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ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 1
Unit 4 ELA
Weekly Lesson Outline
7 Weeks= 35 Lessons
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 2
Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND
FOCUS QUESTION
(EQ) What makes heroes1 and sheroes? How do they make a difference?
(FQ) What was segregation in U.S. history?
OVERVIEW
Heroes can found in likely and unlikely places, throughout history and today. Heroes can be famous or people in our
everyday lives such as family members, friends, people in our community and school. Men, women and young
people can be heroes, as well as total strangers. This first week, students will analyze photos, artwork, film and song to
define the concept ‘hero’ and ‘shero’ and to identify the qualities that they possess. Students will zoom in on heroes in
the context of ‘rights2’ as they examine and define the historical time period of segregation. Students will make
predictions about how ‘segregation’ and ‘heroes’ might be connected.
1 Students will have been introduced to ‘hero’ as a concept in Unit 3 Social Studies, with both Taino and African resistance to colonizers. 2 In Unit 4 Social Studies, ‘human rights’ is the central concept that drives the unit. Students will define and list human rights in Week 1 of that unit as they are introduced to the essential questions, ‘Why are human rights important? How can we protect the rights of all people?’ ELA teachers should make frequent connections to Social Studies throughout the unit, and vice versa. This will be an important discussion in team meeting.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 3
Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND
TEXT
Non-Print Central: Print Supplementary
Shaka Zulu Pickney by Tarrus Riley
(music video about African ancestors
as heroes)
http://www.youtube.com/
watch?v=yv0yeJWiSTQ
Segregation Images
(included in student materials)
Week 1 LEA Text - Segregation
No supplementary text this week
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
hero-shero
segregation equal, unequal, fair, unfair, rights
Verbs: violate, treat
Adjectives: brave/ courageous
Verbs: help, save, give, fight, protect,
work hard
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 4
Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND
Lesson Objectives Lesson Summary
1 CO: Identify actions and qualities of heroes.
LO: Describe heroes using actions and
adjectives, ‘A hero/ shero__________.’
See-Think-Wonder & Hero/ Shero Concept Map
Each group will label and analyze a picture using see-think-wonder.
Groups will share and class will use these to create a concept map for
‘hero and shero.’ Students will then be introduced to the essential question
and respond.
2 CO: Identify heroes in the video.
LO: Observe, infer, and ask questions using
‘I see_____. I think______.’ and WH questions.
Music Video: Shakka Zulu PIckney
Watch the video clip which that shows ancestors as heroes. Process video
using See-Think-Wonder and add to hero concept map.
3 CO: Explain why something is unfair.
LO: Justify using ‘because.’
Zoom in on Heroes During Segregation
Simulate a separation of students based on a physical characteristic and
give one group candy and not the others. Process and name this as
students name this as unfair, unequal etc, Let students know they will study
two heroes during a time in US history where things were very unequal.
Find out what they know about US history. Through a gallery walk, student
will look at images that show segregation in the US. Describe using LEA
and entitle ‘segregation.’ Introduce the focus question.
4 CO: Identify characteristics of segregation.
LO: Define segregation.
Segregation Concept Map
Read the LEA text for fluency practice in partners. Revisit the weekly focus
question and define ‘segregation’ in a concept map. Ask students to
predict how heroes and segregation might be connected. Show a few
pictures of ‘heroes and sheroes’ that resisted segregation for students to
describe and add to concept map.
5 CO: Review key concepts.
LO: Explain and define concepts.
Review & Assess
After review of concepts and language, students will complete a learning
log for the week’s assessment.
Week 1 Assessments Week 1 Outcomes
Learning Log TBD
Observation checklist TBD
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 5
Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Jackie Robinson
FOCUS QUESTION
What made Jackie Robinson a hero? How did he make a difference?
OVERVIEW
Week 2 introduces Jackie Robinson through film and vocabulary. Jackie Robinson was an American baseball legend
whose role as the first African American in major league baseball was a turning point in the history of sports and civil
rights. He broke the color barrier when he signed a contract with the Dodgers, at a time when only whites people
played in the major leagues.
