Language Arts Curriculum

Homework Resources
Grade 4: Module 2: Unit 1
Animal Defense Mechanisms

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Unit 1: Building Background Knowledge:

Animal Defenses and the Research Process

Common Core State Standards addressed: RI.4.1, RI.4.2, RI.4.4, RI.4.7, SL.4.2,
and L.4.4

Guiding Questions and Big Ideas

 How do animals’ bodies and behaviors help them survive?
- To protect themselves from predators, animals use different defense
mechanisms.
 How can writers use knowledge from their research to inform and entertain?
- In order to entertain and inform, writers must become researchers.

What will your child be doing at school?

In this unit, students build background knowledge about animal defense
mechanisms. They closely read complex texts, which involves answering questions
about the text to gain a deeper understanding. They determine the main idea or
ideas of a text and identify supporting details, and they analyze diagrams to further
their understanding about a text. They use all of this to write a summary of the text.

The Language standards that students focus on in this unit (L.4.4a, L.4.4b, L.4.4c)
require them to determine the meaning of unfamiliar vocabulary using three
different strategies:
 From context: Students read around the word to try to figure out its meaning.
 Using affixes and roots: Students look for familiar affixes and roots to
determine the meaning of unfamiliar words.
 Using reference materials such as a dictionary. This could be an online
dictionary.

How can you support your child at home?

 Talk to your child about the animal defense mechanisms he or she has been
learning about.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

 Encourage your child to do further research on animal defense mechanisms at

the library or on the internet.
 Watch television documentaries about animals and animal defenses on
television.
 Invite your child to tell you about determining the meaning of unfamiliar words
by identifying the root and affixes.
 Play online affix games:
- Determine the meaning of words with the prefixes pre-, re-, and mis-:
https://www.ixl.com/ela/grade-4/determine-the-meaning-of-a-word-with-
pre-re-or-mis
- Use the prefixes pre-, re-, and mis-: https://www.ixl.com/ela/grade-4/use-
the-prefixes-pre-re-and-mis
- Fun English Games: Prefix and Suffix Game:
http://www.funenglishgames.com/grammargames/prefixsuffix.html
- Maggie’s Earth Adventure: Short Circuit:
http://teacher.scholastic.com/activities/adventure/grammar3.htm

Unit 1: Homework

In Lessons 1–6, homework focuses on research reading and determining the

meaning of unfamiliar words using context and reference materials.

In Lessons 7–12, homework focuses on summarizing independent reading texts

and determining the meaning of unfamiliar words using affixes and word roots.

Research reading: Your child is expected to independently research the topic by

reading topic-related books of his/her choice for approximately 20 minutes each
day and responding to a prompt of choice in the front of the independent reading
journal. These are usually books your child will bring home from school; however,
they may be topic-related books chosen by your child at the public or home library.
Prompts for independent reading can be found in the homework materials
provided.

Choice reading: If your child would also like to independently read and respond
to a book of free choice, he/she may use the back of the independent reading

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Module Lessons Grade 4: Module 2: Unit 1 Homework

journal. Prompts for independent reading can be found in the homework materials
provided.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In Date*

Students are introduced to 1. Research reading 1. Teacher will check

1
the topic, animal defense and answering independent reading
mechanisms, and task, an prompt journals
informational writing piece strategically.
and a choose-your-own-
adventure narrative for this
module.

Students build background 1. Research reading 1. Teacher will check

2
knowledge about animal and answering independent reading
defense mechanisms by prompt journals
listening to and strategically.
paraphrasing a text and
reading a text for gist and to
determine unfamiliar
vocabulary.

Students closely read a text 1. Research reading 1. Teacher will check

3
about animal defenses and, and answering independent reading
in expert groups, read a new prompt journals
text about animal defenses strategically.
for gist.

Students closely read a text 1. Research reading 1. Teacher will check

4
about animal defenses and, and answering independent reading
in expert groups, determine prompt journals
the main idea of a text. 2. Vocabulary Work strategically.
2. Lesson 7

Students read a text about 1. Research reading 1. Teacher will check

5
animal defenses to identify and answering independent reading
details that support a main prompt journals
idea and share what they 2. Vocabulary Work strategically.
have learned about animal 2. Lesson 7
defense mechanisms.

*
Teacher note: Please complete the Anticipated Date column according to your schedule.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In Date*

Students demonstrate their 1. Research reading 1. Teacher will check

6
learning by taking the Mid- and answering independent reading
Unit 1 Assessment. prompt journals
2. Vocabulary Work strategically.
2. Lesson 7

Students generate criteria 1. Research reading 1. Teacher will check

7
for an effective summary and answering independent reading
and read a new text about prompt journals
animal defense mechanisms 2. For ELLs: Language strategically.
for the gist. Dive Practice I: 2. Lesson 8
“Fight to Survive!”

Students interpret diagrams 1. Affixes Practice 1. Lesson 10

8
and consider how they sheet 2. Teacher will check
contribute to readers’ 2. Research reading independent reading
understanding of the text. and answering journals
Students also dig deeper prompt strategically.
into using affixes and roots
to help them determine the
meaning of unfamiliar
words.

Students write a summary 1. Summary Writing 1. Lesson 11

9
about an informational text. organizer and written 2. Teacher will check
summary of research independent reading
reading journals
2. Research reading strategically.

Students demonstrate their 1. Research reading 1. Teacher will check

10
learning by taking the End- and answering independent reading
of-Unit 1 Assessment. prompt journals
strategically.

