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Pedro's Journal
Age 8-10: Concept 4 - Exploration and Survival: Unit 2

This unit can be used independently, but it is also designed to be used concurrently with the science and social studies Unit 2 Early Explorers.


  • Able to read and comprehend chapter books at a 4th or 5th grade reading level
  • Able to write an organized paragraph
  • Usually used by children in third or fourth grade

Table of Contents

  • Lesson 1: Exploring with Columbus
  • Lesson 2: August
  • Lesson 3: September
  • Lesson 4: October
  • Lesson 5: Journal Writing
  • Lesson 6: November
  • Lesson 7: December
  • Lesson 8: The Island of the Skog
  • Lesson 9: January
  • Lesson 10: February
  • Final Project: Story Blocks (2 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze characters, including their traits, feelings, relationships, and changes. (Language Arts)
  • Answer relevant questions and make contributions in small or large group discussions. (Language Arts)
  • Compare language and oral traditions that reflect customs, regions, and cultures. (Language Arts)
  • Compose sentences with interesting, elaborate subjects. (Language Arts)
  • Conduct research to learn more about a topic. (Language Arts)
  • Demonstrate learning through productions and displays, such as oral and written reports, murals, and dramatizations. (Language Arts)
  • Demonstrate understanding of informational text in a variety of ways through writing and illustrating. (Language Arts)
  • Determine how his/her own writing achieves its purposes. (Language Arts)
  • Develop vocabulary through reading. (Language Arts)
  • Distinguish fact from opinion in various texts. (Language Arts)
  • Draw conclusions from information gathered. (Language Arts)
  • Generate ideas for writing by using prewriting techniques, such as drawing and listing key thoughts. (Language Arts)
  • Identify and discuss similarities and differences in events, characters, concepts, and ideas within and across selections and support them by referencing the text. (Language Arts)
  • Identify and interpret author's use of figurative language. (Language Arts)
  • Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the author's purpose, plot, and the author's lesson or message. (Language Arts)
  • Identify areas for further study. (Language Arts)
  • Interact with text by locating information for specific purposes. (Language Arts)
  • Read fiction and nonfiction text. (Language Arts)
  • Read from a variety of genres and sources for pleasure and to acquire information. (Language Arts)
  • Recognize the distinguishing features of familiar genres. (Language Arts)
  • Record personal knowledge of a topic in a variety of ways, such as drawing pictures. (Language Arts)
  • Represent information in different ways, including story maps, graphs, and charts. (Language Arts)
  • Respond to fiction by reflecting on reading, gaining new insights, and identifying areas for further study. (Language Arts)
  • Respond to fiction using evaluative processes by considering the main character's point of view. (Language Arts)
  • Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by considering the differences among genres. (Language Arts)
  • Share written and oral products in a variety of ways. (Language Arts)
  • Use correct punctuation and capitalization. (Language Arts)
  • Use criteria to identify the most effective features of a piece of writing. (Language Arts)
  • Use oral or written language to recount or narrate. (Language Arts)
  • Use planning strategies (with assistance) to generate topics and organize ideas. (Language Arts)
  • Use quotation marks within sentences to indicate words spoken. (Language Arts)
  • Use resources and references, such as beginners' dictionaries, glossaries, available technology, and context to build word meanings. (Language Arts)
  • Use text and personal experiences to verify facts, concepts, and ideas. (Language Arts)
  • Use vocabulary clearly to describe ideas, feelings, and experiences. (Language Arts)
  • Write in different forms for different purposes. (Language Arts)
  • Write to communicate with a variety of audiences. (Language Arts)
  • Write to record and develop ideas and reflections. (Language Arts)
  • Examine the significance of art within a culture. (Social Studies)
  • Give examples of community changes that result from individual or group decisions. (Social Studies)
  • Identify examples of actions individuals and groups can take to improve the community. (Social Studies)
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