Lake Elsinore Unified School District ELA/Social Studies Pacing Guide - Grade 4. Developed by Committee 9/27/10 & 2/28/11 ORANGE

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1 1 st Benchmark August to October knowledge of synonyms and antonyms using a thesaurus multiple meaning words cause & effect, sequential or chronological order make & confirm predictions using prior knowledge main events, their causes, & influence of each event on future actions define figurative language, simile & metaphor Writing: chronological order Latitude/Longitude Lines Fact & Opinion Maps- Legends & Scales, Population Density introduce all Writing Strategies standards and front load the students. These standards will not be tested in the Orange INSPECT. ORANGE *1.2, 1.5, 1.6 *1.2 apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases 2.1, 2.3 (short passages in INSPECT) 3.2, *3.5 (short passages in INSPECT) *3.5 define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works 1.3 use traditional structures for conveying info (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question) Written and Oral English Language Conventions: 1.1, Students demonstrate an understanding of the physical and human geographic features that define places and regions in California. 1. Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations Distinguish between the North and South Poles; equator & the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations. 3. Identify the state capital and describe the various regions of California 4. Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes. 5. Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation. Theme 1: Journeys Akiak Grandfather s Journey Finding the Titanic By the Shores of Silver Lake Theme 2: American Stories Tomas and the Library Lady Tanya s Reunion Boss of the Plains A Very Important Day Challenge Book Unit 1: The Land of California Lesson 1- How do you locate places on Earth?(p.3) Lesson 2- How is Earth Divided? (p. 7) Lesson 3- How are the areas of California different? (p. 11) Lesson 4- How have California s landforms and water affected settlement? (p. 19) Lesson 5- How are California s communities alike and different? (p. 23) Other :

2 2 nd Benchmark October to December idioms, multiple meaning words root words to determine meaning roots & affixes using a thesaurus structural patterns in informational text structural differences of different literary genres evaluate new info compare & contrast information and tales of different cultures develop theories for similar tales multi-step instructions figurative language hyperbole /personification simple & compound sentences, suffixes/prefixes capitalization of magazines, newspapers, art, music, organizations point of view edit and revise Matrices, Relative Location *1.2, 1.3, 1.4, 1.5, 1.6 *1.2 apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases 2.1, 2.4, 2.5, , 3.4, *3.5 *3.5 define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works 1.1, 1.3, 1.10 Written and Oral English Language Conventions: 1.1, 1.6, 1.7 Strategies standards. Only standards listed above will be assessed. GREEN 4.2 Students describe the social, political, cultural, and economic life and interactions among people of California from the pre- Columbian societies to the Spanish mission and Mexican rancho periods. 1. Discuss the major nations of California Indians Identify the early land and sea routes to, and European settlements in, California 3. Describe the Spanish exploration and colonization of California 4. Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions Describe the daily lives of the people Discuss the role of the Franciscans 7. Describe the effects of the Mexican War for Independence on Alta California 8. Discuss the period of Mexican rule in California... HM/Step-Up to Writing Theme 2: American Stories Tomas and the Library Lady Tanya s Reunion Boss of the Plains A Very Important Day Theme 3: That's Amazing! The Stranger Cendrillon Heat Wave! Marven of the Great North Woods Challenge Book Unit 2: Lesson 1- How did early people live in California? (p.31) Lesson 2- How did early Europeans come to California? (p. 37) Lesson 3- How did the Spanish change how California Indians lived? (p.41) Lesson 4- What was Spain s influence in CA? (p. 45) Lesson 5- What was life like in Spanish and Mexican California? (p.49) Lesson 6- How did CA s early economy change? (p.53) Lesson 7- How did the Mexican War for Independence affect CA? (p.57) Lesson 8- How did Mexican rule affect California? (p. 61) Other :

