Poetry, Poets, and Becoming Writers Teacher Guide...Module 2 of each grade level, built around...

Grade 4: Module 1

Poetry, Poets, and Becoming Writers Teacher Guide

Language Arts

EL Education Language Arts Curriculum

Grade 4: Language Arts: Module 1: Poetry, Poets, and Becoming Writers, Teacher Guide (Second Edition)

EL Education Language Arts Curriculum is published by:

EL Education

247 W. 35th Street, 8th Floor

New York, NY 10001

www.ELeducation.org

ISBN 978-1683622390

SECOND EDITION

© 2016 EL Education Inc.

Except where otherwise noted, EL Education’s Language Arts Curriculum is published under a Creative Commons Attribution 4.0 International (CC BY 4.0) License. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/.

Licensed third party content noted as such in this curriculum is the property of the respective copyright owner and not subject to the CC BY 4.0 License. Responsibility for securing any necessary permissions as to such third party content rests with parties desiring to use such content. For example, certain third party content may not be reproduced or distributed (outside the scope of fair use) without additional permissions from the content owner and it is the responsibility of the person seeking to reproduce or distribute this curriculum to either secure those permissions or remove the applicable content before reproduction or distribution.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Common Core State Standards are subject to the public license located at http://www.corestandards.org/public-license/.

Cover art from Birds of the Palouse, a project by first and second grade students at Palouse Prairie Charter School in Moscow, Idaho. For more information about this project, visit <http://modelsofexcellence.ELeducation.org/projects/birds-palouse>.

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EL Education Curriculum iii

Table of Contents

Grade 4: Module 1: Poetry, Poets, and Becoming Writers

About EL Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viWhat’s New in the Second Edition of 3–5 Language Arts? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiGetting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ixIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xiii 3–5 Curriculum Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxiiiModule Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Guiding Questions and Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2The 4T’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Content Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Habits of Character/Social-Emotional Learning Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Required Trade Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Recommended Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4CCS Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Module-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Optional: Experts, Fieldwork, Service, and Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Preparation and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Technology & Multimedia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Assessment Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Performance Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Recommended Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous PoemsUnit 1 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Guiding Questions and Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22The 4T’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Unit 1 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Habits of Character/Social-Emotional Learning Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Week-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Accountable Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Vocabulary Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Supporting English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Connections to the Additional Language and Literacy Block . . . . . . . . . . . . . . . . . . . . . 31Preparation and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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Poetry, Poets, and Becoming Writers

Unit 1 Lessons: 1–12 Lesson 1: Discovering Our Topic: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Lesson 2: Establishing Reading Routines: Pages 1–5 of Love That Dog . . . . . . . . . . . . . . . . . . . . . 44Lesson 3: Establishing Reading Routines: “The Red Wheelbarrow” . . . . . . . . . . . . . . . . . . . . . . . 55Lesson 4: Analyzing Poetry: Pages 6–7 of Love That Dog and

“Stopping by Woods on a Snowy Evening” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Lesson 5: Analyzing Poetry: Pages 8–11 of Love That Dog and “The Tiger” . . . . . . . . . . . . . . . . . 82Lesson 6: Analyzing Poetry: Pages 12–19 of Love That Dog and “dog” . . . . . . . . . . . . . . . . . . . . . . 96Lesson 7: Analyzing Poetry: Pages 20–24 of Love That Dog and “The Pasture” . . . . . . . . . . . . 106Lesson 8: Mid-Unit 1 Assessment: Summarizing a Poem and

Comparing Poetry and Prose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117Lesson 9: Text-Based Discussion: What Inspires Jack to Write His Street Poem? . . . . . . . . . 127Lesson 10: Analyzing Poetry: Pages 35–41 of Love That Dog and “The Apple” . . . . . . . . . . . . . 139Lesson 11: Analyzing Poetry: Pages 42–45 of Love That Dog and “Love That Boy” . . . . . . . . . 149Lesson 12: End of Unit 1 Assessment: Analyzing Changes in Jack’s Character . . . . . . . . . . . . . 161Homework Resources (For Families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

(Each lesson contains the following embedded elements: CCSS, Daily Learning Targets, Ongoing Assessment, Agenda, Teaching Notes, Technology and Multimedia, Supporting English Language Learners, Vocabulary, Materials, Opening, Work Time, Closing, and Homework.)

Unit 2: Writing to Inform: What Inspires Writers to Write Poetry?Unit 2 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Guiding Questions and Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180The 4T’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Unit 2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Habits of Character/Social-Emotional Learning Focus . . . . . . . . . . . . . . . . . . . . . . . . . . 181Week-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182Accountable Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187Supporting English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187Connections to the Additional Language and Literacy Block . . . . . . . . . . . . . . . . . . . . 189Preparation and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189

Unit 2 Lessons: 1–14 Lesson 1: Reading Literary Texts: Pages 46–67 of Love That Dog . . . . . . . . . . . . . . . . . . . . . . . . . 190Lesson 2: Reading, Writing, and Emotion: Love That Dog, Pages 68–72 . . . . . . . . . . . . . . . . . . . 201Lesson 3: Preparing to Write about a Literary Text: Gathering and

Organizing Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212Lesson 4: Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? . . . . . . . . . . 224Lesson 5: Introducing Biographies: A River of Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233Lesson 6: Close Reading: A River of Words, Author’s Note . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246Lesson 7: Reading Informational Texts: Expert Group Biographies . . . . . . . . . . . . . . . . . . . . . . 256Lesson 8: Preparing to Write a Literary Essay: Gathering Evidence . . . . . . . . . . . . . . . . . . . . . . 268Lesson 9: Writing a Literary Essay: Analyzing a Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278Lesson 10: Writing a Literary Essay: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287Lesson 11: Writing a Literary Essay: Proof Paragraph 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300Lesson 12: Writing a Literary Essay: Proof Paragraph 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311

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Table of Contents

Lesson 13: Writing a Literary Essay: Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322Lesson 14: End of Unit 2 Assessment: Revising a Literary Essay . . . . . . . . . . . . . . . . . . . . . . . . . . 333Homework Resources (For Families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343

(Each lesson contains the following embedded elements: CCSS, Daily Learning Targets, Ongoing Assessment, Agenda, Teaching Notes, Technology and Multimedia, Supporting English Language Learners, Vocabulary, Materials, Opening, Work Time, Closing, and Homework)

Unit 3: Writing to Entertain: PoetryUnit 3 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Guiding Questions and Big Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360The 4T’s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 360Unit 3 Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361Habits of Character/Social-Emotional Learning Focus . . . . . . . . . . . . . . . . . . . . . . . . . . 361Week-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362Accountable Independent Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365Supporting English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365Connections to the Additional Language and Literacy Block . . . . . . . . . . . . . . . . . . . . 367Preparation and Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367

Unit 3 Lessons: 1–11 Lesson 1: Poetry Workshop: Writing a Poem, Part I – Planning . . . . . . . . . . . . . . . . . . . . . . . . . . 368Lesson 2: Poetry Workshop: Writing a Poem, Part II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379Lesson 3: Mid-Unit 3 Assessment: Revising a Poem for Word Choice and Punctuation . . . . 387Lesson 4: Writing a Poetry Presentation: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397Lesson 5: Writing a Poetry Presentation: Proof Paragraph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409Lesson 6: Writing a Poetry Presentation: Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421Lesson 7: Writing a Poetry Presentation: Revising and Editing . . . . . . . . . . . . . . . . . . . . . . . . . . . 433Lessons 8 and 9: End of Unit 3 Assessment: Reading a New Poem Aloud for Fluency . . . . . . 446Lesson 10: Performance Task: Preparation and Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455Lesson 11: Performance Task: Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464Homework Resources (For Families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469

(Each lesson contains the following embedded elements: CCSS, Daily Learning Targets, Ongoing Assessment, Agenda, Teaching Notes, Technology and Multimedia, Supporting English Language Learners, Vocabulary, Materials, Opening, Work Time, Closing, and Homework)

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479Writing Rubrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480Informal Checklists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485Phonics and Word Recognition Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500Supporting English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .517Language Dives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527Conversation Cues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .531Independent Reading Sample Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 535Independent Reading: The Importance of a Volume of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . 540Fostering Character in a Collaborative Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 546Grade 4: Curriculum Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560

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About EL Education

“ There is more in us than we know. If we can be made to see it, perhaps, for the rest of our lives, we will be unwilling to settle for less.” – Kurt Hahn

EL Education (formerly Expeditionary Learning) is redefining student achievement in diverse communities across the country, ensuring that all students master rigorous content, develop positive character, and produce high-quality work. We create great public schools where they are needed most, inspiring teachers and students to achieve more than they thought possible.

EL Education’s portfolio of instructional materials and coaching services draws on 25 years of success in more than 150 schools in the EL Education network, serving over 4,000 teachers and 50,000 students in 30 states. Based on our founding principles of meaningful work, character, and respect for teachers, EL Education’s offerings transform teaching and learning to promote habits of scholarship and character that lead to high student achievement, regardless of student background. In addition to success on standardized tests, EL Education students demonstrate critical thinking, intellectual courage, and emotional resilience; they possess the passion and the capacity to contribute to a better world.

EL Education’s curriculum is a comprehensive, standards-based core literacy program that engages teachers and students through compelling, real world content. The first edition of our Language Arts curriculum is being used in more than 44 states, and has been downloaded close to 8 million times. The curriculum has received the highest marks from EdReports.org and Educators Evaluating the Quality of Instructional Products (EQuiP).

For more information, visit www.ELeducation.org.

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EL Education’s 3–5 Language Arts curriculum is a comprehensive, standards-based core litera-cy program that engages teachers and diverse learners through compelling, real world content. Through the curriculum we address an expanded definition of student achievement that builds students’ academic knowledge and skills, habits of character, and capacity to create high qual-ity work. Our approach infuses rigor and joy and embodies a focus on equity and closing the achievement gap.

How the Second Edition is Different

We’ve welcomed feedback from the field since the launch of our first edition in 2012, and we’ve worked hard to respond to the needs of teachers and students, enhancing and streamlining our curriculum for the second edition. Here are a few of the new features you’ll notice:

■ The one hour of content-based Language Arts instruction in the module lessons now comes with a second hour of differentiated small group instruction in the Additional Language and Literacy (ALL) Block. The ALL Block is made up of five components that give students a chance to practice and master essential literacy skills: Additional Work with Complex Text, Word Study and Vocabulary, Writing Practice, Reading and Speaking Fluency/Grammar, Usage and Mechanics, and Independent Reading.

■ Module 2 of each grade level, built around kid-friendly science topics, now has an optional companion Life Science module, incorporating Next Generation Science Standards, for teachers who want to take the science content deeper.

■ To go with this expanded module structure, we’re offering a simple four modules per grade, the exact number necessary to complete a full year, rather than the six modules per grade offered in the first edition.

■ Lessons now contain expanded strategies for meeting different students’ needs. Tools and scaffolding are built in to support all learners – based on Universal Design for Learning – along with flexibility in the ways information is presented, the ways students respond, and in the ways students are engaged.

■ Across all modules, there is a focus on honoring the cultural and linguistic needs of English language learners with attention to meaningful content and inclusive practices that honor diversity. Each lesson now contains high leverage approaches to accelerate language development.

What’s New in the Second Edition of 3–5 Language Arts?

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■ The second edition also brings a renewed focus on developing habits of character, fostering collaboration and rich student discourse.

On an instructional level, we’ve made enhancements throughout:

■ More supports for struggling readers, the addition of Language Dives that allow students to study language structure and meanings at a deeper level, and more explicit vocabulary instruction.

■ More explicit instruction on the writing process, including formatting paragraphs and essays, and a strengthened approach to teaching expository writing.

■ Added Conversation Cues (prompts to deepen and extend academic conversations) and for-mal and informal assessments to hold students accountable for the Speaking and Listening standards.

■ Explicit instruction for grammar, usage, mechanics, punctuation and spelling (both in the module lessons and as one component of the ALL Block).

■ Writing Rubrics are now included, and there is tight alignment between assessments, standards and tasks. The modules set a more comfortable pace with additional preparation time allotted for assessments. Students are motivated by tracking and assessing their own progress.

You’ll see as you turn the page that all of these enhancements are packaged in a beautiful new design meant to engage students and make it easier for teachers to find what they need when they need it. At EL Education, we are firm believers in lifelong learning, and we hope this sec-ond edition shows how much we’ve grown and learned from our most important partners: the teachers and students who bring our approach to life in classrooms every day.


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CCS Standard

Guiding Questions and Big Ideas

Week at a Glance

Connections

Performance Task

Key Criteria for Success

Daily Learning Targets

Getting Started

Getting Started with the Module Lessons Materials

Welcome to EL Education’s curriculum. This is your guide to get started with the materials for the Module Lessons.

Look for these icons. The icons are your clues to key elements of the curriculum design. They make it easy to find what you need in the teacher-facing materials.

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Table of Contents

Grade 4: Module 1: Poetry, Poets, and Becoming Writers

About EL Education viWhat’s New in the Second Edition of 3–5 Language Arts? viiGetting Started ixIntroduction xiii 3–5 Curriculum Plan xxiiiModule Overview 1

Guiding Questions and Big Ideas 2The 4T’s 3Performance Task 3Content Connections 3Habits of Character/Social-Emotional Learning Focus 4Required Trade Books 4Recommended Texts 4CCS Standards 4Module-at-a-Glance 7Optional: Experts, Fieldwork, Service, and Extensions 9Preparation and Materials 9Technology & Multimedia 10

Assessment Overview 11Performance Task 15Recommended Texts 19

Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous PoemsUnit 1 Overview 21

Guiding Questions and Big Ideas 22The 4T’s 22Unit 1 Assessment 23Habits of Character/Social-Emotional Learning Focus 23Week-at-a-Glance 24Accountable Independent Reading 28Supporting English Language Learners 29Connections to the Additional Language and Literacy Block 31Preparation and Materials 31

ELED_ML_G4_M1_FM_TOC.indd Page 3 6/21/17 4:45 PM f-0260 /125/ELE00001/work/indd/Grade_K/Module_3/Part_2

Start at the Table of Contents. We design curriculum as professional development and you’ll see we pro-vide a rich set of resources for you to draw from. We work in all kinds of schools, and we know that teach-ers come from all kinds of backgrounds and levels of training. Our teacher materials aim to empower you by giving you everything you need, whether you’re a first year teacher who benefits from scaffolding or a seasoned veteran trying out a new approach.

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Topic, Task, Target and Text are The 4 T’s, the four elements we use as the underlying structure of our curriculum design. Look for this table in the Module and Unit Overview to unpack how each module engages students in compelling topics, texts, and tasks, working towards mastering the specific standard or target.

Look for these At a Glance summaries, marked by a cal-endar icon, to get the gist of a module, a unit, or the assess-ment structure before you begin teaching on a new topic.

Notice the consistency of the daily Agenda, in the lesson. It begins with an Opening session, followed by student Work Time, ending with a Closing session that provides students time to re-flect on their learning.

Look at the Teaching Notes at the beginning of the lessons as a scaffold for your teaching and professional development. Teaching Notes are intentionally highly scaffolded to support you in your lesson preparation and will empower you to make in-formed decisions and adapt the curriculum to your classroom.

Teaching Notes

Purpose of lesson and alignment to standards:

This lesson introduces the topic of the module through a letter from the school principal. Inform the school principal of the let-ter and its purpose in advance. Consider asking the principal to handwrite or sign the letter and deliver it to the class.

EL Education Curriculum xi

Getting Started with the Module Lessons Materials

Universal Design for Learning

Multiple Means of Representation (MMR): During this lesson, students review the Think-Pair-Share protocol. Some students may need additional visual cues for each step of this protocol. Consider printing and displaying photographs of students demonstrating each step of the protocol.

Multiple Means of Action and Expression: Students will have a range of fine motor abilities and writing needs. As you introduce independent writing, vary methods for fine motor responses by of-fering options for drawing utensils, writing tools, and scaffolds.

Habits of Character is where social-emotional learning is em-bedded within every module and unit, to guide students as they work independently, collaborate with peers, and care for one an-other and their classroom.

Technology and Multimediais a new feature in EL Educa-tion’s curriculum that supports teachers in extending lessons into digital experiences to en-gage students more fully in their learning.

The Universal Design for Learning framework emphasiz-es differentiation. Tools and scaf-folding support all learners, and teachers have flexibility in the way they present information, ask students to respond, and en-gage with students.

Meeting Students’ Needs is where you’ll find additional ad-aptations for students who may require extensions or supports to reach the rigor of the grade level lesson. There are specific supports for English Language Learners and for different learn-ing modalities from the Univer-sal Design for Learning frame-work.

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Supporting English Language Learners

EL Education believes that English Language Learners (ELLs) deserve the same rich, compelling, and challenging curriculum that other students receive. The basic design of EL Education’s curriculum is inherently and intention-ally supportive of ELLs, incorporating many oral and literacy approaches that support their learning needs. These approaches are critical to language development and also help establish equity: teachers and students unlock the “secret code” behind how language works. Additionally, varying levels of support in using English are built in at the lesson and unit level to assist ELLs with this compelling and challenging curriculum. This is your guide to how to get started with the multiple levels of ELL supports in our curriculum.

• Start with the Start with Eight High Leverage Approaches to Supporting ELLs in the Supporting English Language Learners section of your Module 1 Appendix. This will give you access to a few powerful practices you can put to immediate use in your classroom.

• As you prepare to teach a new unit, go to the Supporting English Language Learners section of the Unit Overview to see where some of these practices, like Language Dives and Conversation Cues, are placed in that unit. This section of the Unit Overview will tell you which lessons contain Language Dives in the Supporting Materials, and how Conversation Cues are introduced or emphasized in the lessons.

• At the lesson level, you will find additional supports for ELLs in the Supporting English Language Learners section at the start of the lesson, and embedded throughout in the Meeting Students’ Needs section of the daily lesson plan. This section includes differentiated levels of support for students with different levels of language proficiency needed for that day’s work.

• For a better understanding of Language Dives and Conversation Cues and how they support your students, read the Language Dives and Conversation Cues sections in your Module 1 Appendix.

Additional Resources

Read Your Curriculum Companion: The Essential Guide to the EL Education K-5 Language Arts Curriculum, a complete guide to implementing our curriculum, available on ELeducation.org and through booksellers.

Find a complete set of classroom protocols, including all of the protocols used in your lessons, in the Classroom Protocols pack on Curriculum.ELeducation.org. Our book Management in the Active Classroom is also a rich resource for protocols and classroom management strategies, available on ELeducation.org and through booksellers.

Watch instructional videos showing our curriculum at work in real classrooms on Curriculum.ELeducation.org.

Dig into our online set of PD Packs and other implementation resources on Curriculum.ELeducation.org.

EL Education Curriculum xiii

EL Education’s 3–5 Language Arts Curriculum

Welcome to EL Education’s second edition Grades 3–5 Language Arts Curriculum. This intro-duction is designed to give you key information about how the curriculum is designed and built, and the principles that underlie it. It will give you a good understanding of what makes this curriculum unique and valuable.

