- I can critique my partner's first person narrative and provide kind, helpful, and specific feedback. (W.4.5)
- I can revise my first person narrative based on peer feedback. (RL.4.3, W.4.3, W.4.5)
- I can form and use the progressive verb tenses. (L.4.1b)
These are the CCS Standards addressed in this lesson:
- RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
- RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
- RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
- W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
- W.4.3a: Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
- W.4.3b: Use dialogue and description to develop experiences and events or show the responses of characters to situations.
- W.4.3e: Provide a conclusion that follows from the narrated experiences or events.
- W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
- L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Daily Learning Targets
Ongoing Assessment
- Language Dive Note-catcher: Model First Person Narrative (L.4.1b)
- Revised First Person Narrative: Act III, Scene 2 - Robert (RL.4.3, W.4.3, W.4.5)
- Exit Ticket: Similarities and Differences (RL.4.5, RL.4.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Language Dive II: Model First Person Narrative (20 minutes) B. Peer Critique: First Person Narratives (20 minutes) 3. Closing and Assessment A. Revisiting Colonial Voices: Hear Them Speak (15 minutes) 4. Homework A. Complete Language Dive II Practice: Model First Person Narrative: Progressive Verb Tenses in your Unit 2 homework. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Review Questions We Can Ask during a Language Dive anchor chart (from Unit 1, Lesson 5).
- Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence strip chunk (see supporting Materials). Select from the questions and goals provided to best meet your students' needs.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-2 to create anchor charts to share with families, to record students as they participate in discussions and protocols to review with students later and to share with families, and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 4.I.B.6, 4.I.C.10, 4.II.A.1, 4.II.A.2, and 4.II.B.3
Important points in the lesson itself
- The basic design of this lesson supports ELLs by examining the function and meaning of progressive verb tenses, allowing time for peer critique and revision of students' first person narratives from the previous lesson, and discussing the similarities and differences of the texts Divided Loyalties and Colonial Voices: Hear Them Speak in preparation for the End of Unit 2 Assessment.
- ELLs might find it challenging to understand how to form and use all three progressive verb tenses in Work Time A. If possible, review the Progressive Verb Tenses handout ahead of time. Consider focusing on just the future progressive tense and providing students with many opportunities to practice and apply their learning.
Levels of support
For lighter support:
- Challenge students to create sentence frames for students who need heavier support to use during the peer critique in Work Time B.
For heavier support:
- Encourage students to use sentence frames created by more proficient students (see "for lighter support") during the peer critique in Work Time B.
Universal Design for Learning
- Multiple Means of Representation (MMR): This lesson offers a variety of visual anchors to cue students' thinking. For those who may need additional support, consider creating additional or individual anchor charts for reference. Additionally, chart student responses during whole class discussions to aid with comprehension. Some students may require additional scaffolding in visual representation (e.g., the use of graphic organizers, charts, highlights, or different colors). This prompts them to visually categorize information into more manageable chunks and reinforce relationships among multiple pieces of information.
- Multiple Means of Action and Expression (MMAE): In this lesson, individual students are invited to share ideas and responses with the whole group. As students share out, provide options for expression and communication by using sentence frames.
- Multiple Means of Engagement (MME): In this lesson, students review one another's writing, provide feedback, and then revise based on this feedback. Peer review can be threatening to some students. Emphasize the benefits of peer review and feedback for all students by emphasizing effort and growth over relative performance. Make this activity relevant by reminding students that real authors have editors who provide feedback for their writing all the time. Rather than getting upset, writers welcome this feedback because it improves their writing.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- progressive verb tenses, verbs (L)
Materials
- Parts of Speech anchor chart (begun in Module 1)
- Model first person narrative (one per student and one to display)
- Language Dive Guide: Model First Person Narrative (for teacher reference)
- Questions We Can Ask during a Language Dive anchor chart (begun in Unit 1, Lesson 5)
- Language Dive Chunk Chart: Model First Person Narrative (for teacher reference; see supporting Materials)
- Language Dive Sentence Strip Chunks: Model First Person Narrative (one to display; see supporting Materials)
- Language Dive Note-catcher: Model First Person Narrative (one per student and one to display; see supporting Materials)
- Progressive Verb Tenses handout (one per student and one to display; see supporting Materials)
- First Person Narrative: Act III, Scene 2 (completed in Lesson 1o; one per student)
- Divided Loyalties (from Lesson 1; one per student)
- Sticky notes (two colors; one of each per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Peer Critique anchor chart (begun in Module 1)
- Directions for Peer Critique (one to display)
- Narrative Writing Checklist (from Lesson 10; one per student)
- Colonial Voices: Hear Them Speak (from Unit 1, Lesson 1; one to display)
- Exit Ticket: Colonial Voices: Hear Them Speak (from Unit 1, Lesson 3; one per student)
- Similarities and Differences T-chart (new; co-created with students during the Closing; see supporting Materials)
- Similarities and Differences T-chart (example, for teacher reference)
- Exit Ticket: Similarities and Differences (one per student and one to display)
- Strategies to Answer Selected Response Questions anchor chart (begun in Module 1)
- Exit Ticket: Similarities and Differences (example, for teacher reference)
Opening
Materials from Previous Lessons
New Materials
Assessment
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Learning Targets (5 minutes)
"I can critique my partner's first person narrative and provide kind, helpful, and specific feedback." "I can revise my first person narrative based on peer feedback." "I can form and use the progressive verb tenses."
"What do you think you will be doing today? Why?" (peer reviewing and revising first person narratives from the previous lesson to make them better; also learning about the progressive verb tenses)
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Work Time
Work Time | Meeting Students' Needs |
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A. Language Dive II: Model First Person Narrative (20 minutes)
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B. Peer Critique: First Person Narratives (20 minutes)
"What is one challenge you faced during the protocol?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Revisiting Colonial Voices: Hear Them Speak (15 minutes)
"What was this book about?" (an errand boy delivering a message to various people in the town before the Boston Tea Party) "What are the similarities between Colonial Voices: Hear Them Speak and Divided Loyalties?" (Responses will vary, but may include: Both are about perspectives on the American Revolution; both show the Loyalist and Patriot perspectives; both show how people were divided in America at that time; both have informational text to help the reader understand the story.) "What are the differences between the two books?" (Responses will vary, but may include: Colonial Voices focuses on one event in the American Revolution and is set across one day, and Divided Loyalties is set over the course of the revolution. Colonial Voices shows the division of a town, and Divided Loyalties shows the division of a family.) "How would you compare the points of view that the two stories are told from?" (Both have first person point of view, although Divided Loyalties also has third person point of view with the narrator.) "How would you compare the structures of Colonial Voices and Divided Loyalties?" (Colonial Voices is a story, with each perspective on a new page sort of like a new chapter, while Divided Loyalties is a play with acts and scenes.)
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Homework
Homework | Meeting Students' Needs |
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