- I can write a first person point of view narrative of a character using details from the text in Act III, Scene 3 of Divided Loyalties. (RL.4.1, RL.4.3, RL.4.5, RL.4.6, RL.4.9, W.4.3, W.4.10)
- I can form and use the progressive verb tenses. (L.4.1b)
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.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
- RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
- RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
- 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.
- W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
- L.4.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.4.1b: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Daily Learning Targets
Ongoing Assessment
- End of Unit 2 Assessment: Narrative Writing: First Person Story Based on Divided Loyalties (RL.4.1, RL.4.3, RL.4.5, RL.4.6, RL.4.9, W.4.3, W.4.10, L.4.1b)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Returning Mid-Unit 2 Assessments and Reviewing Learning Targets (5 minutes) 2. Work Time A. Reading Aloud: Divided Loyalties, Act III, Scene 3 (10 minutes) B. End of Unit 2 Assessment: Narrative Writing: First Person Story Based on Divided Loyalties (35 minutes) 3. Closing and Assessment A. Tracking Progress (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 it builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
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In Advance
- Prepare the End of Unit 2 Assessment (see Assessment Overview and Resources).
- Provide feedback on students' Mid-Unit 2 Assessments in preparation for returning them in the Opening.
- 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 4.1.B.6, 4.I.C.10, 4.II.A.1, 4.II.A.2, and 4.II.B.3
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 9-11.
- ELLs may find the assessment challenging. Encourage students to consult classroom resources and give them specific, positive feedback on the progress they've made learning English.
- Make sure that ELLs understand the assessment directions. Answer their questions, refraining from supplying answers to the assessment questions themselves (see the Meeting Students' Needs column).
- Allow students to review note-catchers, the Word Wall, their Vocabulary log, and other classroom resources.
Universal Design for Learning
- Multiple Means of Representation (MMR): To set themselves up for success for the assessment, students need to generalize the skills that they learned in previous lessons. Similar to Modules 1-2, before administering the assessment, activate their prior knowledge by recalling learning targets from previous lessons. Also present the directions for the assessment both visually and verbally and display a map of the assessment parts.
- Multiple Means of Action and Expression (MMAE): In this lesson, students read and answer questions from Divided Loyalties as the end of unit assessment. Similar to the mid-unit assessment, support students in setting appropriate goals for their effort and the level of difficulty expected.
- Multiple Means of Engagement (MME): Continue to support students in limiting distractions during the end of unit assessment. Also continue to provide variation in time for completing the assessment as appropriate. Consider dividing 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)
- first person point of view, progressive verb tenses (L)
Materials
- Mid-Unit 2 Assessment: Reading and Discussing Divided Loyalties, Parts I and II (from Lessons 7-8; one per student; returned with feedback during the Opening)
- Divided Loyalties (from Lesson 1; one per student)
- End of Unit 2 Assessment: Narrative Writing: First Person Story Based on Divided Loyalties (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)
- Progressive Verb Tenses handout (from Lesson 11; one per student and one to display)
- Narrative Writing Checklist (from Lesson 1o; one per student)
- Similarities and Differences T-chart (from Lesson 11; one to display)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Tracking Progress folders (from Module 1; one per student)
- Tracking Progress: Narrative Writing (one per student)
- Sticky notes (one per student)
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 |
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A. Returning Mid-Unit 2 Assessments and Reviewing Learning Targets (5 minutes)
"I can write a first person point of view narrative of a character using details from the text in Act III, Scene 3 of Divided Loyalties." "I can form and use the progressive verb tenses."
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Work Time
Work Time | Meeting Students' Needs |
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A. Reading Aloud: Divided Loyalties, Act III, Scene 3 (10 minutes)
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B. End of Unit 2 Assessment: Narrative Writing: First Person Story Based on Divided Loyalties (35 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Tracking Progress (10 minutes)
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Homework
Homework | Meeting Students' Needs |
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