[National Geographic Reach] - Concord Museum Unit... · 2017-11-22 · The embedded language development of this unit centers on two of the Key Uses of Academic Language: • RECOUNT

1NextGenerationESLProject:MCUsNextGenerationESLProject:MCUs

UnitTemplate

[NationalGeographicReach]ESL[Grade5—ELDLevels2-4]

[Thisunitaboutcrossingbetweenculturesisintendedtodeliversystematic,explicit,andsustainedEnglishlanguagedevelopmentinthecontextoftheMassachusettsCurriculumFrameworks(abbreviatedasMA2017).ThepurposeofthisunitistohelpELsdevelopthelanguagenecessaryforacademicsuccessinthecontentareaofEnglishlanguagearts.Theywillalsodeveloplanguagethatwillbeused

recurrentlyinandacrossvariousacademicandsocialcontexts.]

TheembeddedlanguagedevelopmentofthisunitcentersontwooftheKeyUsesofAcademicLanguage:

• RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.• EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.


TableofContentsUnitPlan............................................................................................................................................................................................[page3]Lesson1.............................................................................................................................................................................................[page9]Lesson2..........................................................................................................................................................................................[page12]Lesson3..........................................................................................................................................................................................[page15]Lesson4..........................................................................................................................................................................................[page18]Lesson5..........................................................................................................................................................................................[page21]Lesson6..........................................................................................................................................................................................[page25]Lesson7..........................................................................................................................................................................................[page28]Lesson8..........................................................................................................................................................................................[page31]


IntegratedESLUnitTemplateIncorporatingWIDAStandards,MassachusettsCurriculumFrameworks,andUbDFramework

UnitPlanStage1—DesiredResults

ESTABLISHEDFOCUSGOALS: GFocusLanguageGoals/Standards:1.(Recount)Describecharacterdevelopmentwithinafictionaltext,usingsupportingevidence.2.(Recount)Summarizemainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.3.(Explain)Compareandcontrastlifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.ContentConnections:Thestudentisbuildingtoward:(MA2017)ELA-Literacy.RI.5.2-Determineoneormoremainideasofatextandexplainhowtheyaresupportedbykeydetails;summarizeatext.(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;

TransferStudentswillbeabletoindependentlyusetheirlearningto… TT.1Communicateforsocialandinstructionalpurposeswithintheschoolsetting.T.2Communicateinformation,ideas,andconceptsnecessaryforacademicsuccessinthecontentareaoflanguagearts.

MeaningUNDERSTANDINGS UStudentswillunderstandthat…Whenreading,it’simportanttoconsidertheperspectiveofacharacter.Determiningmainideasandexplaininghowtheyaresupportedbykeydetailshelpstosummarizeatext.Understandinghowanarratoruseslanguagecanhelpuscompareandcontrastdifferentplaces.Usingevidencetosupportideasbuildsknowledgefromatext.

ESSENTIALQUESTIONS QHowcanwhereyouarechangewhoyouare?Whatisjustice?

LanguageAcquisitionintheFourDomainsKNOWLEDGE:AcademicLanguage KStudentswillknow…Subject-verbagreement(includingsimpleandcomplexsubjects,singularandpluralverbs).Usingadictionarytodeterminemeaningofunknownwords.Usingathesaurustodeterminesynonymsandantonyms.Similesandmetaphorsarekeyconstructsoffigurativelanguage.

SKILLS:AcademicLanguage SStudentswillbeskilledat… Usingsubject-verbagreementtoformsentences.Determiningthemeaningofacademicvocabularyusingtools,suchasdictionariesandthesaurus.Analyzetheuseoffigurativelanguage(similesandmetaphors)tocompareandcontrast.


identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.

Compareandcontrastlanguageusedtoindicatesimilaritiesanddifferences(and,but,however,therefore).

Comparingandcontrastingideasininformationaltext.

Stage2—EvidenceEVALUATIVECRITERIA: ASSESSMENTEVIDENCE:LanguageDevelopment CURRICULUMEMBEDDEDPERFORMANCEASSESSMENT(PerformanceTasks) PT

OTHEREVIDENCE: OE

Stage3—LearningPlanSOCIOCULTURALIMPLICATIONS:Topics:Dependingonstudents’backgroundexperiences,thesetopicsmayevokestrongemotionalresponses,givenpossiblenegativeexperiences(e.g.discrimination,injustice,etc.)Furthermore,thesub-topicofslaveryintheUSmightnotbefamiliartoEnglishLearnerstudents.Task/situation:

• Studentsmaybemorecomfortablelearningand/orexpressingthemselvesindifferentways:orally,inwriting,bylistening,bymovementortouch,bylookingatimagesofvisualrepresentations,byspeaking,etc.Providemultiplewaysforstudentstolearninformationanddemonstratetheirlearning.

SUMMARYOFKEYLEARNINGEVENTSANDINSTRUCTION:Part1:Howcanwhereyouarechangewhoyouare?Thread1:BeingAwake,Aware,andAliveLesson1:Day1-


• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandpersonalexamplesofkeytermssuchascharacterdevelopmentand

characteristics.o Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-

downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics).

