Section outline

  • Teacher

    Lesson Date/Periods/Location

     

     

    Trujillo

     

    April 25-29, 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 summarize informational or argumentative text. (RI.4.2)

    I can determine the meaning of academic words or phrases in an informational text. (RI.4.4)

    I can determine the meaning of content words or phrases in an informational text. (RI.4.4)

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

     

     

     

    Core Vocabulary

    /Concepts

     impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)

     

    Lesson Agenda (not for display)

    Time

    Agenda Item

    Teacher Action/Input

    Student Action/Input

     

    MONDAY  

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    40

     Mid-Unit 1 Assessment: Answering Questions and Summarizing a Text about Frederick Douglas

    •             Distribute a copy of text “Frederick Douglass: Freedom’s Champion” by Patrick S. Washburn and the Mid-Unit 1 Assessment: Answering Questions and Summarizing a Text about Frederick Douglass to each student.

    •             Remind students of the importance of reading the text several times. Point out the directions at the top of the assessment:

    1.            Read “Frederick Douglass: Freedom’s Champion” for the gist.

    2.            For Part 1: Reread the text to answer the following questions.

    3.            For Part 2: Reread the text and identify the main idea for each section.

    4.            For Part 3: Write a summary of the text.

     

    •              Clarify directions as needed.

    •              If students finish this assessment early, have them select a periodical or a short text for silent reading.

    Students will work on the assessment. Circulate to observe test-taking strategies, and record observations for future instruction. For example, are students going back to the text to look for answers? Do they appear to be reading the text completely before beginning the assessment? Are they annotating the text for their assessment? This information can be helpful in preparing students for future assessments and standardized tests.

     

    1.             In the section “What Was Her Crime,” why was it OK with Susan B. Anthony that she was arrested for voting?

     

    2.             On page 14, the authors wrote, “The spectators were outraged.” Why were the spectators outraged?

    3.             Based on her actions in the courtroom, how would you describe the kind of person Susan B. Anthony was? Make sure to use specific evidence from the text to support your response.

     

     

    Students will answer the questions from Order in The Court.

    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

     Reading Aloud for Gist: New York Times Article

    •              Inform the students that today they will read an actual newspaper article that was published in 1873. Explain that because it was written more than 140 years ago, some of the language and terms the reporter used may be challenging to understand.

    •              Place students with a partner for reading and discussion in this lesson. Distribute the New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” to students. Also display a copy on the document camera.

    •              Give students a moment to skim the text in order to just notice the format of this primary source document. Ask them probing questions like:

    *              “Do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?”

    *              “What do you notice about the words the author used?”

    •              Tell students that you will read the text aloud while they read along silently. Remind them that they do not have to understand all of the text, but they should be listening for the gist. Acknowledge that because they have read the informational text “Order in the Court” in Lessons 4 and 5, they have quite a bit of understanding about Susan

     

     Anthony’s trial. Ask them to think about the following as they read:

    *              “How is this informational text different from others you have read about Susan B. Anthony?”

    •              Read the text slowly and fluently without stopping for questions or explanation.

    •              Afterward, ask students to think then turn to their partner and discuss these question:

    *              “How is this informational text different from others you have read about Susan B. Anthony?”

    *              Now that we’ve read the entire text instead of just skimming it, do you notice anything about the style of the writing? Is it similar to what you might read in a newspaper or online today?

     

    •              Ask a few pairs to share out their thinking. Listen for comments like: “Some of the words and phrases the reporter used sound really different from how we talk today,” or “It sounds confusing and not like a story. It’s not as easy to understand as ‘Order in the Court.’”

    •              Acknowledge that the style of writing that was used 140 years ago is considerably different from the way reporters write today. Reassure students that it is fine at this point if they do not completely understand what the article is saying.

     

     

     

     

    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

    •  Guided Close Read: Focusing on Key Vocabulary

               Distribute the Close Reading recording form for the New York Times Article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting.” Explain that excerpts from the article are on the recording form.

    •         Use the document camera to zoom in on the glossary for the first paragraph. Preview the words with recorded definitions with students. Clarify the meanings of these words as needed.

    •         Remind students of the process they used for reading with a glossary in previous lessons in this unit:

    1.        Read the text together.

    2.        When you come to an unfamiliar word, use the context to help understand the word.

    3.        If context isn’t enough, use the definitions/synonyms in the glossary.

    4.        If the glossary isn’t enough, use a class dictionary.

    5.        Reread the text together using the definitions/synonyms in place of the unfamiliar word.

    •         Step 1: Reread the first paragraph aloud and model how to circle the words in the text that are in the glossary as well as any other words that might be unfamiliar to them. Invite students to circle the words on their recording forms as well.

    •         Point out the word misdirection. Explain that this word has a root word and a prefix just like the words unjust and unexpected in Lesson 4.

    *         Write on the board that the prefix mis- means “bad; wrong” and the root word direction means “an order; command.”

    *         Ask the students what misdirection means. Invite them to turn and talk with their partner. Call on one or two students to share their thinking. You should hear responses like: “Misdirection means an order that was wrong.”

    *         Invite them to write their definition in the glossary and in the text above the word.

    •         Step 2: With the help of the students, use the glossary or context clues to write a synonym or explanations above each circled word.

    •  Invite the students to choral read the paragraph with the synonyms/explanations in place of the vocabulary words.

    •         Step 4: After discussing the answers to the questions, point out the Main Idea Statement portion of the Close Reading recording form.

