Section outline

  • Teacher

    Lesson Date/Periods/Location

     

     

    Trujillo

     

    May 16-20, 2016

    Rm. 145

    Periods 1-8

     

     

     

    Board Configuration

    (To be displayed on chart paper or other visible medium)

     

     

     

    Language Objective

    I can determine the main idea using specific details from the text. (RI.4.2)

    I can compare and contrast a firsthand and secondhand account of the same event or topic. (RI.4.6

    I can make inferences using specific details from the text. (RI.4.1)

    I can adjust my writing practices for different time frames, tasks, purposes, and audiences. (W.4.10)

    I can identify the reason a speaker provides to support a particular point. (SL.4.3)

    I can summarize informational text. (RI.4.2)

    I can describe a story’s characters, setting, or events using specific details from the text. (RL.4.3)

     

     

     

    Core Vocabulary

    /Concepts

     compare, contrast, firsthand account, secondhand account, inauguration

    opinion, leader, infer; alleged, denied, committed, exercised, indictment, lawful, right, suffrage

     

    Lesson Agenda (not for display)

    Time

    Agenda Item

    Teacher Action/Input

    Student Action/Input

     

    MONDAY  

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    20

    Exit Ticket: Using Word Categories to Infer about Violet and Myrtle

    •             Post this text-dependent question and ask students to write it on the same paper where they wrote their learning targets at the beginning of the lesson:

    *             “How is Myrtle helping Violet to become braver and more adventurous?

                   

     

    •              Post the Violet’s and Myrtle’s Character anchor charts. Ask students if there are any actions that Violet took in Chapters 4 and 5 that affected other characters. Listen for:

    –              Action: “She gave money to the Brakeman to free Myrtle” (page 58).

    –              What this says about her character: “She is generous and protective of her friends.”

    •              Add these suggestions to the Violet’s Character anchor chart.

    •              Next, ask students if there are any actions that Myrtle took in Chapters 4 and 5 that affected other characters. Listen for:

    –              Action: “She helped Violet find the settlement house” (page 42).

    –              What this says about her character: “She is independent and knows her way around the city.”

    –              Action: “She convinced Violet to hop a train to Washington, D.C., with Hobie” (page 52).

    –              What this says about her character: “She is brave and determined to help her friends.”

    •              Add these suggestions to the Myrtle’s Character anchor chart.

    Encourage students to apply their understanding of word categories to the question about the characters and to give details from the text to support their answer.

    20

    •              Read Chapter 6 and complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.” Reread as you take notes.

     

    SW complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.” Reread as you take notes.

    5

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was discussed in class

     

    TUESDAY  

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

    Sharing Homework and Engaging the Reader

    •              Remind students what they were expected to do last class:

    *              “Read Chapter 6 and complete the summary notes for the Reader’s Guide for The Hope Chest, Chapter 6: “It All Comes Down to Tennessee.”

     

     

     

    Guided Practice: Summarizing Chapters 1–6 Using a Story Map

    •  Distribute the Story Map and Summary: The Hope Chest, Chapters 1–6 and display it using a document camera. Explain that as readers read longer texts like novels, it’s important not only to understand what happens in each chapter, but also to keep track of how the story is unfolding and moving forward. One way of doing this is by using a Story Map to organize the main ideas of each chapter and then use those statements to summarize a larger section of a novel.

    •  Use equity sticks to cold call two or three students to share their thinking. Listen for responses like: “It’s important to remember that Chloe ran away and Violet didn’t know why” and “It’s important that Violet got really angry with her parents for hiding Chloe’s letters from her.” Underline these details in the summary.

    •  Acknowledge that other things happened in the chapter, but that students are correct in their thinking that the fact that Chloe didn’t want to marry a man her parents wanted her to isn’t an important detail, nor is the fact that Violet went to the river to read Chloe’s letters. Those are interesting details that help make the story come alive, but they don’t really help it to move forward.

    •  Draw the students’ attention to the arrow that connects Chapter 1 to Chapter 2. Ask them why they think “train heading to New York City” is written on that line. Listen for: “Because the setting changed from her parents’ house in Pennsylvania to the train heading for New York City.”

