Analyzing Character: Divided Loyalties Act III, Scene 1 | EL Education Curriculum

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ELA G4:M3:U2:L9

Analyzing Character: Divided Loyalties Act III, Scene 1

In this Lesson

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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.4.3: 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.
  • 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.
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Daily Learning Targets

  • I can determine the gist and the meaning of unfamiliar words and phrases in Act III, Scene 1 of Divided Loyalties. (RL.4.1, RL.4.4, L.4.4)
  • I can write a first person point of view narrative of a character using details from the text in Act III, Scene 1 of Divided Loyalties. (RL.4.3, W.4.3)

Ongoing Assessment

  • Character Analysis Note-catcher: Act III, Scene 1 (RL.4.1, RL.4.3)
  • First Person Narrative: Act III, Scene 1--William (RL.4.3, W.4.3)

Agenda

AgendaTeaching Notes

1. Opening

A. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Reading Aloud and Determining the Gist: Divided Loyalties, Act III, Scene 1 (25 minutes)

B. Analyzing Character Reactions: Divided Loyalties, Act III, Scene 1 (10 minutes)

3. Closing and Assessment

A. Group Writing: William in Divided Loyalties, Act III, Scene 1 (20 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:

  • Work Times A and B contain repeated routines from the first half of the unit. Refer to those lessons for more detail, as necessary.
  • In Work Time B, instead of students analyzing one character whole group and then working in pairs to analyze another character, as they have previously, they will analyze only one character in pairs. This is because students have seen this process modeled multiple times now and will need more time to write the first person narrative in the Closing.
  • Recall that in Module 2, students wrote choose-your-own-adventure narratives. Over the next several lessons, students will write first person narratives from the perspective of characters in Divided Loyalties, building on students' understanding of narratives from Module 2. The narratives they write in this unit are focused on developing the character's point of view by describing how the character is feeling and what he or she is thinking (W.4.3b). Note that because of the focus on character, these first person narratives do not follow the standard narrative plot structure. Because of that, students do not use a Narrative Planning graphic organizer to plan in this unit.
  • Consider sharing "Tea in the Harbor," a first-person narrative about the Boston Tea Party written by a third student, as a model for students' writing in Closing and Assessment A (see Technology and Multimedia).
  • In this lesson, students continue to focus on working to become ethical people and working to become effective learners by collaborating as they work in pairs and showing respect as they reflect on the play.

How it builds on previous work:

  • In previous lessons, students read a scene from Divided Loyalties, determined the gist and the meaning of unfamiliar Vocabulary, analyzed character reactions, and wrote a descriptive paragraph of one character in pairs. They continue these routines in this lesson; however, instead of writing a descriptive paragraph about a character, students use their analysis to write a first person narrative.

Areas in which students may need additional support:

  • Students may need additional support rereading the text to find the gist. Continue to pair students strategically or place them in a teacher-led group for additional support.

Assessment guidance:

  • Listen to student suggestions during the group writing experience to ensure they are using details and examples from the text to help them write a first person narrative.
  • Consider using the Reading: Foundational Skills Informal Assessment: Phonics and Word Recognition Checklist (Grade 4) or the Reading: Foundational Skills Informal Assessment: Reading Fluency Checklist to assess students' during Work Time A (see the Tools page).

Down the road:

  • In the next lesson, students will repeat the reading and writing routines in this lesson with the next scene of Divided Loyalties, but they will write the narrative in pairs instead of as a whole group.

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.
  • Closing and Assessment A: Consider sharing "Tea in the Harbor" as a model first-person narrative:
    • "Tea in the Harbor" Models of Excellence. EL Education. Web. Accessed on 3 April. 2017. 

Supporting English Language Learners

Supports guided in part by CA ELD Standards 4.I.B.6, 4.I.B.7, 4.I.B.8, and 4.I.C.10

Important points in the lesson itself

  • The basic design of this lesson supports ELLs by continuing reading and character analysis routines from previous lessons, discussing first and third person point of view, and providing a group writing activity to prepare students for writing their own first person narrative in the end of unit assessment.
  • ELLs may find it challenging to transform their analysis of William's thoughts, feelings, and actions into a first person narrative. Model and think aloud the process for students and assure them that they will have more opportunities to practice writing first person narratives in this unit. See levels of support, below, and the Meeting Students' Needs column for specific supports.

Levels of support

For lighter support:

  • During the Mini Language Dive, challenge students to generate questions about the sentence before asking the prepared questions.

For heavier support:

  • Collect some texts written in first person (and third person) that students are familiar with from earlier in the year. Use these texts strategically as concrete examples to support students' understanding of first person point of view and how it compares to third person point of view.
  • 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 Act III, Scene 1 of Divided Loyalties. Similar to lessons in the first half of the unit, continue to activate prior student knowledge and review scenes as needed.
  • Multiple Means of Action and Expression (MMAE): In this lesson, students interact with Act III, Scene 1 of Divided Loyalties. Continue to remove any possible barriers for accessing the text. Consider continuing your use of scaffolded questions and pre-written sticky notes with the gist for different sections of the text.
  • Multiple Means of Engagement (MME): Continue to provide support for students who may need additional guidance in peer interactions and collaboration, as well as students who may need additional support in sustaining effort and/or attention.

