difference. They then read a
new text about fourth-grader Jessica Carscadden and how she took action and made a
difference in her community. After watching the video and reading this text, students take and
categorize their notes into research categories focused on how kids can take action to make a
difference.
NC Standards W.4.1a, W.4.1b, W.4.1c, W.4.1e and W.4.1f. In this
assessment, stu-dents draft a script for a new PSA about the importance of kids taking
action. In their script, they clearly state the opinion that it is important for kids to take action
to make a difference in one’s community and provide reasons to support their opinion with
facts and details from their research.
Math
Unit 8: Applying Geometric Concepts (Continued)NC.4.G.1, NC.4.G.2, NC.4.G.3, NC.4.MD.6, NC.4.OA.5
Unit 9: Using Place Value to Understand Metric Measurement NC.4.MD.1, NC.4.MD.2, NC.MD.8, NC.4.NF.6, NC.4.NF.7, NC.4.OA.5
EOG Review & Testing
Post EOG Unit
Science
Force and Motion: Magnets & Electric Charge 4.P.1
4.P.1.1
4.P.1.2
Forms and Interactions of Energy 4.P.3
4.P.3.1
4.P.3.2
SS
Economics unit
4.E.1 Understand how a market economy impacts life in North Carolina.
4.E.1.1 Understand the basic concepts of a market economy: supply, demand, scarcity, productivity, and entrepreneurship.
4.E.1.2 Understand how scarcity and choice in a market economy impacts business decisions.
4.E.1.3 Analyze the historical and contemporary role that major North Carolina industries have played in the state, nation, and world.
4.E.1.4 Explain the impact of entrepreneurship on the economy of North Carolina.
4.E.2 Understand the economic factors when making personal choices.
4.E.2.1 Explain how personal financial decisions such as spending, saving, and paying taxes, can positively and/or negatively affect everyday life.
4.E.2.2 Explain how limited personal financial resources affect the choices people make based on their wants and needs.