- I can determine the gist and the meaning of unfamiliar words and phrases in Act I, Scene 3 of Divided Loyalties. (RL.4.1, RL.4.4, L.4.4)
- I can describe a character using details from the text in Act I, Scene 3 of Divided Loyalties. (RL.4.1, RL.4.3)
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.
- RL.4.3: 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).
- RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
- W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.4.9a: 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].").
- 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
- Character Analysis Note-catcher: Act I, Scene 3 (RL.4.1, RL.4.3)
- Character Analysis Paragraph: Act I, Scene 3--William (RL.4.1, RL.4.3, W.4.9a)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Reading Aloud and Determining the Gist: Divided Loyalties, Act I, Scene 3 (25 minutes) B. Analyzing Character Reactions: Divided Loyalties, Act I, Scene 3 (20 minutes) 3. Closing and Assessment A. Pair Writing: William in Divided Loyalties, Act I, Scene 3 (10 minutes) 4. Homework A. Use your Character Analysis Note-catcher: Act I, Scene 3 to write a character analysis paragraph for Robert in this scene. 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
- Strategically pair students for determining the gist, with at least one strong reader per pair.
- 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.B.7, 4.I.B.8, 4.I.C.10, and 4.I.C.11
Important points in the lesson itself
- The basic design of this lesson supports ELLs by following the same routines from previous lessons for determining gist and the meaning of unfamiliar Vocabulary, as well as following the same routine from Lesson 2 for analyzing a character and writing a character reaction paragraph. Additionally, the opportunity for students to work in partnerships throughout the lesson is particularly supportive of ELLs.
- ELLs may find it challenging to determine the most relevant details and examples from the text to focus on during the character analysis in Work Time B. Consider highlighting key phrases for students to focus on and stopping during the reading to ask students how these phrases portray each character's thoughts and feelings. For example, highlight, "... has only made my beliefs stronger" on page 23 to show that Robert feels determined. See levels of support, below, and the Meeting Students' Needs column for more specific suggestions.
Levels of support
For lighter support:
- While writing the character reaction paragraph during Work Time C, challenge students to use new feeling Vocabulary from the Feelings/Reactions T-chart (see Lesson 2, "for heavier support") to describe how the characters feel.
- Challenge students to use varying coordinating and subordinating conjunctions to expand their sentences as they practice new feeling Vocabulary in context during Work Time B. Provide sentence frames for support. Examples: When I feel (adjective), I (reaction.) I (reaction) because I feel (adjective.)
For heavier support:
- During Work Time B, distribute a partially filled-in copy of the Character Analysis note-catcher. This provides students with models of the kind of information they should enter and reduces the volume of writing required.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students listen to a read-aloud of Scene 3 of Divided Loyalties. Similar to Lesson 2, support comprehension by activating prior knowledge. Consider a brief review of previous scenes and provide questions visually as well as verbally.
- Multiple Means of Action and Expression (MMAE): In this lesson, students interact with Scene 3 of Divided Loyalties. Continue to remove any possible barriers for accessing the text. Consider continuing the use of scaffolded questions and sticky notes with pre-written gists for different sections of text.
- Multiple Means of Engagement (MME): Provide support for students who may need additional guidance in peer interactions and collaboration. (Example: Offer prompts or sentence frames that support students in asking for help or clarification from classmates.) For students who may need additional support in sustaining effort and/or attention, provide opportunities for restating the goal. In doing so, students are able to maintain focus for completing the activity.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- act, scene (L)
Materials
- Character Analysis Note-catcher: Act I, Scene 3 (one per student and one to display)
- Divided Loyalties (from Lesson 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Vocabulary log (from Module 1; one per student)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Character Analysis Note-catcher: Act I, Scene 3 (example, for teacher reference)
- Academic Word Wall (begun in Module 1; added to during Work Time A)
- Domain-Specific Word Wall (begun in Unit 1, Lesson 1; added to during Work Time A)
- Character Analysis Paragraph: Act I, Scene 2--Robert (completed in Lesson 2; one to display)
- Paper (lined; one piece per student)
- Writing Complete Sentences handout (from Module 1; one per student)
- Marking Direct Quotes handout (from Module 1; one per student)
- Character Analysis Paragraph: Act I, Scene 3--William (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 determine the gist and the meaning of unfamiliar words and phrases in Act I, Scene 3 of Divided Loyalties." "I can describe a character using details from the text in Act I, Scene 3 of Divided Loyalties."
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud and Determining the Gist: Divided Loyalties, Act I, Scene 3 (25 minutes)
"What do you know from reading the scene?" (A crowd of Patriots goes into the shop with the intention of taking Robert to tar and feather him because he is a Loyalist. William and other shopkeepers defend Robert and prevent anything from happening this time.)
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B. Analyzing Character Reactions: Divided Loyalties, Act I, Scene 3 (20 minutes)
"What are the significant events in Act I, Scene 3?"
"How does Robert feel about the incident? How do you know?"
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"Now what do you think the sentence means?" "How does your understanding of this sentence add to your understanding of Robert's thoughts and feelings?"
"What is another way to say this sentence?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Pair Writing: William in Divided Loyalties, Act I, Scene 3 (10 minutes)
"How should we open the paragraph? What does the reader need to know first? Why?" "Before we can write about the character's reaction to the situation, what else does the reader to know?" "How does William feel about the event? How do you know?" "How does this compare to how the other characters feel?" "Why do you think William feels differently than Robert?"
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Homework
Homework | Meeting Students' Needs |
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