• Briefoverviewoflesson:Studentswillbeintroducedtothebigquestionandthreadthroughexplorationofcharacterdevelopmentandhowweuseadjectivestodescribecharacter[development]characteristics.Startingwithexamplesthatconnecttotheirbackgrounds,suchastheirownpersonalcharacterdevelopmentastheymovedfromcountrytocountry,studentswillthenbeintroducedtothefigureandcharacterdevelopmentofHenryDavidThoreau.Studentswilltakepartinaformativeassessmentthatwillevaluatetheirabilitytousethetop-downwebgraphicorganizerwithwhichtheyarealreadyfamiliartooutlineadjectivestodescribetheirowncharacterdevelopmentintheirpersonalmovesfromcountrytocountry.Thisactivitywillalsobuildtheirbackgroundknowledgeinpreparationforapplicationtotext.

Lesson2:Day1-

• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentand

characteristics.o Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary

(characterdevelopment,characteristics)supportedbytextevidencewithapartner.”

Briefoverviewoflesson:StudentswillbeintroducedtotheNationalGeographicReachtext,“MyDiaryfromHeretoThere,”throughafirstread.Thesetpurposeistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.Thread2:LivinginSocietyLesson3:Day1-

• Languageobjectives:o Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentand

characteristics.o Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletion

ofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.

• Briefoverviewoflesson:Inthesecondreadofthistext,studentswillreviewplotandmakeatop-downweboftheplot.Toexplorethethread,theywillthenreviewcharacterdevelopmentusingadjectivecharacteristics,supportedbytextevidence,and


addthesecharacteristicsinwritingtotheirtop-downweb.Lesson4:Day1-

• Languageobjectives:o Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentbaseduponthecharacteristic

vocabularyincludedintheirtop-downwebsandsupportedbytextevidence.• Briefoverviewoflesson:Studentswillreviewthecharacterdevelopmentportionoftheirtop-downwebs,whichserveas

formativeassessmentsoftheirabilitytoidentifyacharacter’schangingcharacteristicsandfindsupportusingtextevidence.Theywillretellhowthemaincharacterdevelopsinthetextfirstorallytoapartnerandtheninwriting,baseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.Theirwritingwillserveasasummativeassessmentofstudents’abilitytodescribeacharacter’sdevelopmentinwriting,baseduponatop-downwebwritingplanincludingcharacteristicsandsupportingtextevidence.

Thread3:HearingthatDifferentDrummerLesson5:Day1-

• Languageobjectives:o Studentswillbeabletodescribeorallyhowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.

• Briefoverviewoflesson:Toexplorethethread,studentswillbeintroducedtothenon-fictionautobiographygenrethrough

explorationandreviewoftextfeatures,includingmaps,photos,labels,captions,andheadings.ThesetpurposeforthefirstreadofthisNationalGeographicReachtext,“ARefugeeRemembersTheAutobiographyofJohnBulDau,”istoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.Tolinkcurrentandpastlearning,characteristicswillcontinuetobeusedtoanalyzethepersoninthetextandmakecomparisonsbetweenhislifeintwocountries.

Lesson6:Day1-

• Languageobjectives:o Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-

downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.

• Briefoverviewoflesson:StudentswillcompletetheirfirstreadofthetextanddiscussJohnBulDau’slife,comparingitbetweentwocountries.Studentswillbeintroducedtoatop-downwebforcomparisonthatfunctionssimilartoaVennDiagram.Theywilldevelopatop-downwebwritingplancomparingJohnBulDau’slifebetweentwocountries,usingtextevidencetosupporttheidentifiedcharacteristicsincomparingthisperson’slifebetweentwocountries.

Part2:Whatisjustice?


Thread4:ChoosingLifewithPrincipleLesson7:Day1-

• Languageobjectives:o Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsand

characteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.

• Briefoverviewoflesson:Inthislesson,studentswillbeintroducedtothebigquestionandthreadafterreviewingandcompletingtheircomparisontop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyaperson’scharacteristics,makecomparisonsbetweenlifeintwocountries,andfindsupportusingtextevidence.Theywillexplainthesecomparisonsfirstorallytoapartnerandtheninwriting,reflectingonwhatisjust,andbaseduponthecomparisonsincludedintheirtop-downwebs.Theirwritingwillserveasasummativeassessmentofstudents’abilitytomakecomparisonsinwriting,baseduponatop-downwebwritingplan,includingcharacteristics,comparisons,andsupportingtextevidence.

Lesson8:Day1-

• Languageobjectives:o Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationand

completionofatop-downwebgraphicorganizerincludingthesechoices.

• Briefoverviewoflesson:Inthislesson,studentswillcontinuetoreflectonthebigquestionandthreadthroughvocabularywordpartanalysisanduseofcognates.Studentswillanalyzewordpartsintheword“deliberately”asweexaminetheThoreauvianconceptof“LivingDeliberately”throughdiscussionandwiththesupportofatop-downweb.AfterbuildingbackgroundofThoreau’sdecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,studentswillcontinuetoapplytheirknowledgeof“livingdeliberately”totheirownpersonalexperiencesinpreparationforapplicationtotext.Theywilldiscusswithapartnerandthencreatetheirowntop-downwebasawritingplantorespondtotheprompt:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?

AdaptedfromUnderstandingbyDesign®.©2012GrantWigginsandJayMcTighe.Usedwithpermission.

Whatstudentsshouldknowandbeabletodotoengageinthisunit:

� Turnandtalk:turntotheirassignedpartner,facingthemdirectly(knee-to-kneeandeye-to-eye),andquietlytalkwiththeirpartnerontopicusingsentenceframesprovidedbytheteacher.


� Shareideaswiththewholeclassorasmallgroup.

� Basicunderstandingofadjectivesasdescribingwords.

� Basicunderstandingofthetop-downwebgraphicorganizerstructure.

