- I can determine themes of The Hope Chest using details from the text. (RL.4.1, RL.4.2)
- I can summarize Chapter 5 of The Hope Chest. (RL.4.1, RL.4.2)
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.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- 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).
- L.4.5b: Recognize and explain the meaning of common idioms, adages, and proverbs.
Daily Learning Targets
Ongoing Assessment
- Exit Ticket: Summarizing The Hope Chest, Chapter 5 (RL.4.1, RL.4.2)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engaging the Reader: The Hope Chest, Chapter 5 (20 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Determining Themes of The Hope Chest (15 minutes) 3. Closing and Assessment A. Summarizing Chapter 5 of The Hope Chest (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:
How this lesson builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Locate a timer to use in the Closing that shows minutes and seconds.
- Post: Learning targets and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 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
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to hear a particularly complex chapter of The Hope Chest read aloud, explicitly discuss the meaning of slang words and phrases in the text (including idioms, adages, and proverbs), and begin identifying emerging themes in the text. Before writing summaries of the text during the Closing, students read and analyze a model summary, and share their own summaries orally before writing, which helps prepare them for the summaries they will write in Unit 2.
- ELLs may find it challenging to identify emerging themes in the text without explicit modeling and repeated practice. Model and think aloud the process for students, and reassure them that they will consider theme repeatedly in upcoming lessons and in the next unit. Additionally, students may find it challenging to write a summary of a section of the text (see Levels of support and Meeting Students' Needs).
Levels of support
For lighter support:
- Challenge students to repeat and rephrase the lesson questions for students who need heavier support.
For heavier support:
- During Work Time A, consider providing students with a list of possible themes to choose from--some of which are relevant, some of which are not. Allow students to review the list and then choose one that they confidently see emerging in the text.
- During the Closing, consider working closely with a group of students to write the summary as a shared or interactive writing experience.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to reinforce expectations that students read along silently in their heads as the text is read aloud during the lesson.
- Multiple Means of Action and Expression (MMAE): Continue to support a range of fine motor abilities and writing need 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): Continue to remind students of the goal for the work they are doing with the text. Returning to the learning goals lifts up their value and relevance to students.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- slang, idiom, adage, proverb, theme, summarize (L)
- angelinas, die like flies (T)
Materials
- Working to Become Ethical People anchor chart (begun in Module 1)
- The Hope Chest (from Lesson 1; one per student)
- Idioms, Adages, and Proverbs anchor chart (new; teacher-created; see supporting materials)
- Chart paper (three pieces; used by the teacher to create Theme Anchor Charts: Chapter 5)
- Theme Anchor Charts: Chapter 5 (example, for teacher reference)
- Model summary (one to display)
- Criteria of an Effective Summary anchor chart (begun in Module 1)
- Exit Ticket:Summarizing The Hope Chest, Chapter 5 (one per student and one to display)
- Exit Ticket: Summarizing The Hope Chest, Chapter 5 (example, for teacher reference)
- Timer (one per class)
- Summary sentence frame (optional; for students needing additional support)
- For ELLs: Language Dive I Practice: The Hope Chest (homework from Lesson 3; one per student)
- For ELLs: Language Dive I Practice: The Hope Chest (answers, 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. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
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A. Engaging the Reader: The Hope Chest, Chapter 5 (20 minutes)
"What is slang?" (very informal words or phrases particular to specific groups of people) Conversation Cue: "Who can tell us what your classmate said in your own words?" (Responses will vary.) "What is an example of slang that you can think of?" (Responses will vary, but may include my bad and LOL.)
"How do you think Violet is feeling right now? How are you feeling after hearing Hobie the Hobo speak?" (confused and overwhelmed) Conversation Cue: "Can you give an example?" (Responses will vary.) "You've heard the term angelinas quite a few times since the beginning of the chapter. What can you infer angelinas are?" (girls)
"What do you think this means?" (lots of them die) Conversation Cue: "Who can repeat what your classmate said?" (Responses will vary.)
"What is the gist of this chapter? What is it mostly about?" (Myrtle and Violet ride trains from New York City to Washington, D.C., without buying a ticket with the help of Hobie the Hobo.)
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B. Reviewing Learning Targets (5 minutes)
"I can determine themes of The Hope Chest using details from the text." "I can summarize Chapter 5 of The Hope Chest."
"What is a theme?" (a message or main idea that is relevant to the real world outside of the book that the author wants the reader to take away) Conversation Cue: "Do you agree or disagree with what your classmate said? Why?" (Responses will vary.) "How do you know what a theme of a text is?" (You read it and think about the messages and main ideas that are communicated through details such as events and character reactions to events.)
"I can hear the word summary in the word summarize. What is a summary?" (a brief statement outlining the main points) "What is the purpose of a summary? Why do we need summaries?" (Summaries give us a brief idea of what a text. If a student is absent and missed reading a chapter of The Hope Chest, she could read a summary and quickly catch up on what she missed.) "So if you are going to summarize Chapter 5 of The Hope Chest, what are you going to do?" (write/say briefly what the chapter is about, outlining the main points)
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"What is the difference between the words summary and summarize?" (Summary is a noun that means a brief description of the main points of the text. Summarize is a verb that means to give a brief description of the main points of the text.)
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Work Time
Work Time | Meeting Students' Needs |
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A. Determining Themes of The Hope Chest (15 minutes)
"What themes have you seen so far? Which messages or main ideas keep coming up in the first five chapters that are relevant to the real world outside of the book? Is there anything the book is teaching you or helping you understand about life?" (Responses will vary, but may include: Do something meaningful; inequality is injustice; don't judge a book by its cover; stand up for what is right.) Conversation Cue: "Do you agree or disagree with what your classmate said? Why?" (Responses will vary.)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Summarizing Chapter 5 of The Hope Chest (20 minutes)
"Which themes on the anchor charts did you see in Chapter 5?" (don't judge a book by its cover) "Where can you find evidence of this theme in Chapter 5?" (Pages 50-52: Violet tries to get rid of Hobie when they actually need his help.)
"Where can you see evidence of each of these criteria in the model?" (All of the criteria are represented.)
"You explained that this theme is evident in Chapter 5 when Violet tries to get rid of Hobie, but which details can you find in the chapter to show this theme?" (Responses will vary, but may include: Violet tells Hobie they don't need his help because she thinks he looks like the "wrong sort of people" on page 51, and when Violet takes Myrtle to the side to whisper that they need to lose Hobie immediately on page 52.)
"Is this an example of a detail to support the theme we have recorded? Why or why not?" (No, because it doesn't have anything to do with judging someone by how he looks. This about the boots he was wearing.)
"How is this detail evidence of the theme?"
"What does 'be brief' mean?" (You don't need to write what is happening word for word from the text. You need to summarize it in a sentence or two.)
"What is happening at this point in the chapter?"
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Homework
Homework | Meeting Students' Needs |
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A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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