    •  Ask students what they think they’ll need to think about for the remaining arrows. Listen for: “We need to think about how the setting changes from one chapter to another.”

    Display the Reader’s Guide for The Hope Chest, Chapter 1: “The Stolen Letters” (For Modeling with Students). Remind students of the events of this chapter by reading them the summary for Chapter 1:

    *  “Violet lived with her parents in Pennsylvania in 1920. She wanted to see her older sister, Chloe, who had run away from home because she didn’t want to marry a man her parents wanted for her. Violet didn’t understand why Chloe hadn’t tried to contact her. But then she discovered that her parents had hidden letters Chloe had written her, and she became very angry with her parents for lying to her.”

    Ask students to briefly reread the summary statements they have written in their Reader’s Guides for Chapters 1–6 (students’ copies from Lessons 2-6) and to think about all that has happened in the story so far.

     

    Ask triads to discuss:

    *  “What is the most important thing to remember about Chapter 1?”

    •  Prompt them by asking questions such as:

    *  “Is it that Chloe didn’t want to marry a man she didn’t love?”

    *  “Is it that Violet found letters from Chloe that her parents had hidden from her?”

     

    Ask students to reread the summary statement the class wrote for Chapter 1 and to think about how they could reword it to tell the main idea of the chapter. Use equity sticks to cold call two or three students. As they share what they would cut out, model how to record the main idea statement for Chapter 1 on the Story Map. Refer to the Story Map and Summary: The Hope Chest, Chapters 1–6 (for teacher reference) for a possible main idea statement for each chapter.

    5

     

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    WEDNESDAY  

     

     

    5

    Bellwork 

    Take Attendance/ Explain   Bellwork

    Complete Bellwork

    50

    • Independent Practice: Summarizing Chapters 1–6 Using a Story Map
    • •         Explain that triads will work together to write main idea statements for Chapters 2–6 on the Story Map. Remind them of the steps the class went through as you wrote the summary statement for Chapter 1 on the Story Map:
    • 1.        Reread the chapter summary statement to recall the important events from the chapter.
    • 2.        Underline the most important details in the summary statement.
    • 3.        Write the most important details in a main idea statement in that chapter’s box.
    • •         Tell them that even though they are working with their triads, each person needs to record main idea statements on his or her own Story Map.
    • •         Give triads 20 minutes to write main idea statements for Chapters 2–6 on their Story Maps. Circulate and offer support as needed.

    •  Note: After students have a chance to grapple with this task, we encourage you to pull out a small group who may need additional support sorting through all the details of their chapter summaries to find the key details for their main idea statements.

     

    • Writing a Summary Statement

    •         Remind students of the process they used to write summary statements about a longer informational text in Unit 1. Review that their summary will be written by putting together the main ideas of each chapter of the novel. Explain that this summary statement will be longer than those they wrote for individual chapters.

    •         Remind them that a paragraph is made up of connecting ideas, and because several events have occurred, it may take more than one paragraph to write a quality summary statement. Reiterate that they may need to change some words or condense some ideas to make the summary make sense.

    •  Ask triads to work together to summarize Chapters 1–6. Point out that the summaries will be written in the bottom box on the Story Map.

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    THURSDAY

     

     

    5

    Bellwork

     

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    30

    •             Read Chapter 7 (pages 76–89), then record summary notes and write a summary at the bottom of the Reader’s Guide for The Hope Chest, Chapter 7: “Heading to Nashville.” Reread as you take your notes.

     

    Reviewing Learning Targets

    •              Ask students to read along silently as you read the learning targets aloud:

                  “I can explain why Myrtle was forced to sit in a separate train car in The Hope Chest.”

                  “I can write a short essay that describes the experience of Myrtle’s ride in the “colored car” in The Hope Chest.”

    20

    Building Background Knowledge about Jim Crow Laws: Reading Informational Text and Identifying the Main Idea

    •              Explain that since one of the major events in Chapter 7 was Myrtle being forced to ride in a separate car, it is important to learn a little more about this time period and how blacks were treated differently than whites. 