� Αctivelylistentotextread-aloud.

� Basicunderstandingofplot.

� Retellelementsfromtext,usingtextevidencesupport.

� Compareconcepts.

� Basicunderstandingoffictionandnon-fictiontextfeaturestoevaluatewhethertextisfictionornon-fiction.


Part1EssentialQuestion:Howcanwhereyouarechangewhoyouare?

Thread1:BeingAwake,Aware,andAlive

Lesson1

Day1 BigQuestionandthreadexploration:Howcanwhereyouarechangewhoyouare?&BeingAwake,Aware,andAlive EstimatedTime:40minutes

Briefoverviewoflesson:Studentswillbeintroducedtothebigquestionandthreadthroughexplorationofcharacterdevelopmentandhowweuseadjectivestodescribecharacter[development]characteristics.Startingwithexamplesthatconnecttotheirbackgrounds,suchastheirownpersonalcharacterdevelopmentastheymovedfromcountrytocountry,studentswillthenbeintroducedtothefigureandcharacterdevelopmentofHenryDavidThoreau.Studentswilltakepartinaformativeassessmentthatwillevaluatetheirabilitytousethetop-downwebgraphicorganizerwithwhichtheyarealreadyfamiliartooutlineadjectivestodescribetheirowncharacterdevelopmentintheirpersonalmovesfromcountrytocountry.Thisactivitywillalsobuildtheirbackgroundknowledgeinpreparationforapplicationtotext.

LESSONFOUNDATION

Unit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson

G.1 RECOUNTbydescribingcharacterdevelopmentwithinafictionaltext,usingsupportingevidence.

(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.LanguageObjectivesEssentialQuestionsAddressedinThisLesson

Studentswillbeabletoorallydiscussthemeaningandpersonalexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.

Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics). Q.1 Howcanwhereyouarechangewhoyouare?

Assessment


� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidepersonalexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andintop-downwebgraphicorganizers.

� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizersoftheirpersonalcharacterdevelopment,includingadjectivecharacteristicstodescribehowtheychangedmovingfromcountrytocountry.

*Adjustinstructionasneeded.

THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandexamplesofkeytermssuchascharacterdevelopmentandcharacteristics,”and“Studentswillbeabletorecountbydescribingpersonalcharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics).”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.

2. Introducethebigquestionandthread.

3. Pre-teachthevocabularycharacterdevelopmentandintroducewordpartanalysistobreakdownthemeaningofvocabularywords:diaryandcharacteristics.Modelforstudentshowtousetheirfirstlanguagetohelpthembreakdownthemeaningofwordparts(cognates).Discussdescribingwordsandteach/reviewtherelatedvocabularyword,adjectives.

DuringtheLesson

1. Assessstudents’backgroundknowledgeaboutcharacterdevelopmentthroughturn-and-talksandclassdiscussionabouttheirpersonalcharacterdevelopmentastheyhavemovedfromcountrytocountry.

2. Providebackgroundaboutthefigure,HenryDavidThoreau.Then,modeluseofadjectivecharacteristicstodescribethisimportanthistoricfigureorallyandinwritingusingatop-downweb(e.g.observant,deliberate,scientific,reflective,etc.)

a. Definecharacterdevelopmentagain(“howsomeonechangesovertime”).

b. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizerstowritedowntheirownpersonalcharacter[development]characteristicsastheyhavemovedfromcountrytocountrythattheyhadsharedorally.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.


3. Studentscreateandcompletetheirowntop-downgraphicorganizersoftheirpersonalcharacterdevelopment,includingadjectivecharacteristicstodescribehowtheychangedmovingfromcountrytocountry.

LessonClosing

1. Introducethelesson’stexttoberead,analyzedanddiscussednextlesson:NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.

2. Reviewthatstudentswillapplytheirknowledgeofusingadjectivestodescribecharacter[development]characteristicsofthetext’smaincharacter.

3. Revisittheobjectives.

Lesson1Resources

� NationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.

� Whiteboard

� Pencils,markers,crayons

� Studentpartnergroupings

� Studentwritingpaper

� ImagesofHenryDavidThoreau


Lesson2

Day2 Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&BeingAwake,Aware,andAliveEstimatedTime:40minutes

Briefoverviewoflesson:StudentswillbeintroducedtotheNationalGeographicReachtext,“MyDiaryfromHeretoThere,”throughafirstread.Thesetpurposeistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.

LESSONFOUNDATION



(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.LanguageObjectivesEssentialQuestionsAddressedinThisLesson

Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.

Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidencewithapartner. Q.1 Howcanwhereyouarechangewhoyouare?

Assessment

� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.

� Formative:Assessstudentapplicationoflearnedlanguagetorecallkeyevents/informationfromthetextusingtextevidenceduringtheretelling.


THELESSONINACTION

LessonOpening


1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics”and“Studentswillbeabletorecountbyorallydescribingamaincharacter’scharacterdevelopmentusingkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidencewithapartner.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.

2. Reviewfrompriorclassthatstudentswillapplytheirknowledgeofusingadjectivestodescribecharacter[development]characteristicsofthetext’smaincharacter.

