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The Gift of Age

Grade 4, ELA & Reading

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Description of Unit

This project generates an understanding of elderly persons in our communities. It promotes mutual understanding among young and old individuals as they interact to learn more about themselves and others.

This guide links the The Gift of Age unit to the Texas Essential Knowledge and Skills (TEKS) for fourth graders. The Gift of Age is an English language arts unit that allows students to explore the reality of the process of aging through the use of research and interviewing methods. Though an English language arts unit, The Gift of Age also leads students to practice skills in the other subject areas of science, mathematics, and social studies. For example, students use deductive reasoning and logic, which the Mathematics TEKS cover; critical-thinking skills, which the Science TEKS cover; and writing and research skills, which the Social Studies TEKS cover. The following document includes the applicable TEKS and the details of The Gift of Age. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. To introduce the unit, read Wilfred Gordon McDonald Partridge to the class. Ask the students to explain how the different objects in the story evoke memories for Wilfred. As a small group or individually, students choose one or more objects or pictures of objects that remind them of old age and write a poem, short story, or an essay. (See Attachment #1—Objects and Ideas.)
  2. As a large group, discuss common terms used to describe older people using the procedures on Attachment #2—What Do You Call Older People? In small groups or individually, students write five statements on Attachment #3—What Do You Call Older People?
  3. Using the topic of aging, students read selections from various genres, including historical fiction, nonfiction, biography, narrative, journals, or picture books, to develop a knowledge base for the topic of aging. Also, students should view a movie and listen to a song with a theme of aging. (See Attachment #4—Reading, Listening, and Viewing—for some sample sources. Please add others.) These activities may occur in whole class, small group, or individual configurations.
    • How do younger and older characters see the challenges and rewards of aging? Students complete the graphic organizer to demonstrate their understanding from the assigned reading. (See Attachment #5—Comparing and Contrasting Points of View.)
    • What are the similarities and differences among the representations of aging in the readings, song, and movie? Students complete the Venn diagram to illustrate similarities and differences among them. (See Attachment #6—Similarities and Differences.)
  4. Using the handout as a reference, conduct a class discussion focused on the stereotypes listed. (See Attachment #7—Stereotypes.)
  5. As each student reads magazines and newspapers and watches television shows and movies, he/she keeps a log of issues related to the elderly and collects news clippings related to the elderly. The movies listed in Attachment #4 are suggestions only. The movies should not be viewed in their entirety; selected clips should be used. Ask students:
    • What types of media get your attention?
    • What are different perspectives on aging that are represented in the media?
    • What motivates you to want to get involved with elderly persons?
    Individually or in small groups, students complete the diagram on Attachment #8— Representations—relating concepts in the media to those they previously read, listened to, and viewed to summarize the representations in each.
  6. Invite a resource person (e.g., someone from a local council on aging, a nurse or a doctor who specializes in geriatrics, a nursing home administrator) to speak to the class about physiological aspects of aging. Prior to the lecture, groups work to develop questions to ask the resource person related to issues, such as mental health concerns of aging, needs of aging adults, and physical aspects of aging. Questions might include the following:
    • What dilemmas or challenges does the resource person face in the care of the aging?
    • How does he/she combat bias, prejudice, or discrimination?
    • How have attitudes toward and care for the aging changed over time?
    • What are trends in the care of the elderly who are no longer able to care for themselves?
    • What areas related to aging are currently being researched?
  7. The Gift of Age stresses the importance of community involvement. Based on what they have learned about aging, the class designs a community service project. Each student should develop a reflective commentary on the community service project and what it meant to him/her. The commentary can be in the form of a video, scrapbook, presentation, or written reflection. Internet resource on community service projects:
    https://www.nylc.org/Login.aspx

Phase II. Independent Research

A. Research process

  1. Selecting a topic. Identify a need, or needs, in the community related to the aging population. Examples include the need for recreational activities for senior citizens, health care needs, independent living resources, etc.
  2. Asking guiding questions. Once students have selected a topic, each student should think of three to five guiding questions, such as:
    • What has been done in the past to address this need in our community?
    • What are other communities doing to address this problem?
    • What can we do?
    While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Creating a research proposal. Students should identify their topic, guiding questions, and possible resources.
  4. Conducting the research. After the teacher has approved student proposals, each student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one.

B. The product

Each student will write a letter to an appropriate person in the community or an article for publication (to a school newspaper, community newspaper through a letter to the editor, youth magazine, or an online journal) on the aging issue investigated. The letter or article should clearly describe the problem, the student’s proposed solution, and what makes the solution viable. Each student should attach a list of references or works cited.

C. Communication

The student will present to the class what he/she has learned. The student should speak persuasively about the solution to his/her identified problem. The audience should be given time for questions and answers.

Phase II. Independent Research (Option B–Our Community's History)

A. Research process

  1. Selecting a topic. Identify an aspect of the community’s history to explore. Examples include local businesses, schools, transportation, entertainment, etc.
  2. Asking guiding questions. Once students have selected a topic, each student should think of three to five guiding questions, such as:
    • What was life in our community like during that time period (1940’s, 1970’s, etc.)?
    • What challenges did people face in the community during that time?
    • What did people in the community do for recreation during that time period?
    While these examples are general, the student’s questions should be specific to the chosen topic. The questions should lead him/her to form individual research-based opinions. The student should also develop a hypothesis or some possible answers to the questions.
  3. Creating a research proposal. Each student should identify his/her topic, guiding questions, and possible resources.
  4. Conducting the research. After the teacher has approved student proposals, the student begins using the resources he/she has identified and others he/she may encounter. During this stage, the student will need to keep a log, note cards, and/or resource process sheets for all the sources he/she uses and what he/she learns from each one. Research should include:
    • Historical documents that describe community life in the past.
    • Oral history interviews with an aging person in the community. (See Attachments #9 and #10—Suggested Interview Topics and Interview Questions & Answers.)
    Internet Resource: Institute of Texan Culture, Education http://texancultures.com/

B. The product

Each student will develop a written or visual product, such as an essay, scrapbook, biography, photograph album, bio poem, a timeline of historical events as they apply to their interviewee’s life, fashions and fads of the person’s lifetime, or a museum exhibit. The student should attach a list of references or works cited.