His biography narrates his life from childhood to death, highlighting the key events that shaped his life and the qualities
that led him to make great changes in American history. Students will learn about and narrate Jackie Robinson’s life
this week, and analyze the actions that made him a hero who made a difference. Jackie persevered through the
racial discrimination and became a hero and legend, inspiring many more athletes for years to come.3
3 Warm-ups for this unit should be heavily focused on identifying main idea and detail, using familiar pieces of text. Students started learning this skill in Unit 3 across classes, and the goal is mastery by the end of the year. Frequent practice with paragraphs will move students toward this goal.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 6
Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Jackie Robinson
TEXT
Non-Print Print: Central Print: Supplementary
Clips from the film 42
Jackie Robinson
(see text list in unit plan)
Any from supplementary list
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
justice-injustice
racial discrimination
Nouns: barrier4
Verbs: integrate, threaten
Adjectives: determined
Nouns: sports, coach, fans, games,
manager, contract
Verbs: watch, play, join, meet, break
4 Students will also review ‘obstacle’ from Unit 3.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 7
Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Jackie Robinson
Lesson Objectives Lesson Summary
6 CO: Use evidence from words and pictures
to predict a story.
LO: Predict and justify using ‘I predict that
Jackie Robinson_______ because I
see________________.’
Week 1 Assessment Feedback & Before Reading
After reviewing the Week 1 assessment feedback, students will contribute
what they know about ‘baseball’ to a semantic map. They will analyze a
picture of an all white baseball team before integration alongside a photo
of the Yankees today using see-think-wonder. Students will be introduced
to Jackie Robinson, and translate the tier 1 glossary, and make predictions
about how Jackie Robinson was hero and how he made a difference.
7 CO: Identify how Jackie Robinson was a
hero.
LO: Justify using ‘because.’
Before Reading: Film Clips from 42
Students will watch clips of the movie and describe using LEA, confirming or
rejecting their predictions from yesterday.
8 CO: Identify how Jackie was a hero and the
difference he made in history.
LO: Retell and respond to text using partner-
read-retell.
During Reading #1: Read Aloud & Retell & Respond5
After reviewing the features of a biography, students will follow the teacher
read aloud and model, and will process text using partner read/listen-retell-
respond. Students have used this routine several times since Unit 2, so it
should be quite familiar.
9 CO: Identify how Jackie was a hero and the
difference he made in history.
LO: Ask questions about text using WH
words.
During Read #2: Partner Read, Retell & Respond
Students will reread the same text, now using the same reading routine with
a partner.6 Pairs will retell what is happening and generate new questions.
Student questions will be included in tomorrow’s review and assessment.
5 Partner Read-Retell is a Bridges ‘power method’ and described in detail in the Teacher’s Guide. 6 By Unit 4, if students can decode text with enough accuracy, then can continue with the text in Lesson 9, instead of starting from the beginning.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 8
10 CO: Answer questions about the text.
LO: Discuss answers with partner and
respond to questions in writing.
After Reading: Answer Text Questions Orally (review) & In Writing (assess)
Students will use the Hot Seat to ask questions to ‘Jackie Robinson’ and to
say if they agree or disagree with Jackie’s responses. 7 Questions will come
both from the teacher and students in their partner work from yesterday.
Students will then write their responses to the questions independently,
which will count as the weekly written assessment.
Week 2 Assessments Week 2 Outcomes
Learning Log- Question Responses TBD
Oral Retell of Text TBD
Observation checklist TBD
7 If working as a whole class on oral questions and responses, you can use the Hot Seat activity.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 9
Week 3: PRESENTATIONS & WRITING Case Study #1: Jackie Robinson
FOCUS QUESTION
What made Jackie Robinson a hero? How did he make a difference?
OVERVIEW
In Week 3, students will prepare a short presentation in response to the focus questions, using claim and evidence. By
Unit 4, groups will be expected to generate their own claims and they can choose how they want present their
evidence (drawings, tableaux, role-play, etc). As part of the discussion following presentations, the teacher should be
probing students with challenging questions about Jackie Robinson. Students should understand that although
biography is non-fiction, and Jackie Robinson is not a character in a story, we use the same lenses to analyze ‘real’
people as we do for ‘imagined’ ones. With both Anansi and Jackie, we think about who they are, their experiences,
their motivations, their internal responses and actions, and what their actions reveal about their character. Jackie
Robinson is more three-dimensional that Anansi, so we are able to talk about him as a person with more depth.
