SUGGESTED TIME:
- 20 min — Introduction to the book and reading the first chapter of Sign of the Beaver by Elizabeth George Speare
- Multiple in-class sessions of independent reading or homework assignments (the book is 144 pages and has 25 chapters)
LEARNING OUTCOMES:
- Listen to a read aloud to improve understanding of English sentence structure and comprehension
- Ask and answer questions to understand the meaning of a text
- Determine the central message, lesson, or moral of a story and explain how it is conveyed through key details in the text
- Demonstrate comprehension of the word understanding
- Demonstrate understanding of standard English sentence structure and grammar
- Engage effectively in a range of collaborative discussions
REQUIRED MATERIALS:
VOCABULARY:
- Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine.
ELA COMMON CORE STANDARDS MET
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
CCSS.ELA-LITERACY.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Know and apply grade-level phonics and word analysis skills in decoding words.
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.W.4.9.A
Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
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.
CCSS.ELA-LITERACY.SL.4.1.B
Follow agreed-upon rules for discussions and carry out assigned roles.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.SL.4.1.D
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-LITERACY.L.4.1.F
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-LITERACY.L.4.2.A
Use correct capitalization.
CCSS.ELA-LITERACY.L.4.2.D
Spell grade-appropriate words correctly, consulting references as needed.
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-LITERACY.L.4.3.A
Choose words and phrases to convey ideas precisely.
CHARACTER AND SOCIAL EMOTIONAL (CSED) NATIONAL STANDARDS MET
Understand what it means to be trustworthy and how you earn someone’s trust
Offer examples of caring and compassionate behaviors (at home, in school, in the community)
Intellectual Character B4
Demonstrate the ability to analyze data, facts, and information
Intellectual Character A1
Describe why it is important for learners to be curious
Intellectual Character A2
Understand the skills (being prepared, focused effort, diligent practice, attention to detail, etc.) that enable someone to acquire or polish a skill
Intellectual Character A3
Recognize that making mistakes is an unavoidable part of learning (“failing forward”)
Intellectual Character B1
Explain how a particular historical or contemporary person practiced curiosity
Understand and explain why different situations may set in motion or give rise to different emotions (e.g., learning something new or difficult, meeting someone new)
Describe how a person will likely feel when being bullied or left out of an activity or group
Recognize examples of stereotyping, discrimination and prejudice
Explain a time when you put yourself in “someone else’s shoes” in order to understand their perspective and point of view
Explain what empathy means (e.g., the ability to sympathetically understand and personally identify with the emotional states, needs and feelings of others)
Interpersonal/ Relationship Skills A3
Understand and recognize the characteristics of healthy relationships (e.g., honesty, compromising, sharing, encouragement)
LESSON PROCEDURE
- Ask students what understanding means.
- Give students the definition: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine.
- Without providing any context, show them this illustration by Nathan Greene, of the book Sign of the Beaver.
- Ask students what they see in this illustration.
- Ask students what they wonder about when looking at this illustration.
- Tell students that we will be reading a book about how two boys show understanding to each other.
- Have students read Sign of the Beaver by Elizabeth George Speare as a series of in-class silent reading assignments or as homework
- Optional: Read aloud of Sign of the Beaver by Reading Rescue (Chapter 1 is ~9 min)
- Have students complete the questions on their worksheet as they read the book.
- Have students read their sentences to a partner.
EXTENSION ACTIVITIES - SUGGESTIONS
-
Watch the film version of Sign of the Beaver (1999) – Rated G, Running time: 1 hour, 32 min
-
Ask students about the differences between the book and the film.
-
Ask students whether they thought the book or the film told the story more effectively, and ask them to give reasons to support their answer.
-
Talk with your students about times that you have seen people demonstrating understanding. You could give examples of family, friends, and/or historical or current public figures.
-
Talk with your students about times you have demonstrated understanding, despite hardships.
GRADE 4 UNIT 8 WORKSHEET 1: LEARNING UNDERSTANDING FROM LITERATURE
Understanding: I seek knowledge and try to learn the truth. I think about other people’s views that might be different from mine.
ACTIVITY:
- How did the main characters in this story show understanding to each other?
- What is the story’s main message about understanding?
- What is one way that you can show understanding?
Prohuman K-12 Curriculum © 2025 by Prohuman Foundation is licensed under CC BY-NC 4.0.
To view a copy of this license, visit https://creativecommons.org/licenses/by-nc/4.0/