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  • Grade 5 Social Studies Unit 5

    Comparative Cultures

    Unit description: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied. Due to their proximity to each other, the countries of the Western Hemisphere share some of the same concerns and issues. In this unit, students will study how countries of the Western Hemisphere have varied characteristics and contributions that distinguish them from other countries. Students will also investigate how countries in the Western Hemisphere face a variety of concerns and issues specific to the region.

    Standards 

    Standards: 1, 2; Themes: ID, MOV, SOC

    Essential Questions and Big Ideas

    Big idea of the unit: The countries of the Western Hemisphere are diverse and the cultures of these countries are rich and varied.

    What are they key cultural characteristics of the United States, Canada, Mexico, and the Caribbean?

    • Key cultural characteristics include things such as the languages, religions and contributions,

    What is a current issue that two or more Western Hemisphere countries are facing together? 

    • Issues neighboring countries face together change over time. Some examples include environmental issues, immigration, and trade.

    Download the complete Grade 5 Social Studies Unit 5 framework to customize for your own planning.

  • Kindergarten Social Studies Unit 5

    Economic Systems

    Unit description: In this unit, students will examine the idea that people have economic needs and wants. Students will identify basic human needs, and distinguish between a need and want. Students will learn about goods and services in an economy and how they impact the needs and wants of the people in a community. In addition, students will learn about scarcity and of goods and services and be given the opportunity to identify examples of this. 

    Standards 

    Standard 4- Economics

    Standard 5- Civics, Citizenship and Gov’t

    Essential Questions and Big Ideas

    Big Idea: Economic systems help satisfy people’s economic wants and needs.

    What is the difference between a want and a need?

    • A need is something that you must have to survive.
    • A want is something that you would like but that you do not need to survive.

    What are goods and services and how do they help satisfy people’s wants and needs? 

    • Goods are things that people buy.
    • Services are when people pay other people to do work.

    What is scarcity and how does it affect people’s wants and needs? 

    • When there is not a lot of something, it is called scarce.
    • When goods and services are scarce, there are less to fulfill people’s wants and needs.

    Download the complete Kindergarten Social Studies Unit 5 framework to customize for your own planning.

  • Kindergarten Social Studies Unit 4

    Time, Continuity, and Change

    Unit description: The past, present and future describe points in time and help us examine and understand events. In this unit, students will investigate specific words and phrases related to chronology and time and how they affect retelling of events of the past. Students will have the opportunity to review folktales, legends, oral histories, and music and the values, ideas and traditions they teach. 

    Standard

    Standard 1- U.S. & N.Y. History

    Essential Questions and Big Ideas

    BI: The past, present and future describe points in time and help us examine and understand events.

    Why is chronology and time important when recounting events and experiences?

    • Understanding the exact order in which events occur helps us understand the cause and the effect of those events.

    How do people recount events from the past?

    • People use folktales, legends, oral histories, and music to teach values, ideas, traditions, and important events from the past. recount events from the past.

    Prerequisite Skills

    In kindergarten, students study “Self and Others.” The course is organized into five units of study—Individual Development and Cultural Identity; Civic Ideals and Practices; Geography, Humans, and the Environment; Time, Continuity, and Change; and Economic Systems. These units represent five of the unifying themes of social studies, and may be presented in any order.

    Download the complete Kindergarten Social Studies Unit 4 framework to customize for your own planning.

  • Grade 8 Social Studies Unit 4

    World War I and the Roaring 20s

    Unit description: In this unit students will study the various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I. Students will investigate how involvement in the war significantly altered the lives of Americans, and how postwar America was characterized by economic prosperity, technological innovations, and changes in the workplace. 

    Standards 

    Standards: 1, 2, 4; Themes: SOC, GOV, ECO, TECH

    Essential Questions and Big Ideas

    Big idea of the unit:  Various diplomatic, economic, and ideological factors contributed to the United States decision to enter World War I.

    What were factors to the start of WWI?

    • European militarism, the alliance system, imperialism, and nationalism were all factors that contributed to the start of World War I.

    Why did America enter WWI and what impact did this decision have on its citizens?