Meet the students

It is 10:15 a.m. on Wednesday, and fourth-graders Nathan, Sergei, and Alma are hard at work. Over many weeks, their teacher Ms. Henderson has immersed her students in a study of animal defenses and what it takes for animals to survive and thrive. She has helped her students suc-cessfully read complex texts about the topic. During her second hour of content-based literacy instruction, the Additional Language and Literacy Block, she also has ensured that students read a lot on their own about animal defenses, and she has made sure her students received much-needed explicit skills instruction and practice.

Ms. Henderson has facilitated intense conversations among her fourth-graders about what might happen to specific animals without their defenses. Dividing the students into small, het-erogeneous groups, Ms. Henderson facilitated as her fourth-graders researched three specific animals. She then gave them specific instruction on narrative writing. Now Nathan, Sergei, and Alma are about to craft choose-your-own-adventure stories about how armadillos use natural defenses to survive and thrive. And during science time, they are using the companion Life Science Module to dig in and explore the internal and external structures of plants and animals, and how they function.

Nathan, Sergei, Alma, and all their elementary classmates have been beneficiaries of EL Educa-tion’s 3–5 Language Arts Curriculum. Their engagement, perseverance, and mastery are a snap-shot of the realized goals for all children that underlie this comprehensive literacy curriculum.

How is the curriculum structured?

The Grades 3–5 Language Arts Curriculum offers two hours of content-based literacy instruc-tion per day (module lessons and the Additional Language and Literacy [ALL] Block), with an additional optional companion Life Science Module, which accompanies Module 2 for a third hour of instruction lasting eight to nine weeks. With or without the Life Science Module, the two hours of content-based literacy are considered comprehensive.

Introduction

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At the heart of the curriculum—at all grade levels—are the hour-long module lessons. Each grade level includes four modules, which span a full school year. The four modules allow stu-dents to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module uses rich, authentic text throughout.

What principles underlie the Grades 3–5 Language Arts Curriculum?

Equity mattersEL Education is fiercely focused on equity for all children. All children deserve schools that foster their unique abilities, give them the real opportunity to achieve high academic standards, and help them take their full place in a society for which they are well prepared when they leave school. Equity is the foundation on which the entire curriculum rests. From this foundation of equity comes what EL Education calls the Dimensions of Student Achievement.

■ Mastery of knowledge and skills. Students demonstrate proficiency and deeper under-standing, apply their learning, think critically, and communicate clearly.

■ Character. Students work to become effective learners, to become ethical people, and to contribute to a better world.

■ High-quality work. Students create complex work, demonstrate craftsmanship, and create authentic work.

These three dimensions are the aspirational outcomes for the entire Grades 3–5 Language Arts Curriculum. Achievement is more than mastery of knowledge and skills or students’ scores on a test. Habits of character and high-quality work are also taught and prized.

EL Education Curriculum xv

Introduction

Substantive content matters.Research shows that the deeper a student’s content knowledge, the more she is able to under-stand what she reads, and the more she is able to speak and write clearly about that content. In fact, remarkably, research shows that she is even more able to successfully read about and understand new content on the same or a related topic.

EL Education’s Grades 3–5 Language Arts Curriculum has been created with substantive con-tent understanding—science, social studies, or literature—at its heart. Students acquire a deep-ening understanding of that content and they simultaneously acquire all the key literacy stand-ards of reading, writing, speaking, and listening, which have been carefully embedded within the content.

Curriculum is a system.In the Grades 3–5 Language Arts Curriculum, the sequences of skills in the lessons have been carefully designed so they work together to help students learn. As a whole, the curriculum is a system that benefits students while also providing support to teachers that helps them grow as professionals.

Backward design means planning with the end in mind and assessing all along the way.The guiding principle of backward design is straightforward. Designers must consider three questions:

■ “At the end of a sequence of instruction, what will students know and be able to do?”

■ “What will proficiency look and sound like?”

■ “How will we know when students are proficient?”

An essential aspect of backward planning is assessment. In the module lessons, assessments have been built in to reflect the key literacy learning that students have been acquiring in the lessons.

Every module lesson suggests specific “ongoing assessment.” And although the ALL Block (a second hour of content-based literacy instruction) does not include formal assessments (these happen only in the module lessons), it does provide rich opportunities for observing student work and collecting data on their progress. Both these formative and summative assessments give teachers valuable information to use, both in working with the lessons and in grouping and emphasis for the ALL Block.

Students excel in diverse and inclusive settings.EL Education’s Grades 3–5 Language Arts Curriculum recognizes that students learn from one another—and learn to respect one another—when they learn together in the same classroom. At the same time, students sometimes have needs that require various types of differentiation. The curriculum provides supports and resources for differentiation where needed, within all components of the curriculum: the module lessons and ALL Block.

Teachers are able to provide for students with disabilities, as well as students who may need academic extensions. And to engage all students, module lessons heavily emphasize differentiation; tools and scaffolding that support all learners; and flexibility in the ways information is presented, the ways students respond, and in the ways students are engaged (based on Universal Design for Learning).

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English language learners and language minority students need their assets honored and their needs supported.ELLs and language minority students bring a wealth of diverse experience and wisdom to the classroom. In EL Education’s curriculum, these language learners are presumed to be fully par-ticipating members of a diverse and heterogeneous classroom structure. At the same time, the curriculum honors the fact that language learners need targeted instruction within each lesson and additional supports if they are to be successful.

Specific scaffolds have been integrated into each module lesson so that the classroom teacher can provide myriad supports for these students, particularly for those classified as long-term ELLs. These resources take a variety of forms. Two specific areas of emphasis are the Language Dives (conversations that teach students to unpack the structure and meaning of complex sen-tences) and Conversation Cues (see below).

Conversation Cues promote student thinking, collaboration, and respectCollaborative conversation—frequent, focused, exploratory—is a key tool for deep learning. Through collaborative conversation, students deepen their learning and come to appreciate the value of one another as individuals with diverse perspectives. Conversation Cues (questions that teachers can ask, such as “Can you say more about that?” or “Can you figure out why?”) encourage productive and equitable conversation. These simple talk moves help students extend their thinking.1

Students own their learning.From the earliest grades, students using EL Education’s curriculum learn to see themselves as active learners with agency in their own education. With teachers’ guidance, they articulate specific learning targets (“I can…”) for every lesson. They learn to set goals, assess their own learning, and use feedback from peers, themselves, and their teachers to make progress.

Families and guardians are partners.EL Education’s curriculum welcomes students’ families and guardians as partners in education. Students learn best when families have the opportunity to be part of the educational journey. The curriculum includes sample letters teachers can send home to describe what students will learn during a given module, and how guardians can support that learning and specific home-work assignments. Students are encouraged to share what they are learning with their family, and sometimes interview family members about their expertise and experiences.

Curriculum is powerful professional development.This curriculum is designed to help teachers build on their existing expertise and continue to improve their ability to make strong instructional decisions during planning and while teach-ing. Teachers are provided rich resources and opportunities to make sound and specific instruc-tional decisions based on their students’ needs.

How does EL Education’s curriculum address Common Core State Standards for ELA/literacy?

EL Education’s curriculum was created to teach the Common Core ELA/literacy standards with a fully content-integrated approach, recognizing as well that the content students acquire is itself a steppingstone to full literacy. Emphasis within the standards includes:

1Conversation Cues are adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012.http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Ander-son, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications).

EL Education Curriculum xvii

Introduction

Reading Standards

Aspect of reading In EL Education’s curriculum

Text complexity Frequent use of grade-appropriate complex text at all grade levels for all students; scaffolds so that all students are successful; Language Dives for all students (more frequent for ELLs)

Vocabulary Intentional vocabulary building from content-based text; attention to figuring out words from context; decoding; emphasis on academic (Tier 2) vocabulary

Close reading Teacher-led close reading of content-based texts; carefully developed text-dependent questions; multiple reads for deepening comprehension; focus question that drives a series of sessions on a single text

Volume of reading Daily Accountable Independent Reading at each individual student’s level (or rereading complex text previously read with teacher support); reading to deepen and expand content knowledge and vocabulary

Research Gathering evidence for knowledge building before writing; Accountable Independent Reading

Fluency Multiple reads of complex text; research reading; volume of reading

Writing Standards

Aspect of Writing In EL Education’s Curriculum

Writing reflects content understanding

All writing supports content knowledge: Students write both as they are learning content knowl-edge (e.g., note-taking) and as they synthesize that knowledge (e.g., in their formal writing)

Specific instruction in aspects of writing

Writing skills (e.g., use of introductions, transitions) and approaches (e.g., gathering evidence to support a statement) are scaffolded specifically for particular writing in each module

Writing fluency, ease with writing Frequent “short writes” as well as more developed pieces; writing practice as one specific compo-nent of the Additional Language and Literacy Block

Oral processing of ideas before writing

Frequent opportunities for students to “orally rehearse” ideas and thinking before writing, includ-ing structured conversations and Language Dives

Writing process (plan, draft, confer, revise, edit)

Instruction and scaffolding in each aspect of the writing process; emphasis on use of models, critique (kind, specific, and helpful), feedback, and revision

Language Standards

Aspect of Language In EL Education’s curriculum

Standard grammar and usage Short and fully developed writing (including emphasis on revising and editing skills); explicit instruction on specific language standards in the Additional Language and Literacy Block; Language Dives; embedded grammar and usage instruction (within writing assignments and performance tasks)

Standard writing conventions, including spelling

Short and fully developed writing (including emphasis on revising and editing skills); explicit instruction on conventions in module lessons and the Additional Language and Literacy Block (grammar, usage, and mechanics component); Language Dives

Academic and domain-specific vocabulary

Multiple reads of complex text; short and fully developed writing; Language Dives; unpacking learning targets; explicit teaching of the language of habits of character (e.g., collaboration, perseverance)

Speaking and Listening Standards

Aspect of Speaking and Listening In EL Education’s curriculum

Participation in discussion, building on others’ ideas

Collaborative protocols; small group discussion; discussion norms; Conversation Cues; sentence frames to scaffold productive discussion

Presentation of ideas in a style appropriate to audience

Presentation of students’ work, both formally and informally, to an audience of their peers, fami-lies, or invited guests

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The Comprehensive Grades 3–5 Language Arts Curriculum

Elementary age students are joy seekers. They crave collaboration with their peers and engage-ment in their learning through play, story, and games. They also have unique needs and charac-teristics. Their growing hunger for independence and mastery as learners makes them ready to put their hard-earned reading and writing skills to work.

Our Grades 3–5 curriculum honors students’ growing capacity to read complex text, write at length and with depth, and explore pressing issues in the world around them. The curriculum includes two hours of rich content-based literacy instruction per day:

■ One hour of module lessons

■ One hour of the Additional Language and Literacy Block

These two hours of curriculum are considered comprehensive, explicitly teaching and formally assessing all strands and standards of the Common Core ELA/literacy standards for each grade level (Note: The initial exposure to and formal assessment of standards happens in the module lessons; the ALL Block is for additional practice.) There is also an optional companion Life Science Module that accompanies Module 2 and comprises eight weeks of instruction.

Grades 3–5 Comprehensive Literacy: Structure

EL Education Curriculum xix

Introduction

Grades 3–5 Content-Based Literacy: Module Lessons and the Additional Language and Literacy Block

The Module LessonsModules are based on compelling topics and use rich, authentic text throughout. Divided into three units each, the modules are designed to build important content knowledge and under-standing, as they fully teach and assess all of the ELA standards at each grade level. Each mod-ule has a consistent structure of three units with two assessments per unit, which reflects the readiness of students this age to do more independent work and to practice with high-stakes testing formats.

Grades 3–5 Module Lessons and Assessment Structure

The curriculum was built using the principles of backward design, meaning that we started by identifying what we wanted students to know and be able to do at the end of each module and then built each unit to intentionally get them there. Let’s explore what that means in the fourth grade classroom introduced in earlier.

The last unit of each module, Unit 3, includes the performance task: an extended, supported writing task or presentation where students need to successfully bring together what they know about this topic. This is where students Nathan, Sergei, and Alma are writing choose-your-own-adventure narratives, bringing together what they know about the armadillo and what defenses it has to help it survive (and what they know about writing).

If this is what students need to be prepared to do in Unit 3 of the module, what they learn in Units 1 and 2 must help them get there. (This is the principle of “backward design” in action.)

In Unit 1, students read, discuss, dramatize, draw, and write so that they acquire strong and specific content and background knowledge, as well as the literacy skills that they need to do so. Ms. Henderson’s fourth graders learn what “natural defenses” are, they learn what preda-tors do, and they learn about the many kinds of defenses that animals have depending on their habitat. In the process, the students learn to read closely, reread carefully for meaning, gather evidence, and develop a paragraph.

In Unit 2, they take this basic understanding to a deeper level. They do more research and discuss with one another what defenses specific animals might have. With close support, they respond to a prompting question to write a full multi-paragraph essay about animal defenses.

For homework throughout the module, students independently read research texts at their own level. They use these texts to gather deeper and deeper knowledge about how animals use natu-ral defenses to survive and thrive and to extend their vocabulary knowledge on the topic.

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As the lessons in each unit progress, Ms. Henderson has the opportunity to carefully check in on her students’ progress. Each unit has two built-in assessments: a mid-unit assessment (usually reading) and an end of unit assessment (usually writing). These assessments help Ms. Henderson in two ways: They allow her to have a clear sense of what her students can and cannot yet do, and they give her valuable information about how best to use the time in the ALL Block for her students’ benefit.

This structure and sequence means that, by Unit 3, Nathan, Sergei, Alma, and all of their class-mates are fully equipped to write their choose-your-own adventure narratives about how the armadillo uses its defenses to survive.

The Additional Language and Literacy (ALL) BlockThe ALL Block is one hour long and complements the module lessons. These two hours of con-tent-based literacy instruction work together to accelerate the achievement of all students.

The ALL Block has three units, parallel to the three units of the module. Each module unit is ac-companied by two weeks of ALL Block instruction (with one flex day built in every week). When a particular unit of the module lessons runs longer than two weeks, the ALL Block hour during those days that extend beyond two weeks is flex time, used to meet the specific needs of students. For example, teachers might want to provide additional time for work started in module lessons, practicing literacy skills introduced there that students are finding particularly challenging, in-formally assessing reading foundational skills, or offering additional time for ELLs.

Grades 3–5 Curriculum: Content-Based Literacy: Module Lessons and Additional Language and Literacy Block

The ALL Block has five components:

■ Independent Reading

■ Additional Work with Complex Text

■ Reading and Speaking Fluency/GUM (grammar, usage, mechanics)

■ Writing Practice

■ Word Study and Vocabulary

Each component is built into the module lessons in various ways, and then is reinforced and prac-ticed in the ALL Block. Over the course of two weeks, students work with all five components.

Refer to the Implementing the ALL Block introduction in your Module 1 ALL Block Teacher Guide and Supporting Materials for additional information.

EL Education Curriculum xxi

Introduction

Key Features of the Module Lessons and ALL Block■ Regular close reading of complex texts. Students consistently read complex text to gain both

deeper content knowledge of the topic and deeper familiarity with the structures, syntax, and vocabulary of complex text.

■ Writing for understanding. As students write to show understanding of particular content, they both synthesize that content and acquire transferable skills and approaches to new writing situations, becoming more independent writers.

■ Habits of character. Character is one of EL Education’s three Dimensions of Student Achievement. Collaboration, perseverance, a growth mindset, and being able to set goals and then reflect on them are all key aspects of strong social-emotional development and are crit-ical to student success—in school and in life. To help students become independent learners, the curriculum builds in frequent opportunities for students to collaborate and reflect on their learning.

■ Robust instruction for ELLs. Throughout the module lessons and the ALL Block, English language learners are provided specific and differentiated instruction and support. In the module lessons, ELLs are usually part of the overall heterogeneous grouping in the class. In the ALL Block, there is a strategic mix of heterogeneous grouping, as well as ELL-only grouping to meet specific needs.

■ Building knowledge and literacy skills through a volume of reading. Students have many oppor-tunities to read a lot on the module topic. This results in stronger vocabulary, stronger con-tent knowledge, and greater ability to write in depth about content.

■ Daily student goal-setting and reflection. The module lessons and ALL Block include learning targets, which are student-friendly “I can” statements that help students know where they are headed with their learning. Teachers help students check back in with their progress during lessons.

■ Sufficient practice of skills for students to demonstrate mastery. In both the module lessons and the ALL Block, all students receive consistent, specific, and differentiated skills practice, in both reading and writing.

■ Culminating performance task. Unit 3 of each module culminates with a student performance task. Students get support in synthesizing and transferring their knowledge and understand-ing from Units 1 and 2—in terms of both content and literacy—in an authentic and often collaborative task. This is scaffolded with models, drafts, critique, and revision to lead to high-quality work.

■ Assessment. Both summative and formative assessments are integral. In each module, six summative assessments are built in (two per unit). Formative “ongoing” assessment hap-pens frequently as teachers observe, collect homework, use checklists, and give feedback to students in the module lessons and in the ALL Block.

Grades 3–5 Curriculum: Life Science Module

Our Grades 3–5 Language Arts Curriculum includes one optional Life Science Module per grade level. If schools choose to teach this optional module, it represents three additional hours per week of instruction—which is approximately eight to nine weeks—but only during Module 2. Although the Life Science Modules can stand alone, each one connects with and complements Module 2 of the grade-level language arts module lessons.

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Science is about asking questions, observing carefully, investigating, reflecting, and then draw-ing conclusions based on evidence. Our Life Science Modules are designed to provide teachers and students with an inquiry-based approach to rigorous and authentic science instruction.

Each Life Science Module is designed to last eight weeks, with about three hours of science instruction per week. Each module addresses and assesses at least one Next Generation Science Standard (NGSS), explicitly teaches several others, and incorporates the unique features of the NGSS principles of science instruction.

The Life Science Modules have been designed for the elementary school generalist, such as Ms. Henderson. Each module gives the regular classroom teacher the plans, the background content, and the resources she needs to provide strong, rigorous, literacy-integrated science instruction. For the classroom teacher, the goal of our science curriculum is the recognition that science can be fun—both to learn and to teach.

Key Features of the Life Science Modules■ Science notebooks. From the beginning of the module, each student keeps an interactive sci-

ence notebook and uses it every day. Modeled after the way “real scientists” use notebooks, these are set up for students to include both a prompting question for the particular lesson sequence and space for students to think and work.

■ Scientists Meetings. Scientists Meetings occur at least once a week. They give students the opportunity to translate their thinking into language that can be shared with others and revisited over time. Talking about ideas allows students to reconsider and revise their devel-oping ideas as they listen to classmates.

■ Flexible time for lessons. Unlike the Grades 3–5 Language Arts Curriculum components, which are one-hour long, the time allotted for each lesson sequence of a Life Science Module is flexible. The teacher is encouraged to plan science instruction on a weekly, not daily, basis, and adjust times for investigations as needed.

■ Self-coaching prompts for teachers. Many elementary generalists may lack confidence in teaching science. Every lesson sequence includes questions for the teacher to consider in order to help guide student inquiry, reflect on what students know and need, and anticipate classroom management needs.

■ Common Core ELA/Literacy Standards. The literacy standards that are so central to the mod-ule lessons are central to the Life Science Modules, as well. Students engage in close reading of complex text and acquire and use key academic and domain vocabulary. They discuss and process their understanding in frequent, guided conversations in Scientists Meetings, and they write arguments and scientific explanations supported by accurate, reasoned evidence.

