- I can determine the gist and the meaning of unfamiliar words and phrases in Act II, Scene 1 of Divided Loyalties. (RL.4.1, RL.4.4, L.4.4)
- I can describe a character using details from the text in Act II, Scene 1 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 II, Scene 1 (RL.4.1, RL.4.3)
- Character Analysis Paragraph: Act II, Scene 1-Abigail (RL.4.1, RL.4.3, W.4.9a)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Reading Aloud and Determining the Gist: Divided Loyalties, Act II, Scene 1 (25 minutes) B. Analyzing Character Reactions: Divided Loyalties, Act II, Scene 1 (20 minutes) 3. Closing and Assessment A. Pair Writing: Abigail in Divided Loyalties, Act II, Scene 1 (10 minutes) 4. Homework A. Use your Character Analysis Note-catcher: Act II, Scene 1 to write a character analysis paragraph for Mary 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:
|
In Advance
- Strategically pair students for finding 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 as previous lessons for determining gist and the meaning of unfamiliar Vocabulary, as well as for analyzing a character and writing a character analysis 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 "But why would we move? This is our home" on page 26 to show that Abigail feels upset. See levels of support, below, and the Meeting Students' Needs column for more specific suggestions.
Levels of support
For lighter support:
- 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.
- During the reading for gist, stop often to check for comprehension. When necessary, invite a more proficient student to paraphrase the events in more comprehensible language. Dictate lines for students to recite so that they practice using verbal language. Encourage them to act out and sketch key lines.
Universal Design for Learning
- Multiple Means of Representation (MMR): In this lesson, students listen to a read-aloud of Act II, Scene 1 from Divided Loyalties. Similar to Lessons 2-3, continue to activate student knowledge and review scenes as needed.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. For those who may need additional support with expressive language, facilitate communication by providing sentence frames to help them organize their thoughts. This way, all students can benefit from peer interaction.
- Multiple Means of Engagement (MME): Sustained engagement and effort is essential for student achievement in this unit. Continue to remind students of learning goals and their value or relevance.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- act, scene (L)
Materials
- Character Analysis Note-catcher: Act II, Scene 1 (one per student and one to display)
- Divided Loyalties (from Lesson 1; one per student)
- Character Analysis Note-catcher: Act II, Scene 1 (example, for teacher reference)
- 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)
- 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 II, Scene 1--Abigail (example, for teacher reference)
- Character Analysis Paragraph: Act I, Scene 2--William (example, for teacher reference)
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 |
---|---|
A. Reviewing Learning Targets (5 minutes)
"I can determine the gist and the meaning of unfamiliar words and phrases in Act II, Scene 1 of Divided Loyalties." "I can describe a character using details from the text in Act II, Scene 1 of Divided Loyalties."
"We will read a new act in this lesson. Knowing what an act is, what does this tell you?" (that we are moving into a new section of the play, perhaps further along in time) |
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Reading Aloud and Determining the Gist: Divided Loyalties, Act II, Scene 1 (25 minutes)
|
|
B. Analyzing Character Reactions: Divided Loyalties, Act II, Scene 1 (20 minutes)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Pair Writing: Abigail in Divided Loyalties, Act II, Scene 1 (10 minutes)
|
|
Homework
Homework | Meeting Students' Needs |
---|---|
|
|
Copyright © 2013-2024 by EL Education, New York, NY.