Section: Lesson Plans 4.18-4.22, 2016 | Mrs. Trujillo

Section outline

Teacher

Lesson Date/Periods/Location

Trujillo

April 18-22, 2016

Rm. 145

Periods 1-8

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


Language Objective	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 use a variety of strategies to determine the meaning of words and phrases. (L.4.4) a. I can use context to help me determine what a word or phrase means. b. I can use common affixes and roots as clues to help me determine what a word means.

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impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)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 unit 1 lesson 4
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Engaging the Reader and Review Learning Targets • Review the Timeline: History of Voting in America: Women’s Suffrage Movement anchor chart from Lesson 3. Remind students that the rest of this unit will primarily focus on events that happened between 1850 and 1920 and that they will be adding to this timeline as they learn more about women’s right to vote. Explain that after reading another informational text today, they will add dates and events to this class timeline.	Invite the class to read the learning targets: “I can get the gist of an informational text about Susan B. Anthony” and “I can determine the meaning of unfamiliar words using a glossary and context clues.”	Have students give a thumbs-up if they are clear on what they will be expected to do with both learning targets, a thumbs-sideways if they understand part but not all of what to do, and a thumbs-down if they are very unsure about what they should do. Clarify any confusion as needed.
	• Ask students to gather together with their homework from the night before. Remind them that they were asked to revise their summary of “The Vote.” They were asked to write their final summary below their draft on the Summarizing Informational Text recording form for the text.	Invite them to find their partner. Using a projector, display the two Example Summaries for “The Vote” and ask students to read them silently to themselves. Invite them to talk with their partner about what they notice. Ask the following questions to help guide their brief discussions: * “How are these two examples different? How are they the same?” * “Is one more complete than the other? What makes you think that?”	After students have had a chance to talk with their partners, ask the following question: * “Which one would you want to put your name on? Why?” • Briefly chart their responses on the class What Makes a Quality Summary? anchor chart. Make sure students understand that a quality summary describes the main idea of the whole text in their own words using specific details from the text. • Invite students to share their summaries of “The Vote” with their partners and explain, based on what they just learned about writing quality summaries, if their summary is quality or needs to be revised. Ask them to write a brief one- or two-sentence note about how they would revise their summaries in the margin near Part 3 of their recording form. But explain that they will not actually revise their summary at this time. Tell them that they will have another opportunity to summarize an informational text and apply what they’ve learned about writing quality summaries
5	Closure: Wrap up what was taught in class	Exit Card	Tell teacher what was discussed in class
	TUESDAY Awards 9:15
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	First Read for Gist: “Order in the Court” • Distribute “Order in the Court” and ask the students to read the text silently by themselves. Remind them that the first time they read a short complex text, they may want to read it all the way through without stopping. But when a text is longer, it’s usually easier to break the text into manageable chunks to read.	Distribute the Summarizing Informational Text recording form for “Order in the Court.” Focus students on Part 1: “Getting the Gist.” Tell them that this is what they will do next with their partner. Be sure students know that they are not yet writing a formal summary of this full text. • call on three or four pairs to share their gist statements with the class. Listen for statements like: “Susan B. Anthony was put on trial for voting when women didn’t have the right to vote. The judge was mean to her and unfair. But Susan B. Anthony refused to do what the judge wanted her to do because she said what the judge did was wrong.”	• Invite them to use the following process to chunk this text for their first read: 1. Read one section of the text at a time. 2. After reading a section, record a gist statement in the margin. 3. For each section, circle any unfamiliar words. 4. Repeat these steps with the next section. • Invite the students to find their partner and to do the following: 1. Share your gist statements for each section of the text. 2. As a pair, collaborate on a gist statement for the whole text. 3. On Part 1 of the Summarizing Informational Text recording form for “Order in the Court,” write a gist statement. What is your initial sense of what this text is mostly about?