After the two lessons of preparing and presenting, students will write a summary of biography. Since biography
combines narrative and informational elements (with sequence and cause-effect) the summary will use the story
organizer. Since Unit 2, students have used graphic organizers to summarize orally and in writing. By Unit 4, most
students should be working independently, or supported by partner talk. The writing is independent, although the
teacher might work directly with ‘new to print’ students who will summarize using LEA.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 10
Week 3: PRESENTATIONS & WRITING Case Study #1: Jackie Robinson
TEXT
Non-Print Print: Central Print: Supplementary
Any additional clips from 42
Jackie Robinson
(see text list in unit plan)
Any from supplementary list
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
legend
Nouns: obstacles
Verbs: persevere
Adjectives: talented, determined
Any new tier 1 words students learn this
week will come from the words they need
to express their ideas in the presentations
and summary.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 11
Week 3: GROUP PRESENTATIONS & WRITING Case Study #1: Jackie Robinson Lesson Objectives Lesson Summary
11 CO: Make a claim and select evidence from
text that supports a claim.
LO: Reread the text to find evidence.
Week 2 Assessment Feedback & Groups Prepare Presentations
After reviewing their Week 2 assessments and outcomes, groups will
generate their own claim in response to the essential questions and find
evidence from the text to support. Students also need to add a
conclusion statement to their presentation.
12 CO: Show and explain text evidence for the
claim in an oral presentation.
LO: Audience evaluates using ‘The evidence
supports/ does not support the claim
because_____________.’
Groups Present
Groups will use the warm up to practice and then each group will present.
The class will evaluate whether or not the evidence supported the claim.
13 CO: Summarize Jackie Robinson’s biography.
LO: Say and write key words in a graphic
organizer and retell orally with a partner.
Writing: Graphic Organizer with Key Words & Oral Summary
Students will ‘map’ the Jackie Robinson story using the story organizer,
because this allows for both narrative and cause and effect.
14 CO: Summarize Jackie Robinson’s biography.
LO: Write a summary paragraph that shows
narrative and cause-effect.
Writing: Summary Paragraph
Students will individually write their paragraphs, following the oral rehearsal
yesterday. Students will submit their paragraphs for teacher review.
15 CO: Create written summary of a story from a
graphic organizer.
LO: Write a narrative summary paragraph
using glossary vocabulary and sequence
words.
Revise Summary Paragraphs
The teacher will conduct a mini-lesson on an element of writing that shows
need, based on his/ her review of student work. Following the mini-lesson,
students will revise their paragraphs.
NOTE: Students needs to identify a hero or shero who has made a
difference in their life. Interview questions will be generated next week.
Week 3 Assessments Week 3 Outcomes
Paragraph presentation TBD
Revised Written Summary TBD
Letter to Jackie Robinson (should be completed as
homework this week)
TBD
Observation checklist TBD
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 12
Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges
FOCUS QUESTION
What made Ruby Bridges a shero? How did she make a difference?
OVERVIEW
Ruby Bridges was the first African American child to attend an all-white elementary school in the south. In 1960, six
African American children were chosen to integrate formerly segregated schools in New Orleans, Louisiana. When she
was six years old, Ruby marched alone into a New Orleans school. She was protected by marshals, but everyday she
walked amidst the screams and protestors of white community members who opposed the school integration. For
one year, Ruby was taught alone in a classroom by the only white teacher who did not refuse to teach her.
Today, the legacy of Ruby Bridges is remembered and celebrated. She is a symbol of strength and courage, and a
testament to the power of young people to stand up and make a difference. Ruby Bridges’ courage and persistence
paved the way for the waves of school integration to follow.
