Use grade-level academic vocabulary appropriately in speaking and writing.
: Grade-level academic vocabulary consists of words that are likely to appear across subject areas for the current grade level and beyond, vital to comprehension, critical for academic discussions and writing, and usually require explicit instruction.
| Name |
Description |
| Getting to Know the Branches of Florida Government | In this lesson, students will use word maps to differentiate between the three branches of government and become more familiar with the vocabulary. They will be tasked with creating a short comic strip depicted themselves teaching their understanding. |
| Florida: What's Up, Citizens? | This lesson is the first in a unit using the text Florida, by Tamra Orr. Students focus on understanding and using key concepts such as citizen, public issue, and taxation. Students then make connections to the impact that public issues such as taxation, transportation, schools, etc. have on their own lives, such as hurricane damage, non-native species, endangered and protected species, beach erosion, and so forth.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| Florida’s Representative Government | In this lesson plan, students will utilize direct instruction, guided-inquiry, and the internet to recognize that Florida has a representative government, identify their state representatives, and to explain elected representatives' authority to perform the duties and activities of their job in a representative form of government. |
| Why We Vote | Students will practice their oral presentation skills while sharing their opinion about a given classroom topic requiring a vote. In this lesson, students will gain a better understanding of the importance of voting. After being presented with three choices on a classroom topic, students will use a graphic organizer to structure their ideas and details, then share their oral presentations within a small group of peers. Afterwards, students will cast a vote on the classroom topic. |
| The Tree that Saved the Day! | In this lesson, students will read an informational picture book about a community in Africa that plants mangrove trees to help the community. Students will use a variety of strategies to determine the meaning of selected academic words in context. Students will also identify and describe the central idea and relevant details used throughout the book in order to write a summary paragraph. |
| Changing the Point of View | In this lesson, students will determine the point of view of each paragraph and rewrite each paragraph in another point of view. They will also explain how changing the point of view changes the paragraph. Several student and teacher handouts are provided with the lesson. |
| Point of View: Examining Four Types of Point of View | In this lesson, students will identify and describe first person point of view, as well as third person limited, objective, and omniscient points of view. Several student and teacher handouts are provided with the lesson. |
| Identifying Themes Across Cultures: Lesson on Theme | In this lesson, students will learn to determine the universal theme of a story. They will first identify the problem and solution of a story and use that information to determine the theme or author's message, and from there, they will determine the universal theme. Finally, they will compare and contrast the text with another story with a similar theme. This lesson uses the texts Indian Children's Favorite Stories retold by Rosemarie Somaiah and Filipino Children's Favorite Stories retold by Liana Romulo. |
| Using Idioms to Explain the Plot and to Predict Future Events | In this lesson, students will use idioms to explain a plot and predict what will happen next in a story. The featured text for this lesson is the book In a Pickle and Other Funny Idioms by Marvin Terba. There are also two practice passages provided with the resource. |
| Exploring the Relationship Between the Protagonist and Antagonist | This is the third of three lessons in a fourth grade unit on characters. Students will identify and describe how the relationship between the protagonist and antagonist affects the plot. The teacher modeling and guided practice uses the story Hansel and Gretel retold by Rika Lesser. The other lessons in this unit are attached as related CPALMS resources. |
| Figurative Language: Interpretation of Similes and Metaphors | In this resource, students will interpret the meanings of poems using similes and metaphors. The featured resource in the teacher modeling and guided practice sections utilize the text Poetry for Young People: Langston Hughes edited by David Roessel and Arnold Rampersad. The poem (not a Langston Hughes poem) for the independent practice is provided with the lesson. |
| Identifying and Describing the Antagonist of a Story | This is the second lesson in a fourth grade unit on characters. Students will identify and describe the antagonist in a story using text evidence. The lesson uses Hansel and Gretel retold by Rika Lesser in the teacher modeling and guided practice. The other lessons in this unit have been attached as related CPALMS resources. |
| Identifying and Describing the Protagonist in a Story | This is the first lesson in a fourth grade unit on characters. Students will identify and describe the protagonist in a story using text evidence. The lesson uses Hansel and Gretel retold by Rika Lesser in the teacher modeling and guided practice. The other lessons in this unit have been attached as related CPALMS resources. |
