Section: Lesson Plans 5.2-5.6, 2016 | Mrs. Trujillo

Section outline

Teacher

Lesson Date/Periods/Location

Trujillo

May 2-6, 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 unit 2 lesson 2
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Launching a Novel Study: The Hope Chest, Chapter 1 • Next, point out the Figurative and Complex Language: Idioms and Adages section of the Reader’s Guide. Explain that there are many types of figurative language, which is made up of words and phrases that exaggerate or change the usual meaning of the words/phrases. Tell students that in this novel, they will read many idioms and adages, which are types of figurative language. Give them the following explanations for idioms and adages: * “Idioms are expressions that cannot be understood by simply reading the words. The reader has to infer their meaning based on the context.” • Give students some examples of modern-day idioms: – “‘Rings a bell’ means something is familiar to you.” – “‘Off the top of your head’ means the first thing you can think of.” – “‘Have a ball’ means to have fun.” * “Adages are short but memorable sayings or expressions, based on experience, that are considered true by many people.” Explain that some people may call these expressions proverbs. • Give some examples of modern-day adages: – “Actions speak louder than words.” – “My eyes are bigger than my stomach.” – “Early to bed, early to rise.” • Explain that people who lived in the early 1900s used these types of figurative language too. Tell students that this can be confusing when reading because they may not be familiar with sayings from this time and will have to use context clues to figure out their meaning. Explain that the Figurative and Complex Language: Idioms and Adages section of the Reader’s Guide will help them understand unfamiliar sayings or unusual language. • Once the students have familiarized themselves with the layout and content of the Reader’s Guide for Chapter 1, review how it can help support them as they read the novel: 1. They should read the Historical Background Information first. 2. As they reread sections of the text, the glossary and Figurative and Complex Language explanations can help them understand unfamiliar words and period terms. • Ask triads to read the Historical Background Information. Acknowledge that it’s understandable if some of this information may be a bit confusing to them at this point. Assure them that many of these facts will be mentioned again in the story and explained as the characters and events unfold. Clarify any burning questions the students have before reading the story		• Ask students to turn to page 1 of The Hope Chest, Chapter 1, “The Stolen Letters.” • Invite them to read along silently as you read the text aloud. Read pages 1–6, stopping at the top with “The address was somewhere in New York City—Henry Street.” To engage students with the story, read with fluency and expression. • When you stop, ask triads to talk about the gist of what’s happening so far in the story. Use equity sticks to cold call one or two groups to share. You should hear comments like: “Violet is really angry at her parents because they hid letters that her sister Chloe sent her.” • Ask the triads to read just that section of the text again, but this time, encourage them to use the glossary and figurative language definitions as well as other vocabulary strategies to help with unfamiliar words or phrases in the text. • Give the students 5 minutes to reread pages 1–6 (top). • Gather them together and ask: * “What are some reasons, other than hiding Chloe’s letters, that Violet was so angry with her parents?” Listen for: “They told her to be seen and not heard and to speak only when spoken to,” “They sent her sister away,” “They stuck her with a brother who didn’t talk,” “They accused her of stealing her own letters.” * “How did the author let the reader know when Violet was reading a letter?” Listen for: “The font changed styles” and “They are written in letter format.” * “In Chloe’s letter, she says, ‘Speaking of soldiers, how is Stephen doing?’ Who do you think she is referring to, and why would she ask this?” Listen for: “Stephen is their brother, who is either sick or hurt from being a soldier in a war, and she is probably worried about him.”

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	First-Person and Third-Person Points of View: Letters from Chloe • Invite the reading triads to reread Chloe’s letter to Violet, from page 6 to the top of page 7. Next, ask them to reread the first paragraph after the letter (on page 7). • Ask the students to Think-Pair-Share: * “How are these two passages different?” Use equity sticks to cold call two or three triads to share what their group discussed. You may hear responses like: “One is a letter and one isn’t.” Acknowledge that they are correct in this observation, but make sure they focus on how the passages are written. • Point out that in the letter, Chloe is “speaking” to Violet. Ask them if they can identify any clue words that let them know this. The students should identify the words “I” and “me.” Explain that when a narrative text is written as if a particular character, or narrator, is telling the story, it’s called first-person point of view. • Ask students about the second passage: * “Who is telling the story in the second passage you read?” Listen for: “the author.” * “How can you tell? Are there any clue words that let you know that a character isn’t telling the story?” Listen for: “The author uses the words ‘her’ and ‘she,’ so she’s telling about what happened to Violet and Chloe.” • Explain that when the narrator (the author) describes what is happening to characters, this is called third-person point of view. • Remind students that a good way for them to know whether a text is told in first-person or third-person point of view is to look for the clue words: – First person: I, me, my, mine – Third person: he, she, they, her, him, etc. • Tell them that even though most of this novel is told in the third person, there are some passages that are written in first person. Encourage them to look for these as they continue to read.		Sharing Chapter 1 and Engaging the Reader • Ask students to take out their text, The Hope Chest. Remind them what they were expected to do yesterday: * “Finish reading Chapter 1, then record Summary Notes in the left box at the bottom of your Reader’s Guide. Complete the text-dependent questions for The Hope Chest, Chapter 1: “The Stolen Letters” on the back of the Reader’s Guide. Use evidence flags to mark the places in the text that help you answer each question.”

