- I can identify the reasons and evidence Kayla Abramowitz gives to support the point that kids can be heroes. (SL.4.3)
- I can cite evidence from the text to support answers to my questions. (RI.4.1, W.4.8)
- I can take notes and organize my research into categories. (W.4.7, W.4.8)
These are the CCS Standards addressed in this lesson:
- RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
- W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
- SL.4.3: Identify the reasons and evidence a speaker provides to support particular points.
Daily Learning Targets
Ongoing Assessment
- Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (RI.4.1, W.4.7, W.4.8, SL.4.3)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Returning End of Unit 2 Assessments (5 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (30 minutes) B. Tracking Progress (10 minutes) 3. Closing and Assessment A. Debrief (10 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
- Provide feedback on students' End of Unit 2 assessments in preparation for returning them in Opening A.
- Prepare the Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (see Assessment Overview and Resources).
- Prepare the technology necessary to play "Kayla Abramowitz Speech" for the whole group. If possible, provide students access to the video on devices (see Technology and Multimedia).
- 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.
- Work Time A: Prepare technology to play "Kayla Abramowitz Speech":
- "Kayla Abramowitz Speech." Kids Are Heroes. YouTube. Web. Accessed on 30 Dec, 2016.
- Consider that YouTube, social media video sites, and other website links may incorporate inappropriate content via comment banks and ads. Although some lessons include these links as the most efficient means to view content in preparation for the lesson, teachers should preview them and/or use a filter service to view the links in the classroom.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 4.I.B.5, 4.I.B.6, 4.I.B.8, 4.I.C.10
Important points in the lesson itself
- The basic design of this lesson supports ELLs by inviting them to complete assessment tasks similar to the classroom tasks completed in Lessons 1-3.
- ELLs may find the assessment challenging. Encourage students to consult classroom resources and give them specific, positive feedback on the progress they've made in learning English.
- Allow students to review note-catchers, the Academic and Domain-Specific Word Walls, vocabulary logs, and other classroom resources.
- Ensure ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see additional support in the lesson).
- After the assessment, ask students to discuss which assessment task was easiest and which was most difficult, and why.
Universal Design for Learning
- Multiple Means of Representation (MMR): Similar to previous modules, before administering the assessment, activate students' prior knowledge by recalling the learning targets from the previous lessons. Also present the directions for the assessment both visually and verbally.
- Multiple Means of Action and Expression (MMAE): Continue to help students set appropriate goals for their effort and the level of difficulty expected during the mid-unit assessment.
- Multiple Means of Engagement (MME): Continue to support students in limiting distractions during the mid-unit assessment. Also continue to provide variation in time for completing the assessment as appropriate. Consider breaking the assessment into parts and offering breaks at certain times.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- reasons, evidence, categories (L)
Materials
- End of Unit 2 Assessments (from Unit 2, Lesson 14; one per student; returned with feedback during Opening A)
- Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (one per student; see Assessment Overview and Resources)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Strategies to Answer Selected Response Questions anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- "Kayla Abramowitz Speech" (video; play in entirety; see Technology and Multimedia)
- Tracking Progress folders (from Module 1; one per student)
- Tracking Progress: Research (one per student and one to display)
- Sticky notes (three per student)
- Taking Action Research note-catcher (begun in Lesson 2; added to during the Closing; one per student)
- Taking Action Research note-catcher (from Lesson 2; 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. 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. Returning End of Unit 2 Assessments (5 minutes)
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B. Reviewing Learning Targets (5 minutes)
"I can identify the reasons and evidence Kayla Abramowitz gives to support the point that kids can be heroes." "I can cite evidence from the text to support answers to my questions." "I can take notes and organize my research into categories."
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Work Time
Work Time | Meeting Students' Needs |
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A. Mid-Unit 3 Assessment: Researching How Kids Have Taken Action (30 minutes)
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B. Tracking Progress (10 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Debrief (10 minutes)
"How did Kayla Abramowitz take action to make a difference? What evidence, from the video, makes you think so?" (She started an organization that collects entertainment and educational items for kids and donates them to children's hospitals.) "How did Jessica Carscadden take action to make a difference? What evidence, from the text, makes you think so?" (She collects stuffed animals for fire stations so firefighters can use them to help comfort children in crisis.)
"Based on your research, why is it important for kids to try to take action?" (Responses will vary, but may include: It is important to try to improve our communities and contribute to a better world; it is important to make sure everyone has access to basic human rights.) Conversation Cue: "How is what _____ said the same as/different from what ______ said?" (Responses will vary.)
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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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