Note: There is a long list of additional ‘hero-shero’ texts listed in the unit plan. Students with more literacy should
choose and read an additional text independently this week. Any students who complete a book can present a
summary of the story to the class during warm ups. Any additional hero qualities that this person has can be added to
the hero-shero concept map.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 13
Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges
TEXT
Non-Print Print: Central Print Supplementary
Norman Rockwell painting of Ruby
Bridges http://ametia.files.wordpress.com/ 2011/07/the-problem-we-all-live-with.jpg
Clips from Ruby Bridges film
Ruby Bridges
(see text list in unit plan)
Any from supplementary list
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
Civil Rights Movement
Nouns: chaos
Verbs: protest, refuse, inspire
Adjectives: isolated
Nouns: neighborhood, painting, marshal,
signs
Verbs: yell, block
Adjectives: alone, kind, cruel, violent
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 14
Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges Lesson Objectives Lesson Summary
16 CO: Use evidence from words and pictures
to predict a story.
LO: Predict and justify using ‘I predict that
Jackie Robinson_______ because I
see________________.’
Week 3 Assessment Feedback & Before Reading
After reviewing the Week 3 assessment feedback, students will analyze the
Norman Rockwell painting of Ruby Bridges using See-Think-Wonder.
Students will be introduced to Ruby, translate the tier 1 glossary words, and
make predictions about how she was a hero and how she made a
difference.
17 CO: Identify how Ruby was a shero.
LO: Justify using ‘because.’
Before Reading: Film Clips from 42
Students will watch clips of the movie and describe using LEA, confirming or
rejecting their predictions from yesterday.
18 CO: Identify how Ruby was a shero and the
difference he made in history.
LO: Retell and respond to text using
partner-read-retell.
During Reading #1: Read Aloud & Retell & Respond8
After reviewing the features of a biography, students will follow the teacher
read aloud and model, and will process text using partner read/listen-retell-
respond. Students have used this routine several times since Unit 2, so it
should be quite familiar.
19 CO: Identify how Ruby was a shero and the
difference she made in history.
LO: Ask questions about text using WH
words.
During Read #2: Partner Read, Retell & Respond
Students will reread the same text, now using the same reading routine with
a partner.9 Pairs will retell what is happening and generate new questions.
Student questions will be included in tomorrow’s review and assessment.
20 CO: Answer questions about the text.
LO: Discuss answers with partner and
respond to questions in writing.
After Reading: Answer Text Questions Orally (review) & In Writing (assess)
Students will use the hot seat to ask questions to ‘Ruby’ and to say if they
agree or disagree with Ruby’s responses. 10 Questions will come both from
the teacher and students in their partner work from yesterday. Students will
then write their responses to the questions independently, which will count
as the weekly written assessment.
Week 2 Assessments Week 2 Outcomes
Learning Log- Question Responses TBD
Oral Retell of Text TBD
Observation checklist TBD
8 Partner Read-Retell is a Bridges ‘power method’ and described in detail in the Teacher’s Guide. 9 By Unit 4, if students can decode text with enough accuracy, then can continue with the text in Lesson 9, instead of starting from the beginning. 10 If working as a whole class on oral questions and responses, you can use the Hot Seat activity.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 15
Week 5: PRESENTATIONS & WRITING Case Study #2: Ruby Bridges
FOCUS QUESTION
What made Ruby Bridges a shero? How did she make a difference?
OVERVIEW
In Week 3, students will prepare a short presentation in response to the focus questions, using claim and evidence. By
Unit 4, groups will be expected to generate their own claims and they can choose how they want present their
evidence (drawings, tableaux, role-play, etc). As part of the discussion following presentations, the teacher should be
probing students with challenging questions about Ruby Bridges. Like we studied Jackie, and like we study characters
in fiction, students will analyze Ruby, her inner resources, her actions and the consequences of these actions, both for
her life and for history. After the two lessons of preparing and presenting, students will write a summary. This week the
summary will focus on comparing and contrasting.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 16
Week 5: PRESENTATIONS & WRITING Case Study #2: Ruby Bridges
TEXT
Non-Print Print: Central Print :Supplementary
Clips from Ruby Bridges film
Ruby Bridges
(see text list in unit plan)
Any from supplementary list
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
symbol
Nouns: cost, benefit
Verbs: persevere, sacrifice, ignore
Verbs: give up, keep going
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 17
Week 5: PRESENTATIONS & WRITING Case Study #2: Ruby Bridges
Lesson Objectives Lesson Summary
21 CO: Make a claim and select evidence
from text that supports a claim.