Refer to the Life Science Teacher Guide and Supporting Materials for additional information.

EL Education Curriculum xxiii

GRADES 3–5 CURRICULUM PLAN

Module 1: Becoming a Close Reader and Writing to Learn

Module 2: Researching to Build Knowledge and Teach Others

Module 3: Considering Perspectives and Supporting Opinions

Module 4: Gathering Evidence and Speaking to Others

Grad

e 3

Topic

3M1: Overcoming Learning Challenges Near and Far

3M2: Adaptations andthe Wide World of Frogs

3M3: Exploring Literary Classics

3M4: Water Conservation

Writing Tasks*

• Informative Paragraph: The Challenge of Accessing Books (RI.3.1, RI.3.2, W.3.2, W.3.4, W.3.8, W.3.10)

• Informative Writing: Reading Strategies Bookmark (W.3.4 and W.3.5)

• Narrative Writing: A Pourquoi Tale (W.3,3, W.3.4 W.3.10)

• Narrative and Informative Writing: Freaky Frog Book and Trading Card (RI.3.7, W.3.2, W.3.3, W.3.4, W.3.6, W.3.8, W.3.10, and L.3.6)

• Presenting a Revised Scene from Peter Pan (RF.3.4b, SL.3.4, and SL.3.6)

• Narrative Writing: Revising a Scene from Peter Pan (W3.3, W.3.4, W.3.6, W.3.10)

• Opinion Essay: Demand for Water and the Importance of Water Conservation (RI.3.1, W.3.1, W.3.4, W.3.10, L.3.1b)

• Water Issue PSA Public Launch Presentation (RI.3.1, SL.3.4, SL.3.6, L.3.3b.)

Required Trade Books**

RL - More Than Anything Else, Marie Bradby

RL - Waiting for the Biblioburro, Monica Brown

RL - Thank You, Mr. Falker, Patricia Polacco

RL - Rain School, James Rumford

RL - Nasreen’s Secret School, Jeanette Winter

RI - My Librarian Is a Camel, Margriet Ruurs

RL - Bullfrog at Magnolia Circle, Deborah Dennard

RL - Lizards, Frogs, and Polliwogs, Douglas Florian

RI - Everything You Need to Know about Frogs and Other Slippery Creatures, DK Publishing

RL - Peter Pan, J.M.Barrie RI - One Well: The Story of Water on Earth, Rochelle Strauss

RL - Water Dance, Thomas Locker

RL - The Boy Who Harnessed the Wind, William Kamkwamba

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Grad

e 4

Topic

4M1: Poetry, Poets and Becoming Writers

4M2: Animal Defense Mechanisms

4M3: The American Revolution

4M4: Responding to Inequality: Ratifying the 19th Amendment

Writing Tasks*

• Revising a Literary Essay (W.4.2a, W.4.5, L.4.1f, and L.4.2b)

• Poetry Presentation+ (SL.4.4 and SL.4.5)

• Informative Essay: Pufferfish Defense Mechanisms (RI.4.9, W.4.2, W.4.4, W.4.7, W.4.8, and W.4.10)

• Narrative Writing: Animal Defenses Choose-Your-Own- Adventure (RI.4.9, W.4.2, W.4.3, and W.4.10)

• Text-Based Discussion: American Revolution (RI.4.9 and SL.4.1)

• Opinion Writing: Loyalist Broadside (RI.4.9, W.4.1, W.4.5, W.4.9b, W.4.10)

• Opinion Writing: PSA Script (W.4.1, W.4.4, W.4.10)

• Taking Action Project Press Release (W.4.2, W.4.4, W.4.10)


RL - Love That Dog, Sharon Creech

RI - A River of Words, Jen Bryant

RI - Can You Survive the Wilderness?, Matt Doeden

RI - Venom, Marilyn Singer RI - Animal Behavior:

Animal Defenses, Christina Wilsdon

RL - Colonial Voices Hear Them Speak, Kay Winters

RL - Divided Loyalties: The Barton Family During the American Revolution, Gare Thompson

RL - The Hope Chest, Karen Schwabach

Grad

e 5

Topic 5M1: Stories of Human Rights

5M2: Biodiversity in the Rainforest

5M3: Athlete Leaders of Social Change

5M4: The Impact of Natural Disasters

Writing Tasks*

• Revising an Analytical Essay: Comparing Character Responses to An Event in Esperanza Rising (W.5.4, W.5.5, W.5.6, W.5.10, L.5.2d, L.5.6)

• Monologue Performance and Program (RF.5.4, W.5.4, W.5.5, W.5.8, W.5.10)

• Informative Essay: Literary Analysis of Concrete Language and Sensory Detail in The Most Beautiful Roof in the World (RL.5.1, RF.5.4, W.5.2, W.5.9, and W.5.10)

• Rainforest Adventures EBook (W.5.3, W.5.4, W.5.6, W.5.10)

• Opinion Essay: Factors of Jackie Robinson’s Success (RI.5.9, W.5.1, W.5.4, W.5.5, W.5.9b, W.5.10)

• Poster: Personal Qualities to be an Effective Leader of Change (RI.5.1, RI.5.9, W.5.4, W.5.8, W.5.9b, and W.5.10)

• Opinion Essay: Personal Items for My Emergency Preparedness Kit (W.5.1, W.5.4, W.5.5, W.5.6, W.5.10, and L.5.2e)

• Presentation: Preparing for a Natural Disaster (SL.5.4, SL.5.5, SL.5.6)


RL - Esperanza Rising, Pam Muñoz Ryan

RI - A Life Like Mine, DK Publishing

RI - Universal Declaration of Human Rights, United Nations (excerpts; no purchase necessary)

RL - The Great Kapok Tree, Lynne Cherry

RL - Seeds of Change, Jen Cullerton Johnson

RI - The Most Beautiful Roof in the World, Kathryn Lasky

RI - Promises to Keep, Sharon Robinson

RL - Eight Days: A Story of Haiti, Edwidge Danticat

* This plan shows the two main writing tasks per module (one of the six assessments; then the performance task), and standards most central to each task. For a full list of standards assessed (including writing process and language standards), see grade level Curriculum Map. ** This plan shows all trade books used in each module. See “Required Trade Books Procurement List” for ISBNs and specific number of each text needed to purchase (e.g. 1/classroom or 1/student).+ This presentation requires students to write the speech they are going to present.

Grade 4: Module 1

Module Overview

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inspires people to write. It is intentionally designed to encourage students to embrace a love of literacy and writing. In Unit 1, students begin to build their close reading

skills by reading the novel in verse Love That Dog by Sharon Creech and analyzing how the main character, Jack, feels in response to events that happen in the story. Alongside Love That Dog, students closely read and analyze the poems Jack reads and describes, including “The Red Wheelbarrow” by William Carlos Williams and “Stopping by Woods on a Snowy Evening” by Robert Frost. They analyze the poems to determine a theme and to identify characteristics of poetry in order to effectively summarize the poems.

In the first half of Unit 2, students finish reading Love That Dog and plan and write an informa-tive paragraph about what inspires Jack to write poetry. In the second half of the unit, they read A River of Words by Jen Bryant and learn about poet William Carlos Williams, again thinking about what inspired this poet to write. Then, in expert groups, students study a poet of their choice and write a four-paragraph essay about what inspired their poet to write poetry.

Finally, in Unit 3, students move from considering what has inspired the poets they have been reading about to write poetry, to thinking about what inspires them to write poetry. They begin the unit by writing original poems, focusing on word and phrase choice and adding punctua-tion for effect. In the second half of the unit, students write a presentation explaining why they wrote their original poem and where you can see evidence of this in their poem. In the second half of the unit, students also practice reading new poems aloud for fluency in preparation for reading their poems aloud for the performance task. For the performance task at the end of the unit, students participate in a poetry presentation in which they read aloud an original poem and then explain to the audience, with the use of visuals and evidence from the poem, why they were inspired to write their original poem. This task centers on CCSS ELA Standards SL.4.4 and SL.4.5.


What makes a poem a poem?

■ Poetry has characteristics that are unique and distinct from prose.

What inspires writers to write poetry?

■ Writers draw inspiration from many places, including the work of other writers and their own lives.

EL Education Curriculum 3

Grade 4: Module 1: Overview

Performance Task

Poetry Presentation

In this performance task, students synthesize their learning about what inspires poets to write poetry by presenting their own original poems inspired by something meaningful, along with a speech, including supporting visuals, about what inspired their poem and where you can see evidence of this in their poem. Their speech answers the question: What inspired you to write poetry, and where can you see evidence of this in your poem? This task centers on CCSS ELA SL.4.4 and SL.4.5.

Content Connections

This module is designed to address English Language Arts standards and to be taught during the literacy block. But the module intentionally incorporates Social Studies content that may align to additional teaching during other parts of the day. These intentional connections are described below.

College, Career, and Civic Life C3 Framework for Social Studies State Standards:

■ D2.Civ.7.3-5: Apply civic virtues and democratic principles in school settings.

■ D3.4.3-5: Use evidence to develop claims in response to compelling questions.

■ D4.2.3-5: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.


(standards explicitly taught and assessed): SL.4.4, SL.4.5

Poetry Presentation

Love That Dog and A River of Words

TARGETS

TOPIC TASK

The 4 T’s

TEXTS

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CCS Standards

Reading—Literature■ RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly

and when drawing inferences from the text.

■ RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

■ RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Central to EL Education curriculum is a focus on “habits of character” and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).

In this module, students work to become ethical people: treat others well and stand up for what is right (e.g., empathy, integrity, respect, compassion).

In this module, students also work to become effective learners: develop the mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration).

See unit overviews for more detail.

Habits of Character Social-Emotional Learning Focus

Required Tradebooks (for purchase)1 Unit 1 Unit 2 Unit 3

1. Creech, Sharon. Love That Dog. New York, NY: Harper Collins Publishers, 2001. Print. ISBN: 0-06-029287-3. ✓ ✓

2. Bryant, Jen. A River of Words: The Story of William Carlos Williams. Grand Rapids, MI: Eerdmans Books for Young Readers, 2008. Print. ISBN: 978-0-8028-5302-8. ✓

Additional Texts (no purchase necessary; included in the module materials) Unit 1 Unit 2 Unit 3

3. “Expert Group Poet Biographies: Robert Frost.” Written by EL Education for instructional purposes. ✓

4. “Expert Group Poet Biographies: Valerie Worth.” Written by EL Education for instructional purposes. ✓

5. “Expert Group Poet Biographies: Walter Dean Myers.” Written by EL Education for instructional purposes. ✓

Recommended Texts (for volume of reading on the module topic) Unit 1 Unit 2 Unit 3

See the stand-alone K–5 Recommended Texts and Other Resources list for detailed suggestions for books, articles, and videos on the module topic.

1SIDEBARSee stand-alone Required Tradebooks list for procurement details, including the number of copies of each text.



■ RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

■ RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

■ RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading—Informational Text■ RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly


■ RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

■ RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

■ RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading—Foundational Skills■ RF.4.3: Know and apply grade-level phonics and word analysis skills in decoding words.

■ RF.4.4: Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.

b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing■ W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and

information clearly.

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Provide a concluding statement or section related to the information or explanation presented.

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appropriate to task, purpose, and audience.

■ W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

■ W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

■ W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

■ W.4.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline- specific tasks, purposes, and audiences.

Speaking and Listening■ SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

■ SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

■ SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Language■ L.4.1: Demonstrate command of the conventions of standard English grammar and usage

when writing or speaking.

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

■ L.4.2: Demonstrate command of the conventions of standard English capitalization, punctu-ation, and spelling when writing.

b. Use commas and quotation marks to mark direct speech and quotations from a text.

■ L.4.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Choose words and phrases to convey ideas precisely.

b. Choose punctuation for effect.


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c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

■ L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the mean-ing of a word (e.g., telegraph, photograph, autograph).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Module-at-a-Glance

Unit 1: Reading and Analyzing Poetry: Love That Dog and Famous Poems

Instructional Focus

■ Launch independent reading, vocabulary logs, and collaborative discussion norms.■ Read literary text Love That Dog to analyze what happened and how the main character felt

about it.■ Closely read famous poems in the back of Love That Dog to determine a theme, to identify

the characteristics of poetry, and to write a summary of the poem.■ Compare poetry to prose using the characteristics of poetry.■ Continue reading Love That Dog and analyzing the famous poems for characteristics of poetry.■ Prepare for and practice a text-based discussion about where you can see evidence of Jack

being inspired by other poetry in his work.■ Prepare for and participate in a text-based discussion about how Jack’s feelings toward

poetry have changed since the beginning of Love That Dog.

CCS Standards Assessed

■ RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.10, RI.4.1, RI.4.10, W.4.8, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, L.4.4

Assessments and Performance Task

■ Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Prose and Poetry (RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a)

■ End of Unit 1 Assessment: Analyzing Changes in Jack’s Character (RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a–c)

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Unit 2: Writing to Inform: What Inspires Writers to Write Poetry?

Instructional Focus

■ Finish reading Love That Dog.■ Take notes to answer the question: What inspires Jack to write poetry, and where can you

see evidence of this in his poetry?■ Read biographies about famous poets thinking about what inspired these writers to write

poetry, and where you can see evidence of this in their poetry.■ Analyze model essay.■ Write an informative essay about what inspired a poet to write poetry and where you can see

evidence of this in his or her poetry.■ Revise and edit work.


■ RL.4.1, RL.4.3, RL.4.4, RL.4.10, RI.4.1, RI.4.3, RI.4.4, RI.4.10, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2e, W.4.4, W.4.5, W.4.10, SL.4.1, L.4.1, L.4.1f, L.4.2, L.4.2b, L.4.4, L.4.4a, L.4.4b, L.4.4c


■ Mid-Unit 2 Assessment: Informative Paragraph: What Inspires Jack? (RL.4.1, RL.4.3, W.4.2, W.4.10)

■ End of Unit 2 Assessment: Revising a Literary Essay (W.4.2a, W.4.5, L.4.1f, and L.4.2b)

Unit 3: Writing to Inform: Overcoming Learning Challenges—Reading

Instructional Focus

■ Write original poems.■ Revise poems for word and phrase choice, and punctuation for effect.■ Analyze model presentation.■ Create poetry presentation.■ Choose visuals to support their presentations.■ Reading fluency practice.


■ RL.4.5, RF.4.3, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, W.4.2, W.4.2a, W.4.2b, W.4.2c, W.4.2d, W.4.2e, W.4.4, W.4.5, SL.4.4, SL.4.5, L.4.1, L.4.1f, L.4.3, L.4.3a, L.4.3b, L.4.3c


■ Mid-Unit 3 Assessment: Revising a Poem (W.4.4, L.4.3a–c)■ End of Unit 3 Assessment: Reading a New Poem Aloud for Fluency (RF.4.3, RF.4.4a–c)■ Final Performance Task: Poetry Presentation (SL.4.4, SL.4.5)■ Below are the standards that are formally assessed in this module.



Optional: Experts, Fieldwork, Service, and Extensions

Community:

■ If you have a number of ELLs speaking the same native language, invite family members to come into the classroom to talk with them about poetry and poets in their home countries.

■ Invite family members or teachers to come into the classroom to read their favorite poems, or to talk about their favorite poets.

Experts:

■ Invite a poet to come into the classroom to explain what inspires him or her to write and to read aloud some examples.

Fieldwork:

■ Visit a live poetry reading event.

Service:

■ Identify local people who may enjoy poetry—for example, a senior citizens home—and go to read poetry for them or send them recordings of students reading poetry.

■ Consider inviting students to write poetry about a local issue and use the poems to make a difference.

Extension opportunities for students seeking more challenge:

■ Invite students to keep a poetry journal like Jack does in Love That Dog.

■ Invite students to read and write poems.

■ Invite students to read about other poets that they have an interest in.

■ Invite students to write invitations for the performance.

■ Invite students to play a specific role in the presentation (e.g., videographer, sound engineer if using a microphone or sound system, etc.).

Preparation and Materials

■ See each Unit Overview for a list of any unusual physical materials required (such as puppets or props) for module lessons.

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Tool Name Purpose in This Module Suggested Use in This Module Website URL

Google Docs Create writing products ■ Students complete their note-catchers and write their essays, poem, and poetry presentation in Google Docs.

https://www.google.com/docs/about/

Speech to Text (many newer devices already have this capability. There are also free apps for this purpose, includ-ing Dragon Dictation)

To create writing by speaking

■ Students complete their note-catchers and create written work by speak-ing using Speech to Text.

Dragon Dictation: http://www.nuance.com/for-individuals/mobile- applications/dragon- dictation/index.htm

Poets.org Students read and research additional poets

■ Students read about and research poets they have a particular interest in.

https://www.poets.org

Poetry Foundation Additional reading of poetry ■ Students read poems by other poets outside of those introduced in the module.

https://www. poetryfoundation.org

Fern’s Poetry Nook Additional reading and writing of poetry

■ Students read poems written by other stu-dents, and also submit poems to be published.

http://pbskids.org/arthur/games/poetry/index.html

Magnetic Poetry Additional writing of poetry ■ Students drag and drop the magnetic words on the whiteboard to create their own poems.

http://play.magneticpoetry.com/poem/Kids/kit/

Grade 4: Module 1

Assessment Overview

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Final Performance Task

Poetry Presentation


Mid-Unit 1 Assessment

Summarizing a Poem and Comparing Prose and Poetry

This assessment centers on CCSS ELA RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a. Students apply what they have learned about reading poems to a familiar poem as well as to a new poem. In Part I, they reread “Stopping by Woods on a Snowy Evening” and compare the poem to a prose version of the same event by completing a chart. They then show their understanding of the elements of poetry by answering selected response questions about the poem. In Part II, students read a new poem and write a summary, demonstrating their ability to use details from the poem to determine a theme and summarize the text.

End of Unit 1 Assessment

Analyzing Changes in Jack’s Character

This assessment centers on CCSS ELA RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, and SL.4.1c. Students complete two tasks in which they describe Jack’s character in depth, drawing on specific details in the text. In Part I, students use notes prepared in the previous lesson to discuss the change in Jack’s feelings about poetry. They question each other to check for under-standing and to gather additional information, demonstrating their ability to participate actively and respectfully in collaborative discussions. In Part II, students answer selected response and short constructed response questions to show their understanding of Jack’s thoughts, feelings, and actions and how his character has developed.


Informative Paragraph: What Inspired Jack?

This assessment centers on CCSS ELA RL.4.1, RL.4.3, W.4.2a, W.4.2b, W.4.2e, W.4.9a, and W.4.10. Students use notes from earlier in the unit to write an informative paragraph that answers the question: What inspired Jack to write poetry, and where can you see evidence of this in his poetry? Students use what they have learned about explanatory writing to show a deep under-standing of characters and events in the text.

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Grade 4: Module 1: Assessment Overview


Revising a Literary Essay

This assessment centers on CCSS ELA W.4.2a, W.4.5, L.4.1f, and L.4.2b and has two parts. Students revise the drafts of their literary essays with a focus on organizing relevant text evi-dence, writing in complete sentences and correctly punctuating quotations. In an optional Part II, students revise a sample paragraph to more thoroughly assess targeted language standards.