DuringtheLesson

1. Introducethelesson’stext.

a. DisplaythefrontcoverofNationalGeographicReach:“MyDiaryfromHeretoThere.”byAmadaIrmaPerez.

b. Studentspreviewthetextinpairs.Review:1)howtoevaluatewhetherthetextisfictionornon-fictionusingtextfeaturesand2)picturewalking,includingquestiongeneration.Remindstudentsthattheywillalternatepagesintheirpicturewalkandmustgenerateatleastonequestionduringtheirpicturewalkthattheywillconsiderduringreading.

c. Tellstudentstothinkaboutthesetpurpose,whichistoreadthisfictionaldiaryaboutacharacterwhoismovingfromcountrytocountryandthinkabouthowthemaincharacterchanges(characterdevelopment).StudentswilluseexamplesfromAmada’sdiarytosupporttheirideas.

d. Explainthatstudentswillapplytheirbackgroundknowledgeoftheirpersonalcharacterdevelopmentintheirownmovesfromcountrytocountrytoorallyanalyzethemaincharacter’scharacterdevelopmentthroughoutthetext,usingsupportingtextevidence.

2. Readthetextaloud,modelingproperreading.

3. Reviewthetext:

a. Reviewthevocabularywordplot(beginning,middle,andendofatext).Illustrateplotinatop-downweb. b. Havestudentsthinkaboutthemainideasofthetextindependentlyfirst,thenturnandtalkwithapartnertorecountmainideasfromthetext,beforesharingasawholegroup.Promptstudentsasneeded,usingquestions,suchas:“Whathappenedatthebeginningofthetext?”or“WhatchangeshappeninAmada’slife?”Providesentenceframesforstudentstouseiftheywantto,suchas:“Atthebeginning,________becauseIsawinthetext_____."Duringpartnerwork,listentoconversations,focusingonuseofadjectivecharacteristics,keywordsortheuseofsentenceframes.


4. Studentsturn-and-talktodiscussthemaincharacter’scharacterdevelopmentthroughoutthetextsupportedbytextevidence.Modelsomeadjectivecharacteristicsusingasentenceframesuchas“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Thenhavestudentsdiscussitwithapartner.Listentoconversations,assessingstudents’languageproductionandunderstandingofcharacterdevelopmentintextssupportedbytextevidence.

LessonClosing

1. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizersnextclasstowritedownthemaincharacter’scharacter[development]characteristicsasshemovedfromcountrytocountrysupportedbytextevidencethattheyhadsharedorally.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.

2.Reviewthatstudentscanusetheirpersonalcharacterdevelopmenttop-downwebsasreferenceandsupport.

3.Revisittheobjectives.

Lesson2Resources


� Whiteboard



Lesson3

Day3Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&LivinginSociety

EstimatedTime:40minutes

Briefoverviewoflesson:Inthesecondreadofthistext,studentswillreviewplotandmakeatop-downweboftheplot.Toexplorethethread,theywillthenreviewcharacterdevelopmentusingadjectivecharacteristics,supportedbytextevidence,andaddthesecharacteristicsinwritingtotheirtop-downweb.LESSONFOUNDATION



(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.LanguageObjectivesEssentialQuestionsAddressedinThisLesson

Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics.

Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.Q.1 Howcanwhereyouarechangewhoyouare?

Assessment

� Formative:Assessstudentapplicationoflearnedlanguageofthetermplotintop-downwebgraphicorganizers.



� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizersofatext’smaincharacter’scharacterdevelopment,includingadjectivecharacteristicstodescribehowthemaincharacterchangedthroughoutthenarrativesupportedbytextevidence.


THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoorallydiscussthemeaningandtextexamplesofkeytermssuchascharacterdevelopmentandcharacteristics”and“Studentswillbeabletorecountbydescribingamaincharacter’scharacterdevelopmentthroughcreationandcompletionofatop-downwebgraphicorganizerwithexamplesofkeytopicvocabulary(characterdevelopment,characteristics)supportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Modelinatop-downwebaconceptlearnedduringaThoreauvianworkshopofwhatchangeslocationcanmake(topic=location;sub-topicsofwhatlanguagecanchange=1)characterdevelopment,2)writing,3)language.Promptstudentstodiscusshowtheirpersonallocationchangesaffectedanyofthesesub-topics.Monitorconversationsforacademiclanguageproficiencyanduseofkeyvocabulary.Ifneeded,modelanexampleofhowalocationchangealteredpersonalcharacterdevelopmentinpreparationforstudents’texttalkandapplication.3. Activator:Studentsturn-andtalktoreviewthetextplotdescribingthemaincharacter’scharacterdevelopmentusingadjectivecharacteristicssupportedbytextevidence.

DuringtheLesson

1. Studentscreateandcompletetheirowntop-downgraphicorganizersofthemaincharacter’scharacterdevelopment,includingadjectivecharacteristicssupportedbytextevidencetodescribehercharacterdevelopmentthroughoutthenarrative.

a. Promptstudentstostartbycreatingatop-downwebillustratingplot(beginning,middle,andend). b. Remindstudentstoaddnotesintheirtop-downwebsofthemaincharacter’scharacterdevelopmentofthetextindependently.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheadjectivecharacteristicstheyhadidentifiedorallywiththeirpartnerstodescribethemaincharacter’scharacterdevelopmentsupportedbytextevidence.Promptstudentsasneeded,usingquestions,suchas:“HowdoesAmadachangeduringthetext?Why/Whathappened?”Providesentence


framesforstudentstouseiftheywantto,suchas:“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Duringindependentorpartnercheck-ins,monitortop-downwebnote-takingandlistentoconversations,focusingonuseofadjectivecharacteristics,keywordsortheuseofsentenceframes.

LessonClosing

1. Explainthatstudentswillbeusingtheirowntop-downwebgraphicorganizer[writingplans]nextclasstowriteincompletesentencesthemaincharacter’scharacter[development]characteristicsasshemovedfromcountrytocountrysupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.