    •  International, economic, and military developments swayed opinion in favor of the United States siding with the Allies and entering World War I. Domestic responses to World War I limited civil liberties within the United States.

    How did new military technologies change military strategy in World War I?

    • New military technologies changed military strategy in World War I and resulted in an unprecedented number of casualties.

    Why did the United States Senate refuse to support the Treaty of Versailles?

    • Following extensive political debate, the United States refused to ratify the Treaty of Versailles. The United States then sought to return to prewar policies by focusing on domestic rather than international matters. 

    What major changes following WWI characterize The Roaring Twenties?

    • After World War I, the United States entered a period of economic prosperity and cultural change. This period is known as the Roaring Twenties. During this time, new opportunities for women were gained, and African Americans engaged in various efforts to distinguish themselves and celebrate their culture.

    Download the complete Grade 8 Social Studies Unit 4 framework to customize for your own planning.

  • Grade 4 Social Studies Unit 4

    Government

    Unit description:  There are different levels of government within the United States and New York State. In this unit, students will study the fact that there are different levels of government within the United States and New York State and that the government of New York State establishes rights, freedoms, and responsibilities for its citizens. Students will learn about post-revolution times, the establishment of a federal government, and the New York State Constitution. 

    Standards

    Standards: 1, 5; Themes: ID, TCC, SOC, CIV

    Essential Questions and Big Ideas

    Big Idea of the unit: The United States government is designed to protect the rights of citizens and to promote the common good.

    How were early American governments established?

    • After the Revolution, the United States of America established a federal government; colonies established state governments.

    How is the New York State government structured?

    • The New York State Constitution establishes the basic structure of government for the state.
    •  The government of New York creates laws to protect the people and interests of the state.
    • Government in New York State is organized into counties, cities, towns, and villages.

    Download the complete Grade 4 Social Studies Unit 4 framework to customize for your own planning.

  • Kindergarten ELA Unit 4

    I am a Reader and Writer

    This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Unit description: Using a variety of genres, students will use prior knowledge and skills learned throughout the year to be independent readers and writers.  Students will demonstrate these skills through discussion, written language, drawing, and playing.

    Download the complete Kindergarten ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    KR1 Develop and answer questions about a text.

    KR2 Retell stories or share key details from a text.

    KR3 Identify characters, settings, major events in a story, or pieces of information in a text. 

    Reading Foundations- Print Concepts and Fluency

    KRF1a, c, e Demonstrate understanding of the organization and basic features of print.

    KRF4 Will engage with emergent level texts and read-alouds to demonstrate comprehension. 

    Addressed in RF unit:
    • KRF1b, d Demonstrate understanding of the organization and basic features of print.
    • KRF2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
    • KRF3 Know and apply grade-level phonics and word analysis skills in decoding words

    Language

    KL2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    KL4 Explore and use new vocabulary and multiple-meaning words and phrases in authentic experiences.

    Writing

    KW6 Develop questions and participate in shared research and exploration to answer questions and to build and share knowledge. 

    KW7 Recall and represent relevant information from experiences or gather information from provided sources to answer a question in a variety of ways (e.g., drawing, oral expression, and/or emergent writing)

    Speaking and Listening

    KSL1 Participate in collaborative conversations with diverse peers and adults in small and large groups and during play

    KSL2 Participate in a conversation about features of diverse texts and formats. 

    KSL6 Express thoughts, feelings, and ideas. 

    All Standards Addressed in this Unit

    1. See Reading Foundations Units: KRF1b, KRF1d, KRF2a-e, KRF3a-d
    2. KR1, KR2, KR3, KR4, KR5, KR7, KR9
    3. KRF1a, 1c, 1e, KRF4
    4. KL2, KL4, KL5, KL6
    5. KW6, KW7
    6. KSL1, KSL2, KSL3, KSL5, KSL6

    Essential Questions and Big Ideas

    How do I show I am an independent reader?

    • Independent readers use various strategies to read and write (decoding, blending, segmenting, making connections, etc) 
    • Independent readers and use resources around them (word wall, sounding out words, etc) 

    How do I show I am an independent writer?