Revising a Poem

This assessment centers on CCSS ELA W.4.4, L.4.3a–c. Students revise their poems to choose words and phrases to convey ideas precisely and to choose punctuation for effect. They then complete a revisions form to show what they have revised and the rationale for the choice they have made.


Reading a New Poem Aloud for Fluency

This assessment centers on CCSS ELA RF.4.3 and RF.4.4a–c. Students are given an excerpt of a new poem to read aloud and are assessed on their fluency and accuracy.

Grade 4: Module 1

Performance Task

16


Summary of Task

Poetry Presentation


Format

Oral presentation with visuals. This could include projected images in a slideshow or photo-graphs handed out for the audience to pass around.

Standards Assessed through This Task

■ SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

■ SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

Student-Friendly Writing Invitation/Task Description

Now that you have written an original poem about something that was meaningful to you and inspired you, you are going to present your poem and explain what inspired you to write your poem and where can you see evidence of this in your poem. Your presentation will also include visuals—for example, images or video—to help the listener better understand what inspired you and why.

Key Criteria for Success

Below are key criteria students need to address when completing this task. Specific lessons dur-ing the module build in opportunities for students to understand the criteria, offer additional criteria, and work with their teacher to construct a criteria list by which their work will be critiqued and formally assessed.

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Grade 4: Module 1: Performance Task

Your presentation will include:

■ A read-aloud of your original poem

■ An oral presentation to answer the question: What inspired you to write your poem, and where can you see evidence of this in your poem?

■ Visuals—for example, images or video—to help the reader better understand what inspired you

Options for Students

■ Extension: Students may create a complete slideshow using presentation software including not only visuals, but also verbal cues.

■ Students could record their presentations rather than present them to a live audience, or deliver to a smaller specifically selected audience.

Options for Teachers

■ Students could present to an audience including: their own class, other classes in the school, teachers, family members, or community members.

■ Student use of technology will vary depending on access to technology. In situations where technology is not available, students can pass around images to audience members. In situations where technology is available, students can project visuals.

Grade 4: Module 1

Recommended Texts

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TitleAuthor

(Last Name, First Name)

Text Type Lexile Language

A Voice of Her Own: The Story of Phillis Wheatley, Slave Poet

Lasky, Katherine Informational 940 English

Arroz con Leche: Popular Songs and Rhymes from Latin America

Argueta, Jorge Poetry Bilingual English/Spanish

Double Happiness Ling, Nancy Tupper Poetry English

Emily Dickinson’s Letters to the World Winter, Jeanette and Dickinson, Emily

Literary English

Emma’s Poem: The Voice of the Statue of Liberty

Glaser, Linda Informational AD790 English

Guacamole : Un Poema Para Cocinar Argueta, Jorge Poetry AD820 Bilingual English/Spanish

Jump Back, Paul: The Life and Poems of Paul Laurence Dunbar

Derby, Sally Informational English

Langston’s Train Ride Burleigh, Robert Literary AD690 English

Mirror Mirror: A Book of Reverso Poems Singer, Marilyn Poetry English

No Mirrors in My Nana’s House Barnwell, Ysaye M. Poetry NP English

Pablo Neruda: Poet of the People Brown, Monica Informational AD 970 English

Phillis’s Big Test Clinton, Catherine Informational AD930 English

Poems in the Attic Grimes, Nikki Poetry English

Poet: The Remarkable Story of George Moses Horton

Tate, Don Informational 730 English

Silent Music: A Story of Baghdad Rumford, James Literary AD830 English

Spilling Ink: A Young Writer’s Handbook Mazer, Anne and Potter, Ellen

Informational 830 English

Stella by Starlight Draper, Sharon M. Literary 740 English

Tap Dancing On The Roof: Sijo (Poems) Park, Linda Sue Poetry 650 English

The Boy Who Loved Words Schotter, Roni Literary AD780 English

The Day of Ahmed’s Secret Parry, Florence Heide and Gilliland, Judith Heide

Literary AD810 English

The Dreamer Muñoz Ryan, Pam Informational 650 English

The Drum Dream Girl Engle, Margarita Literary NP English

The Mouse of Amherst Spires, Elizabeth Literary 900 English

Visiting Langston Perdomo, Willie Literary NP English

Word After Word After Word MacLachlan, Patricia Literary 450 English

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Grade 4: Module 1

Unit 1: Overview and Lessons

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wPoetry, Poets, and Becoming Writers

In Unit 1, students are introduced to poetry through Love That Dog, a novel written in verse by Sharon Creech. As Jack, the main character in the novel, reads famous poems, students analyze what is happening in the novel and how Jack feels about it, and they also read and

analyze those famous poems to identify characteristics of poetry and to determine their theme. They then use the characteristics of poetry they have identified to summarize the poems, and to compare poetry to prose. For the mid-unit assessment, students read new pages of Love That Dogand analyze one of Jack’s poems for the theme and characteristics of poetry, in order to write a summary. They also compare a poem, “Stopping by Woods on a Snowy Evening” by Robert Frost, with a prose version of the same poem.

Throughout the unit, students are introduced to routines and anchor charts that will be used throughout the rest of the module, as well as the rest of the year. In the first half of the unit, students generate discussion norms and receive their independent reading journals and vocab-ulary logs. In the second half of the unit, students continue the routine of reading Love That Dog, analyzing the famous poems described, and they prepare for a text-based discussion about how Jack’s feelings about poetry have changed from the beginning of the book to where they are by the end of the unit. For the end of unit assessment, students participate in a small group discussion about how Jack’s feelings about poetry have changed over the course of the book, and they answer short and selected response questions about this.


What makes a poem a poem?

■ Poetry has characteristics that are unique and distinct from prose.

What inspires writers to write poetry?

■ Writers draw inspiration from many places, including the work of other writers and their own lives.


(standards explicitly taught and assessed): RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, and SL.4.1c.

Students read a new poem, answer selected response questions about it, and write a summary of it (mid-unit assess-ment). Students participate in a text-based discussion about how Jack’s feelings about poetry have changed (end of unit assessment).

Love That Dog

TARGETS

TOPIC TASK

The 4 T’s

TEXTS


Grade 4: Module 1: Unit 1: Overview


Summarizing a Poem and Comparing Prose and Poetry

This assessment centers on CCSS ELA RL.4.1, RL.4.2, RL.4.5, RL.4.10, and W.4.9a. Students apply what they have learned about reading poems to a familiar poem as well as to a new poem. In Part I, they reread “Stopping by Woods on a Snowy Evening” and compare the poem to a prose version of the same event by completing a chart. They then show their understanding of the elements of poetry by answering selected response questions about the poem. In Part II, students read a new poem and write a summary, demonstrating their ability to use details from the poem to determine a theme and summarize the text.



This assessment centers on CCSS ELA RL.4.1, RL.4.3, RL.4.10, W.4.9a, SL.4.1a, SL.4.1b, and SL.4.1c. Students complete two tasks in which they describe Jack’s character in depth, drawing on specific details in the text. In Part I, students use notes prepared in the previous lesson to discuss the change in Jack’s feelings about poetry. They question each other to check for under-standing and to gather additional information, demonstrating their ability to participate actively and respectfully in collaborative discussions. In Part II, students answer selected response and short constructed response questions to show their understanding of Jack’s thoughts, feelings, and actions and how his character has developed.

Central to EL Education curriculum is a focus on “habits of character” and social-emotional learning. Students work to become effective learners, developing mindsets and skills for success in college, career, and life (e.g., initiative, responsibility, perseverance, collaboration); work to become ethical people, treating others well and standing up for what is right (e.g., empathy, integrity, respect, compassion); and work to contribute to a better world, putting their learning to use to improve communities (e.g., citizenship, service).

In this module, students work to become ethical people, treating others well and stand up for what is right (e.g., empathy, integrity, respect, compassion). Throughout Unit 1, students practice respect and integrity as they work together collaboratively and complete independent research reading homework.

The following student learning targets are a focus for this unit. Please refer to Teaching Notes in the lessons:

■ I show empathy.

— I behave with integrity.

— I show respect.

— I show compassion.

Habits of Character Social-Emotional Learning Focus

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Lesson and CCSS Agenda Daily Learning

TargetsOngoing Assessment

Anchor Charts & Protocols

Lesson 1

RI.4.1, W.4.8, SL.4.1

Discovering Our Topic: Poetry

1. Opening A. Practicing Observing Closely: I

Notice/I Wonder (10 minutes)B. Reviewing Learning Targets (5 minutes)

2. Work Time A. Infer the Topic (20 minutes)B. Generating Discussion Norms (15 minutes)

3. Closing and Assessment A. Introducing the Performance Task and

Module Guiding Questions (10 minutes)4. Homework

A. Read and reflect on the guiding questions for the module. Talk about them with your family. How do they make you feel? Why? What do they make you think about? You can sketch or write your reflections.

• I can discuss and record what I notice and wonder about resources. (RL.4.1, W.4.8, SL.4.1)

• I can infer the topic of this module from the resources. (RL.4.1, W.4.8)

• I Notice/I Wonder Note-catcher: Inferring the Topic (RL.4.1, W.4.8)

• Think-Pair-Share protocol

• Infer the Topic protocol

• Discussion Norms anchor chart

• Performance Task anchor chart

• Module Guiding Questions anchor chart

Lesson 2

RL.4.1, RL.4.3, RL.4.10, RI.4.10

Establishing Reading Routines: Pages 1–5 of Love That Dog

1. Opening A. Reflecting on Module Guiding Questions

(10 minutes)B. Reviewing Learning Targets (5 minutes)

2. Work Time A. Reading Aloud and Finding the Gist: Love

That Dog, Pages 1–5 (20 minutes)3. Closing and Assessment

A. Launching Independent Research Reading (25 minutes)

4. Homework A. Accountable Research Reading. Select a

prompt and respond in the front of your independent reading journal.

• I can determine the gist of pages 1–5 of Love That Dog. (RL.4.1)

• I can describe what happens in pages 1–5 of Love That Dog and how Jack feels about it. (RL.4.1, RL.4.3)

• Gist of each page on sticky notes in Love That Dog (RL.4.1)

• What Happens and How Does Jack Feel about It? anchor chart (RL.4.1, RL.4.3)

• Thumb-O-Meter protocol


• Working to Become Ethical People anchor chart

• Close Readers Do These Things anchor chart


• What Happens and How Does Jack Feel about It? anchor chart

This unit is approximately 2.5 weeks or 12 sessions of instruction.

Week-at-a-Glance






Lesson 3

RL.4.1, RL.4.2, RL.4.4, RL.4.5, L.4.4

Establishing Reading Routines: “The Red Wheelbarrow”

1. Opening A. Launching Vocabulary Logs (15 minutes)B. Reviewing Learning Targets (10 minutes)

2. Work Time A. Engaging the Reader: Rereading Love That

Dog, Pages 1–5 (5 minutes)B. Analyzing Poetry: “The Red Wheelbarrow”

(20 minutes)3. Closing and Assessment

A. Determining a Theme and Summarizing (10 minutes)

4. HomeworkA. Accountable Research Reading. Select a


• I can determine the theme of “The Red Wheelbarrow” from details in the text and summa-rize it. (RL.4.2, RL.4.5)

• I can identify the characteristics of poetry in “The Red Wheelbarrow.” (RL.4.1, RL.4.5)

• I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” (RL.4.2, RL.4.5)

• What Makes a Poem a Poem? anchor chart

• Red Light, Green Light protocol




• Strategies to Answer Selected Response Questions anchor chart

Lesson 4

RL.4.1, RL.4.2, RL.4.3, RL.4.5

Analyzing Poetry: Pages 6–7 of Love That Dog and “Stopping by Woods on a Snowy Evening”

1. Opening A. Engaging the Reader: Love That Dog, Pages

6–7 (5 minutes)B. Reviewing Learning Targets (5 minutes)

2. Work Time A. Analyzing What Happened: Love That Dog,

Pages 6–7 (5 minutes)B. Close Reading: “Stopping by Woods on a

Snowy Evening” (30 minutes)C. Determining Theme and Supporting Details:

“Stopping by Woods on a Snowy Evening” (10 minutes)

3. Closing and Assessment A. Exit Ticket: Summarizing the Poem

(5 minutes)4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.

• I can describe what happens in pages 6–7 of Love That Dog and how Jack feels about it. (RL.4.3)

• I can determine the theme of “Stopping by Woods on a Snowy Evening” from details in the text and summa-rize it. (RL.4.2, RL.4.5)

• I can identify the characteristics of poetry in “Stopping by Woods on a Snowy Evening.” (RL.4.1, RL.4.5)

• Gist of pages 6–7 on sticky notes in Love That Dog

• I Notice/I Wonder Note-catcher: “Stopping by Woods on a Snowy Evening” (RL.4.2, RL.4.5)

• Exit Ticket: Summarizing the Poem (RL.4.2)

• Think-Pair-Share protocol





Lesson 5

RL.4.1, RL.4.3, RL.4.5

Analyzing Poetry: Pages 8–11 of Love That Dog and “The Tiger”

1. Opening A. Reviewing Learning Targets (5 minutes)

2. Work Time A. Mini Lesson: Writing a Summary

(15 minutes)B. Analyzing What Happened: Love That Dog,

Pages 8–11 (15 minutes)C. Analyzing Characteristics of Poetry: “The

Tiger” (15 minutes)3. Closing and Assessment

A. Comparing a Poem with Prose: “The Tiger” (10 minutes)



• I can revise my summary based on peer feedback. (RL.4.2)

• I can use the characteristics of poetry to explain how poetry and prose are similar and different. (RL.4.5)

• Revise summaries on exit tickets from Lesson 4 (RL.4.2)

• Gist of pages 8–11 on sticky notes in Love That Dog

• I Notice/I Wonder Note-catcher: “The Tiger” (RL.4.5)

• Comparing and Contrasting Poetry and Prose Graphic Organizer: “The Tiger” (RL.4.5)

• Red Light, Green Light protocol


• Criteria of an Effective Summary anchor chart

• Parts of Speech anchor chart



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Lesson 6

RL.4.1, RL.4.2, RL.4.3, RL.4.5, W.4.9, W.4.9a

Analyzing Poetry: Pages 12–19 of Love That Dog and “dog”



2. Work Time A. Analyzing Poetry: “dog” (25 minutes)

3. Closing and Assessment A. Determining the Theme and Summarizing

the Poem: “dog” (20 minutes)4. Homework


B. For ELLs: Complete the Language Dive Practice in your Unit 1 Homework.

• I can determine the theme of “dog” from details in the text and summa-rize it. (RL.4.2, RL.4.5)

• I can identify the characteristics of poetry in “dog.” (RL.4.1, RL.4.5)

• I Notice/I Wonder Note-catcher: “dog” (RL.4.2, RL.4.5)

• Final Word protocol





Lesson 7

RL.4.1, RL.4.2, RL.4.3, RL.4.5, W.4.9, W.4.9a

Analyzing Poetry: Pages 20–24 of Love That Dog and “The Pasture”

1. OpeningA. Reviewing Learning Targets (5 minutes)

2. Work Time A. Analyzing Poetry: “The Pasture”

(20 minutes)B. Determining the Theme and Summarizing

the Poem: “The Pasture” (20 minutes)3. Closing and Assessment

A. Comparing a Poem with Prose: “The Pasture” (15 minutes)



• I can determine the theme of “The Pasture” from details in the text and summarize it. (RL.4.2, RL.4.5)

• I can identify the similarities and dif-ferences between poetry and prose. (RL.4.1, RL.4.5)

• I Notice/I Wonder Note-catcher: “The Pasture” (RL.4.2, RL.4.5)

• Comparing and Contrasting Poetry and Prose Graphic Organizer: “The Pasture” (RL.4.5)





Lesson 8

RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.10, W.4.9, W.4.9a

Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Poetry and Prose


2. Work Time A. Working to Become Ethical People Anchor

Chart (5 minutes)B. Mid-Unit 1 Assessment: Summarizing a

Poem and Comparing Poetry and Prose (35 minutes)

3. Closing and Assessment A. Launching Tracking Progress (15 minutes)



• I can identify the similarities and dif-ferences between poetry and prose. (RL.4.1, RL.4.5, RL.4.10)

• I can determine the theme of Jack’s poem about the animal shelter from details in the text and summarize it. (RL.4.1, RL.4.2, RL.4.10, W.4.9a)

• I can identify the characteristics of poetry in Jack’s poem about the animal shelter. (RL.4.1, RL.4.5, RL.4.10, W.4.9a)

• Mid-Unit 1 Assessment: Summarizing a Poem and Comparing Poetry and Prose (RL.4.1, RL.4.2, RL.4.5, RL.4.10, W.4.9a)

• Tracking Progress: Reading, Understanding, and Explaining New Text (RL/RI.4.1, 4.4, 4.10, L.4.4)









Lesson 9

RL.4.1, RL.4.3, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c

Text-Based Discussion: What Inspires Jack to Write His Street Poem?



2. Work Time A. Analyzing Poetry: “Street Music”

(15 minutes)B. Preparing for a Text-Based Discussion


A. Participating in a Text-Based Discussion (10 minutes)



• I can identify the characteristics of poetry in “Street Music.” (RL.4.5)

• I can find evidence of the poems that inspired Jack in his poetry. (RL.4.1, RL.4.5, W.4.9a, SL.4.1a)

• I can follow discussion norms to have an effective text-based discus-sion. (SL.4.1a)

• I Notice/I Wonder Note-catcher: “Street Music” (RL.4.5)

• Preparing for a Text-Based Discussion note-catcher (RL.4.1, RL.4.5, W.4.9a, SL.4.1a)








Lesson 10

RL.4.1, RL.4.3, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c

Analyzing Poetry: Pages 35–41 of Love That Dog and “The Apple”

1. Opening A. Engaging the Reader: Love That Dog,

Pages 35–41 (10 minutes)B. Reviewing Learning Targets (5 minutes)

2. Work Time A. Analyzing Poetry: “The Apple” (10 minutes)B. What Inspires Jack to Write Poetry?


A. Research Reading Share (15 minutes)4. Homework


• I can identify the characteristics of poetry in “The Apple.” (RL.4.1, RL.4.5)

• I can identify what inspired Jack to write poetry and find evidence of this in his poems. (RL.4.1, RL.4.5)

• What Inspires Poets to Write Poetry? note-catcher (RL.4.1, RL.4.5)




Lesson 11

RL.4.1, RL.4.3, W.4.9, W.4.9a, SL.4.1, SL.4.1a

Analyzing Poetry: Pages 42–45 of Love That Dog and “Love That Boy”

1. Opening A. Engaging the Reader: Love That Dog,

Pages 42–45 (10 minutes)B. Reviewing Learning Targets (5 minutes)

2. Work Time A. Analyzing Poetry: “Love That Boy”

(10 minutes)B. Preparing for a Text-Based Discussion


A. Exit Ticket: Goals for a Text-Based Discussion (5 minutes)

4. Homework A. Complete Affixes Practice I in your Unit 1

Homework.B. Accountable Research Reading. Select a


• I can identify the characteristics of poetry in the first stanza of “Love That Boy.” (RL.4.1, RL.4.5)

• I can describe how Jack’s feelings about poetry changed using evidence from the text. (RL.4.1, RL.4.5, W.4.9a, SL.4.1a)

• Preparing for a Text-Based Discussion note-catcher (RL.4.1, RL.4.5, W.4.9a, SL.4.1a)

• Exit Ticket: Goals for a Text-Based Discussion (SL.4.1)






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Accountable Independent Reading

The ability to read and comprehend text is the heart of literacy instruction. Comprehension is taught, reinforced, and assessed across all three components of this curriculum: module lessons and the Additional Language and Literacy block. See module overview for details. Independent reading is launched in this module. The Independent Reading: Samples Plans (see Appendix) contains suggestions for lessons to launch independent reading and lessons to review and share knowledge and vocabulary gained from independent reading. Consider using this document as a guideline if you do not have your own independent reading launch and review routine.