Lesson3Resources


� Whiteboard





Lesson4

Day4Howdoesthecharacter,Amada,inthetext“MyDiaryfromHeretoThere”develop?&LivinginSociety


Briefoverviewoflesson:Studentswillreviewthecharacterdevelopmentportionoftheirtop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyacharacter’schangingcharacteristicsandfindsupportusingtextevidence.Theywillretellhowthemaincharacterdevelopsinthetextfirstorallytoapartnerandtheninwriting,baseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.Theirwritingwillserveasasummativeassessmentofstudents’abilitytodescribeacharacter’sdevelopmentinwriting,baseduponatop-downwebwritingplanincludingcharacteristicsandsupportingtextevidence.LESSONFOUNDATIONUnit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson


(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.LanguageObjectivesEssentialQuestionsAddressedinThisLesson

Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentbaseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence. Q.1 Howcanwhereyouarechangewhoyouare?

Assessment


� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermscharacterdevelopmentandcharacteristicsduringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.


� Summative:Assessstudentapplicationofcharacterdevelopmentinwritingbasedupontheirtop-downwebgraphicorganizersandincludingcharacteristicsandsupportingtextevidence.


THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoretellinwritingamaincharacter’scharacterdevelopmentthroughretellingbaseduponthecharacteristicvocabularyincludedintheirtop-downwebsandsupportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Activator:Studentsturn-andtalktoreviewtheirtop-downwebsdescribingthemaincharacter’scharacterdevelopmentusingadjectivecharacteristicssupportedbytextevidence.

DuringtheLesson

1. Studentswritefromtheirowntop-downgraphicorganizer[writingplans]aboutthemaincharacter’scharacterdevelopment,includingadjectivecharacteristicssupportedbytextevidencetodescribehercharacterdevelopmentthroughoutthenarrative.

a. Remindstudentstoincludeanintroductionandconclusionintheirwriting.Promptstudentsasneededtochecktheappropriate______(e.g.topic)sectionoftheirtop-downwebsforintroductionandconclusionnotestousetowritecompletesentences.Ifneeded,promptstudentstocheckinwithpartnerstostateorallytheirintroductionsandconclusions. b. Remindstudentstowritecompletesentencesfromtheirtop-downwebnotes.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheircompletesentencesderivedfromtheirtop-downwebnote-taking.Providesentenceframesforstudentstouseiftheywantto,suchas:“Atthebeginning,IthinkAmadafelt____(e.g.worried)becauseIsawinthetext_____."Duringindependentorpartnercheck-ins,monitorwritingincompletesentencesinintroductions,body,andconclusion.Listentoconversations,focusingonuseofcompletesentencesincludingadjectivecharacteristicsorkeywordsortheuseofsentenceframes.

LessonClosing

1. Studentsreadtheirwritingtoeachotherinpairsandofferfeedbackaboutanyrevisionsneededtomaketheirpartner’swritingmoreclear.


2. Writeonboardandaskstudentstoconsiderthetextsentence(p.21):“Keepyourlanguageandculturealiveinyourdiaryandin

yourheart.”Readaloudp.25“Meettheauthor”abouthowsomeoftheauthor’sdiarystoriesbecamebooks.Studentsdiscusshowthefictionalmaincharacter’sthoughts,emotions,andexperiencesinfluencehoweventsaredescribedinthestory((MA2017)ELA-Literacy.RL.5.6.)


Lesson4Resources


� Whiteboard



� Studenttop-downwebgraphicorganizers



Lesson5

Day5CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&HearingthatDifferentDrummer


Briefoverviewoflesson:Toexplorethethread,studentswillbeintroducedtothenon-fictionautobiographygenrethroughexplorationandreviewoftextfeatures,includingmaps,photos,labels,captions,andheadings.ThesetpurposeforthefirstreadofthisNationalGeographicReachtext,“ARefugeeRemembersTheAutobiographyofJohnBulDau,”istoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.Tolinkcurrentandpastlearning,characteristicswillcontinuetobeusedtoanalyzethepersoninthetextandmakecomparisonsbetweenhislifeintwocountries.LESSONFOUNDATION


G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.

(MA2017)ELA-Literacy.RL.5.6-Describehowanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribedinastory,myth,poem,ordrama.

(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.

LanguageObjectivesEssentialQuestionsAddressedinThisLesson

Studentswillbeabletodescribeorallyhowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.Q.1Howcanwhereyouarechangewhoyouare?

Assessment

� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovidetextexamplesofthetermsnarrator,pointofview,andcompare(Verb)/comparison(Noun)duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.




THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Describehowanarrator’spointofviewinfluencestheauthor’suseofcomparisoninatext.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.2. Modelinatop-downwebsomeexamplesofsubjectandpronounwordsthatareusedforanarratorinfirst-personpointofviewtotellastorythewayheseesit.(topic=firstpersonpoint-of-view;sub-topics=1)I,2)me,3)my.Promptstudentsto:1)discusstheirownpersonalstories(connectingtotheirbackgroundexperiences)fromtheirpointofviewand2)noticethesubjectandpronounwordstheyusetodoit(e.g.I,me,my).Ifneeded,modelanexampleandvisuallymarkinthemodeledtop-downwebthenumberoftimesthesefirst-personsubjectandpronounwordsarebeingusedduringmodeling. DuringtheLesson

1. Introducethelesson’stext.

a. DisplaythefrontcoverofNationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.

b. Reviewwordpartanalysistobreakdownthemeaningofvocabularywords.Toconnectstudents’currentandpriorlearning,mentionthevocabularywordsstudentspreviouslyanalyzedusingwordpartanalysis(e.g.diaryandcharacteristics)andthenexplicitlystate(orallyandinwriting)thatthenextvocabularywordforwordpartanalysisis:autobiography.Toexplicitlyleveragestudents’backgroundexperiences,remindstudentstousetheirfirstlanguagetohelpthembreakdownthemeaningofwordparts(cognates).Beexplicitthatthenarratorofthetextisthesameastheauthor:JohnBulDau.

c. Studentspreviewthetextinpairs.Review:1)howtoevaluatewhetherthetextisfictionornon-fictionusingtextfeatures,includingmaps*,and2)picturewalking,includingquestiongeneration.Remindstudentsthattheywillalternatepagesintheirpicturewalkandmustgenerateatleastonequestionduringtheirpicturewalkthattheywillconsiderduringreading.

*Asavisualexample,showamapofDCR’sWaldenPondStateReservationtoconnectbacktothelifeofHenryDavidThoreauandhistimelivingatWaldenPond.


c. Tellstudentstothinkaboutthesetpurpose,whichistoreadthisautobiographicaltexttocompareaperson’slifeintwocountriessupportedbytextevidence.BeexplicitthatthenarratorofthetextisJohnBulDau.

d. Explainthatstudentswillapplytheirpriorlearningofcharacteristicstocomparethenarrator’slifeintwocountries,usingsupportingtextevidence.

2. Reviewpartnerreadingassimilartopicturewalkinginwhichstudentswillalternatepagesintheirpicturewalkandlookforanswerstotheirpreviouslygeneratedquestions.

3. Reviewthetext:

a. Reviewhowtocomparelifesituations.ModelusingsentenceframesnotinghowIwouldspeakinfirstpersonpoint-of-viewaboutmyself(asthenarratordid),suchas:“InFrance,I____,butinAmerica,I______.Inbothplaces,I________.”Emphasizethatmypoint-of-viewinfluenceshoweventsaredescribed. b. Havestudentsthinkaboutthemainideasofthetextindependentlyfirst,thenturnandtalkwithapartnertorecountmainideasfromthetext,beforesharingasawholegroup.Promptstudentsasneeded,usingquestions,suchas:“Whathappenedinthenarrator’s,JohnBulDau’s,lifeinAfrica?”or“HowwasthatthesameordifferentthaninAmerica?”Providesentenceframesforstudentstouseiftheywantto,notinghowwewouldspeakinadifferentpoint-of-viewtodescribeapersoninatext(usingnamesorpronounslike“he”or“she”),suchas:“InAfrica,John____,butinAmerica,he_____.Inbothplaces,thenarrator______."Duringpartnerwork,listentoconversations,focusingonuseofcharacteristics,keywordsortheuseofsentenceframes.

LessonClosing

1. Explainthatstudentswillbecompletingtheirowntop-downwebgraphicorganizersnextclasstocomparethenarrator,JohnBulDau’s,lifebetweentwocountriessupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.

2.Continuetoreviewthatstudentscanusetheircharacterdevelopmenttop-downwebsfromthepriorfictionalstory,“MyDiaryfromHeretoThere”asreferenceandsupport.

3. Writeonboardandaskstudentstoconsideragain(thistimeusingnon-fiction)howanarrator’sorspeaker’spointofviewinfluenceshoweventsaredescribed((MA2017)ELA-Literacy.RL.5.6.)StudentsdiscusshowJohnBulDau’sfirstpersonpoint-of-view(e.g.usingwordssuchas“I”,“me”,“my”)influenceshoweventsaredescribedinthe[non-fiction]autobiography.



Lesson5Resources

� NationalGeographicReach::“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.

� Whiteboard


� Visuals:mapofDCR’sWaldenPondStateReservation


Lesson6

Day6CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&HearingthatDifferentDrummer


Briefoverviewoflesson:StudentswillcompletetheirfirstreadofthetextanddiscussJohnBulDau’slife,comparingitbetweentwocountries.Studentswillbeintroducedtoatop-downwebforcomparisonthatfunctionssimilartoaVennDiagram.Theywilldevelopatop-downwebwritingplancomparingJohnBulDau’slifebetweentwocountries,usingtextevidencetosupporttheidentifiedcharacteristicsincomparingthisperson’slifebetweentwocountries.LESSONFOUNDATION


G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.


Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.Q.1Howcanwhereyouarechangewhoyouare?

Assessment




� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizerstocompareaperson’slifebetweentwocountriessupportedbytextevidenceandincludingcharacteristics.


THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesthroughcreationandcompletionofatop-downwebgraphicorganizersupportedbytextevidenceandincludingcharacteristics.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.3. Modelhowtouseatop-downweborcomparison,specificallyusingsymbolssuchas“=”and“X”todemonstratetop-downweb

detailsthatarethesameordifferent.

4. Review/cyclebacktoconnectcurrentlearningtopriorlearningbydiscussinghowtheadjectivecharacteristicstodescribeafictionalcharacter,likeAmada,canalsobeusedtodescribeanon-fictionalpersonlikeJohnBulDau.

5. Studentsturn-and-talktobrainstormadjectivecharacteristicstodescribeJohnBulDausupportedbytextevidence.Ifneeded,promptstudentstoreferbacktotheirpriorAmadacharacterdevelopmenttop-downwebs.