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • first person point of view (L)

Materials

  • Academic Word Wall (begun in Module 1; added to during the Opening)
  • Character Analysis Note-catcher: Act III, Scene 1 (one per student and one to display)
  • Divided Loyalties (from Lesson 1; one per student)
  • Character Analysis Note-catcher: Act III, 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)
  • Point of View handout (one per student and one for display)
  • Point of View handout (completed, for teacher reference)
  • First Person Narrative: Act III, Scene 1--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

OpeningMeeting Students' Needs

A. Reviewing Learning Targets (5 minutes)

  • Move students into pairs and invite them to label themselves partner A and partner B.
  • Direct students' attention to the posted learning targets and select a volunteer to read them aloud:

"I can determine the gist and the meaning of unfamiliar words and phrases in Act III, Scene 1 of Divided Loyalties."

"I can write a first person point of view narrative of a character using details from the text in Act III, Scene 1 of Divided Loyalties."

  • Remind students that they saw the first learning target in the previous lessons for earlier acts and scenes in Divided Loyalties.
  • Underline Act III in the first target and ask:

"Knowing what you do about what an act is, what does this new act tell you?" (that we are moving to a new part of the book; perhaps moving in time, like the transition from Act I to Act II)

  • Underline first person point of view in the second learning target.
  • Think-Pair-Share:

"What does point of view mean?" (Point of view has a few different meanings; for example, the narrator's position in relation to the story being told, or a particular attitude or way of considering something.)

  • Emphasize that the words first person before point of view tell us that this is referring to the narrator's position in relation to the story being told, because first person means that I am the narrator, and I describe what I am thinking, feeling, and doing using the words I, me, and my.
  • Add these words to the Academic Word Wall with translations in native languages.
  • Tell students they will learn more about this later in the lesson.
  • For students who may need additional support with comprehension and engagement: Invite students to share one way that they worked toward each learning target in previous lessons. (MMR, MME)
  • For ELLs: (Providing Concrete Examples) Provide concrete examples of writing in the first person by reading texts familiar to students (see "for heavier support"). Read aloud a few excerpts from the text and invite students to share what they notice about who is speaking and the perspective of the narrator.

Work Time

Work TimeMeeting Students' Needs

A. Reading Aloud and Determining the Gist: Divided Loyalties, Act III, Scene 1 (25 minutes)

  • Distribute and display the Character Analysis Note-catcher: Act III, Scene 1.
  • Invite students to retrieve their copies of Divided Loyalties and guide them through the same reading routine from Work Time B of Lesson 1 to read, reflect, find the gist, and determine the meaning of unfamiliar Vocabulary in this scene. Refer to the Character Analysis Note-catcher: Act III, Scene 1 (example, for teacher reference) as necessary and remind students to use the following:
    • Working to Become Ethical People anchor chart
    • Vocabulary log
    • Close Readers Do These Things anchor chart
    • Working to Become Effective Learners anchor chart
  • For students who may need additional support determining the gist: Consider highlighting or underlining key phrases in their individual copy of "Divided Loyalties Act III, Scene 1" in advance. This will lift the gist up for them as they read along. (MMR)
  • For students who may need additional support with fine motor skills: Offer choice with the note-catcher by providing a template that includes lines within the boxes. (MMR, MME)
  • For ELLs: (Summarizing) Invite students to turn to an elbow partner and summarize the key events so far in Divided Loyalties in 1 minute or less. Have them share out and give them feedback on their language use and summarizing skill. Then, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process.
  • For ELLs: (Mini Language Dive) "And our new flag now/proudly flies in battle."
    • Deconstruct: Discuss the sentence and each chunk. Language goals for focus structure:
  • flies: What?"/Meaning: Flies is what the flag does. (present tense verb)
  • in battle: "When?"/Meaning: In signals the period of time the flag flies. The flag flies during the battles of the war. (prepositional phrase)
  • proudly: "How?"/Meaning: Proudly describes how the flag flies. The Patriots are proud of their new flag. (adverb)
  • Cover the word proudly with your hand. Students can discuss how the meaning of the sentence changes and why they think the author included this word.
  • Practice: "Can you say this sentence in your own words? How?"
    • Reconstruct: Reread the sentence. Ask:

"Now what do you think the sentence means?"

"How does your understanding of this sentence add to your understanding of William's point of view?"

    • Practice: I proudly _______. Ask:

"Can you say this sentence in a different order? How?"