Vocabulary Log

In Lesson 3, students receive a vocabulary log to collect new academic and domain-specific vocabulary.

Academic Vocabulary: Words you might find in informational texts on many different topics.

Word and Pronunciation Definition Translation

Synonyms(words that mean the same thing)

Sketch/Diagram/Icon

What is the word and how do you say it?

What does it mean in your own words?

What is the trans-lation in your home language?

Domain-Specific Vocabulary: Words about a particular topic—for example, poetry.

Word and Pronunciation Definition Translation Sketch/Diagram/Icon

What is the translation in your home language?

What does it mean in your own words?

What is the translation in your home language?




Lesson 12

RL.4.1, RL.4.3, RL.4.10, W.4.9, W.4.9a, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c

End of Unit 1 Assessment: Analyzing Changes in Jack’s Character


2. Work Time A. End of Unit 1 Assessment: Analyzing

Changes in Jack’s Character (40 minutes)3. Closing and Assessment

A. Tracking Progress (15 minutes)4. Homework


• I can describe how Jack’s feelings about poetry changed using evidence from the text. (Rl.4.1, RL.4.3, RL.4.10, W.4.9a, Sl.4.1a–c)

• I can follow discussion norms to have an effective text-based discus-sion. (Sl.4.1a–c)

• End of Unit 1 Assessment: Analyzing Changes in Jack’s Character (Rl.4.1, RL.4.3, RL.4.10, W.4.9a, Sl.4.1a–c)

• Tracking Progress: Collaborative Discussion (Sl.4.1)



• Strategies to Answer Selected Response Questions anchor chart




The Meeting Students’ Needs column in each lesson contains support for both ELLs and Universal Design for Learning (UDL), and some supports can serve a wide range of student needs. However, ELLs have unique needs that cannot always be met with UDL support. According to federal guide-lines, ELLs must be given access to the curriculum with appropriate supports, such as those that are specifically identified as “For ELLs” in the Meeting Students’ Needs column.

■ Prioritize lessons for classrooms with many ELLs: To prepare for the Unit 1 assessments, consider prioritizing and expanding instruction in Lesson 2, which introduces theme and summarizing; Lesson 4, which introduces the pattern of comparing Love That Dog to a famous poem in one lesson; and Lessons 7–12, which introduce comparing prose to poetry and preparing and practicing for text-based discussions. Be sure to complete the Language Dive in Lesson 6. If necessary, consider placing less focus and condensing instruction in Lessons 1, 5, and 6, which provide helpful practice and repetition but don’t introduce as many critical concepts or plotlines.

■ Language Dives: All students participate in their first Language Dive in Lesson 6. This Language Dive is designed to help students continue to notice and apply the English sub-ject-predicate structure introduced in preceding lessons. Most lessons also offer optional Mini Language Dives for ELLs. The Language Dives may be particularly valuable in helping students read between the lines of the often metaphorical poems they are reading. Language Dives are guided conversations about the meaning of a sentence from the central texts, models, or learning targets. The conversation invites students to unpack complex syntax, or “academic phrases,” as a necessary component of building both literacy and habits of mind. Students then apply their understanding of language structure as they work toward the assessments and performance task. All Language Dives follow a Deconstruct-Reconstruct-Practice routine, in which students discuss and play with the meaning and purpose of the sentence and each chunk of the sentence; put the chunks back together into the original order and any possible variations; and practice using the chunks in their own speaking and writing. To maximize language practice and accommodate time, consider dividing or reviewing each Language Dive over multiple lessons. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations can hasten overall English language devel-opment for ELLs. Avoid using the Language Dive Guide to lecture about grammar; the Guide is designed to prompt students as they grapple with the meaning and purpose of the chunks and the sentence. Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers. Assure students that this log will not be graded; however, consider inviting students to use their log and note-catchers to gauge the progress of their speaking and writing skills. For more information on Language Dives, refer to the Supporting English Language Learners Guidance and Appendix.

■ Goal 1 Conversation Cues: Encourage productive and equitable conversation with Conversation Cues, which are questions teachers can ask students to help achieve four goals: (Goal 1) encourage all students to talk and be understood; (Goal 2) listen carefully to one another and seek to understand; (Goal 3) deepen thinking; and (Goal 4) think with others to expand the conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/

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pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Refer to the Appendix for the complete set of cues. Goal 1 Conversation Cues are introduced in Lesson 3. Heightened language processing and development is a primary potential benefit for ELLs.

■ Diversity and inclusion: Investigate the routines, practices, rituals, beliefs, norms, and experiences that are important to ELLs and their families. Integrate this background into the classroom as students explore poetry by a diverse range of authors. An ideal context for inclusiveness emerges as students are invited to discuss their knowledge of Love That Dog and connected famous poems. Foster inclusive action by creating space for students to express their feelings about sensitive issues embedded in the poetry, knowing that these discussions may help create equity or unearth trauma or both. Be aware that the topic of dogs and pets may be sensitive for some students. It is important to acknowl-edge students’ and families’ feelings and experiences with dogs and pets and to know that these feelings and experiences may differ greatly, from positive to neutral to negative. Also, these feelings and experiences may be personal and students are not required to share them. If concerns arise, discuss them with families and arrange for alternative instruction if nec-essary. Consult with a guidance counselor, school social worker, or ESL teacher for further investigation of diversity and inclusion.

■ Strategic grouping: Students work in pairs and triads to analyze poetry and prepare for text-based discussions. Seriously consider matching ELLs with a partner who has greater language proficiency. The conversations that happen as a result of such strategic pairing will greatly serve the language development of both partners.

■ Writing summaries: Students receive explicit instruction in how to craft a summary of a poem: introduction, what the poem is about, statement of theme, details from the poem to support the theme, and an explanation of how the poet uses a characteristic of poetry. Determining a theme may be difficult for some students who struggle to comprehend the language itself in the poem. Help students understand and discuss the details in each poem, guiding them to notice any patterns that emerge. Also, this summary structure may be dif-ferent from other summary structures or structures that students are familiar with in their home languages. Compare and contrast the structures whenever possible.

■ Comparing prose to poetry: Students explicitly compare the characteristics of poetry to prose. Continually remind students as they practice writing poetry and prose that the rules are different. With poetry, just about anything goes, whereas with prose, there are strict rules to help ensure clear, appropriate communication. For example, prose sentences usu-ally contain a subject with a predicate, and the summaries in the unit should be built on a set structure.

■ Text-based discussions: Students will participate in two text-based discussions, during which they will have the opportunity to discuss what inspires Jack in Love That Dog and how Jack’s feelings about poetry change in Love That Dog. Students will complete a series of note-catchers to help them prepare for these discussions. This format is ideal for language development, as it invites students to orally negotiate with other students about the meaning of what they are trying to say, pushing them to change their language to be more comprehen-sible. Additionally, students can celebrate their successful attempts at communication and their ability to extend and enhance the discussions.

■ Celebration: Celebrate the courage, enthusiasm, diversity, and bilingual assets that ELLs bring to the classroom.



Connections to the Additional Language and Literacy Block

■ In the ALL block for this unit, students work on only two components each week to intro-duce them to the structure and routines gradually:

— In week 1, students will be introduced to the ALL block through a series of lessons that will introduce the components and the structure. Students will then work on Independent Reading and Additional Work with Complex Text in which they will read and analyze the Independent Group Work protocol to be able to understand and follow the instructions during independent work time.

— In week 2, students work on Independent Reading and Word Study and Vocabulary. In Word Study and Vocabulary, students practice sorting words into academic and domain-specific vocabulary, in order to be able to record words in the appropriate place in their vocabulary log.

Preparation and Materials

■ Prepare vocabulary logs (Lesson 3) and independent reading journals (Lesson 2).

■ Prepare Academic and Domain-Specific Word Walls. These are two separate areas of the classroom to which you will add new vocabulary as students encounter it in texts. The Academic Word Wall is a permanent Word Wall that will continue to be added to throughout the year. The Domain-Specific Word Wall will change from module to module, as the topic changes. Prepare cards or paper of a clearly visible size to be seen throughout the classroom to keep near the Word Walls.

■ The following materials are introduced in this unit and referenced both throughout the module and the school year:

— Academic Word Wall

— Discussion Norms anchor chart

— Working to Become Ethical People anchor chart

— Close Readers Do These Things anchor chart

— Equity sticks

— Independent reading journals

— Vocabulary logs

— Strategies to Answer Selected Response Questions anchor chart

— Criteria of an Effective Summary anchor chart

— Parts of Speech anchor chart

— Tracking Progress folder

— Affix list

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Lesson 1: Discovering Our Topic: Poetry

CCS Standards■ RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly


■ W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

■ SL.4.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Daily Learning Targets■ I can discuss and record what I notice and wonder about resources. (RL.4.1, W.4.8, SL.4.1)

■ I can infer the topic of this module from the resources. (RL.4.1, W.4.8)

Ongoing Assessment■ I Notice/I Wonder Note-catcher: Inferring the Topic (RL.4.1, W.4.8)

Agenda

1. Opening

A. Practicing Observing Closely: I Notice/I Wonder (10 minutes)

B. Reviewing Learning Targets (5 minutes)

2. Work Time

A. Infer the Topic (20 minutes)

B. Generating Discussion Norms (15 minutes)

3. Closing and Assessment

A. Introducing the Performance Task and Module Guiding Questions (10 minutes)

4. Homework



Grade 4: Module 1: Unit 1: Lesson 1

Teaching Notes


■ In this lesson, students participate in the Infer the Topic protocol by engaging with the texts they will be reading throughout the module, including the Performance Task anchor chart and the module guiding questions (RL.4.1, W.4.8, SL.4.1).

■ In Work Time B, students generate the Discussion Norms anchor chart. Ensure that all of the cues and responses suggested on the Discussion Norms anchor chart (example, for teacher reference) are added, as these will support students in having productive and equitable discussions that will deepen their understanding (SL.4.1).

■ In this lesson, students do not collect new vocabulary independently. Instead, new vocab-ulary is collected as a class on the Academic Word Wall. Students are introduced to their vocabulary logs in Lesson 3, where they will collect vocabulary from the texts they read.

■ Consider providing students with a poetry journal to capture their thoughts and reflections about poetry, and to encourage them to write their own poetry.

■ During all interaction, be aware that partnering with, looking at, talking with, or touching the opposite gender may be uncomfortable and inappropriate for some students. In addition, some students may believe it is inappropriate to speak with other students of either gender at all during class. Let students know that, in the United States, speaking with a peer of either gender when the teacher gives the signal is appropriate, and it is one way that students can become independent learners and develop their content knowledge and language ability. At the same time, tell them you respect their needs, and if necessary, seek alternative arrange-ments for students according to their cultural traditions.

■ This lesson is the first in a series of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.

■ This lesson uses cold calling, calling on a student without him or her volunteering, as a total participation technique. Be aware that cold calling may be unfamiliar or embarrassing for some students. Prepare students and their families by telling them that cold calling in the United States is common and is a protocol that helps ensure that all student voices are heard and respected. The protocol also provides the teacher with one way to assess what students know.

How it builds on previous work:

■ If students have worked on EL Education modules in grades K–3, this module will build on those foundations.

Areas in which students may need additional support:

■ Students may need additional support reading the poetry excerpts in the Infer the Topic protocol. Invite students to help read the excerpts aloud to one another.

Assessment guidance:

■ Monitor students’ I Notice/I Wonder Note-catchers: Inferring the Topic to ensure they are on the right track for inferring what the module is about at the end of the Infer the Topic protocol.

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Down the road:

■ In the next lesson, students will be introduced to the independent reading routine. Students will also have a chance to share their reflections (if they choose) on the learning targets based on their background and experiences at the beginning of the lesson.

■ The Academic Word Wall and the Discussion Norms anchor chart are introduced in this unit and referenced both throughout the module and the school year.

In advance:

■ Prepare:

— Academic Word Wall with blank word cards and markers located close by. This is an area of the classroom in which academic words will be added throughout the year.

— Infer the Topic resources and post them around the room (see supporting materials).

— Discussion Norms anchor chart. Note that Goal 1 Conversation Cues (and sample student responses) are built into Discussion Norms anchor chart (example, for teacher reference). As students are introduced to Goal 2, 3, and 4 Conversation Cues in Modules 2–4, additional cues and responses will be added to the Discussion Norms anchor chart. Thus, the Discussion Norms anchor chart is a living document; be sure to leave plenty of space to add Goal 2, 3, and 4 Conversation Cues in Modules 2–4.

— Performance Task anchor chart (see Performance Task Overview) and the Guiding Questions anchor chart (see Module Overview).

■ Review the Think-Pair-Share and Infer the Topic protocols. See Classroom Protocols.

■ Ensure ELLs have access to an online or paper translation dictionary in their home language throughout this module.

■ Post: Learning targets.

■ Opening A: Complete I Notice/I Wonder Note-catcher: Inferring the Topic with the class in a word processing document, for example a Google Doc.

■ Work Time A: Students complete I Notice/I Wonder Note-catcher: Inferring the Topic in a word-processing document—for example, a Google Doc.

■ Work Time A: Students complete their note-catchers in a word-processing document—for example, a Google Doc using Speech to Text facilities activated on devices—or using an app or software such as Dragon Dictation (http://www.nuance.com/for-individuals/mobile- applications/dragon-dictation/index.htm).

■ Work Time A: Record student discussions during the Infer the Topic protocol using software or apps such as Audacity (http://audacity.sourceforge.net) or GarageBand (http://www.apple.com/mac/garageband/).

■ Work Time B: Create the Discussion Norms anchor chart in an online format—for example, a Google Doc—to display.

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Supports guided in part by CA ELD Standards 4.I.A.1, 4.I.A.3, 4.I.B.5, 4.I.B.6, and 4.I.C.11

Important points in the lesson itself

■ The basic design of this lesson supports ELLs by explicitly outlining discussion protocols, allowing time for students to investigate academic vocabulary, build background, and make inferences about the topic of the module, and allowing space for diverse perspectives on poetry.

■ ELLs may find the Infer the Topic Resources challenging because of the volume of potentially unfamiliar new language. Encourage students to focus on the gist of select resources and language that is familiar. Invite them to pat themselves on the back for what they do understand (see Meeting Students’ Needs column).

Levels of support

For lighter support:

■ Before providing any sentence frames or modeling during Work Time, observe student interaction and allow students to grapple. Provide supportive frames and demonstrations only after students have grappled with the task. Observe the areas in which they need additional support.

For heavier support:

■ During Work Time A, distribute a partially completed copy of the I Notice/I Wonder Note-catcher: Inferring the Topic. This will provide students with mod-els for the kind of information they should enter, while relieving the volume of writing required.

■ During Work Time A, consider altering the activity by providing the quotes as well as paraphrases of each quote. Scramble the quote strips and paraphrase strips, and invite students to match them.

■ To help students approach unfamiliar texts in this unit and on the Mid-Unit 1 Assessment, invite students to choose strategies to practice. Notice that many of these strategies coincide with the Close Readers Do These Things anchor chart, first introduced in Lesson 2. Examples:

— Chunk the text into manageable amounts, e.g., lines, sentences, or stanzas.

— Read aloud.

— Read repeatedly.

— Silently paraphrase the chunks.

— Summarize what you read for someone else, perhaps first in your home language.

— Underline important people, places, and things.

— Circle unfamiliar words.

— Use context or a dictionary to define unfamiliar words.

— Annotate unfamiliar words with synonyms or translation.

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Universal Design for Learning■ Multiple Means of Representation (MMR): In Work Time A, students make

inferences about their topic of study. Provide students with multiple representa-tions to define the word infer. Use picture examples to have students make simple inferences (see Meeting Students’ Needs column). Consider how best to establish routines around discussion norms. Help students visualize these norms by prepar-ing a script in advance to use to role-play discussion with students.

■ Multiple Means of Action and Expression (MMAE): Some students may face barriers to engaging in class discussion if they need additional support with expressive language. Consider creating nonverbal hand signals to represent commonly used phrases on the Discussion Norms anchor chart.

■ Multiple Means of Engagement (MME): To actively engage students, be trans-parent about the purposes of the tasks in this lesson (e.g., be explicit about the purposes of making inferences about the unit). Because this is the first time poetry is introduced in Grade 4, some students may feel overwhelmed by the performance tasks. Assure students that they will be provided with many supports and informa-tion throughout the unit that will make them successful in writing their poems.

Vocabulary

Key:

(L): Lesson-Specific Vocabulary

(T): Text-Specific Vocabulary

(W): Vocabulary Used in Writing

■ details, notice, wonder, infer, effective, norms (L)

Materials

Infer the Topic resources (to display; see supporting materials)

Academic Word Wall (new; teacher-created; see Teaching Notes)

I Notice/I Wonder Note-catcher: Inferring the Topic (one per student and one to display)

Online or paper translation dictionary (for ELLs; one per student in student’s home language)

Directions for Infer the Topic (one to display)

Discussion Norms anchor chart (new; co-created with students during Work Time B)

Discussion Norms anchor chart (example, for teacher reference)

Performance Task anchor chart (new; teacher-created; see Performance Task Overview)

Module Guiding Questions anchor chart (new; teacher-created; see Module Overview)

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Opening

A. Practicing Observing Closely: I Notice/I Wonder (10 minutes)

■ Move students into pairs or ask them to identify a person near them with whom they can think and talk and to label themselves A and B.

■ Focus students on one of the prepared Infer the Topic resources.

■ Tell students that when they look at a picture or a book, they are likely to notice details. Write the word on the board.

■ Tell students they will now use the Think-Pair-Share protocol:

— Ask the first question (below) and give students think time.

— Invite partner A to ask partner B the question.

— Give partner B 30 seconds to share his or her response.

— Invite partner B to ask partner A the question and give partner A 30 seconds to share a response.

— Cold call students to share their responses with the whole group.

— Repeat this process with the next question:

“What are details?” (individual features or facts)

“What details do you notice about this text?” (Responses will vary, but may include: I notice it isn’t in full sentences.)

■ Record the word details on an Academic Word Wall.

■ Display the I Notice/I Wonder Note-catcher: Inferring the Topic. Tell students that they are going to record notes, or short, informal writing, about what they notice and wonder. Explain that the purpose of notes is to help them remember their thinking and the ideas they are learning about, and because of this notes are not usually assessed. Tell students when they record notes, they should write key words and phrases and not full sentences.

■ As students share out, capture their ideas on the “I Notice” side of the note-catcher. As ideas are recorded, give students an example and non-example of how to record notes. Consider using multiple means of representation of student ideas—for example, pictures and key words rather than full sentences—as this is a model for what students will do when they infer the topic later.

