- I can closely read an excerpt of the Declaration of Independence to restate it in my own words. (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1a, L.4.4)
- I can make connections between an excerpt of the Declaration of Independence and the opinions of characters in Divided Loyalties. (RI.4.1, RL.4.1)
- I can follow discussion norms to participate in a productive discussion about opinions of the characters in Divided Loyalties. (SL.4.1)
These are the CCS Standards addressed in this lesson:
- RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
- SL.4.1: 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.
- SL.4.6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
- L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
Daily Learning Targets
Ongoing Assessment
- Close Read Note-catcher: Excerpt of the Declaration of Independence, Part III (RL.4.1, RL.4.3, RI.4.1, RI.4.4, SL.4.1a, L.4.4)
- Discussion Notes (SL.4.1c, SL.4.1d)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Close Reading: Excerpt of the Declaration of Independence, Part III (25 minutes) B. Text-Based Discussion: Character Reaction to the Declaration of Independence (20 minutes) 3. Closing and Assessment A. Reflecting on Discussion (10 minutes) 4. Homework A. 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
- Strategically pair students for close reading, with at least one strong reader per pair.
- Strategically group students heterogeneously for discussions, ensuring that the pairs from close reading are separated. There should be four or five students in each group. Try to get an even number of groups so that the groups can be paired off to observe each other during the discussion and provide feedback.
- Prepare for the close read:
- Table tent signs: One "Representatives of the United States of America," one "British Crown," and enough "Colonies" signs for each of the remaining tables.
- A piece of paper with the words "The Declaration of Independence" written on it in large letters.
- Paper signs with "Free" and "Independent" written on them in large letters (three of each).
- Review the Fishbowl protocol (see Classroom Protocols).
- 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.A.1, 4.I.A.3, 4.I.B.5, 4.I.B.6, and 4.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to participate in a close read of an excerpt of the Declaration of Independence and then apply their learning about the excerpt and character perspectives by participating in a text-based discussion about how the characters in Divided Loyalties would feel about the excerpt.
- ELLs may find it challenging to comprehend the Declaration of Independence excerpt and determine the character's opinion about the excerpt in the time allotted. Support students in preparing for the text-based discussion by providing additional time for them to orally process their thoughts with a partner before the discussion. See levels of support, below, and the Meeting Students' Needs column for specific suggestions.
Levels of support
For lighter support:
- During the text-based discussion in Work Time B, encourage students to use Goals 1 and 2 Conversation Cues with other students to extend and deepen conversations, think with others, and enhance language development. (Example: "Can you give an example?")
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- Challenge students to create sentence frames to bolster participation during the text-based discussion. Invite those who need heavier support to use the frames. (Example: "I think that [William/Robert] would [agree/disagree] with this excerpt of the Declaration of Independence because _______________. Another reason is___________. In Act _, Scene __ he says, ___________.)
For heavier support:
- Invite students to use the sentence frames created by students with greater language proficiency during the text-based discussion (see "for lighter support").
Universal Design for Learning
- Multiple Means of Representation (MMR): Similar to Lesson 5, 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 and charting student responses during whole class discussions to aid with comprehension. Recall that some students may require additional scaffolding in visual representation (e.g., the use of graphic organizers, charts, highlights, or different colors). This will prompt them to visually categorize information into more manageable chunks and reinforce relationships among multiple pieces of information.
- Multiple Means of Action and Expression (MMAE): During independent writing, continue to support a range of fine motor abilities and writing needs by offering students options for writing utensils. Also consider supporting students' expressive skills by offering partial dictation of student responses.
- Multiple Means of Engagement (MME): Provide support for students who may need additional guidance in peer interactions and collaboration by offering prompts or sentence frames that support students in asking for help or clarification from classmates. To support students who may need additional support in sustaining effort and/or attention, provide opportunities for restating the goal. In doing so, students maintain focus to complete the activity.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- restate, opinions, productive (L)
- representatives, assembled, rectitude, solemnly, allegiance, absolved (T)
Materials
- Close Reading Guide: An Excerpt of the Declaration of Independence, Part III (for teacher reference)
- Close Reading Note-catcher: An Excerpt of the Declaration of Independence, Part III (one per student and one to display)
- Close Reading Note-catcher: An Excerpt of the Declaration of Independence, Part III (example, for teacher reference)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Divided Loyalties (from Lesson 1; one per student)
- Discussion Norms anchor chart (begun in Module 1)
- Discussion Notes (blank; from Lesson 5; one per student)
- Sticky notes (two colors; one of each per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- T-chart (one per discussion group)
- Language Dive II Practice: Model First Person Narrative: Progressive Verb Tenses homework (from Lesson 11; one per student)
- Language Dive II Practice: Model First Person Narrative: Progressive Verb Tenses (example, for teacher reference)
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 closely read an excerpt of The Declaration of Independence to restate it in my own words." "I can make connections between an excerpt of The Declaration of Independence and the opinions of characters in Divided Loyalties." "I can follow discussion norms to participate in a productive discussion about opinions of the characters in Divided Loyalties."
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Work Time
Work Time | Meeting Students' Needs |
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A. Close Reading: Excerpt of the Declaration of Independence, Part III (25 minutes)
"What do you notice about this excerpt?" (Responses will vary, but may include: Like the first two excerpts we have read, it is very complex and difficult to understand.)
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For ELLs: (Referencing Character Analysis Note-catchers) When completing the second question on their Close Reading note-catcher, encourage students to refer to their completed Character Analysis note-catchers from earlier lessons to help them identify evidence from the text that supports how their character would feel about the Declaration of Independence excerpt. |
B. Text-Based Discussion: Character Reaction to the Declaration of Independence (20 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Discussion (10 minutes)
"What did you learn from the discussion?" "How did the discussion change your thinking?"
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Homework
Homework | Meeting Students' Needs |
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