- I can identify the characteristics of a broadside. (W.4.1, W.4.4, SL.4.1)
These are the CCS Standards addressed in this lesson:
- RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
- W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W.4.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
- 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.
Daily Learning Targets
Ongoing Assessment
- Participation in creation of Characteristics of Broadsides anchor chart (W.4.1, W.4.4, SL.4.1)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Research Reading Share (15 minutes) B. Reviewing Learning Target (5 minutes) 2. Work Time A. Discussing Opinion during the American Revolution (10 minutes) B. Poster Walk: Exploring Broadsides (15 minutes) 3. Closing and Assessment A. Back-to-Back and Face-to-Face: Reflecting on Learning (10 minutes) B. Preparing for the Mid-Unit 3 Assessment (5 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
- Determine Poster Walk groups with three or four students in each group.
- Prepare:
- Research reading share using the Independent Reading: Sample Plans or your own independent reading routine (see the Tools page).
- Poster Walk posters (see supporting Materials). Note: This preparation will take additional time.
- Characteristics of Broadsides anchor chart by writing the title on the top of a piece of chart paper and the following definition, leaving space below to add to the chart: "broadsides: posters announcing news, information, events or proclamations, advertisements, or calls for help or support to a certain cause."
- Review the Poster Walk and Back-to-Back and Face-to-Face protocols (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 and 4.I.B.6
Important points in the lesson itself
- The basic design of this lesson supports ELLs by providing the opportunity to examine authentic broadsides, discuss them in small groups, and together determine the characteristics of broadsides in preparation for writing their own later in the unit.
- ELLs may find it challenging to read and comprehend the broadsides due to the large volume of text and their use of language not commonly used today. Support students by allowing them to review just one or two broadsides and/or encouraging them to review broadsides that have a smaller volume of text. See levels of support, below, and the Meeting Students' Needs column for additional suggestions.
Levels of support
For lighter support:
- Challenge students to restate the broadside summaries in their own words. Display these revised summaries under the original summaries on the posters and encourage students who need heavier support to read the revised summaries during Work Time B.
- Challenge students to create sentence frames to support the noticing and wondering during the Poster Walk in Work Time B. Invite students who need heavier support to use the frames. (Examples: Something I notice about the text in this poster is _____________. I notice that broadsides __________. I wonder why broadsides________________. I think that the purpose of this broadside is ____________.)
For heavier support:
- During Work Time B, invite students to use the frames created by more proficient students to discuss the posters (see "for lighter support").
Universal Design for Learning
- Multiple Means of Representation (MMR): Similar to Lesson 1, this lesson offers a variety of visual anchors to cue students' thinking. Continue to support students by creating additional or individual anchor charts for reference and charting student responses during whole class discussions to aid with comprehension.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in discussion with partners. Continue to support those who may need help with expressive language by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Throughout this lesson, students have opportunities to share ideas and thinking with classmates. Some may need support for engagement during these activities, so encourage self-regulatory skills and help them anticipate and manage frustration by modeling what to do if they need help from their partners. (Example: "I can remember when I'm sharing that if I forget my idea or need help, I can ask my classmate to help me. My classmate could give me prompts that will help me share my thinking.") Consider offering sentence frames to strategically selected peer models. Offering these supports for engagement promotes a safe learning space for all students.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- broadsides, characteristics (L)
Materials
- Working to Become Ethical People anchor chart (begun in Module 1)
- Independent Reading: Sample Plans (for teacher reference; see the Tools page)
- Academic Word Wall (begun in Module 1; added to during Opening B)
- Exit Ticket: Determining an Opinion (completed in Lesson 2; one to display)
- Markers (a different color for each group; one per student)
- Poster Walk posters (new; teacher-created; see supporting Materials)
- Directions for Poster Walk (one to display)
- Characteristics of Broadsides anchor chart (new; co-created with students during Closing and Assessment A; see Teaching Notes)
- Characteristics of Broadsides anchor chart (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. Research Reading Share (15 minutes)
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B. Reviewing Learning Target (5 minutes)
"I can identify the characteristics of a broadside."
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"Can you put the learning target in your own words?" (I can notice what is included in broadsides.) "How do you feel about that target?" (I am excited to see what broadsides are like!) |
Work Time
Work Time | Meeting Students' Needs |
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A. Discussing Opinion during the American Revolution (10 minutes)
"How do people today share their opinion?" (Responses will vary, but may include: Twitter, Facebook, newspaper editorials, blogs, etc.) "How might people have shared their opinion during the American Revolution, before things like Twitter and blogs existed?" (Responses will vary.)
"What is this author's opinion of the American Revolution?" (This author thinks that the colonies should be free from the king. I know because the quote talks about liberty and says that fighting for the cause is glorious.)
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B. Poster Walk: Exploring Broadsides (15 minutes)
"What patterns or themes did you notice in all of the Poster Walk posters?" (Responses will vary.) |
"What can you infer about broadsides from the pictures and/or text on this poster?" Rephrase the question. Ask: "What do you notice about the pictures, the words, and the way the information is organized on the posters? What does that tell you about broadsides?"
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Back-to-Back and Face-to-Face: Reflecting on Learning (10 minutes)
"Now that you've seen some more broadsides, what do you think broadsides were used for during the American Revolution?" "What was one characteristic you saw in most of the broadsides you looked at today?" "What was one opinion you saw expressed in the broadsides?"
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B. Preparing for the Mid-Unit 3 Assessment (5 minutes)
"I can explain how an author supports an opinion with reasons and evidence."
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Homework
Homework | Meeting Students' Needs |
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