■ Use student responses to emphasize the importance of referring directly to what they see in the picture rather than making assumptions, to help them begin to work with evidence.

■ Guide students through an intentional Think-Pair-Share ensuring partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding. Cold call students to share their responses with the whole group:

“What do the details make you wonder? What questions do you have after looking at the text?” (Responses will vary, but may include: I wonder why it isn’t written in sentences.)

■ As students share out, capture their questions in the “I Wonder” column of the T-chart (e.g., “Why isn’t it written in full sentences?”)

■ Consider using this opportunity to reinforce how to format a question using ending punctuation.

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Meeting Students’ Needs■ For ELLs: Consider pairing students with a partner who has more advanced or

native language proficiency. The partner with greater language proficiency can serve as a model in the pair, initiating discussions and providing implicit sentence frames, for example.

■ Provide differentiated mentors by purposefully pre-selecting student partner-ships. Consider meeting with the mentors in advance to encourage them to share their thought process with their partner. (MMAE)

■ For ELLs and students who may need additional support with new vocabulary: Check comprehension of the word details by displaying the cover of Love That Dog or A River of Words. Invite students to point out some details. Label the picture with their responses, e.g., children reading book on camels; children laughing.

■ For ELLs and students who may need additional support with comprehension: Display and repeat your questions. (Example: “What details do you notice about this text?”) Rephrase and display the new question. (Example: “Do you see any interesting facts or features in this text? What are they?”)


■ Direct students’ attention to the posted learning targets and select a volunteer to read them aloud:

“I can discuss and record what I notice and wonder about resources.”

“I can infer the topic of this module from the resources.”

■ Guide students through an intentional Think-Pair-Share, ensuring partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allo-cated time to respond and then to discuss to build deeper understanding. Cold call students to share their responses with the whole group:

“Why do we have learning targets? What is the purpose of learning targets?” (to give us a goal; the goal is to be able to say “I can …”—which means that it has been achieved.)

■ Underline the words notice and wonder in the first learning target.

■ Invite students to turn and talk with their partner. Then cold call students to share out:

“Think back to what we just did. When you notice something, what are you doing?” (describing the specific details that we can see through observation)

“When you wonder, what are you doing?” (asking questions based on the specific details we can see through observation)

■ Underline the word infer in the second target.


“What does infer mean? If you are going to infer the topic, what does that mean?” (When we make an inference, we make a good guess based on the evidence we have seen. Inferring the topic means making a good guess about the topic based on the content of the resources we will look at.)

■ Ensure students have access to an online or paper translation dictionary.

■ Record the words details, notice, wonder, and infer on the Academic Word Wall. Invite students to add translations of the words in their home languages in a different color next to the target vocabulary.



Meeting Students’ Needs■ When introducing the word infer, provide some visuals and ask students to make

an inference about them. Examples: a broken window with a baseball next to it (someone threw a baseball and it shattered the glass) and a dog that is covered in mud (the dog played in the mud and got dirty). (MMR)

■ For ELLs: Say: “The words notice and wonder are often used with the word about as a phrase and can be learned as a phrase (collocation).” Examples:

— What I notice about ______ is _____.

— What I wonder about _____ is _____.

— I wonder about _____.

■ For ELLs: Invite students to use the online or paper version of a home language translation dictionary if necessary to help explore the meaning of details, notice, wonder, and infer.

■ For ELLs: Invite students to write the home language translations of details, notice, wonder, and infer in a different color on the Academic Word Wall next to the target vocabulary. If a student does not know the translation or how to write it, invite him or her to ask a family member. Also consider adding simpler synonyms in parenthe-ses next to the target word. Example:

— details (facts)

— detalles—Spanish; paub meej—Hmong

■ Offer a comforting smile and encourage ELLs: “We will use a lot of new English words. Don’t worry. You don’t have to understand all the words today. Just try to understand more each day. You’re doing great!”

Work Time

A. Infer the Topic (20 minutes)

■ Build up excitement for this module and unit by telling students that today they will begin learning about a new topic that they will study and write about over the next several weeks.

■ Focus students on the Infer the Topic resources posted around the room.

■ Tell students they will use the Infer the Topic protocol to make inferences about their new topic of study. Invite students to turn and talk with their partner:

“What does it mean to make inferences?” (You use what you know and what the text says or image shows to figure out something that isn’t specifically said.)

■ Post Directions for Infer the Topic. Invite students to follow along, reading silently in their heads, as you read the directions aloud.

■ Distribute the I Notice/I Wonder Note-catcher: Inferring the Topic to each student and read aloud the question at the top:

— “What do you think you will be learning about in this module?”

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■ Remind students that the purpose of this note-catcher is just for them to take notes to help them remember their thinking. It isn’t something they will hand in for assessment, so they can record in pictures or words. They do not need to write in full sentences.

■ Using the directions, guide students through the protocol, leaving space for students to choose the resources they want to observe. Those students who may not be able to read independently should have the option of going to look at a picture resource.

■ After 12 minutes, refocus whole group.

■ Guide students through an intentional Think-Pair-Share, ensuring partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allocated time to respond and then to discuss to build deeper understanding. Cold call students to share their responses with the whole group:

“Now that you have looked at some resources, what do you think this module might be about?” (Responses will vary, but may include: poetry.)

Meeting Students’ Needs■ For ELLs and students who may need additional support with comprehension:

Display, repeat, and rephrase the question. Tell students you will give them some time to think and write or sketch before responding. Cold call one or two students and display their responses. (MMR)

■ For ELLs: Consider pairing students with a partner who has more advanced or native language proficiency. The pair can choose the resources they want to observe and begin by discussing what the text means. Encourage students to agree or disagree with each other about what the text means using sentence frames. Examples:

— “I agree because _____.”

— “I disagree because _____.”

■ Pairs can then begin discussing and recording their notices and wonders.

B. Generating Discussion Norms (15 minutes)

■ Refocus students and invite them to pair up with their partner from the beginning of the lesson.

■ Tell students they are going to develop norms to have effective discussions throughout the school year. Write the words effective and norms on the board.

■ Ask:

“What do you think norms are?” (expectations of how to do something in a way that is effective and productive—in this situation, it is norms for discussion)


“What word could you use to replace effective? Remember that this is called a synonym.” (successful, good)

■ Record the words effective and norms on the Academic Word Wall. Invite students to add translations of the words in their home languages in a different color next to the target vocabulary.



■ Guide students through an intentional Think-Pair-Share, ensuring partner A and partner B both have think time, both get to say the question aloud to the other, and both have an allo-cated time to respond and then to discuss to build deeper understanding. Cold call students to share their responses with the whole group:

“What did you do well when discussing your inferences with a partner and then a small group? What should we be mindful of whenever we participate in group discussions? Why?”

■ As students share out, capture their responses on the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example, for teacher reference) as necessary.

■ Guide students through the steps of the Think-Pair-Share protocol, leaving adequate time for each partner to think, ask the question, and share:

“How could you have improved the discussion? Are there any norms we could add to make our collaborative discussions more effective?”

■ As students share out, capture their responses on the Discussion Norms anchor chart.

■ Create a chart with two columns at the bottom of the Discussion Norms anchor chart with “Cues” in one and “Responses” in another.


“How did you encourage someone else to clarify when you didn’t understand? What ques-tions can you ask when you don’t understand what someone is saying?”

“How did you find out more about the ideas of others? What questions can you ask when you want to find out more?”

■ As students share out, capture their responses in the Responses column of the chart at the bottom of the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example, for teacher reference) as necessary.


“How can you respond when you are asked to clarify, or elaborate, on an idea?”

■ As students share out, capture their responses in the Responses column of the chart at the bottom of the Discussion Norms anchor chart. Refer to Discussion Norms anchor chart (example, for teacher reference) as necessary.


Display, repeat and rephrase the questions. Restate responses, and restate any confusing responses to confirm meaning and make the responses comprehensible. Example: “Did you do a good job talking with your partner? Why? What should we always remember when we talk to our partners? Why?” (MMR)

■ Prepare a script in advance to role-play some of the common phrases that you have identified in your Discussion Norms anchor chart to provide students with a live action visual example. (MMR)

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■ Create nonverbal hand signals that represent common phrases on the Discussion Norms anchor chart (e.g., students can put their hands in the shape of a “C” for clarify or sequentially move their hands, one above the other, like climbing stairs for elaborate). Make sure to represent the symbols on the anchor chart. (MMR, MMAE)

Closing and Assessment

A. Introducing the Performance Task and Module Guiding Questions (10 minutes)

■ Direct students’ attention to the Performance Task anchor chart.

■ Tell them that the performance task is something they will do at the very end of the module. Read the performance task prompt aloud.


“What do you notice?” (We will write and present a poem to an audience with visuals.)

“What do you wonder?” (Responses will vary, but may include: I wonder what I will write poems about.)


“Now that you have analyzed the performance task, has your inference of what this mod-ule is about changed?” (Responses will vary.)

■ Display the Module Guiding Questions anchor chart.

■ Tell students that these are the questions they will be thinking about as they work through the module.


“What do you notice?” (We will be thinking about what inspires poets to write poetry.)

“What do you wonder?” (Responses will vary, but may include: I wonder which poets we will be studying.)


“Now that you have analyzed the module guiding questions, has your inference of what this module is about changed?” (Responses will vary.)

■ Clarify that this module will be about poetry—specifically, what makes a poem a poem and what inspires poets to write poetry—and they will write their own poems at the end of the module.

■ Acknowledge that students may have strong feelings about poetry, either positive or nega-tive. Tell them that for homework they will be reflecting on the module guiding questions and how they feel about them based on their personal experiences, and that this will be dis-cussed more at the beginning of the next lesson.



Meeting Students’ Needs■ For ELLs and students who may need additional support with writing: As students

may be overwhelmed by the Performance Task anchor chart, assure them that you will continue to unpack the meaning of the chart in subsequent lessons and units. (MME)

■ For ELLs and students who may need additional support with writing: Consider displaying a model performance task from a former student. Ask students to make connections between the model and the performance task. (MMR)

■ For ELLs and students who may need additional support with memory: Confirm initial understanding of the concept of poetry by asking students what the Infer the Topic resources have in common and how they compare to prose. (MMR)

■ For ELLs and students who may need additional support with writing: Establish transparency of purpose. Ask:

“Why do we have guiding questions for each module?” (Responses will vary, but may include: to help focus our learning and to help us think about the performance task.)

Homework


Meeting Students’ Needs■ Minimize the complexity of the task by allowing students to select some of the

guiding questions to focus on for homework. (MMAE)

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Lesson 2: Establishing Reading Routines: Pages 1–5 of Love That Dog

CCS Standards■ RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly


■ RL.4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

■ RL.4.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

■ RI.4.10: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band profi-ciently, with scaffolding as needed at the high end of the range.

Daily Learning Targets■ I can determine the gist of pages 1–5 of Love That Dog. (RL.4.1)

■ I can describe what happens in pages 1–5 of Love That Dog and how Jack feels about it. (RL.4.1, RL.4.3)

Ongoing Assessment■ Gist of each page on sticky notes in Love That Dog (RL.4.1)

■ What Happens and How Does Jack Feel about It? anchor chart (RL.4.1, RL.4.3)

Agenda

1. Opening

A. Reflecting on Module Guiding Questions (10 minutes)


2. Work Time

A. Reading Aloud and Finding the Gist: Love That Dog, Pages 1–5 (20 minutes)



4. Homework




Teaching Notes


■ The lesson begins with students reflecting on the module guiding questions. This is not mandatory—students share their reflections only if they want to do so. It is important to be sensitive to students’ and families’ feelings and experiences of poetry, and to acknowledge that these feelings and experiences may differ greatly, from very positive to somewhat neutral to very negative. The main point students should understand by the end of this module is that some people use poetry to express themselves and their emotions, much as painters might express themselves through art.

■ In this lesson, students begin reading Love That Dog by Sharon Creech, a novel written in verse. They follow the main character, Jack, on his journey as he learns about poetry and eventually finds inspiration as writer. This is done through close reading cycles during which students read pages of Love That Dog for gist and analyze what happened in those pages and how Jack felt about it (RL.4.1, RL.4.3). Students then analyze the theme of the famous poem that Jack describes in those pages of Love That Dog and summarize the poem (RL.4.2). During the analysis of the famous poem, they identify characteristics of poetry to be able to compare poetry to prose (RL.4.5).

■ In this lesson, students also choose independent research reading books (RL.4.10, RI.4.10). See the Independent Reading: Sample Plans document for ideas on how to launch independ-ent reading in your classroom. If you have your own routines for launching independent reading, in this lesson students should choose a research reading book.

■ This lesson is the second in a series of two that include built-out instruction for strategic use of the Think-Pair-Share protocol to promote productive and equitable conversation.

■ This lesson uses total participation techniques for quick response questions. Some common total participation techniques include cold calling, selecting volunteers, and using equity sticks (a stick or card for each student in the class).

■ In this unit, the habit of character focus is on working to become ethical people. Throughout the rest of this unit, students will “collect” characteristics of ethical people on a Working to Become Ethical People anchor chart. The characteristic they collect in this lesson is respect, because of the potentially diverse views of different students in response to the guiding questions.

■ Throughout the module as students collect characteristics of each habit of character, exam-ples of what each might look like and sound like are provided in the supporting materials; use these as a guide. Note that they are suggestions, and it is not necessary to include all of the examples on the anchor chart.

■ Beginning in this lesson and throughout the module, students are asked to follow along silently as you read the text aloud, or to read chorally as a class or with partners. This builds students’ fluent reading skills. In this lesson, students follow along, reading silently in their heads, as the teacher reads pages 1–5 of Love That Dog aloud during Work Time A.

■ The research reading that students complete for homework will help build both their vocab-ulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

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■ In the previous lesson, students were introduced to the module topic by looking at excerpts of poems in the Infer the Topic protocol.


■ Students may need additional support rereading the text to find the gist. Pair students strategically to ensure each pair contains at least one stronger reader.


■ Listen to student book discussions to identify common issues that can be used as whole group teaching points against the criteria recorded on the Discussion Norms anchor chart.

Down the road:

■ In the next lesson, students will read “The Red Wheelbarrow” by William Carlos Williams, the poem referenced in the pages of Love That Dog read in this lesson. Students will also be given vocabulary logs, so prepare those in advance.

■ The Working to Become Ethical People anchor chart, Close Readers Do These Things anchor chart, equity sticks, and independent reading journals are introduced in this unit and referenced both throughout the module and the school year:

In advance:

■ Strategically pair students for work during Opening B, with at least one strong reader per pair.

■ Prepare:

— Working to Become Ethical People anchor chart (see supporting materials).

— Close Readers Do These Things anchor chart (see supporting materials).

— What Happens and How Does Jack Feel about It? anchor chart (see supporting materials).

— Independent reading journals (one per student).

— Copy of the independent reading pages of the 4M1 Unit 1 Homework Resources (for families) to display to students. The pages required are those that show the layout of an entry in the vocabulary log and the page of independent reading prompts.

— Set of equity sticks for the class (popsicle sticks with the name of one student on each one).

■ Review:

— Independent Reading: Sample Plans in preparation for launching independent reading in this lesson (see Module 1 Appendix).

— Thumb-O-Meter protocol. See Classroom Protocols.

■ Post: Learning targets.



■ Opening A: Create Working to Become Ethical People anchor chart in an online format—for example, a Google Doc—to share with families to reinforce habits of character at home.

■ Opening B: Create Close Readers Do These Things anchor chart in an online format—for example, a Google Doc—to share with families to reinforce reading skills at home.

■ Work Time A: Create the What Happens and How Does Jack Feel about It? anchor chart in an online format—for example, a Google Doc—to display.

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Supports guided in part by CA ELD Standard 4.I.B.6


■ The basic design of this lesson supports ELLs by establishing an environment of respect for diverse perspectives; pairing students and allowing time for discussion during each task; providing time to investigate vocabulary; and determining the gist of and making inferences from each of the first five pages of Love That Dog.

■ ELLs may find it challenging to think deeply with pages 1–5 of Love That Dog because of the volume of potentially unfamiliar new language. Remind them of the strategies from Lesson 1 for approaching unfamiliar texts. Invite them to pat themselves on the back for what they do understand. Once students understand the gist, take them to the next level by modeling and thinking aloud in Work Time A (see Meeting Students’ Needs column).

Levels of support


■ Encourage students to independently create a graphic organizer to frame what happens in pages 1–5 of Love That Dog and how Jack feels about it.

■ Challenge students to generate questions about pages 1–5 of Love That Dog before asking the prepared questions. Example: “What questions can we ask about this sentence? Let’s see if we can answer them together.” (How does Jack feel about poetry? How do we know?)


■ For ELLs: Display, repeat, and rephrase all questions.

■ During the reading for gist, stop often to check for comprehension. When necessary, invite a more proficient student to paraphrase the events in more comprehensible language. Dictate lines for students to recite so that they practice using verbal language. Encourage them to act out and sketch key lines.

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Universal Design for Learning■ Multiple Means of Representation (MMR): In this lesson, students practice

showing respect in a discussion. Some students may benefit from additional mod-els of demonstrating respect (e.g., pictures, video clips, or role-play demonstra-tions that embody respect).

■ Multiple Means of Action and Expression (MMAE): In this lesson, students are introduced to the anchor text, Love That Dog. Remove any possible barriers for accessing the text. Consider using sticky notes with the gist for different pages pre-written so that students can match the sticky note to the appropriate page and avoid barriers associated with writing the gist. Some students may also benefit from more scaffolded questions around the text in addition to I Notice/I Wonder (see Meeting Students’ Needs column).

■ Multiple Means of Engagement (MME): As students begin this unit on poetry, be aware that they will have varied experiences with poetry that will shape their opinions. Model respect by encouraging students to share their honest feelings about poetry. Also, highlight how poetry can come in many forms and be a nice break from traditional writing because we can “break the rules” around standard English.

Vocabulary

Key:




■ gist (L)

Materials

Module Guiding Questions anchor chart (begun in Lesson 1)

Working to Become Ethical People anchor chart (new; co-created with students during Opening A)

Working to Become Ethical People anchor chart (example, for teacher reference)

Close Readers Do These Things anchor chart (new; teacher-created; see supporting materials)

Equity sticks (class set; one per student)

Love That Dog (one per student)

Discussion Norms anchor chart (begun in Lesson 1)

I Notice/I Wonder Note-catcher: Inferring the Topic (from Lesson 1; one for display)

Sticky notes (four per student)

What Happens and How Does Jack Feel about It? anchor chart (new; co-created with students during Work Time A)

What Happens and How Does Jack Feel about It? anchor chart (example, for teacher reference)

Independent Reading: Sample Plans (see Module 1 Appendix; for teacher reference)

Independent reading journals (one per student)

4M1 Unit 1 Homework Resources (for families; one to display)

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Opening

A. Reflecting on Module Guiding Questions (10 minutes)

■ Remind students that in the previous lesson they were introduced to the guiding questions for the module. Invite students to reread the Module Guiding Questions anchor chart.

■ Explain that not all students will like poetry or will have had positive experiences with poetry. Ensure students understand that it is okay to have different opinions.