3 3 rd Benchmark December to February word origins multiple meaning words main event, plot compare/contrast fact & opinion in expository text character traits compare tales from diverse cultures simile, metaphor, hyperbole, personification regular & irregular verbs, adverbs, prepositions, conjunctions quotation marks and apostrophes possessive nouns italics Time Lines Routes on Maps PINK *1.2, 1.6 *1.2 apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases 2.4, 2.5, 2.6, , 3.3, 3.4, , 1.2, 1.3 Written and Oral English Language Conventions: 1.3, 1.4, 1.5 Strategies standards. Only standards listed above will be assessed. 4.3 Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican- American War, the Gold Rush, and the granting of statehood. 1. Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort. 2. Compare how and why people traveled to California and the routes they traveled 3. Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp). 4. Study the lives of women who helped build early California (e.g., Biddy Mason). 5. Discuss how California became a state Theme 3: That's Amazing! The Stranger Cendrillon Heat Wave! Marven of the Great North Woods Challenge Book Unit 3: Lesson 1- Where were CA s settlements? (p. 67) Lesson 2- How and why did people travel to California? (p. 71) Lesson 3- How did the discovery of gold affect California? (p. 75) Lesson 4- How did women help California grow? (p. 81) Lesson 5- How did California s government change? (p.85) Other : Various versions of Cinderella stories For fact & opinion newspapers, magazines, etc. Figurative Language Supplements needed Various versions of Cinderella stories

4 4 th Benchmark February to April word origins, root words synonyms & antonyms idioms evaluate & hypothesize compare/contrast fact & opinion multiple step instructions simile, metaphor, hyperbole, personification quote & paraphrase (cite) organizational features reference materials almanacs, newspapers & periodicals editing and revising regular & irregular verbs, adverbs, prepositions, conjunctions spelling: roots, inflections, suffixes/prefixes, syllable construction parentheses, commas, quotations, apostrophes (possessives & contractions) underline, quotation marks, italics to identify titles Line Graphs, Cross-section Diagrams, Revising/Editing Word Analysis, Fluency, and 1.2, , 2.5, 2.6, 2.7 Literary Response and Analysis: , 1.6, 1.7, 1.8, 1.10 Written and Oral English Language Conventions: 1.2, 1.3, 1.4, 1.5, 1.7 Strategies standards. Only standards listed above will be assessed. YELLOW 4.4 Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s. 1. Understand the story and lasting influence of the Pony Express etc 2. Explain how the Gold Rush transformed the economy 3. Discuss immigration and migration between Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities Discuss the effects of the Great Depression, the Dust Bowl, and World War II on CA. 6. Describe the development and locations of new industries since the 19 th century 7. Trace the evolution of California's water system Describe the history and development of California's public education system Analyze the impact of 20 th Century Californians Marven of the Great North Woods Theme 5: Heroes Happy Birthday, Dr. King! Gloria Estefan Lou Gehrig: The Luckiest Man Theme 6: Nature: Friend and Foe Salmon Summer Wildfires Skylark Unit 4: Growth and Development Since 1850 Lesson 1- Movement of people and ideas (p.91) Lesson 2- Gold Rush & CA s Economy (p.97) Lesson 3- Affects of people coming to CA(p. 103) Lesson 4- How have immigration/settlement helped CA grow? (p. 107) Lesson 5- CA s role in the 20 th Century (p.111) Lesson 6- Industries (p.117) Lesson 7- Water system (p.121) Lesson 8- Education system (p. 125) Lesson 9- How have Californians made our state unique? (p. 129) Other : below are suggestions) Thesaurus For fact & opinion newspapers, magazines, etc.

5 Developed by Committee 2/28/11 Unit 5 After CST Art Projects Unit 5 April End of Year 4.5 Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution. 1. Discuss what the U.S. Constitution is and why it is important 2. Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution. 3. Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments. 4. Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials. 5. Describe the components of California's governance structure (e.g., cities and towns, Indian Rancherias and reservations, counties, school districts). 1. Black construction paper Outline of mission (freehand) Follow line with glue Dry paint in flat spaces 2. Pie Tins Buy pyrite online Picture of Gold Rush on pie tin Paint glue pyrite onto pie tin scene 3. Bad Wolf Productions (musicals) Geology Rocks California Missions and More Gold Dust or Bust Unit 5: California Government Lesson 1- Why was the United States Constitution created? (p. 135) Lesson 2- How does the California Constitution affect you? (p. 139) Lesson 3- How are federal, state, and local governments alike and different? (p. 143) Lesson 4- What does our state government do for us? (p. 147) Lesson 5- How are California s communities governed? (p. 151) Additional : 1. Lesson Quizzes Pearson Longman Website: Login Info: firstlast. leusd. 3 initials of your school Password: leusd access to content readers on computer 2. trycicero.com by unit primary sources sheet music Marzano Strategies 3. uci history project (google it) Top left, click on calisphere 4. anthropologyeducationoutreach@mail.sdsu.edu