*
Teacher note: Please complete the Anticipated Date column according to your schedule.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Anticipated
Lesson Lesson Content Homework Practice Due In Date*

Students prepare evidence 1. Review notes for 1. No deliverable, but

11
and questions for a Science Science Talk Science Talk will
Talk. 2. Research reading happen in
and answering Lesson 12.
prompt 2. Teacher will check
independent reading
journals
strategically.

Students participate in a 1. Research reading 1. Teacher will check

12
Science Talk. and answering independent reading
prompt journals
strategically.

*
Teacher note: Please complete the Anticipated Date column according to your schedule.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Independent Reading

Directions: Remember to record responses to research reading in the front of

your independent reading journal and responses to choice reading in the back.
Try to choose a different prompt each time.

Record any new vocabulary in your vocabulary log. Remember, academic

vocabulary is recorded in the front, and domain-specific vocabulary (words about
the topic) is recorded in the back. Mark vocabulary found during independent
reading with a symbol—for example, an asterisk (*).

Record:
 Date
 Title and author of your reading book
 Pages you have read
 Prompt
 Response

Example:
Date: 04/08/2018
Book Title and Author: Animal Behavior: Animal Defenses by Christina Wilsdon
Pages Read: 63–84
Prompt: What questions do you have about animals or animal defenses after
reading?
Response: What are some animals in my local area that emit scent as a defense?

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Independent Reading Prompts

 Record 2–3 facts in your own words about animals or animal defenses that you
found out in your research reading today.
 What questions do you have about animals or animal defenses after reading?
 What would you like to research further after reading? Why?
 Summarize your research reading today in no more than 4 sentences.
 How would you describe the setting of the particular part of the text you read?
- Hint: What did you picture in your mind as you were reading it? Why?
- Hint: What did it say in the text to make you think that?
 What do you think is going to happen next? Why?
- Hint: What has the author written so far to make you think that?
 Summarize the pages you just read in no more than 4 sentences.
 What is the main idea of the part of the text you just read?
- Hint: The main idea is the point the author wants you to understand.
 Think about the title of your text. Why do you think the author chose this title?
- Hint: Explain how the title fits the book.
- Hint: Start out: “The title of my book is. . . . The author chose this title
because. . . .”
 What are two new words you learned in this text? Tell about the words.
 Choose a picture, chart, graph, or diagram from your text. Explain how the
information you learned from the image helped you understand the text.
- Hint: First, think about the main idea of what you just read. Then, think
about how the picture, chart, graph, or diagram supports the main idea.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Homework: Animal Defense Mechanisms Discussion

Consider discussing the following questions to prompt conversation:

 Name an animal you have been learning about and tell one way it uses its body
to help it survive.
 Name an animal you have been learning about and tell one way it behaves that
helps it survive.
 Name two animals you have been learning about. Do they have the same type
of defense? Why or why not?
 Most animals would rather not fight a predator. Why might this be?

As you discuss the questions, stop and paraphrase what the other person has said.
(SL.4.2)

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Homework: Vocabulary Work

Directions:

In the classroom, you have been recording words from your research in your
Vocabulary Log. Throughout this unit, you have been research reading topic-
related books at home to build your knowledge of animals and animal defense
mechanisms and recording words in your independent reading journal.

Choose a word from your research reading or from a text you’ve read in class and
add the word to your Vocabulary Log. Try to choose a different word to add and to
practice a different vocabulary strategy each time. For each word, be sure to add
the following:
- the definition, or meaning, of the word
- the vocabulary strategy you used to figure out the meaning of the word
- a sketch or diagram that helps you to better understand the meaning of the
word

As a reminder, the vocabulary strategies we’ve been working on in class are:

 Read on in the text and infer.
 Think about parts of the word that you know (like word roots).
 Look in the glossary.
 Look for a text feature that defines the word.
 Look in a dictionary.
 Discuss the word with another person (after attempting some of the above
strategies).

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Language Dive Part I Practice

Name: ____________________________________ Date: ____________________________

1. Write the scrambled sentence in the correct order below.

that allow them to Over many both physical and behavioral they have
survive. generations, defense mechanisms developed

___________________________________________________________________

___________________________________________________________________

2. Circle the physical defense mechanisms (there may be more than one):

flying out of sight tough outer shell

camouflage playing dead

3. Circle the behavioral defense mechanisms (there may be more than one):

flying out of sight tough outer shell

camouflage playing dead

4. Paraphrase, or write the parts of the sentence in your own words:

they have developed both physical and behavioral defense mechanisms

________________________________________________________________

that allow them to survive.

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Module Lessons Grade 4: Module 2: Unit 1 Homework

________________________________________________________________
5. Summarize the article “A Fight to Survive!” by Patricia Fitzsimmons

The article, “A Fight to Survive!” by Patricia Fitzsimmons is about

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Affixes Practice

Name: ____________________________________ Date: ____________________________

Break up the following words into their root and affixes. Use your Affix List to help
you to work out the meaning. An example has been done for you

Word Prefix Root Suffix Definition

how well you can do
ability able -ity
something

inactive

dislike

misbehave

bicycle

nonfat

darkness

underground

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Word Prefix Root Suffix Definition

enjoyment

likeness

telephone

premade

impossible

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Module Lessons Grade 4: Module 2: Unit 1 Homework

Homework: Summary Writing Organizer

Name: ____________________________________ Date: ____________________________

Text title and page numbers: ___________________________________________

What is the main idea of the text? (RI.4.2)

Cite two details (evidence) from the text that support the main idea. (RI.4.2)

Write a short summary of the text. Be sure to clearly state the main idea of the
text and include important details. (RI.4.2)

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