B. Analyzing Character Reactions: Divided Loyalties, Act III, Scene 1 (10 minutes)

  • Guide students through the same character analysis routine from Work Time B of Lesson 2 to work in pairs to analyze William's thoughts, feelings, and actions during the family meal. Refer to Character Analysis Note-catcher: Act III, Scene 1 (example, for teacher reference) as necessary.
  • Note: Now that students have seen multiple teacher models of this process, they analyze only one character in pairs, rather than analyzing a character as a whole group first.
  • When using a total participation technique, minimize discomfort or perceived threats and distractions by alerting individual students that you are going to call on them next. (MME)
  • For students who may need additional support with oral language and processing: Allow ample wait time as students respond during the discussion. (MMAE, MME)
  • For ELLs: (Character Chart: Recording Responses) As students share what they recorded on their note-catchers, choose one example of William's thoughts/feelings and reactions to add to the Character Chart. Compare it to examples for his character from previous lessons.

Closing & Assessments

ClosingMeeting Students' Needs

A. Group Writing: William in Divided Loyalties, Act III, Scene 1 (20 minutes)

  • Remind students of the final learning target, specifically first person point of view.
  • Focus students on pages 41-42. Read the final paragraph of the narrator's part on page 41, from "It is a November evening ..." to the end of the page. Then read Mary and William's parts at the top of page 42.
  • Think-Pair-Share:

"Remember that point of view means the position of the speaker/narrator in relation to the story being told. Are they actually in the story, or are they looking in, watching the story? What do you notice about the difference between the point of view of each of these parts?" (The narrator talks about the family as though he/she isn't part of the family, while Mary and William speak only their own parts.)

  • Tell students that this play shows the difference between first person point of view and third person point of view, as the narrator, who can see everything, is an example of the third person and each of the cast of characters, who speak only from their own point of view, are examples of first person point of view. Emphasize that this is common in plays; the narrator speaks in third person point of view and each character speaks in first person.
  • Display and distribute the Point of View handout and invite them to help you fill in the Examples column, inviting them to also take notes on their copy. Refer to Point of View handout (example, for teacher reference) as necessary.
  • Tell students that as a whole group, they are going to use their analysis of William's character during dinner in Act III, Scene 1 to write a first person narrative, as if they are William.
  • Give students 2 minutes to review their Character Analysis Note-catcher: Act III, Scene 1, and then to close their eyes and be silent while you ask them the following questions to consider:

"Imagine you are William. What are you thinking as you sit at the dinner table having dinner with your family?"

"How do you feel about the people around you?"

  • Tell students they are briefly going to interview each other in pairs to further explore what William was thinking and feeling during dinner with his family. One partner plays the role of William while the other interviews. Remind students to use the text to help them answer, as William provides a lot of clues to how he is thinking and feeling through what he says in this scene.
  • Invite partner A to be William first.
  • After 2 minutes, invite students to switch roles and repeat.
  • Invite the group to help you write a short narrative about William's experience at dinner using the ideas they brought to life during the interview. Refer to First Person Narrative: Act III, Scene 1--William (example, for teacher reference) as necessary. Ask the following guiding questions:

"How can we set up the situation and let the reader know which of the Barton family is speaking? How does the narrator set it up?"

"How did William feel when ..."

"What in the text makes you think that?"

"How can we conclude the narrative? What happens at the end of the scene that William would definitely want to talk about?"

  • Read through the completed narrative for the group.
  • Use a checking for understanding technique (e.g., Red Light, Green Light or Thumb-O-Meter) for students to self-assess against the second learning target and against how well they collaborated.
  • For students who may need additional support with oral language and processing: Allow ample wait time as students respond during the discussion. (MMAE, MME)
  • For ELLs: (Displaying Questions) Consider displaying the guiding questions to guide students' thinking during the group write and leaving them posted for students to refer to in future lessons.
  • For ELLs: (Modeling and Thinking Aloud) Model and think aloud the process of transforming information on the Character Analysis note-catcher into sentences written from William's perspective. For example, "In the Evidence column on my note-catcher, I wrote that William said, 'Must you leave, Father?' which shows me that he did not want his family to leave. I think that means that he felt sad and maybe even shocked. I want to include those feelings in the first person narrative, so I will write, 'I was shocked and sad when Father announced they are going to move to New York.'"
  • For ELLs: (Underlining Key Words) Invite students to identify key words or phrases in the completed narrative that show it is written in first person. For example, pronouns such as I, my, ours, mine, we, etc., show that William is speaking and that he is the narrator. Underline key words students suggest and leave the narrative posted for students to refer to in future lessons.

Homework

HomeworkMeeting Students' Needs
  • Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • For ELLs and students who may need additional support with writing: (Oral Response) Students may benefit from discussing and responding to their prompt orally, either with a partner or family member or by recording their response. (MMAE)
  • For students who may need additional support with reading: Support students in selecting a prompt to respond to, rephrasing the prompt, and thinking aloud possible responses. (MMR)

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