DuringtheLesson

1. Studentscreateandcompletetheirowntop-downgraphicorganizerscomparingJohnBulDau’slifebetweentwocountries,includingadjectivecharacteristicssupportedbytextevidence.

a. Ifneeded,promptstudentstoreferbacktotheirpriorAmadacharacterdevelopmenttop-downwebsforreferenceandsupport. b. Remindstudentstoaddnotesintheirtop-downwebscomparingthenarrator’slifeintwocountriesindependently,basedontheirpriorturn-and-talkconversations.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheadjectivecharacteristicstheyhadidentifiedorallywiththeirpartnerstocomparethenarrator’slifebetweentwocountriessupportedby


textevidence.Promptstudentsasneeded,usingquestions,suchas:“HowdoesJohnBulDauchangeduringthetext?Why/Whathappened?”Provideguidingquestionsforstudentstorespondtoiftheywantto,suchas:“Whathappenedinthenarrator’slifeinAfrica?”or“HowwasthatthesameordifferentthaninAmerica?”listentoconversations,focusingonuseofadjectivecharacteristicsorkeywords.

LessonClosing

1. Explainthatstudentswillbeusingtheirowntop-downwebgraphicorganizer[writingplans]nextclasstowritecompletesentencescomparingthenarrator’slifeintwocountriessupportedbytextevidence.Reviewthatthecharacteristic(describingwords)theywillbeusingarecalledadjectives.


Lesson6Resources

� NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.

� Whiteboard





Part2EssentialQuestion:WhatIsJustice?

Lesson7

Day7CompareJohnBulDau’slifeintwocountries,usingsupportingevidence.&Choosinglifewithprinciple.


Briefoverviewoflesson:Inthislesson,studentswillbeintroducedtothebigquestionandthreadafterreviewingandcompletingtheircomparisontop-downwebs,whichserveasformativeassessmentsoftheirabilitytoidentifyaperson’scharacteristics,makecomparisonsbetweenlifeintwocountries,andfindsupportusingtextevidence.Theywillexplainthesecomparisonsfirstorallytoapartnerandtheninwriting,reflectingonwhatisjust,andbaseduponthecomparisonsincludedintheirtop-downwebs.Theirwritingwillserveasasummativeassessmentofstudents’abilitytomakecomparisonsinwriting,baseduponatop-downwebwritingplan,includingcharacteristics,comparisons,andsupportingtextevidence.

LESSONFOUNDATIONUnit-LevelFocusLanguageGoalstoBeAddressedinThisLesson/Unit-LevelSalientContentConnectionstoBeAddressedinThisLesson

G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.G.3 EXPLAINbycomparingandcontrastinglifeindifferentcountriesbasedonanon-fictiontext,usingsupportingevidence.

(MA2017)ELA-Literacy.RI.5.5-Describehowanauthorusesoneormorestructures(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,topresentinformationinatext.


Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsandcharacteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.Q.2 Whatisjustice?

Assessment




� Summative:Assessstudentapplicationofcomparisonsofaperson’slifeintwocountriesinwritingbasedupontheircomparisontop-downwebgraphicorganizersandincludingthesecomparisons,characteristics,andsupportingtextevidence.


THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletoexplainbycomparingaperson’slifeintwocountriesinwritingbaseduponthecomparisonsandcharacteristicsincludedintheirtop-downwebgraphicorganizersandsupportedbytextevidence.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.

2. Guidewordpartanalysisoftheessentialquestionvocabularyword,“justice,”usingatop-downwebwith“justice”asthetopic.Ifneeded,promptstudentstofinda[familiar]wordpartwithintheword(e.g.just).

3. Studentsturn-andtalktoreviewtheirtop-downwebscomparingJohnBulDau’slifeintwocountries,includingcomparisons,adjectivecharacteristics,andsupportingtextevidence.Promptstudentstoreflectonthesecomparisonsinrelationtowhatisjust.

DuringtheLesson

1. Studentswritefromtheirowntop-downgraphicorganizer[writingplans]comparingJohnBulDau’slifeintwocountries,includingcomparisons,adjectivecharacteristics,andsupportingtextevidence.

a. Remindstudentstoincludeanintroductionandconclusionintheirwriting.Promptstudentsasneededtochecktheappropriate______(e.g.topic)sectionoftheirtop-downwebsforintroductionandconclusionnotes.Ifneeded,promptstudentstocheckinwithpartnerstostateorallytheirintroductionsandconclusions.


b. Remindstudentstowritecompletesentencesfromtheirtop-downwebnotes.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifytheircompletesentencesderivedfromtheirtop-downwebnote-taking.Providesentenceframesforstudentstouseiftheywantto,notinghowwewouldspeakinadifferentpoint-of-viewusingnamesorpronounslike“he”or“she”suchas:“InAfrica,John____,butinAmerica,he_____.Inbothplaces,thenarrator______."Duringindependentorpartnercheck-ins,monitorwritingincompletesentencesinintroductions,body,andconclusion.Listentoconversations,focusingonuseofcompletesentencesincludingcomparisons,adjectivecharacteristicsorkeywords,ortheuseofsentenceframes.

LessonClosing

1. Studentsreadtheirwritingtoeachotherinpairsandofferfeedbackaboutanyrevisionsneededtomaketheirpartner’swritingmoreclear.


Lesson7Resources

� NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.