■ To help build trust, consider sharing a personal story regarding your feeling about poetry.

■ Remind students that for homework they were asked to reflect on what those guiding ques-tions mean to them and how they feel about them.

■ Invite any students who would like to do so to share their reflections with the whole group. This must be voluntary—if no one wants to share, that is okay. Explain to the rest of the group that they need to be respectful as they listen to other students sharing. Explain that part of being respectful means treating others with care.

■ Focus students on the Working to Become Ethical People anchor chart. Explain that, as it says at the top of the chart, ethical people are people who treat others well and stand up for what is right.

■ Read aloud the habit of character recorded:

— “I show respect. This means I appreciate the abilities, qualities, and achievements of others, and treat myself, others, and the environment with care.”

■ Invite students to turn and talk to an elbow partner:

“Using the anchor chart as a guide, what does respect mean in your own words?” (appre-ciating what I and others are good at and treating everyone with care)

■ Tell students they will now use the Think-Pair-Share protocol to discuss their ideas with a partner. Remind them that they used this protocol in Lesson 1 and review the steps. Refer to the Classroom Protocols document for the full version of the protocol:

— Ask the first question (below), and give students think time.

— Invite partner A to ask partner B the question.

— Give partner B 20 seconds to share his or her response.

— Invite partner B to ask partner A the question, and give partner A 20 seconds to share his or her response.

— Cold call students to share their responses with the whole group.

— Repeat this process with the next question:

“What does respect look like? What might you see when someone is showing respect to someone else?” See Working to Become Ethical People anchor chart (example, for teacher reference).

“What does respect sound like? What might you hear when someone is showing respect to someone else?” See Working to Become Ethical People anchor chart (example, for teacher reference).

■ As students share out, capture their responses in the appropriate column on the Working to Become Ethical People anchor chart. Refer to Working to Become Ethical People anchor chart (example, for teacher reference) as necessary.

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■ Record ethical people and respect on the Academic Word Wall. Invite students to add transla-tions of the words in their home languages in a different color next to the target vocabulary.

■ Once again, remind students of the habit of character of focus: respect.

Meeting Students’ Needs■ For ELLs and students who may need additional support with expressive language:

Before the lesson, ask students if they would like to share their reflections. Invite them to practice with you or a peer, helping them to rephrase any language that prevents comprehension of their intended message. (MMR)

■ For ELLs: Pronounce and spell respect aloud. Tell students that the words show and respect are often used together (collocation) and can be learned as a phrase—e.g., I show respect. Invite students to investigate additional collocations with show and respect (e.g., clearly show or lose respect). (Hint: Suggest that students complete an internet search or use a collocation dictionary, such as http://oxforddictionary.so8848.com.)

■ Consider providing some visual examples of showing respect. These can be images, short videos, or role-play simulations. (MMR)

■ For ELLs and students who may need additional support with new vocabulary: Consider adding simpler synonyms to the Word Wall in a lighter color next to the target vocabulary. (MMAE)


■ Move students into pairs and invite them to label themselves partner A and partner B.


“I can determine the gist of pages 1–5 of Love That Dog.”

“I can describe what happens in pages 1–5 of Love That Dog and how Jack feels about it.”

■ Underline the word gist in the first target. Tell students that the gist is what the text is mostly about, and remind them that we find the gist of new texts so that we understand what it is mostly about, and also when we find the gist of sections of the text it helps us understand the structure.

■ Record the word gist on the Academic Word Wall and invite students to add translations in home languages.

■ Direct students’ attention to the new Close Readers Do These Things anchor chart. Tell them that this chart has strategies for reading new texts. Point out “finding the gist”.

■ Invite students to turn and talk with their elbow partner. Then use equity sticks to call on students to share out:

“What do you think you are going to be doing in this lesson? Why do you think that? Use evidence from the learning targets to support your answer.” (reading a book called Love That Dog; describing what happens and how someone named Jack feels about it)

“What questions do you have about these learning targets?” (Responses will vary, but may include: Who is Jack?)

■ Write student questions on the board to revisit later.



Meeting Students’ Needs■ Provide differentiated mentors by purposefully pre-selecting student partnerships.

You may need to coach the mentor to engage with his or her partner and share his or her thought process. This can be done during questioning as you circulate the room. (MMAE)

■ For ELLs and students who may need additional support with comprehension: Ask students about the meaning of the learning targets. Write and display student responses next to the learning target. Examples:

“What will you describe?” (what happens and how Jack feels)

“Can you think of another way to say what happens in the second learning target?” (the things that happen) (MMR)

Work Time

A. Reading Aloud and Finding the Gist: Love That Dog, Pages 1–5 (20 minutes)

■ Distribute Love That Dog.

■ Tell students they will now spend 2 minutes looking through the book with their partner and discussing what they notice and wonder about Love That Dog. Partner B will share a notice or a wonder first, and then partner A, and then partner B again, and so on. Remind students of the Discussion Norms anchor chart and that they should follow these norms whenever they are going to discuss.

■ Display the I Notice/I Wonder Note-catcher: Inferring the Topic from Lesson 1.

■ Use equity sticks to select students to share out what they notice and wonder about the book. As students share out, capture their ideas on the displayed I Notice/I Wonder Note-catcher: Inferring the Topic. Listen for suggestions such as:

— I notice that there are no chapter titles; instead there are dates at the tops of some pages.

— I notice that most of the text is written using short lines, and that pages don’t have normal paragraphs and sentences.

— I notice that some words are typed using a different font, size, or shape.

— I wonder why some of the words look different.

— I wonder if we read the text differently because of how it’s written.

— I wonder why there are poems in the back of the book.

■ Ask students to turn to page 1 of Love That Dog. Invite them to follow along, reading silently in their heads, as you read aloud pages 1–5. Read these pages, including the chapter titles and verse, slowly, fluently, and without interruption.

■ Invite students to turn and talk with their partner, and use equity sticks to select students to share out:

“What do you know from these first few pages?” (The person writing it is Jack; it is like a journal; he doesn’t understand a poem about a red wheelbarrow and white chickens.)

■ Ensure students recognize that it is written like a journal with dates at the top of each entry.

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■ Focus students on page 1 and read it aloud again, inviting students to chorally read with you. Ask them to turn and talk with their partner, and use equity sticks to select students to share with the whole group:

“What is the gist of this page? What is it mostly about?” (Jack doesn’t want to write poetry.)

■ Model recording the gist on a sticky note.

■ Distribute sticky notes.

■ Invite students to work with their partner to reread each page and to discuss the gist of each journal entry on pages 2–5. Explain that the gist doesn’t have to be written in full sentences. It can be just a few words to explain what the text is mostly about or sketches with labels, as long as they can read and understand what they have recorded.

■ Circulate to support students in rereading and finding the gist.

■ After 5 minutes, refocus whole group and use equity sticks to select students to share the gist of each journal entry. Listen for:

— Page 2: Jack can’t do it.

— Page 3: Jack doesn’t understand the poem. He thinks poems are just short lines.

— Page 4: Jack doesn’t want his poem read out loud or put on the board.

— Page 5: Jack doesn’t understand the question.

■ Ask students to turn to page 3 in Love That Dog.


“Who is writing this? How do you know?” (a boy named Jack; We know because it says Jack at the top of page 1.)

“Who is Jack? How do you know?” (Jack is a student at a school in Miss Stretchberry’s class. We know because it says this at the top of page 1.)

“Who is Jack writing the journal to? How do you know?” (Jack is writing the journal to his teacher. We know because he asks her not to read his poem aloud or to put it on the board.)

“Why do you think Jack is writing poetry in this journal?” (Responses will vary, but may include: Because the teacher gave him a journal and told him he has to write poetry in it.)

■ Direct students’ attention to the What Happens and How Does Jack Feel about It? anchor chart.


“What happens on these pages?” (Jack begins the poetry journal, reads a poem about a red wheelbarrow, and writes a poem about a blue car.)

“How does Jack feel about it? What can you infer from what he says?” (He doesn’t want to write poetry, he doesn’t understand the red wheelbarrow poem, and he doesn’t like his poem—and perhaps he is ashamed or afraid of others seeing it.)

“How do you know?” (He writes, “I don’t understand the poem about the red wheelbarrow and the white chickens …” and he writes, “I don’t like it” about the blue car poem, and he asks that it not be read aloud or put on the board.)

■ As students share out, capture their responses on the What Happens and How Does Jack Feel about It? anchor chart. Refer to What Happens and How Does Jack Feel about It? anchor chart (example, for teacher reference) as necessary.



■ Consider inviting students to discuss how their feelings about poetry have changed since they began reading Love That Dog and tracking Jack’s feelings about poetry.

■ Focus students on the question recorded on the board from earlier in the lesson and invite them to answer the questions themselves now. Cross off each question as it is answered.


“How did the strategies on the Close Readers Do These Things anchor chart help you to better understand the text?” (Responses will vary.)

■ Tell students they are now going to use the Thumb-O-Meter protocol to think about how close they feel they are to meeting the first two learning targets. Inform them that they will hear the first learning target read aloud. They will then show their comfort level by holding their thumb up, down, or sideways. By holding their thumb up, they are indicating that they are comfortable or have done this before. By holding their thumb sideways, they are indi-cating that they think they will need some support. By holding their thumb down, they are indicating that they feel uncomfortable with what is described or have never done it before. They will then repeat this process with the second learning target. Refer to the Classroom Protocols document for the full version of the protocol.

■ Reassure students that it is okay to hold a thumb sideways or down—they will have the opportunity to practice these skills throughout the unit.

■ Answer clarifying questions.

■ Focus students on the first learning target and read it aloud:

“I can determine the gist of pages 1–5 of Love That Dog.”

■ Invite students to show their comfort level using a thumbs-up, -down, or -sideways.

■ Scan student responses and make a note of students showing a thumbs-sideways or thumbs-down so you can check in with them moving forward.

■ Repeat this process with the second learning target and the habit of character discussed in this lesson: respect.

Meeting Students’ Needs■ For ELLs and students who may need additional support with writing: To provide

heavier support, complete the gist sticky notes beforehand, scramble them, and invite students to match them to the correct page of Love That Dog. (MMAE)

■ For ELLs and students who need additional support with reading: Ask students about the meaning of the lines in Love That Dog. Write and display student responses next to the lines. Examples:

“What is it on page 2? Jack can’t _____.” (write poetry)

“What does depends upon mean? Why do you think everything depends upon the wheelbarrow and chickens?” (is controlled by, is affected by, is changed by; the wheel-barrow and chickens are an important part of everyday life in this situation)

“How does Jack feel when he says any words can be a poem? Why do you think so?” (Poetry irritates him; if any words can be a poem, then any unskilled writer can write poetry and poetry must be unprincipled.) (MMR)

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■ Launch independent reading. There is a suggested independent reading launch in the Independent Reading: Sample Plans.

■ At the end of 5 minutes, distribute independent reading journals.

■ Tell students they will use this journal to log their independent reading, both choice and research reading, and to answer reading prompts.

■ Display the independent reading pages of the 4M1 Unit 1 Homework Resources (for families) and focus students on the information they need to record using the example on the same page.

■ Model how to log independent reading without the prompt. Explain to students that they will log their research reading in the front of the book and choice reading in the back. Ensure students understand the difference between independent research reading (topical texts) and choice reading (any texts they want to read).

■ Explain that they will respond to a prompt for homework in the front of their journal; show them where to find the prompts in the homework resources document.

Meeting Students’ Needs■ Model multiple acceptable ways to respond to the prompt. (Example: Provide

examples of sketching answers or using sentence starters if those are supports you plan to use.) (MMR, MMAE)

Homework


Meeting Students’ Needs■ For ELLs: For all homework assignments in this unit, read the prompts aloud.

Students can discuss and respond to prompts orally, either with you, a partner, family member, or student from Grades 1 or 2, or record an audio response. If students have trouble writing sentences, they can begin by writing words. Consider providing a sentence starter or inviting students who need lighter support to provide sentence starters.



Lesson 3: Establishing Reading Routines: “The Red Wheelbarrow”

CCS Standards■ RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly


■ RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.

■ RL.4.4: Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

■ RL.4.5: Explain major differences between poems, drama, and prose, and refer to the struc-tural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

■ L.4.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the mean-ing of a word (e.g., telegraph, photograph, autograph).

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

Daily Learning Targets■ I can determine the theme of “The Red Wheelbarrow” from details in the text and summa-

rize it. (RL.4.2, RL.4.5)

■ I can identify the characteristics of poetry in “The Red Wheelbarrow.” (RL.4.1, RL.4.5)

Ongoing Assessment■ I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” (RL.4.2, RL.4.5)

■ What Makes a Poem a Poem? anchor chart

Agenda

1. Opening

A. Launching Vocabulary Logs (15 minutes)


2. Work Time

A. Engaging the Reader: Rereading Love That Dog, Pages 1–5 (5 minutes)

B. Analyzing Poetry: “The Red Wheelbarrow” (20 minutes)

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4. Homework

A. Accountable Research Reading. Select a prompt and respond in the front of your inde-pendent reading journal.

Teaching Notes


■ In Opening A, students are given vocabulary logs (RL.3.4, L.3.4). Students will use the logs to collect new academic and topical vocabulary words in lessons and during independent reading.

■ In this lesson, students read and analyze “The Red Wheelbarrow” by William Carlos Williams, described by Jack on page 3 of Love That Dog. They identify characteristics of the poem to add to the What Makes a Poem a Poem? anchor chart (RL.4.5). At the end of the lesson, students determine the theme using details from the text and orally summarize the poem (RL.4.2). They will begin to write summaries in later lessons.

■ Note that although people may see many different themes in poems, the theme that has been identified in these materials is one that most students of this age will understand. If students suggest other themes for the poem, listen to their ideas and consider whether these are viable themes based on the supporting details students choose.

■ Lessons 1 and 2 featured built-out instruction for Think-Pair-Share. Moving forward, this will no longer be built out within lessons. Continue to use Think-Pair-Share in this way to promote productive and equitable conversation. Refer to the Classroom Protocols document for the full version of the protocol.

■ This lesson is the first in a series of three that include built-out instruction for the use of Goal 1 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 1 Conversation Cues encourage all stu-dents to talk and be understood. As the modules progress, Goal 2, 3, and 4 Conversation Cues are gradually introduced. Refer to the Module 1 Appendix for the complete set of cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 1 Conversation Cues you will see in the next two units are (with expected responses):

— After any question that requires thoughtful consideration:

“I’ll give you time to think and write or sketch.”

“I’ll give you time to discuss this with a partner.”

— To help students share, expand, and clarify thoughts:

“Can you say more about that?”

“Sure. I think that _____.”

“Can you give an example?”



“OK. One example is _____.”

“So, do you mean _____?”

“You’ve got it./No, sorry, that’s not what I mean. I mean _____.”

■ Note that Goal 1 Conversation Cues (and expected student responses) were built into the Discussion Norms anchor chart in Lesson 1. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be understood. Goals 2–4 take stu-dents to deeper levels of conversation, from listening to others to deepening their thinking to thinking with others.

■ As students may be accustomed to different communication norms at home, help them explicitly connect Think-Pair-Share, Conversation Cues, and the Discussion Norms anchor chart with the implicit value that many U.S. classrooms place on each student sharing thoughts and being given an equal share of talk time. Invite students to share and incorpo-rate their home communication norms where possible.

■ Students practice their fluency in this lesson by following along and reading silently in their heads as the teacher reads pages 1–5 of Love That Dog aloud during Work Time A.

■ The research reading that students complete for homework will help build both their vocab-ulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.


■ In the previous lesson, students read pages 1–5 of Love That Dog, in which the character Jack describes “The Red Wheelbarrow,” the poem analyzed in this lesson.


■ Students may need additional support with summarizing the poem. Because this is the first time students do this, they will say it aloud orally. Provide a model if students need addi-tional support.


■ Listen to student book discussions to identify common issues that can be used as whole group teaching points against the criteria recorded on the Discussion Norms anchor chart.

Down the road:

■ In the next lesson, students will continue to read more of Love That Dog, repeating the cycle begun in Lesson 2.

■ The vocabulary logs and the Strategies to Answer Selected Response Questions anchor chart are introduced in this unit and referenced both throughout the module and the school year.

In advance:

■ Strategically pair students for work during Opening B, with at least one strong reader per pair.

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■ Prepare:

— Domain-Specific Word Wall with blank word cards and markers located close by. This is an area of the classroom in which academic words will be added throughout the year.

— Vocabulary logs and academic and domain-specific vocabulary forms. Vocabulary logs could be a notebook in which students glue forms in the front and back, or you could cre-ate vocabulary logs by two-sided copying vocabulary forms and putting them in a folder with academic vocabulary forms on the front and domain-specific vocabulary forms on the back. Students will continue to use these logs throughout the year and will need new ones only when they have run out of space; however, to distinguish between the topics they study in each module, they will need to flag where one module ends and a new one begins in the back of their log. If logs are prepared for students in advance, you may not need to use the first 15 minutes of the lesson for students to prepare them.

— What Makes a Poem a Poem? anchor chart (see supporting materials).

— Strategies to Answer Selected Response Questions anchor chart (see supporting materials).

— Copy of the independent reading pages of the 4M1 Unit 1 Homework Resources (for fam-ilies) to display to students. The pages required are those that show the layout of an entry into the vocabulary log and the page of independent reading prompts.

■ Review the poem “The Red Wheelbarrow” and the example anchor charts and note- catchers to determine what students need to understand from reading the poem. To foster equity and increase motivation, consider sharing with students that William Carlos Williams was the bilingual child of immigrants and created a celebrated poetic style in English. Invite students to share their thoughts with the class.

■ Review the Red Light, Green Light protocol. See Classroom Protocols.

■ Post: Learning targets, Close Readers Do These Things anchor chart, and What Happens and How Does Jack Feel about It? anchor chart.

■ Work Time B: Students listen to the recording of William Carlos Williams reading “The Red Wheelbarrow” aloud. Williams, W.C. “The Red Wheelbarrow.” Web. Accessed 22 Mar, 2016. https://media.sas.upenn.edu/pennsound/authors/Williams-WC/02_Library-of-Congress_05-05-45/Williams-WC_29_The-Red-Wheelbarrow_Library-of-Congress_05-05-45.mp3

■ Work Time B: Students complete I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” using a word-processing tool—for example, a Google Doc.

■ Work Time B: Students complete their note-catchers in a word-processing document—for example, a Google Doc—using Speech to Text facilities activated on devices, or using an app or software such as Dragon Dictation (http://www.nuance.com/for-individuals/mobile- applications/dragon-dictation/index.htm).

■ Work Time B: Create What Makes a Poem a Poem? anchor chart in an online format—for example, a Google Doc—to display.

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Supports guided in part by CA ELD Standards 4.I.B.6, 4.I.B.7, 4.I.B.8, and 4.II.A.1


■ The basic design of this lesson supports ELLs by introducing a log that can help students investigate vocabulary systematically, investigating a very short poem to help lighten the language load, and analyzing the characteristics of poetry.

■ ELLs may find the amount and variety of tasks challenging because these tasks will increase the amount of language processing students need to do (see Meeting Students’ Needs column).

■ Explain the purpose and goals of Conversation Cues to students and that they should listen closely for them, as they will respond to Conversation Cues through-out this curriculum.

