School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 4

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Advanced/Gifted and Talented: An advanced/gifted and talented tool is an idea for a complex, multi-step instructional task that requires students to apply knowledge and skills of multiple objectives that support one indicator. Tasks require students to interpret, analyze, and evaluate text at an appropriate level of complexity and embed a variety of differentiation strategies to challenge advanced readers. Many of these strategies and activities can be adapted for use with all students.

Standard 3.0 Comprehension of Literary Text

Indicator 6. Determine important ideas and messages in literary texts

Objective c. Paraphrase

Other Objectives Addressed

a.Identify and explain main ideas and universal themes
d.Summarize
e.Identify and explain personal connections to the text

Instructional Task

The students will use the universal concept of interdependence as a framework to determine important ideas and messages in literary text. Students will trace the development of the overarching concept in the text in order to compose a ballad that summarizes the main ideas and themes about interdependence and identifies personal connections (authentic product).

Development of Task

  1. Before reading, the teacher will introduce the universal concept of interdependence using the following steps:
    1. What is interdependence? Define interdependence. For example, “interdependence is a relationship of mutual dependence.”
    2. What are some examples of interdependence? Students will brainstorm examples of interdependence in the world around them. The teacher will encourage students to think of examples from literary texts as well as from other disciplines such as art, mathematics, science, and social studies.
    3. What can’t be interdependent? Elicit from students non-examples of interdependence and explain why they do not show evidence of the concept. For example, eye color is not interdependent with height.
    4. What are different types of interdependence? Have students form categories for the examples, such as among people, in nature, and among ideas, things, and events. Have the students explain why they think an example should be in one category or another.
    5. What conclusions can we draw about interdependence? From the categories, model forming generalizations about interdependence. For example, “interdependence exists among people, places, things, events, and ideas. Interdependence is found in nature. Interdependence may be needed for survival. Interdependence can be wanted or not wanted.”
  2. The teacher will model how to identify examples of the generalizations about interdependence using a familiar story or narrative previously studied and the Interdependence Concept Web:

    Interdependence Concept Web

  3. The teacher will provide students with literary text at an appropriate level of complexity such as My Side of the Mountain by Jean C. George, King of the Wind by Marguerite Henry, or Island of the Blue Dolphins by Scott O’Dell.
  4. Before reading, the teacher will pose the essential question to make personal connections about interdependence in the text (objective e): “In what ways does my life show interdependence?”
  5. During reading, students will use the Interdependence Concept Web (Visual-spatial Learning Style) to summarize and paraphrase the narrative elements that develop the concept of interdependence (objectives c, d).
  6. The students will use their concept webs to identify and explain main ideas and universal themes about interdependence in the text (objective a). For example, in Island of the Blue Dolphins, interdependence takes courage and is needed for survival. The students will respond to the essential question to make personal connections to these themes about interdependence.
  7. After reading, the teacher will introduce song lyrics as one art form that engages listeners in making personal connections to universal themes such as interdependence (Musical Intelligence). The teacher may want to model this by playing a ballad with the theme of interdependence.
  8. The students will use their Interdependence Concept Webs to create ballad lyrics which reflect the universal themes and ideas in the narrative. The songs will summarize and paraphrase the narrative elements which help convey the concept and help readers make personal connections to the text (objectives c and d).
  9. Students may use a familiar ballad such as “Froggy Went A Courtin’” as the prototype for their songs.
  10. As an option, students may want to perform and record their songs to share with another class.
/toolkit/vsc/advanced/reading/grade4/3A6c.xml
Resources for Objective 3.A.6.c:
Lesson Seeds | Sample Assessments | ADVANCED/G-T |