Theme: Natural Disasters Language: English Grade Level: Fourth

Theme Overview: - The purpose for this lesson is to intertwine reading, writing, speaking, listening, and
Description of elements of science. Expectations increase as students move into the upper elementary
intended population grades. This unit helps them to work through a unit step-by-step to complete a final
and instructional project. Segmenting this unit into pieces allows the students to build skills using
setting scaffolds, to build rigor, and to strengthen their cognitive skills. In addition, students
within grade 4 are responsible for the NYSESLAT, English Language Arts, Math and
Rationale (reason) for Science State Exams. This unit will be applicable for the preparation of all examinations.
Choice of Topic
The goal of this unit is to allow students the opportunity to practice and develop their
Goals of the Unit reading, writing, listening and speaking skills. By combining the content areas students
can maintain one central focus. Students will be able to use their personal strengths. In
addition, they will have the ability to exercise content-based vocabulary and will be able
to express their ideas using their learning styles.

Guiding Questions the Core Ideas

Theme will Address Enduring Understanding:
 How do natural disasters impact the Earth and people?
 How does geographical location influence natural disasters in an area?
 What defines weather (distinguishing factors/features)?
 What makes something a natural disaster?
 What is the difference between weather and a natural disaster?
 How does the landscape change after a natural disaster?
 What are the effects of a natural disaster?
 How is the Earth effected by a natural disaster?
 How are people affected by natural disasters?
 How can you be prepared for a natural disaster?
Standards Reading - Informational Text
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.
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.
RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably.

RI.4.10
By the end of year, read and comprehend informational texts, including history/social
studies, science, and technical texts, in the grades 4-5 text complexity band proficiently,
with scaffolding as needed at the high end of the range.

Guided Reading
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.A
Read grade-level text with purpose and understanding.
RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
Word Study - Foundational Standards
RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and
morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
*Connect to 3rd grade standards
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.A
Read grade-level text with purpose and understanding.
RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as
necessary.
RF.3.3.C (Guided Reading – Use chunking)
Decode multisyllable words.
Writing-
W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another, for
example,also, because).
W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
W.4.2.E
Provide a concluding statement or section related to the information or explanation
presented.
W.4.4
Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
W.4.5
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
W.4.6
With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in
a single sitting.
*(Students will be exposed to this standard as a means of research. Production will be a
matter of preference and choice of project presentation.)
W.4.7
Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.
W.4.10
Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
Listening and Speaking
SL.4.1 (Group discussions)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas
and expressing their own clearly.
SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles. (less focus on
roles)
*Reinforce existing group/team talk rules

SL.4.1.C
Pose and respond to specific questions to clarify or follow up on information and make
comments that contribute to the discussion and link to the remarks of others.
SL.4.2 (Covered within the research process)
Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
(An oral component is necessary in order to fulfill the standard)
SL.4.6
Differentiate between contexts that call for formal English (e.g., presenting ideas) and
situations where informal discourse is appropriate (e.g., small-group discussion); use
formal English when appropriate to task and situation.
(The speaking and language used in a formal setting contrasts to the speaking and
language used in times of play.)
 Science
4.3 Properties of Water
-Droughts/Tsunamis can affect the life cycle of many living organisms
-Larger effect of food webs/food chains
4.4 Interactions of Air, Water, and Land
-Phenomena on Earth larger impact
2.1e
-Extreme natural events (floods, fires, earthquakes, volcanic
eruptions, hurricanes, tornadoes, and other severe storms)
Social Studies
4.1 Geography of New York State: New York State has a diverse geography. Various
maps can be used to represent and examine the geography of New York State. (Standard
3)
Geography 4.1a,4.1b
Location of New York State in relation to other states (countries/world/bodies of water).

Content Objectives: Reading Writing

Students will be able to:
 Refer to explicit text information
 Explain the cause of a natural
disaster
 Explain the effect of a natural
disaster
 Determine the meaning of domain-
specific vocabulary
 Interpret images
 Use resources to conduct research
 Use a graphic organizer to gather
relevant information
Students will be able to:
 Introduce a topic and convey ideas
 Use details to develop a topic
 Link ideas using linking words
 Refer to explicit text information
 Use sequence of events
 Use domain-specific vocabulary
 Use text evidence to support their
responses
 Reference explicit text information
 Produce clear and coherent pieces of
writing

Language Objectives: Students will be able to:

 Engage in collaborative conversations and interactions
 Follow routines and assigned roles for discussion
 Engage in content-based discussions
 Engage in academic based conversation
 Differentiate between contexts that call for formal English and situations where
informal English is appropriate
  Use sentence frames to structure their responses
Cross-Cultural and Students will be able to:
Cross-Linguistic  Communicate effectively and interact in a culturally appropriate manner with
Objectives native speakers
 Recognize cultural-specific perspectives and behaviors
 Acquire flexibility and openness of mind in recognizing cultural differences
Materials and Reading Writing
Adaptations of Day 1: Day 1:
Materials  “Natural Disasters” KWL graphic  Informative Writing Rubric
organizer  NorthWest Coast Peoples
 BrainPop video “Natural Disasters”  The Birchbark House
 Chart paper
Day 2: Day 2:
 Side by side pictures of natural disasters  Lined Paper
(in action-effect)
 “Our Natural Disaster Is:” T Chart
 Natural Disaster PowerPoint
Day 3: Day 3:
 Earthquake  “Natural Disaster Vocabulary” graphic
 “Natural Disaster Vocabulary” graphic organizer
organizer Lined paper
 Student sets of books for their natural
disaster
 Lined paper
Day 4: Day 4:
 Earthquake  “Sequential Order” graphic organizer
 Student sets of the natural disaster  Lined paper
books
 “Sequential Order” graphic organizer
Day 5: Day 5:
 Earthquake text  “Cause and Effect” graphic organizer
 “Cause and Effect” graphic organizer
Day 6:
 Poster Board or Tri-fold Board
 Project Rubric
 Leveled text and articles will be used based on the student’s individual ability,
reading level, and language proficiency.
 Visuals will be used where applicable for domain-specific vocabulary and content.
Use of technology will be used for research.
Background Students should be able to:
Knowledge and Skills  Have a general understanding of natural disasters
Assumed  Determine cause and effect
 Understand informational text and its features
 Analyze pertinent text details
  Produce relatively coherent writing pieces

Teaching and Determine students’ prior knowledge using the “What Do You Know About Natural
Learning Activities Disasters?” graphic organizer.
Student prior knowledge will help to gauge student awareness and understanding and
will provide an insight into whether scaffolds and exposure need to take place prior to
the launch of the lesson.
Key vocabulary will be front loaded in order to assure students are able to comprehend
content fluently, use the vocabulary with expression, and add it to their verbal repertoire.
Focused Learning Activities will encompass reading and writing as a block.
Phase *See attached document.

Extension Phase Students will research a natural disaster that occurred in their native country. They can
connect ideas from their groups’ natural disaster to the natural disaster found in their
native country.

Students who are natural born citizens can research a natural disaster in another country.

The “I Survived Series” can be used for book clubs or novel studies.
Suggestions for Students will complete a poster or a tri-fold in order to summarize components of their
Culminating Activity natural disaster including a description of the disaster, images of the disaster, cause and
effect of the disaster, and fun facts they wish to include.
How do I know what The culminating activity will be used in order to determine student achievement and
students learned? attainment of objectives and goals.
(Assessment)
Content-Based Earthquake Hurricane Tsunami Volcano Tornado
Vocabulary  Aftershock  Eye  Amplitude  Active  Eye
 Earthquake  Flood  Submerge  Ash  Funnel Cloud
 Fault  Forecast  Tidal Wave  Crater  Tornado
 Seismic  Hurricane  Tide  Eruption  Tornado
Waves  Overcast  Tsunami  Lava Alley
 Seismograph  Storm Surge  Wave  Magma  Updraft
 Tectonic  Surge  Wavelength  Ring of Fire  Vortex
Plates  Vent
 Volcano
 Day 1
Introduction Day 1
Reading Focus Writing Focus
Pre-Reading Assessment (Informal): Pre-Writing Assessment (Formal/Use Rubric):
1) Hand out the “Natural Disasters” KWL graphic organizer Write an informational piece about the following:
-Students fill out only the “What Do I Know?” section
Write about Native Americans and their way of life.
Introduce the unit-
Be sure to include
2) Play the BrainPop video on natural disasters  Food
 Home
3)Students fill out “What Do I Want To Learn?” section.  Clothing
Teacher gives a general explanation about what weather is  Traditions/Culture

4) Teacher will chart general features of a natural disaster

(as it differs from weather)

Resources: Resources:
 “What Do You Know About Natural Disasters?” graphic  Informative Writing Rubric
organizer  NorthWest Coast Peoples
 BrainPop video “Natural Disasters”  The Birchbark House
 Chart paper
 Markers
 Day 2
Introduction Day 2
Reading Focus Writing Focus
Gallery Walk Writing will transition from the two reading
-5 images responses into the following:
-Each image will contain a natural disaster discussed in
the integrated unit “In your opinion, which two natural disasters would
- Images will be of a natural disaster in motion side by you want to study? Why?”
side with its effect (cause/effect)
Students will then be grouped for the continuation of
1) Post images all over the room the unit based on their responses to the above writing
-Can be posted onto the wall or set of desks prompt.
2) Number each picture (1-5)
3) Group students into pairs of 4-6 students
*Depending on student population
4) Assign each group a number to start with
5) Students will rotate numerically
(3 minutes per picture/15 minutes total)
6) The last picture students rotate to will be their
assigned picture prompt
-the students will answer the questions on the
“Our Natural Disaster Is:” t-chart using the picture
they are assigned to: (20-25 min.)
*The T-Chart will be attached to the picture set

A) What effects do you see that the natural disaster had

on the Earth and people?
B) What other effects do you think can be caused by this
natural disaster?

*Only the group assigned to an image will write on t-chart

-Each group will share out following their responses to the
questions (20-25)

Transition into an overview of the unit

PowerPoint to describe each natural disaster.