    • Independent writers use various strategies to read and write (decoding, blending, segmenting, making connections, etc) 
    • Independent writers use resources around them (word wall, sounding out words, etc) 

  • Grade 5 ELA Unit 4

    Literary Analysis and Narrative Writing

    Unit description: Students will identify and analyze story elements and how they are used to develop a fictional text. They will use the knowledge that they have acquired to help them write their own personal narratives.  

    Essential Outcomes of the Unit

    Reading

    5R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

    Reading Foundations- Fluency

    5RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    5L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    5L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    5L4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.

    5L6 Acquire and accurately use general academic and content-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

    Writing

    5W3 Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

    Speaking and Listening

    5SL1: Engage effectively in a range of collaborative discussions with diverse partners; express ideas clearly and persuasively, and build on those of others

    Other Standards Addressed in the Unit

    • 5R1
    • 5RF3, 5RF4
    • 5L1 , 5L2, 5L3, 5L4, 5L5, 5L6
    • 5W3, 5W5
    • 5SL1-5SL6

    Essential Questions and Big Ideas

    How does an author develop an impactful plot?

    • Authors use sequenced events to develop the plot of a story 
    • Authors use story elements to create a certain effect on the plot of a story
    • Good readers identify the impact key story elements have on a story and its plot development 
    • Readers look for trends in story elements and plot events within and across texts 

    How can my personal experiences impact my writing? 

    • Writers draw on lived experiences to create powerful personal narratives 
    • Writers use story elements carefully to create a certain effect in personal narrative
    • Good writers plan their topic, sequence of events, and story elements before they begin to draft 

    Download the complete Grade 5 ELA Unit 4 framework to customize for your own planning.

  • Grade 4 ELA Unit 4

    Using Story Elements to Develop and Express Key Components of a Text

    Unit description: Through the use of mentor texts, students will analyze fictional story elements. Students will write an organized realistic fiction piece applying appropriate use of fictional story elements. 

    Essential Outcomes of the Unit

    Reading

    4R1 Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

    4R3  In literary texts, describe a character, setting, or event, drawing on specific details in the text. (RL) In informational texts, explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text. 

    Reading Foundations- Phonics and Word Recognition and Fluency

    4RF3 Know and apply grade-level phonics and word analysis skills in decoding words.

    4RF4 Read grade-level text with sufficient accuracy and fluency to support comprehension.

    Language

    4L1 Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    4L2 Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    4L3 Use knowledge of language and its conventions when writing, speaking, reading, or listening

    Writing

    4W3  Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. 

    4W5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4.)

    Speaking and Listening

    4SL4 : Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace and volume appropriate for the audience.

    All Standards Addressed in this Unit

    • 4RF3, 4RF4
    • 4L1, 4L2, 4L3, 4L4, 4L5, 4L6
    • 4W3, 4W5
    • 4SL1, 4SL4, 4SL6

    Essential Questions and Big Ideas

    How does an author develop a plot?

    • Authors use sequenced events to develop the plot of a story 
    • Authors use story elements to create a certain effect on the plot of a story
    • Good readers identify the impact key story elements have on a story and its plot development 
    • Readers look for trends in story elements and plot events within and across mentor texts 

    How can writers use story elements to create a powerful realistic fiction story?

    • Writers use story elements carefully to create a certain effect in a work of realistic fiction 
    • Good writers plan their sequence of events and story elements before they begin to draft 
    • Writers play with different story elements to determine how they impact their story and development of a plot 

    Download the complete Grade 4 ELA Unit 4 framework to customize for your own planning.

  • Grade 1 ELA Unit 4

    Genres and Opinion Writing

    Unit description:  Students will develop an understanding of the difference between fiction and nonfiction pieces. They will begin to express their opinions through discussion and writing. 

    This unit should be paired with the Reading Foundations which focus on the acquisition of phonological awareness and phonics which are essential foundations for reading and writing. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Download the complete Grade 1 ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    1R2: Identify a main topic or central idea in a text and retell important details. 

    Reading Foundations- Fluency

    1RF4: Read beginning reader texts, appropriate to individual student ability, with sufficient accuracy and fluency to support comprehension.