LO: Reread the text to find evidence.
Week 2 Assessment Feedback & Groups Prepare Presentations
After reviewing their Week 2 assessments and outcomes, groups will
generate their own claim in response to the essential questions and find
evidence from the text to support. Students also need to add a
conclusion statement to their presentation.
22 CO: Show and explain text evidence for the
claim in an oral presentation.
LO: Audience evaluates using ‘The
evidence supports/ does not support the
claim because_____________.’
Groups Present
Groups will use the warm up to practice and then each group will
present. The class will evaluate whether or not the evidence supported
the claim.
23 CO: Compare Jackie and Ruby as heroes.
LO: Organize key ideas in a graphic
organizer.
Writing: Graphic Organizer with Key Words & Oral Summary
Instead of writing a biography summary this week, students will use a
Venn diagram to map, say and write a compare and contrast summary
about Jackie Robinson and Ruby Bridges. Students will use the graphic
organizer to write two paragraphs, one about similarities and the other
about differences.
24 CO: Summarize similarities and differences
between Jackie and Ruby.
LO: Write two summary paragraphs that
shows compare and contrast.
Writing: Summary Paragraph
Students will individually write their paragraphs, following the oral
rehearsal yesterday. Students will submit their paragraphs for teacher
review.
25 CO: Identify questions to ask a hero or shero
in your own life.
LO: List interview questions as a class and
role-play interviews.
Interview Questions & Role-Play
The class will generate a list of questions they will ask their hero or shero in
preparation for their project next week. Students will practice
interviewing each other in a role play, then spend the rest of the time
translating questions into home language, if this will be the language of
their interview. Students will need to conduct the interview over the
weekend.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 18
Week 5 Assessments Week 2 Outcomes
Paragraph presentation TBD
Revised Written Summary TBD
Letter to Ruby Bridges (should be completed as
homework this week)
TBD
Observation checklist TBD
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 19
Week 6: CREATIVE PROJECTS & PRESENTATIONS
FOCUS QUESTION
What makes heroes and sheroes? How do they make a difference?
OVERVIEW
In the final week, students will write their biographies and digitize their projects. Students have already selected a hero
or shero in their lives, and have conducted an interview that has either been audio recorded or recorded in writing.
Students will spend three days this week drafting their biography writing using the writing process, and two days
digitizing their projects. Students may draft their writing by using computers or writing by hand.
The biography-writing template is included in student materials, which shows the parts that students need to write.
Sections will include: Key life events and a timeline (which will come from interview notes), the actions and the qualities
that make this person a hero or shero, and a claim-evidence paragraph about how this person has made a difference
in your life.
A student guide for digitizing the project is included in student materials as well. This will require taking pieces of the
biography and representing it using images, words and sound, including students audio recorded voices as well as
sections of the interview that may have been recorded. The goal is to create a one- to two-minute digital presentation
of the biography. Students will not type their entire biography to present.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 20
Week 6: CREATIVE PROJECTS & PRESENTATIONS
TEXT
Non-Print Print: Central Print Supplementary
Because students are writing the biographies this week, they are not reading any additional text. They will read their
interview notes in order to create the ‘life’ section of the biography.
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
There are no new tier 3 words this week.
Signal Words and phrases
Narrate: When he/ she was young,
At 15 years old, three years later, one
day, then, after
Cause and effect: because, so, since,
therefore, consequently, as a result
Elaborate: for example, also, in addition,
furthermore
There are no new tier 1 words this week,
although students will learn new tier 1
words as they ‘fish for’ words as they write.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 21
Week 6: CREATIVE PROJECTS & PRESENTATIONS
Lesson Objectives Lesson Summary
26 CO: Show how someone in your life is a hero
or shero.
LO: Write a first draft of a biography.
Biography Writing: Draft 1
Following a model, students will write their first drafts.
27 CO: Show how someone in your life is a hero
or shero.