Resources:
 Side by side pictures of natural disasters (in action-effect) Resources:
 “Our Natural Disaster Is:” T Chart Lined paper
 Natural Disaster PowerPoint
 Day 3
Domain Specific Vocabulary
Reading Focus
RI.4.4
Determine the meaning of general academic and domain-
specific words or phrases in a text relevant to a grade 4 topic
or subject area.
L.4.6
Acquire and use accurately grade-appropriate general
academic and domain-specific words and phrases, including
those that signal precise actions, emotions, or states of being
(e.g., quizzed, whined, stammered) and that are basic to a
particular topic (e.g., wildlife, conservation, and endangered
when discussing animal preservation).
Teacher Model
1) Teacher reads from Earthquake text pg. 20-23 and focus
on domain-specific vocabulary
2) Model how to fill out the
“Natural Disaster Vocabulary” graphic organizer
Independent Practice
1) Students work within their groups to find words specific
to their disaster
2) They will fill out the “Natural Disaster Vocabulary”
graphic organizer
Resources:
 Earthquake
 “Natural Disaster Vocabulary” graphic organizer
 Student sets of books for their natural disaster
 Lined paper
Writing Focus
W.4.2
Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
W.4.2.d
Use precise language and domain-specific vocabulary
to inform about or explain the topic.
Teacher Model
1) Model how to use domain-specific vocabulary in
a paragraph introducing the natural disaster
2) Input vocabulary in order to demonstrate its
purpose in writing and using it in context
Independent Practice
1) Construct a paragraph introducing your natural
disaster using domain specific vocabulary using
the graphic organizer.
Resources:
 “Natural Disaster Vocabulary” graphic organizer
 Lined paper
 Day 4
Causes of Natural Disasters
Reading Focus
RI.4.5
Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
Teacher Model
1) Re-read Earthquake pages 4-9
2) Prompting Questions
 How does it feel when an earthquake happens?
 What is actually happening to Earth’s surface during
an earthquake?
 How are faults related to earthquakes?
 What is the focus of an earthquake as described on
page 8?
3) Following the questions, a sequence chart will be
completed as a class
(“Sequential Order” graphic organizer)
Writing Focus
W.4.2.
Write informative/explanatory texts to examine a topic
and convey ideas and information clearly
Teacher Model
1) Using Earthquake, create a model writing
piece for the following writing prompt
Write an informative paragraph explaining the
causes of your natural disaster. Use sequence
of events.
Independent Practice
1) Students will work in their groups to create an
informative paragraph using the following
prompt. They will use their sequence of events
graphic organizer.

Independent Practice Write an informative paragraph explaining the

1) Students break up into groups causes of your natural disaster. Use sequence
-The same questions as modeled for Earthquake will be of events.
answered in each group
*Questions will be modified to cater to the natural disasters
studied
2) Students will complete a sequence chart on their group’s
disaster
*Each student will have their own “Sequential Order”
graphic organizer
3) A turn-and-talk conversation will follow about the
sequence of their disaster
Guiding Questions:
 What are the causes of the natural disaster?
 How do you think this will affect the Earth?
 How do you think this will affect people?
 What can people do before a disaster strike?
4) Share out with the group

Resources:
Resources:
 Earthquake
 “Sequential Order” graphic organizer
 Student sets of the natural disaster books
 Lined paper
 “Sequential Order” graphic organizer
 Day 5
Effects of a Natural Disaster
Reading Focus Writing Focus
RI.4.7
Interpret information presented visually, orally, or Model
quantitatively (e.g., in charts, graphs, diagrams, time lines, The teacher will demonstrate how to use the effects
animations, or interactive elements on Web pages) and gathered from a natural disaster in order to create an
explain how the information contributes to an understanding effect paragraph.
of the text in which it appears.
Independent Practice
*Referring back to previous day’s lesson 1) Students will go into their assigned groups and
“Yesterday we discussed the causes of the natural disaster will choose 2-3 effects of their natural disaster
and how it happens in steps. Today we are going to focus on 2) Using these effects, they will first turn and talk
its effects.” about how these effects will affect the Earth and
then people.
Teacher Model/Independent Practice (We) 3) After they turn and talk, they will document their
ThinkAloud: discussions onto their graphic organizers.
“Today we will use the information from the yesterday’s 4) They will then complete a paragraph about the
lesson to determine the effects of the natural disaster.” effect of their natural disaster.
1) Read Earthquakes page 18-22.
2) Model how to fill out the “Cause and Effect” graphic
organizer.
3) As a class the teacher will pick 2-3 effects of an
earthquake and discuss with the class how this might
affect the planet and people.
4) Students will turn and talk with their partners about the
effects of their natural disaster and how it will affect the
Earth and people.
5) Students will share out once they have engaged in turn-
and-talk.

Independent Practice
1) Students will use their research materials in order to
analyze the effects of their natural disaster.
2) Each student will fill out a “Cause and Effect” graphic
organizer.

Resources: Resources:
 Earthquake text  “Cause and Effect” graphic organizer
 “Cause and Effect” graphic organizer