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	Character Analysis: Violet • Explain that the story elements of a literary text are: – Characters: people involved in the story – Setting: where and when the story takes place – Events: the things that happen to and about the characters • Ask students to use the Think-Pair-Share protocol to identify the story elements so far in The Hope Chest. 1. Think to yourself. 2. Pair up with your reading partners to discuss what you thought about. • Share your thinking with another triad. • Explain that as they read the text, students will be introduced to a number of key characters who have important roles in the storyline. It’s important to keep track of these characters and look for ways they change throughout the story, as well as how they interact with each other. • Go on to explain that the first character they are going to think about is Violet. Display the Violet’s Character anchor chart. Ask students to think about Violet and what actions she has taken that have affected others. • Use equity sticks to cold call two or three students to share an action Violet took and how it affected others. Listen for responses and add something like the following to the first column of the Violet’s Character anchor chart: “She stood up to her parents” (pages 1–4) and “She made quilt squares for French orphans” (pages 9 and 10). • Cold call two or three additional students to share what they think this says about the type of person Violet is. Use their responses to help fill in the second column of the Violet’s Character anchor chart. Listen for and record: “She is a strong-willed girl” and “She is compassionate and wants to help others.” • Use equity sticks to cold call two or three students to share an action Violet took and how it affected others. Listen for responses similar to: “Violet made quilt squares for French orphans.” Use their responses to help add another action for Violet in the first column of the Violet’s Character anchor chart.	Circulate as the triads are discussing the story elements and listen for comments that identify these elements: 1. Characters: Violet and her parents 2. Setting: Pennsylvania in 1918 3. Events: Violet found letters from her sister that her parents had hidden from her and became very angry with them; Violet’s sister, Chloe, ran away so that she didn’t have to marry a man she didn’t love. • (Note: Students may identify Chloe as a character. Explain that as readers, you haven’t actually “met” her yet. She has only been discussed by Violet and her parents. Knowing that a character will eventually be entering a story as a main character gives a reader something to look for as the story develops. Something to think about as they look for Chloe is: Will she be like Violet describes her or like her parents describe her?) Explain that readers often have to infer about why characters do and say things based on how other characters react to them. Also explain that characters often change as stories move forward. Inform students that they will be keeping track of the actions Violet takes throughout the novel, as well as how she changes. • Collect the students’ two sticky notes to use as a formative assessment of their progress toward the learning target: * “I can describe actions Violet takes in Chapter 1 and what this says about the type of person she is.”	Distribute two sticky notes to each student and ask them to write their names on them because they will be turning them in. Ask students to reread this excerpt with their triads: starting on page 3 with ‘“They’re addressed to me,’ Violet said” and ending on page 4 with “She slammed the door and ran all the way to the banks of the Susquehanna River.” • Ask them to think about these questions as they read and to write their responses on one sticky note: * “What did she do?” * “How did it affect others?” * “What does this say about her?” • Give the triads 5 to 10 minutes to reread the excerpt and briefly answer the questions. Circulate and offer support as needed. Ask triads to read this excerpt: starting on page 9 with “That letter started stupid tears in Violet’s eyes” and ending on page 10 with “Or at least much more of the world than she had ever seen.” • Again, ask students to think about these questions as they read and to write their responses on the other sticky note: * “What did she do?” * “How did it affect others?” * “What does this say about her?” • Give the triads 5 minutes to reread the excerpt and briefly answer the questions. Circulate and offer support as needed. Cold call two or three additional students to share what they think this says about the type of person Violet is. Listen for: “She’s compassionate and cares about others.” Use their responses to help add to the second column of the Violet’s Character anchor chart.
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
50	• Read Chapter 2 (pages 18–30), then record Summary Notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick.” Reread as you take your notes.		.
	Sharing Homework and Engaging the Reader • Remind students what they were expected to do for homework: * “Read Chapter 2 (pages 18–30), then record Summary Notes in the left box at the bottom of the Reader’s Guide for The Hope Chest, Chapter 2: ‘The Dying Mrs. Renwick.’” • Use equity sticks to cold call two or three triads to share their summary statements. Listen for summaries similar to: “Violet decided to run away from home to find her sister because her parents wouldn’t let her contact Chloe. She headed to New York City on a train by herself and met a bossy and opinionated woman who talked to her about how proper girls should behave.” • Collect Reader’s Guides from Chapter 2 for a quick check of comprehension. • Post the Violet’s Character anchor chart. Ask students: * “Are there any actions that Violet took in this chapter that affected other characters?” • Listen for: – Action: “She ran away from home” (pages 18 and 19). – What this says about her character: “She is unhappy enough to leave home and not care that her parents might worry.” – Add this example to the Violet’s Character anchor chart	Display the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick” by using a document camera or re-creating it on chart paper. After several triads have been able to share, invite students to help you craft a class summary. Refer to the Reader’s Guide for The Hope Chest, Chapter 2: “The Dying Mrs. Renwick” (answers, for teacher reference) for suggested responses. Tell students that they may revise their notes and summaries based on the class’s discussion and offer them green pencils to make the revisions. Remind them that by using colored pencils, they will be able to see what they were able to do independently and what they needed some additional support to do.	