Appendix On Implementing District Standards
- ELA-LITERACY.RI.4.1: “Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.”
Throughout the unit, students analyze adapted primary and secondary sources, including immigration laws, photographs, poetry, memoirs, and contemporary texts. Using recurring questions and graphic organizers, students identify evidence and use details from sources to explain how laws, institutions, and communities shaped immigration, exclusion, and belonging.
- ELA-LITERACY.SL.4.1: “Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.”
Collaborative discussion is embedded throughout the three instructional cycles. Students use evidence to compare historical and contemporary experiences during Same Same... But Different discussions and Socratic seminars. Students may participate through speech, AAC, gestures, symbols, writing, or other established communication systems.
- ELA-LITERACY.W.4.3: “Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.”
Students apply their study of memoir, poetry, and testimony to create three personal vignettes about belonging, assumptions, support, advocacy, and community. These vignettes become a culminating memoir in which students preserve and communicate their own experiences. Students may compose through writing, dictation, AAC, photographs, symbols, or other multimodal forms based on individual communication needs.
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