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	Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension	• Tell students that they are now going to reread the text, this time focusing on some of the words that may have been unfamiliar to them when they read it by themselves. • Ask students to raise their hands if they identified and circled any words that were unfamiliar to them. Call on several students to share one or two words each that they circled. • Acknowledge that this text has several words that may have been new to them, but the text may have helped them figure out what the words meant. • Point out that this particular informational text has a specific text feature that could be helpful to readers as they read unfamiliar words. Draw students’ attention to the small box at the bottom of the first page. Explain that this type of text feature is often referred to as a “word bank.”	• Ask students to turn to the first full paragraph on page 13. Ask: * “What did the authors mean when they said, ‘She had been an abolitionist …’?” • Cold call on one or two students. Listen for responses like: “She was against slavery.” Make sure to ask probing questions like: * “What in the text helped you know that?” • Point out that often in informational texts, the authors give you the definition right there. Focus students on the phrase “opposed to the ownership of fellow human beings” as well as the phrase “ending slavery.”
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	• Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension • Ask students to turn to turn to page 14. Invite them to read the second full paragraph with this question in mind: * “Based on context clues in this paragraph, what might the word outrage mean in the sentence ‘The spectators were outraged’?” • Give students a minute or so to reread. • Read the sentence “I shall never pay a dollar of your unjust penalty …” Explain that this word has two parts; write the following on the board: * just—the root word * un—the prefix • Explain that when a prefix is added to the beginning of a word, it changes the meaning of the root word. * just—means “fair or right” * un—means “not” • Ask students to think about but not discuss yet: * “Thinking about what each part means, what does unjust mean?”	• Ask them to turn and talk with their partner about what they think this word means and what in the text helped them know. • Call on one or two students. Listen for comments like: “The people were really mad.” Make sure to ask probing questions like: * “What in the text helped you know that?” • You should hear responses similar to: “The text said that most of the people didn’t think she was given a fair trial. Being unfair to someone would make people mad.” • Acknowledge that there aren’t always context clues to help the reader figure out all the hard words in a text. Sometimes readers need to break words into parts in order to figure out what they mean. Ask the students to locate the word unjust in the last paragraph of “The Trial: Day Two” on page 14.	Ask them to whisper the definition into their hands and on the count of three, “throw it out to the universe” all together. Count one, two, three! Listen for the students to whisper, “Not fair” or “Not right.”

5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
	FRIDAY
5	Bellwork	Take Attendance/ Explain Bellwork	Complete Bellwork
40	Determining the Meaning of Unfamiliar Words: Using Context Clues, Word Parts, and Glossaries to Help with Comprehension • Draw students’ attention to the first sentence of the first full paragraph on page 14. “After both lawyers had their say, Judge Ward Hunt did something unexpected.” Ask the students to use the same strategy as the one they used with “unjust” and break the word unexpected into two parts to figure out the meaning. * un—means “not” * expected—means “certain to happen; predicted”	• Ask the students to think about what the word “unexpected” means, considering those two parts. Invite them to turn and tell the shoulder partners on either side of them. Call on two or three students to share their definitions. You should hear responses similar to: “Not predicted.” • Acknowledge that some words may be difficult to figure out the meaning by using the context or word roots. Distribute the glossary for “Order in the Court.” Remind students that in Lesson 3 they learned how to use the definitions in the glossary to help them understand the meaning of unfamiliar words. Orient students to this resource: Point out that not all the words in the glossary have definitions next to them. Instead, it says, “Student definition.” For these words, they will work with their partner as they reread to determine a definition for each of these words, using the context of the text or by breaking the word into parts to help them.	• Give the students 10–12 minutes to reread the text using the glossary. Remind them to write their own definitions for the words that don’t have one. • Gather the students whole group and call on two or three students for each word missing a definition. Listen for definitions similar to: – well-educated: having a good education – abolitionist: a person who is against slavery – jurisdiction: legal authority – concede: agree – laudable: worthy of praise; respectable – outraged: very angry • Encourage students to revise their definitions if they feel it would help clarify the meaning of the words in their glossaries.
10
5	Closure:Wrap up what was taught in class	Exit Card	Tell teacher what was taught in class
Home work	READING LOG, DUE FRIDAYJ