    •         Give the students 2 or 3 minutes to reread the paragraph with their partners, discuss what they think the main idea of the paragraph is, and then write a main idea statement on their recording forms.

    •  Using equity sticks, cold call on two or three partnerships to share their main idea statements. Listen for responses similar to: “Judge Selden asked for a new trial for Susan B. Anthony because he didn’t think the judge had treated her fairly when he didn’t let the jury decide if she was guilty or innocent.”

    • •         Step 3: Give partnerships 3–5 minutes to answer the text-dependent questions. Circulate to support students as needed or pull a small group for more direct support.
    • •         •              Call the attention of the whole group to review the answers to the text-dependent questions in the right-hand column. Cold call pairs to answer the questions and clarify as needed.
    • •         Prompt students:
    • *         “What did you read in the text that helped you come to your answer?
    • •         Listen for responses similar to:
    • •         –              “Upon the ground of a misdirection” means “because the judge gave a bad or wrong order when he didn’t allow the jury to decide her guilt or innocence.”
    • •         –              Judge Selden believed that every citizen, man or woman, has the constitutional right to have a jury decide guilt or innocence, not just one man.

    •         Encourage students to revise their notes as needed.

     

    • Rereading in Pairs: Answering Text-Dependent Questions
    • •         Ask students to take 15 minutes to work with their partners to find the main idea of the next two paragraphs. Remind them to follow the four-step directions at the top of the recording form.

    •         Circulate to support students as needed or pull a small group for more direct support.

     

    Reread the newspaper article and think about how this article connects to the other texts you’ve read in this unit. Did you learn anything new from this primary source document? Make sure to make some notes about your connections so that you are prepared to share this thinking in the next lesson.

     

     

    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

     Firsthand and Secondhand Accounts: What Are They, and How Are They Different?

    •             Explain that there are different versions, or accounts, of events that happen. Post the Firsthand and Secondhand Accounts anchor chart: 

    –             Firsthand account: This is a description or explanation of an event, told by a person who witnessed or was a part of the event.

    –             Secondhand account: This is a description or explanation of an event, told by someone who knows of the event but was not actually there.

    •             Invite the students to have out the different informational texts they’ve read:

    –             “Voting in America: A Timeline” (The Hope Chest by Karen Schwabach pgs. 269–272) (from Lesson 1)

    –             Susan B. Anthony’s “On Women’s Right to the Suffrage” speech (from Lesson 2)

    –             “The Vote” by Rebecca Hershey (from Lesson 3)

    –             “Order in the Court” by Ira Peck and Kathy Wilmore (from Lessons 4 and 5)

    –             The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” (from Lesson 7)

    •             Ask students to take 5 minutes with their partner to sort the texts into two piles:

    –             Firsthand accounts

    –             Secondhand accounts

     

    •              Circulate and ask probing questions like:

    *              “What evidence in the texts makes you think it’s that type of account?”

    •              Refocus students whole group. As a class, look at each text and ask the students to share:

    *              “What type of account is this? How do you know?”

    •              You should hear these responses:

    –              Firsthand account:

    •              The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting”

    –              Secondhand accounts:

    •              “Voting in America: A Timeline”

    •              “The Vote”

    •              “Order in the Court”

    –              Neither:

    •              Susan B. Anthony’s “On Women’s Right to the Suffrage” speech

     

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    FRIDAY  Unit 1 Lesson 8c

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    Comparing the Information in a Firsthand and Secondhand Account of Susan B. Anthony’s Trial

    •              Ask the students to sit with their partner from Lesson 7. Make sure they have the following materials:

    *              “Order in the Court” (from Lessons 4 and 5)

    *              The New York Times article “Miss Susan B. Anthony Fined $100 and Costs for Illegal Voting” (from Lesson 7)

    *              The recording forms for each text

    •              Distribute the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form and display one using a document camera.

     

                   

     

    Using equity sticks, cold call on two or three groups to share what they discussed. Listen for comments like: “First, we need to reread both texts and our recording forms so we remember what they’re about. Then we need to find information that’s the same in both texts and enter it in the Venn diagram in Parts A and B. And we need to find information that’s different and enter it in Part C of the Venn diagram.”

    •              Encourage the students to identify at least one piece of information about Susan B. Anthony’s trial that is the same in both and different in both to record in the Venn diagram. Acknowledge that there may be more than one, but they need to include at least one.

    Ask the pairs to read the directions together. Ask partnerships to turn and talk with another partnership about what they are being asked to do in the Steps 1–3. Tell them to make sure that everyone in their foursome agrees with the group’s understanding.

     

    Give the partnerships 5–10 minutes to work independently.  Circulate and offer support as needed.

    •              Gather students together. Display the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form. Ask each partnership to share one piece of information they found from the texts, and where to enter that information on the displayed recording form.

    •              Encourage students to use a blue pencil to revise their Venn diagrams based on the class discussion.

     

    Individual Writing: Comparing and Contrasting Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial

    •              Focus them on Part 3 of the Comparing Firsthand and Secondhand Accounts of Susan B. Anthony’s Trial recording form.

    .

     

    •              Ask the students: “How are the firsthand and secondhand accounts of Susan B. Anthony’s trial alike and different?” Ask them to write a short statement that summarizes what they have learned.

    •              Encourage them to review their notes and texts as they write their statements.

    •              Collect students’ recording forms

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

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