LO: Revise writing to develop ideas more
and to use a wider range of vocabulary.
Biography Writing: Revision Mini-Lesson & Draft 2
Following a mini-lesson, students revise their writing by developing ideas
and expanding word choice.
28 CO: Show how someone in your life is a hero
or shero.
LO: Edit writing to make it clear to other
readers.
Biography Writing: Edit Mini-Lesson & Draft 3
Following a mini-lesson, students will edit their writing for periods, capitals,
spelling, handwriting and formatting. This will be the final draft that
students will submit at the end of the week.
29 CO: Show how someone in your life is a hero
or shero.
LO: Combine images, text, and sound into a
digital presentation.
Digitize Project
Follow student guide.
30 CO: Show how someone in your life is a hero
or shero.
LO: Combine images, text, and sound into a
digital presentation.
Digitize Project
Follow student guide. It is important that teachers combine all
presentations into one folder so there is no time wasted between
presentations next week.
Week 2 Assessments Week 2 Outcomes
Written Biography TBD
Observation checklist TBD
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 22
Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION
FOCUS QUESTION
What makes heroes and sheroes? How do they make a difference?
OVERVIEW
The tasks for the final week are student presentations and claim-evidence writing in the form of letters. Students will
submit their final biography writing on in the first lesson. Teachers should have combined all digital projects into one
folder on the smart board computer.
The class will listen to and watch the each biography presentation. Each student will come to the front of the room
and ‘play’ their presentation. Following each presentation, each student will write a comment on a strip of paper, and
a few comments will be shared. The strips will be collected and given to the presenter, so he / she can read
everyone’s thoughts on the presentation. Following the last presentation, the class will reflect on what they saw and
heard, what they learned, and how they felt during the presentation.
For the rest of the week, student will work on their claim-evidence writing, which will take the form of a letter to their
hero or shero. The directions for the writing are included in student materials.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 23
Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION
TEXT
Non-Print Print: Central Print Supplementary
Because students are writing their claim-evidence letters this week they are not reading any additional text. They will need to go
back into texts read, as well as the biographies they just wrote, to find evidence to support their claim.
VOCABULARY
Central Concepts
Tier 3/ Tier 2
General Academic Words
Tier 2
Everyday Words
Tier 1 Each concept gets full notebook page in the
‘Word Study’ book.
Each word is logged in ‘General Academic
Vocabulary’ section of vocabulary binder.
Each word is in Weekly glossary to be put into
subject section of vocabulary binder.
There are no new tier 3 words this week.
Signal Words and phrases
Narrate: When he/ she was young,
At 15 years old, three years later, one
day, then, after
Cause and effect: because, so, since,
therefore, consequently, as a result
Elaborate: for example, also, in addition,
furthermore
There are no new tier 1 words this week,
although students will learn new tier 1
words as they ‘fish for’ words for their as
they write.
ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 24
Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION
Lesson Objectives Lesson Summary
31 CO: Show how someone in your life is a hero
or shero.
LO: Present to the class.
Biography Presentations
All student digital presentations will be played, followed by feedback to
students. (See Week 7 overview)
32 CO: State the qualities of heroes and she-
roes and how they make a difference.
LO: Make a claim in response to the unit
essential question using ‘Heroes and she-roes
are _________ and make a difference by
_______.’
Generate Own Claim
Students will evaluate claims in sample paragraphs an generate their own
claim for their letter.
33 CO Select the strongest claim and identify
evidence to support the claim.
LO:: Justify how evidence supports the claim.
Select Evidence to Support a Claim
Students will select their evidence.
34 CO: Develop evidence to support a claim.
LO: Introduce and explain evidence using
signal words and ‘(text) says “_____________.”
This means _____________________.’
Develop Evidence
Students will develop their evidence.
35 CO: Identify criteria for a strong paragraph
conclusion.
LO: Write a conclusion to a paragraph that
connects the evidence to the claim.
Develop Conclusion & Write Draft 1
Students will write their letters.
Week 2 Assessments Week 2 Outcomes
Biography Presentations TBD
Claim-Evidence Paragraph TBD
Observation checklist TBD