    Addressed in RF unit: 

    1RF3: Know and apply phonics and word analysis skills in decoding words. 

    Language

    1L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    1L2:  Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    1L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies.

    1L5: Demonstrate understanding of word relationships and nuances in word meanings.

    Writing

    1W1: Write an opinion on a topic or personal experience; give two or more reasons to support that opinion.

    1W4: Create a response to a text, author, theme or personal experience (e.g., poem, dramatization, artwork, or other).

    Speaking and Listening

    1SL4: Describe familiar people, places, things, and events with relevant details expressing ideas clearly

    1SL6: Express thoughts, feelings, and ideas clearly, using complete sentences when appropriate to task, situation, and audience

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 1RF3a-g
    • 1R2
    • 1RF4
    • 1L1, 1L2, 1L4, 1L5
    • 1W1, 1W4
    • 1SL1, 1SL2, 1SL4, 1SL6

    Essential Questions and Big Ideas

    • What is an opinion?
      • Opinions are the beliefs, views or judgement of a person or group of people.
      • How do authors support their opinions?
      • Opinions are the beliefs, views or judgement of a person or group of people.
    • Authors support their opinions by including facts and experiences which help the reader to understand how their opinion was formulated.
      • My opinion might be different than someone else’s opinion.
      • How do we know if a book is fiction or nonfiction? 
      • Fiction books contain made up or fake information.
      • Nonfiction books contain real, factual information.
      • Pictures and/or illustrations determine the genre of a text.

  • Grade 2 ELA Unit 4

    Cross Genre Literature and Opinion Writing

    * This unit should be paired with the Reading Foundations units which focus on print concepts, phonological awareness, phonics, word recognition and building fluency. It is essential that these skills are not taught in isolation, but applied within students reading and writing.

    Unit description: Students will be reading various texts by a variety of authors. Students will explore similarities between books in a series.  They will also determine differences that may exist between books that are written by the same author. Students will use their knowledge and understanding from this author study to write an opinion piece. This will include stating a clear opinion and then supporting it with examples/ details.

    Download the complete Grade 2 ELA Unit 4 framework to customize for your own planning.

    Essential Outcomes of the Unit

    Reading

    2R6: Identify examples of how illustrations, text features, and details support the point of view or purpose of the text

    2R9: Make connections between self and text (texts and other people/world).

    Reading Foundations- Fluency

    2RF4: Read grade-level text with sufficient accuracy and fluency to support comprehension

    Language

    2L1: Demonstrate command of the conventions of academic English grammar and usage when writing or speaking.

    2L2: Demonstrate command of the conventions of academic English capitalization, punctuation, and spelling when writing.

    2L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from an array of strategies

    Writing

    2W1: Write an opinion about a topic or personal experience, using clear reasons and relevant evidence. 

    2W7:(CC 2W8) Recall and represent relevant information from experiences or gather information from provided sources to answer a question.

    Speaking and Listening

    2SL3: Develop and answer questions about what a speaker says; agree or disagree with the speaker’s point of view, providing a reason(s).

    All Standards Addressed in this Unit

    • See Reading Foundations Units: 2RF3, 2RF3a, 2RF3b, 2RF3c, 2RF3d, 2RF3e
    • 2R1, 2R3, 2R4, 2R6, 2R8, 2R9
    • 2RF4 , 2RF4a, 2RF4b
    • 2L1, 2L2, 2L3, 2L3a, 2L4, 2L4a, 2L4b, 2L4c, 2L5, 2L5a, 2L5b, 2L5c
    • 2W1, 2W3, 2W4, 2W7
    • 2SL1, 2SL1a, 2SL1b, 2SL1c, 2SL1d,  2SL4, 2SL6

    Essential Questions and Big Ideas

    • How do readers understand traditional literature?
      • Readers will use strategies to summarize important story events in sequence and determine the central idea.
      • Readers will identify how a character changes based on events and challenges in a story.
      • Readers and writers will make connections through collaborative conversations.
    • How do writers create personal narratives to tell a story?
      • Readers and writers will make connections through collaborative conversations.
      • Writers will write narratives with a clear beginning, middle, and end using temporal words and relevant details.