� Whiteboard



� Studenttop-downwebgraphicorganizers



Lesson8

Day8Howcanwemakechoicesto“livedeliberately”?&ChoosingLifewithPrinciple


Briefoverviewoflesson:Inthislesson,studentswillcontinuetoreflectonthebigquestionandthreadthroughvocabularywordpartanalysisanduseofcognates.Studentswillanalyzewordpartsintheword“deliberately”asweexaminetheThoreauvianconceptof“LivingDeliberately”throughdiscussionandwiththesupportofatop-downweb.AfterbuildingbackgroundofThoreau’sdecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,studentswillcontinuetoapplytheirknowledgeof“livingdeliberately”totheirownpersonalexperiencesinpreparationforapplicationtotext.Theywilldiscusswithapartnerandthencreatetheirowntop-downwebasawritingplantorespondtotheprompt:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?

LESSONFOUNDATION


G.2 RECOUNTbysummarizingmainideasinaninformationaltextandexplainhowtheyaresupportedbykeydetails.(MA2017)ELA-Literacy.RL.5.4-Determinethemeaningofwordsandphrasesastheyareusedinatext;identifyandexplaintheeffectsoffigurativelanguagesuchasmetaphorsandsimiles.


Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationandcompletionofatop-downwebgraphicorganizerincludingthesechoices. Q.2Whatisjustice?

Assessment

� Formative:Assessstudentapplicationoflearnedlanguagetodefineand/orprovideexamplesofjusticeandtheterms,wordparts,andcognatesinthephrase“LivingDeliberately”duringturn-and-talks,classdiscussion,andinpreparationforcreatingtop-downwebgraphicorganizers.

� Formative:Assessstudentcreationandcompletionoftheirowntop-downgraphicorganizerstodescribechoicestheycanmaketodemonstratehowthey“livedeliberately.”



THELESSONINACTION

LessonOpening

1. Postandexplainthelesson’slanguageobjectives:“Studentswillbeabletodescribechoicestheycanmaketodemonstratehowthey“livedeliberately”throughcreationandcompletionofatop-downwebgraphicorganizerincludingthesechoices.”Topromotestudentownershipandself-monitoringoflearning,havestudentssummarizeand/orstatetheobjectiveintheirownwords.Attheendofthelesson,studentscanreflectontheirlearninginrelationtotheobjective.

2. Activator:Modelinatop-downwebaconceptlearnedduringaThoreauvianworkshopofapplyingwordpartanalysisand

cognatestounderstandwhatThoreaumeantby“LivingDeliberately”(topic=LivingDeliberately,sub-topicspromptedbystudents’useoftheirfirstlanguage(cognates)=1)liberty,2)libr[e]“library”,3)libra“toweigh”.GuidestudentstosynthesizepartsofoverallmessagepresentedbyLauraWall(e.g.havefreedomtoreadworldandweighconsequences,particularlyinhardcases.)Promptstudentstodiscusshowtheirfirstlanguages(cognates)supportedthemtosynthesize[partsof]thismessageandemphasizetheadvantagesofusingthisstrategy.Reviewtheconnectionsstudentshavemadebetweenpastlearningandcurrentlearningbyusingtheirfirstlanguagetosupporttheminwordpartanalysisandmakingmeaningofnewwords.Monitorconversationsforacademiclanguageproficiencyanduseofcognatevocabulary.

3. BuildbackgroundofThoreau’sharddecisiontogotojailinsteadofpayingtaxestoagovernmentthatallowedslavery,which

demonstratedonewayinwhichhefelthewasdoingjusticeand“livingdeliberately.”

4. Studentsturn-and-talktobrainstormchoicestheycanmakeatschoolandathometodemonstratehowthey“livedeliberately.”Writethewritingpromptontheboard:“Whatchoicescanyoumakeatschoolandathomethatdemonstratehowyou“livedeliberately”?

DuringtheLesson

1. Studentscreateandcompletetheirowntop-downgraphicorganizersofchoicestheycanmakeatschoolandathometodemonstratehowthey“livedeliberately”inresponsetothewritingprompt.


a. Ifneeded,promptstudentstothinkofsomeofthehardestchoicesthey(ortheirfriends)havehadtomakeandhowtheresultscoulddemonstratehowthey“livedeliberately.” b. Remindstudentstoaddnotesintheirtop-downwebsofthesechoicesatschoolandathometo“livedeliberately,”basedontheirpriorturn-and-talkconversations.Ifneeded,promptstudentstocheckinwithpartnerstorevieworclarifythechoicestheyhadidentifiedorallywiththeirpartnersatschoolandathometo“livedeliberately.”Promptstudentsasneeded,usingquestions,suchas:“Howdoesthatchoicedemonstratethatyou“livedeliberately”?Why/Whathappened?”Provideguidingquestionsforstudentstorespondtoiftheywantto,suchas:“Whathardchoiceshaveyouhadtomakeatschoolorathome?”or“Howdo/didthosechoicesdemonstratehowyou“livedeliberately”?Listentoconversations,focusingonuseofkeywordsorcognates.

LessonClosing

1. Explainthatstudentswillbeusingtheirownpersonalexperiencestoapplytheideaofmakingchoicesto“livedeliberately”totext,startingwiththelasttext:NationalGeographicReach:“ARefugeeRemembers:TheAutobiographyofJohnBulDau.”byJohnBulDau.


Lesson8Resources

� Whiteboard




Documents

[National Geographic Reach] - Concord Museum Unit... · 2017-11-22 · The embedded language development of this unit centers on two of the Key Uses of Academic Language: • RECOUNT