C. Communication

Each student will present the product to the class, sharing key learning and insights gained. Other students should ask questions of the presenter.

D. Submission

  1. The cover sheet
  2. Research proposal
  3. Research log, note cards, and/or resource process sheets
  4. The product, including references or works cited
  5. A videotape or audiotape of the class presentation, including the Q&A session

This unit may address the following TEKS.

110.6., English Language Arts and Reading, Grade 4, Adopted 2017

110.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.6(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.6(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.6(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
110.6(b)(10)
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances.
110.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

111.6, Mathematics, Grade 4

111.6(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.6(b)(8)
Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
111.6(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.

112.6., Science, Grade 4, Adopted 2021

112.6(b)(1)
Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:
112.6(b)(2)
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
112.6(b)(12)
Organisms and environments. The student describes patterns, cycles, systems, and relationships within environments. The student is expected to:
112.6(b)(13)
Organisms and environments. The student knows that organisms undergo similar life processes and have structures that function to help them survive within their environments. The student is expected to:

113.15, Social Studies, Grade 4

113.15(b)(5)
History. The student understands important issues, events, and individuals of the 20th century in Texas.
113.15(b)(6)
Geography. The student uses geographic tools to collect, analyze, and interpret data.
113.15(b)(7)
Geography. The student understands the concept of regions.
113.15(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.15(b)(19)
Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas.
113.15(b)(20)
Science, technology, and society. The student understands the impact of science and technology on life in Texas.
113.15(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.6., Spanish Language Arts and Reading, Grade 4, Adopted 2017

128.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.6(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.6(b)(11)(D)(viii)
coordinating conjunctions to form compound subjects, predicates, and sentences;
128.6(b)(11)(D)(ix)
capitalization of historical events and documents, titles of books, stories, and essays;
128.6(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences and em dash for dialogue
128.6(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.6(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, and prepositional;
128.6(b)(11)(D)(v)
adverbs that convey frequency and adverbs that convey degree;
128.6(b)(11)(D)(i)
complete simple and compound sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
128.6(b)(11)(D)(ii)
irregular verbs;
128.6(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.6(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.6(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.6(b)(12)(D)
compose correspondence that requests information.
128.6(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.6(b)(12)(A)
compose literary texts such as personal narratives and poetry using genre characteristics and craft;
128.6(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.6(b)(3)(C)
identify the meaning of and use base words with affixes, including mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;
128.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.6(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.6(b)(13)(G)
develop a bibliography
128.6(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.6(b)(13)(B)
develop and follow a research plan with adult assistance;
128.6(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.6(b)(1)(C)
express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
128.6(b)(1)(B)
follow, restate, and give oral instructions that involve a series of related sequences of action;
128.6(b)(1)(A)
listen actively, ask relevant questions to clarify information, and make pertinent comments;
128.6(b)(8)(C)
analyze plot elements, including the rising action, climax, falling action, and resolution
128.6(b)(8)(B)
explain the interactions of the characters and the changes they undergo;
128.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.1
Utilize skepticism, logic, and professional ethics in science.
S.I.C.1
Collaborate on joint projects.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.E.1
Use models to make predictions.

Social Studies:

SS.I.A.2
 Analyze the interaction between human communities and the environment.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.I.B.2
 Identify and evaluate sources and patterns of change and continuity across time and place.
SS.I.B.3
 Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
SS.I.E.1
 Identify different social groups (e.g., clubs, religious organizations) and examine how they form and how and why they sustain themselves.
SS.I.E.2
 Define the concept of socialization and analyze the role socialization plays in human development and behavior.
SS.I.E.3
 Analyze how social institutions (e.g., marriage, family, churches, schools) function and meet the needs of society.
SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.II.B.4
 Evaluate how major philosophical and intellectual concepts influence human behavior or identity.
SS.II.B.5
 Explain the concepts of socioeconomic status and stratification.
SS.II.B.6
 Analyze how individual and group identities are established and change over time.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.6
 Annotate, summarize, paraphrase, and outline texts when appropriate.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.B.3
 Compose and revise drafts.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.5
Edit writing for audience, purpose, context, and style, assuring that it conforms to Standard American English, when appropriate.
ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.1
Determine effective approaches, genres, rhetorical techniques, and media that demonstrate understanding of the writer’s purpose and audience.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.II.B.1
Identify new words and concepts acquired through study of their relationships to other words and concepts.
ELA.II.A.3
Identify explicit and implicit textual information including main ideas and author’s purpose.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.8
Identify, analyze, and evaluate similarities and differences in how multiple texts present information, argue a position, or relate a theme.
ELA.II.A.7
Compare and analyze how features of genre are used across texts.
ELA.II.B.2
Apply knowledge of roots and affixes to infer the meanings of new words.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.A.3
Devise a plan for completing work on time.

Mathematics:

M.V.B.2
Construct appropriate visual representations of data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.A.1
Analyze given information.
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