Section outline

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    Teacher

    Lesson Date/Periods/Location

     

     

    Trujillo

     

    April 4-8, 2016

    Rm. 145

    Periods 1-8

     

     

     

    Board Configuration

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

     

     

     

    Language Objective

    I can interpret information presented through charts, graphs, timelines, or Web sites. (RI.4.7)

    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 explain what a text says using specific details from the text. (RI.4.1)

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

     

     

     

    Core Vocabulary

    /Concepts

    mascot, right, rights, article, timeline, context, glossary, synonym, impact; restricted (269), qualification (269), ratified, restrict, bar, rejects, deny, resign, immigrants (270), repealed, suffragists (271), first-generation, eliminates, oversee, residents (272)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 2

     

     

    5

    Bellwork

    Take Attendance/ Explain Bellwork

    Complete Bellwork

    50

    • Listening for Gist: Confirming Our Topic?

    •         Place students with a partner for reading and discussion. Using a document camera, display “On Women’s Right to the Suffrage” by Susan B. Anthony. Distribute this text to students as well.

    •         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 should be listening for the gist. Ask them to think about the following as you read:

    *         “What do you think this speech is mostly about?”

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

    •         Afterward, ask students to think then turn to their partner and explain:

    *         “What is this speech about?”

    •         Ask a few pairs to share out their thinking. At this point students may not understand much about the text, but you may hear them say something like: “It sounds like she is upset about being accused of a crime,” “She voted and it was a crime,” or “I think we will be studying how women fought to get the right to vote.”

    •         Confirm for students that they will be studying how women fought for the right to vote in the United States. Explain that they will read more about Susan B. Anthony and her role in this movement over the next couple of weeks, but first they will take a closer look at the first paragraph of her speech.

    •  Ask students to put “On Women’s Right to the Suffrage” in their folders.

    •         Distribute the Close Reading recording form.

               •              Post the following questions on the board:

               *              “Using context clues, what can you infer about the meaning of the word suffrage?”

               *              “Why was Susan B. Anthony arrested?” •     Refocus students whole group. Cold call a few pairs to share their answers. Listen for answers like:

               •              “Suffrage has something to do with voting,” and “Susan B. Anthony was arrested for voting when it was against the law for women to vote.”

         •         Prompt students to provide the context clues they used to determine the meaning of the word suffrage.

     

     

    • Close Read of Paragraph 1 of “On Women’s Right to Suffrage” by Susan B. Anthony

              

    •         Tell students that with their partner you would like them to take 5 minutes to read the “Background Information” on the front of their Close Reading recording form. Give students 5 more minutes to discuss the questions on the board. Circulate to listen in and gauge students’ initial understanding.

              

    •         Next, point out the glossary on their Close Reading recording form. Explain that this glossary will help them better understand the first paragraph of the speech by providing the definitions of several words. Remind them of the process they used for reading with a glossary in the previous lesson:

    • 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.
    • •         Tell students that they will use a similar process as they reread the first paragraph of the speech. Tell them that some of the words have been left blank because they will be able to infer the meanings of these words from context clues in the text.

    •  Ask students to find the word suffrage and point out the following line in the “Background Information” section of the text: “This movement held protests, marches, and rallies to try to change the constitution so women could vote.” Explain to students that this line from the text provides a context clue so that they can infer the meaning of the word suffrage to mean “the right to vote.” Ask students to add this definition in their glossary.

     

     

     

     

    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

     

    •              Listening for Gist: Confirming Our Topic?

    Tell them that they will have to infer the meanings of the remaining blank words (alleged and right) from the first paragraph of the speech. Remind them that some words—like right—can have multiple meanings and that it is important to think about the meaning of the word in context.

     

     

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

    •              Reread the text aloud as students follow along and circle difficult words.

    •              Give students 10-15 minutes to complete steps 2 and 3 of the directions. Circulate to support students as needed or pull a small group for more direct support.

    Focus students on the back of the Close Reading recording form. Review the directions above the first paragraph of the speech:

    1.             Follow along as the first paragraph of the speech is reread to you. Circle the words listed in the glossary and any other words you do not know the meanings of.

    2.             Reread the speech with your partner using the glossary and context clues to write synonyms or explanations above difficult words.

    3.             Reread the text and answer the questions in the right-hand column.

     

     

    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.

    •              Ask:

    *              “What did you read in the text that helped you come to your answer?”

    •              Encourage students to amend their notes as needed. For example: For Question 1. What does Susan B. Anthony mean by “alleged crime”? A student might say: “She didn’t agree with the law against women voting.” The student should point to the next sentence in the speech as support for that inference, “… prove to you that in thus voting, I not only committed no crime …”

     

     

     

     

     

    5

     

    Closure: Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

     

    WEDNESDAY   AZ MERIT ASSEMBLY

     

     

    5

    Bellwork 

    Take Attendance/ Explain   Bellwork

    Complete Bellwork

    50

    AZ MERIT PRACTICE TESTING

     

     

     

     

     

     

    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

     

    CONTNUE FROM TUESDAY

     

     

    For the remaining two questions, look for answers similar to the following and prompt students to support their answers with the text:

    1.             What does the word “right” mean as it is used in this text? “Something people can’t stop you from doing,” or “Something everyone should be able to do.”

    2.             In 1873 it was against the law for women to vote in the state of New York as well as in other states. This speech says that voting is a right that is “beyond the power of the state to deny.” What do you think this means? “The states can’t make laws against voting,” or “New York isn’t allowed to keep women from voting.”

    After discussing the answers to the questions. Point out the “Gist Statement” portion of the Close Reading recording form.

    •              Reread the paragraph with their partners, discuss what they think the gist of the paragraph is, and then write a gist statement on their recording forms. Students should be prepared to share this.

     

    AIMS SCIENCE TEST

     

     

    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

    AZ MERIT PRACTICE TESTING

     

     

     

    10

    Sharing/Debrief: Concentric Circles

    •              Tell students that in a moment you would like them to gather in two circles, one facing in and the other facing out, for Concentric Circles (Appendix 1). Students should face a partner they did not work with during the lesson.

    •              For the first round of Concentric Circles, ask students to share their gist statement. Circulate and listen to gauge students’ understanding of the first paragraph of the speech. It is not likely that they will have a deep understanding of the text at this point, but they should understand that Susan B. Anthony believed women should have the right to vote and that at the time of this speech it was against the law. Give students 2 minutes to share and take notes or revise their gist statements before moving to their next partner.

    •              Next, ask students in the outside circle to move three people to their right and remind them of the discussion question from the beginning of the lesson: “Is it ever okay to break the law? Why or why not?” Tell them that you would like them to discuss a different version of this question:

    *              “Was it OK for Susan B. Anthony to break the law? Why or why not?”

    •              Give students 3 minutes for this final discussion question. If time permits, ask students to move to a new partner and continue to discuss this question.

    •              Collect students’ Close Reading recording forms for formative assessment.

    •              Discuss the night’s homework. Clarify as needed.

     

     

     

    5

    Closure:Wrap up what was taught in class

    Exit Card

    Tell teacher what was taught in class

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    work

     NO HOMEWORK