Ask students to share their summary notes with their reading triad and write a summary statement together based on their notes (each student should record a summary statement in his or her own Reader’s Guide). • Give the triads 5 minutes to collaborate on a summary statement based on their notes for Chapter 2. Circulate and assist as needed. Prompt students to use specific details from the text in their summaries.
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY lesson 4B
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
50	Partner Reading for Gist: The Hope Chest, Chapter 3: “Meeting Myrtle” • Distribute the Reader’s Guide for The Hope Chest, Chapter 3: “Meeting Myrtle” and ask students to locate their copy of The Hope Chest. Remind them that before reading any chapter, they need to read the Historical Background Information in the Reader’s Guide. • Before asking the students to read Chapter 3, point out that the term colored is used to describe a new character. Explain that that term was how many people described African Americans during this time period. Today it is not considered appropriate to refer to African Americans in this way, but it was common in the time period depicted in the novel. • Invite students to read Chapter 3 with their triads. Explain that the purpose of this first read is to get the gist of the chapter, and they will reread parts of the chapter later in the lesson. Encourage them to read the chapter together either as a choral read (reading aloud at the same time) or by taking turns after each page. • Give students 15 minutes to do a first read of Chapter 3.
	Figurative and Descriptive Language: Creating Mental Images • Explain that authors can build images in a reader’s mind through the figurative and descriptive words and phrases they write. Remind students that they learned about other types of figurative language, idioms and adages, in Lesson 3. Ask them to turn to the middle of page 33. • As you read the following excerpt aloud, ask students to follow along in their text and think about the image, or picture, the author is describing. “With a thumping swish, the revolving door dumped Violet out onto the sidewalk. It was much darker out than she’d expected. It was evening of a long August day, but the street was a canyon between high granite and cast-iron skyscrapers, and the sun didn’t reach the bottom. Motorcars, streetcars, and horse-drawn wagons rumbled by, guided by electric or kerosene lamps mounted on the front. People pushed past Violet, and she stumbled back against the granite wall of the train station. New York was loud, and fast, and scary, and she didn’t like it.”	Explain that a type of figurative language is called a simile. A simile is a figure of speech that compares two things that are very different. Similes use the words “like” or “as” in the comparison. For example: – “The child was as sly as a fox”—The child was very smart and sneaky. – “This shoe is perfect because it fits like a glove”—Gloves have a snug fit, so the shoe fits well. Ask triads to talk about what two things are being compared in the simile from the novel and what image is created in their minds because of it. • Invite two or three students who haven’t been called on to share their thinking. Listen for responses similar to: “She is comparing the boy and a kernel of popcorn. When popcorn pops, kernels bounce all over the place. The boy was being bounced all over by the crowd” and “I imagined a little boy’s head popping up here and there—never knowing where he’s going to pop up next in a big crowd of adults.” • Explain that the author uses a lot of figurative and descriptive language in this novel because she’s trying to create images in the readers’ minds. Encourage students to look for examples of figurative and descriptive language as they continue to read.	Ask triads to talk about the image this excerpt is painting in their heads about what Violet saw. Post these probing questions to help them analyze the way the author described the setting. Invite two or three students to share their thinking for each question: * “What does the phrase ‘the street was a canyon’ mean?” Listen for: “The sides of canyons are usually really tall and steep, and canyons often have rivers at the bottom. The street was like a river, with the tall buildings being the canyon walls.” * “Why do you think the author described the setting in this way?” Listen for: “She probably wanted to show how different New York City was from where Violet lived.” • Post this question and ask students to infer about how Violet was feeling: * “Find some other descriptions of the setting. What do you notice? How does the author’s description of the setting help the reader to understand Violet’s feelings?” Listen for: “We noticed that New York City was full of unfamiliar sights and sounds and was probably overwhelming to Violet. All the things happened so quickly and loudly around her—motorcars, streetcars, and wagons going by, and people pushing past her. Violet was probably scared and anxious, too, because it was so different from where she lived.” • Invite students to turn to the bottom of page 33. As you read this excerpt aloud, ask them to follow along in their text and think about the image, or picture, the author is describing: “The crowd tossed the boy around like a kernel of popcorn in a shaking pan until he popped back out.”
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