                    •              Use equity sticks to cold call a few triads to share their gist statements. Ask students to reread the text with their triads and circle unfamiliar words. Give them 5 minutes to do this.

                     

    •              Review the questions with the class. Tell students that as you call on them, they should read their answers and revise as necessary. Use equity sticks to call on triads to share their answers to the questions. Help clarify as needed, referencing where in the text the answers can be found or inferred:

    *              “What did the 13th, 14th, and 15th Amendments to the Constitution do?” Listen for: “ended slavery and gave African Americans citizenship.”

    *              “The text says, ‘Some states passed laws to keeps blacks out of sight and out of public life.’ What can you infer these laws were called from the title of this page?” Listen for: “Jim Crow laws.”

    *              “The word segregate means ‘to keep separate.’ What do you think the text means by ‘public facilities were segregated’?” Listen for: “Blacks were kept separate from whites.”

    *              “How did ‘literacy tests’ prevent blacks from voting?” Listen for: “They were hard to pass, and whites didn’t have to take them because of the ‘grandfather clause.’”

    *              “What ended Jim Crow laws?” Listen for: “the civil rights movement.”

    Quickly give the meanings of any unfamiliar words that are difficult to determine from the text. Have students annotate their text next to these words to help them understand the text when they reread:

    –              Amendments: official changes made to laws

    –              Constitution: set of basic laws that govern a country

    –              Facilities: buildings made for a particular purpose; ex. library, schools, etc.

    –              Clause: a section added to a legal document

    –              Repealed: canceled officially

    •              Ask triads to reread the text for a third time and answer the text-dependent questions on their Building Background Knowledge about Jim Crow Laws recording forms. 

    Ask students to turn to page 268 in The Hope Chest, titled “Jim Crow Laws.” Explain to students that to understand why Myrtle was forced to sit on a different train car, they need to build their background knowledge about what Jim Crow laws were. Give a Building Background Knowledge about Jim Crow Laws recording form to each student. Ask them to read silently along and listen for the gist as you read the text aloud to the class. Give triads 5 minutes to work together to write a gist statement on their recording forms

     

    Ask several triads to share words they circled in the text. List these words on the board. Possible responses include: amendments, constitution, facilities, segregated, complicated, clause, and repealed

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    FRIDAY  lesson 8 start at homework

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    Introducing an Essay Prompt: How Did Riding in the Jim Crow Car (“Colored Car”) Affect Myrtle?

    •              Ask reading triads to get together with another triad to form a group of six.

    •              Point out the short essay prompt that was written on the board before the lesson:

    *              “How did riding in the Jim Crow car affect Myrtle? After reading Chapter 8, write a short essay answering the question above. Use at least two details from the text to support your answer.”

    •              Ask groups to read the prompt and discuss what it means and what it is asking them to do in their essays. Tell students that one person from their group should be prepared to explain their group’s thoughts to the class. Give students 5 minutes to discuss the prompt.

    •              Call on a few groups to explain the prompt. Listen for responses similar to: “We have to tell what happened to Myrtle when she rode in the ‘Jim Crow car’” or “We have to read and find out how Myrtle felt about riding in the ‘Jim Crow car.’” 

    Distribute an Essay Prompt/Planner to each student. Review the steps listed on the sheet and focus on the first two steps. Tell students that they will complete Steps 1 and 2 for homework. Clarify these steps as necessary.

    •              Tell students that they should be looking for details that describe how Myrtle was affected (what she had to do, what she thought, or how she felt) as a result of not being allowed to ride with Violet and other whites on the train. Explain that finding these details will help them to write their essay.

    Exit Ticket

    •              Post this prompt on the board:

    –              “Why was Myrtle forced to leave the suffragists’ train car and go to the ‘colored car’? Use your new background knowledge from the text ‘Jim Crow Laws’ to support your answer.”

    •             

    review them for a formative assessment on the learning target:

    –              “I can explain why Myrtle was forced to sit in a separate train car in The Hope Chest.”

     

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

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     READING LOG, DUE FRIDAYJ