Levels of support


■ Invite students to explain whether William Carlos Williams uses language, struc-ture, and imagery to effectively convey the theme of “The Red Wheelbarrow.”

■ Invite pairs to write their own selected response question about the theme of “The Red Wheelbarrow.”

■ Adapt work with the vocabulary log by encouraging students to find the target word in other texts, highlight the word, read the sentence aloud, and discuss the meaning of the sentence.


■ During Work Time B, distribute a partially completed copy of the I Notice/I Wonder Note-catcher: “The Red Wheelbarrow.” This will provide students with models for the kind of information they should enter, while relieving the volume of writing required.

■ Adapt work with the vocabulary log by adding other elements that may further help students develop their knowledge of a word. Example:

Word and Pronunciation: What is the word and how do you say it?

characteristickair-ik-tr-ISS-tik

Forms of the Word: What are the different forms of the word?

characteristic (noun and adjective)characteristics (plural noun)characteristically (adverb)

Definition: What does it mean in your own words?

what something is usually like

Translation and Cognate: What is the translation in your home language, and does the word look like a similar word in your home language?

das Merkmalcharakteristisch

Sketch/ Diagram/Icon

Synonyms and Antonyms: What words have similar meaning? What words have the opposite meaning?

feature

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Collocations: What other words are com-monly used with the word?

identifying characteristicshared characteristica characteristic ofhave a characteristic in common

Showing Sentences: Where else have you read or heard this word? What does it mean in the new sentence?

Characteristics of Poetry anchor chart. It means the things that make a poem a poem.

Universal Design for Learning■ Multiple Means of Representation (MMR): Summarizing is a key skill in the

basic structure of this lesson. Provide additional opportunities for students to practice their summarization skills in a low-risk atmosphere. During the Opening and/or Work Time, have students turn to their partners and summarize the first five pages of Love That Dog from the previous lesson. Have partners provide feed-back specifically around summarizing.

■ Multiple Means of Action and Expression (MMAE): Another way to support and build summarization skills is to provide appropriate scaffolds depending on students’ level of support needs. Consider explaining and displaying a structure for summarizing any text that students can follow. For more intensive support, you can provide sentence starters and have students fill in the blanks. This way, students will have a visual reminder of what needs to be included in a complete summary. Further details are provided in the Meeting Students Needs column.

■ Multiple Means of Engagement (MME): Continue to be explicit about the pur-pose and nature of learning poetry in order to make the topic more relevant to stu-dents’ lives. Engage them in the unit by reminding them that poetry is a chance to “break the rules” of traditional English and this can be exciting and free up space for even more creativity in our writing.

Vocabulary

Key:




■ theme, summarize, characteristics, stanza, imagery, rhyme, meter, structure, imagery, free verse (L)

■ depends (T)

Materials

Vocabulary logs (one per student)

Glue sticks (one per student)

Academic vocabulary forms (three per student)

Domain-specific vocabulary forms (three per student)

Close Readers Do These Things anchor chart (begun in Lesson 2)

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Domain-Specific Word Wall (new; teacher-created; see Teaching Notes)

Equity sticks (class set; one per student)

Love That Dog (from Lesson 2; one per student)

What Happens and How Does Jack Feel about It? anchor chart (begun in Lesson 2)

“The Red Wheelbarrow” (audio recording; see Technology and Multimedia)

Paper (blank; one piece per student)

I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” (one per student)

I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” (example, for teacher reference)

What Makes a Poem a Poem? anchor chart (new; co-created with students during Work Time B)

What Makes a Poem a Poem? anchor chart (example, for teacher reference)

Red, yellow, and green objects (one of each per student)

Strategies to Answer Selected Response Questions anchor chart (new; co-created with students during Closing and Assessment)

Strategies to Answer Selected Response Questions anchor chart (example, for teacher reference)

Opening

A. Launching Vocabulary Logs (15 minutes)

■ Distribute vocabulary logs and glue sticks.

■ Explain that students will record academic vocabulary in the front of the vocabulary log and domain-specific vocabulary in the back.

■ Distribute academic vocabulary forms for students to glue in the front of their vocabulary logs.

■ Guide students through gluing academic vocabulary forms in the front of their vocabulary logs.

■ Distribute domain-specific vocabulary forms for students to glue in the back of their vocabulary logs.

■ Guide students through gluing domain-specific vocabulary forms in the back of their vocabulary logs.

■ Invite students to read the definitions of academic vocabulary and domain-specific vocabu-lary at the top of their vocabulary forms.

■ Remind students that as they read their independent reading books, they will encounter different kinds of words.

■ Point out that on the domain-specific vocabulary form, they will list words specific to a domain or topic. Some examples might include tadpole and life cycle.

■ Point out that on the academic vocabulary form, they will list words that aren’t specific to a domain or topic, but that show up in texts about various topics and are still important to their learning. Some examples might include challenge and analyze.

■ Answer clarifying questions. Reassure students that you will work more with these forms and they will have plenty of time to practice using them.

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Encourage them to explain how academic and domain-specific vocabulary is dif-ferent and to identify an example of each in their independent research book. Consider making an anchor chart with a Venn Diagram to capture student responses. (MMAE)


■ Move students into pairs and invite them to label themselves A and B.


“I can determine the theme of ‘The Red Wheelbarrow’ from details in the text and sum-marize it.”

“I can identify the characteristics of poetry in ‘The Red Wheelbarrow.’”

■ Underline the word theme in the first target. Explain that underlining or circling the mean-ing of unfamiliar words can help you find them quickly when you are ready to try and work out what they mean. Point out this strategy on the Close Readers Do These Things anchor chart.

■ Invite students to turn and talk to their partner, and cold call students to share out:

“What strategies can you use to figure out the meaning of new words such as theme?” (context, affixes and roots, dictionary)

■ As students share out, connect their responses to the strategies on the Close Readers Do These Things anchor chart. Students may not realize without guidance that they can use affixes and roots to determine the meaning of unfamiliar words, so you may have to tell them this.

■ Invite students to work with their partner to select a strategy to identify the meaning of the word theme and determine the meaning of the word. (dictionary—the message or main idea relevant to the real world that the author wants the reader to take away)


“Is this an academic or domain-specific vocabulary word? How do you know?” (domain-specific because it is about literary works, such as poetry)

■ Display the domain-specific vocabulary form and model recording this word on it, and invite students to do the same on the form in the back of their vocabulary logs.

■ Underline the word summarize in the first learning target. Invite students to turn and talk to their partner, and cold call students to share out:

“I can hear the word summary in the word summarize. What is a summary?” (a brief statement outlining the main points)

“What is the purpose of a summary? Why do we need summaries?” (Summaries give us a brief idea of what a text is about so we can determine whether or not we want or need to read it.)

“So if you are going to summarize ‘The Red Wheelbarrow,’ what are you going to do?” (write/say briefly what the poem is about, outlining the main points)

“Is this an academic or domain-specific vocabulary word? How do you know?” (academic because it could be applied to any topic)



■ Underline the phrase characteristics of poetry in the second learning target.


“What is a characteristic? What strategy can you use to determine the meaning of this word?” (dictionary— a feature of quality)

“Is this an academic or domain-specific vocabulary word? How do you know?” (academic because it could be applied to any topic)

“So what do you think characteristics of poetry means?” (the features of poetry)

■ Record the words summarize and characteristic on the Academic Word Wall and invite students to add translations in home languages. Invite students to record the words in their vocabulary logs.

■ Record the word theme on the Domain-Specific Word Wall and invite students to add translations in home languages. Invite students to record the words in their vocabulary logs.

■ Guide students through an intentional Think-Pair-Share, leaving adequate time for each partner to think, ask the question, and share. Then use equity sticks to select students to share out:

“In your own words, what do you think you are going to be doing in this lesson? Why do you think that? Use evidence from the learning targets to support your answer.” (reading “The Red Wheelbarrow” to determine the theme, to write a summary, and to identify the characteristics of poetry)

■ If productive, use a Goal 1 Conversation Cue to encourage students to clarify the conversa-tion about what they think they will be doing in this lesson:

“So, do you mean _____?” (Responses will vary.)


Ask them about the meaning of the learning targets. Write and display student responses next to the learning target. Examples:

“What’s another way to say determine the theme?” ( figure out the big idea)

“How will you determine the theme?” (I’ll read the details in the text and put them all together to see if there’s anything that’s the same that creates a big idea.)

“What’s the difference in meaning between determine and identify? What can you infer about the learning targets from the difference in meaning between determine and identify?” (They both mean to name, tell, or establish, but determine implies more research beforehand. Perhaps the first learning target will be more demanding and require deeper thought, discussion, and work.) (MMR)

Work Time

A. Engaging the Reader: Rereading Love That Dog, Pages 1–5 (5 minutes)

■ Invite students to retrieve their copies of Love That Dog and to turn to page 1.

■ Remind students that in the previous lesson they read pages 1–5. Invite students to follow along, reading silently in their heads as you read aloud pages 1–5.

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■ Focus students on page 3.

■ Direct students’ attention to the What Happens and How Does Jack Feel about It? anchor chart. Invite students to turn and talk to their partner, and cold call students to share out:

“What happens on page 3?” (Jack reads a poem about a red wheelbarrow and white chickens.)

■ Tell students that in this lesson they will read the poem that Jack described.


Before reading, invite students to turn to an elbow partner and summarize the first five pages of Love That Dog in 1 minute or less. Activate prior knowledge by having students refer to What Happens and How Does Jack Feel about It? anchor chart. Have them share out and give them feedback on their language use and summarizing skill. Then, after reading, invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback pro-cess. (MMR, MMAE)

B. Analyzing Poetry: “The Red Wheelbarrow” (20 minutes)

■ Direct students to turn to the back of their copy of Love That Dog to find “Some of the poems used by Miss Stretchberry.” “The Red Wheelbarrow” is the first of these poems. Tell students that it is by a poet named William Carlos Williams, a famous poet from the United States who lived from 1883 to 1963.

■ Tell students you are now going to play a recording of William Carlos Williams reading his poem aloud and they should follow along in their text, reading silently in their heads. Play the “The Red Wheelbarrow.”

■ Play the recording again.

■ Invite students to close their eyes and picture what is being described as they hear the recording for a third time.

■ Distribute paper and invite students to sketch what they heard.

■ After 2 minutes, invite students to turn and talk to their partner, and cold call students to share out:

“What is this poem about? How do you know? Use evidence from the text to support your answer.” (It is about a red wheelbarrow. We know that from the title and also from the content of the poem, which describes the wheelbarrow.)

“What is a wheelbarrow? What is it used for?” (It is a small cart that you push along. It is used to move heavy things around without having to lift them.) Draw a picture for students as necessary.

■ Focus students on the phrase so much depends on the first line. Invite students to turn and talk to their partner, and cold call students to share out:

“What does depends upon mean? If you depend upon something, what do you do?” (You rely on it. You really need it. It is necessary.)

“Who might depend on a wheelbarrow? Why?” (A gardener might depend on the wheel-barrow to move heavy garden equipment, dirt, and trees around. A builder might also depend on a wheelbarrow to move heavy bags of sand.)



“What do the words so much mean? If it said not much, how would that change the mean-ing of the first line?” (So much means a lot. It means the wheelbarrow is very important because it is needed. If it said not much, it would mean that the wheelbarrow wasn’t as important because it wasn’t needed as much.)

“What does this tell you about the red wheelbarrow?” (The wheelbarrow is very impor-tant because it is depended upon.)

■ Distribute the I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” and invite students to spend 5 minutes working with their partner to discuss what they notice and what they wonder about the poem.

■ Direct students’ attention to the What Makes a Poem a Poem? anchor chart.

■ Cold call students to share with the whole group what they noticed about “The Red Wheelbarrow.” As students share out, capture their responses in the second column (“Notices”) of the What Makes a Poem a Poem? anchor chart. As you record, categorize student notices into three groups—structure, imagery, and rhyme and meter—but without telling students how you are grouping the ideas. Refer to What Makes a Poem a Poem? anchor chart (example, for teacher reference) as necessary.

— Note: If students don’t notice anything for rhyme and meter, it doesn’t matter, as this will be addressed in later poems.

■ Point out the third column of the anchor chart, titled “Characteristics of Poetry.”

■ Tell students that you have grouped their ideas on the anchor chart. Focus students on the “Structure” group. Invite students to turn and talk to their partner, and cold call students to share with the whole group:

“What do you notice about the first group? How are these ideas connected?” (how the poem is organized—the structure)

■ Record structure and the definition in the third column. Refer to What Makes a Poem a Poem? anchor chart (example, for teacher reference) as necessary.

■ Before moving on, ensure students understand, and record on the anchor chart:

— “The chunks of a poem are called stanzas.”

— “Stanzas contain lines.”

■ Point out the “Imagery” ideas in the second column. Invite students to turn and talk to their partner, and cold call students to share out:

“What do you notice about this group? How are these ideas connected?” (word and phrase choice)

■ Tell students that in poetry, word and phrase choice is called imagery, which means words and phrases that help the reader imagine with the senses. Help students understand that although the whole poem may be appealing to the senses, there are certain words and phrases that use precise or figurative language to help us imagine through our senses what the poet is describing. Record imagery and a definition in the third column. See What Makes a Poem a Poem? anchor chart (example, for teacher reference).

■ Point out the “Meter and Rhyme” ideas in the second column. Invite students to turn and talk to their partner, and cold call students to share out:

“What do you notice about this group? How are these ideas connected?” (rhyming, and the beat or rhythm of the poem)

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■ If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversa-tion about structure and imagery:

“Can you say more about that?” (Responses will vary.)

■ Tell students that in poetry, word and phrase choice is called rhyme and meter, which means whether the words rhyme and the beat or rhythm of the poem. Invite students to share some rhyming words with the whole group, both in English and in their home language.

■ Record rhyme and meter and a definition in the “Characteristics of Poetry” column. Refer to What Makes a Poem a Poem? anchor chart (example, for teacher reference) as necessary.

■ Before moving on, ensure students understand, and record on the anchor chart:

— “Poems that don’t rhyme or have a rhythm (beat) are called free verse.”

■ Record the words stanza, imagery, rhyme, meter, and free verse on the Domain-Specific Word Wall and invite students to record them in the back of their vocabulary logs.

■ Invite students to share their wonderings about the poem and record them on the board. If questions arise about word or phrase meaning, help students identify the meaning before moving on. If questions cannot be answered from the content, explain that sometimes poems and stories leave us with questions intentionally because the authors want us to keep think-ing about their work.

■ Distribute red, yellow, and green objects. Tell students they are now going to use the Red Light, Green Light protocol to reflect on their progress toward the second learning target.

■ Explain what each color represents (red = stuck or not ready; yellow = needs support soon; green = ready to start).

■ Direct students’ attention to the second learning target and read it aloud:

“I can identify the characteristics of poetry in ‘The Red Wheelbarrow.’”

■ Invite students to place the color on their desks that best describes their comfort level or readiness with the target.

■ Scan student responses and make a note of students who may need more support with this moving forward.

Meeting Students’ Needs■ For ELLs and students who may need additional support with writing: Remind

students that poetry is often different from other writing, and that they should be careful of depending upon poetry characteristics in their other writing. Tell them they will investigate the differences in detail later in the unit. Explain that this can be exciting because poets get to “break the rules” of traditional English. (MME)

■ For ELLs and students who may need additional support with comprehension: To provide heavier support, turn the What Makes a Poem a Poem? anchor chart into a kinesthetic activity. Copy descriptions of the characteristics and lines from “The Red Wheelbarrow” onto separate strips. Students can paste the descriptions and lines into the correct category: Structure, Imagery, or Rhyme and Meter. (MMR, MMAE)

■ For students who may feel uncomfortable sharing their progress on meeting the learning targets publicly: Minimize risk by providing students with a sheet of paper where they can select a color for each learning target in private. This provides useful data for future instruction and helps students monitor their own learning. (MME)





■ Refocus whole group. Focus students on the “Theme” and “Supporting Details” boxes at the bottom of the I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” and invite students to fold them under so that they can’t seem them for now.

■ Remind students that a theme is the overarching message or the main idea relevant to the real world that the author wants the reader to take away. Ensure students understand that a poem can have many different themes, and people can interpret poetry in many different ways. Emphasize that the key to suggesting a theme is being able to support it with details from the text.

■ Emphasize the difference between a theme and a subject. Example: The subject that the poet has written about is a red wheelbarrow, but the theme is what the author wants us to understand by reading about the red wheelbarrow, like the main idea when we read an informational text.

■ Post the following question:

“What is a theme in this poem?”

■ Invite students to unfold their note-catcher and work with their partner to:

— Cross out any answers they know are incorrect.

— Underline one of the remaining themes as the theme of the poem.

■ Focus students on the “Supporting Details” box. Remind them that a supporting detail is a detail that supports the theme. Tell students that as well as lines in the actual poetry, often the characteristics of poetry the author has used can be a clue to the theme.

■ Read aloud the suggested supporting details and invite students to work with their partner to underline the ones that support the theme they have underlined. Cold call students to share with the whole group:

— “What is a theme of this poem? What is a message or the main idea that William Carlos Williams wants you to understand?” (that an everyday object, such as a wheelbarrow, can be important)

— “What details support this?” (He wrote, “Beside the white chickens.” The color of the red wheelbarrow against the white chickens makes it seem important. He also wrote, “So much depends upon the red wheelbarrow,” and the word depends tells us that someone or something relies on it.)

■ If productive, use a Goal 1 Conversation Cue to encourage students to expand the conversa-tion about the theme and supporting details:

— “Can you say more about that?” (Responses will vary.)

■ Select volunteers to share strategies they used to answer the selected response questions. As students share out, capture their responses on the Strategies to Answer Selected Response Questions anchor chart. Refer to Strategies to Answer Selected Response Questions anchor chart (example, for teacher reference) as necessary.

■ Remind students that summaries give a brief idea of what a text is about so we can determine whether or not we want or need to read it. Explain that when we summarize a text (give a brief statement of the main points), we provide the title and author and briefly describe what it was about, including the theme and the supporting details.

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■ Give partner B 30 seconds to orally summarize the poem to partner A. Then repeat for partner A.

■ Select volunteers to share their summaries with the whole group. Listen for students to say something like: “A theme of “The Red Wheelbarrow” by William Carlos Williams is that an everyday object, such as a wheelbarrow, can be very important. We know this because he writes, “So much depends upon the red wheelbarrow,” which suggests the wheelbarrow is important somehow. Also, the contrasting colors—the red of the wheelbarrow against the white of the chickens—makes the wheelbarrow sound eye-catching and more impor-tant.” Refer to I Notice/I Wonder Note-catcher: “The Red Wheelbarrow” (example, for teacher reference) as necessary. Model this if student summaries did not include the correct information.

■ Invite students to turn and talk to their partner, and then use equity sticks to select students to share out:

“How did the strategies on the Close Readers Do These Things anchor chart help you to better understand the text?” (Responses will vary.)

■ Tell students they are now going to use the Red Light, Green Light protocol to reflect on their progress toward the first learning target. Remind them that they used this protocol earlier in the lesson and review what each color represents (red = stuck or not ready; yellow = needs support soon; green = ready to start).

■ Guide students through the protocol using the first learning target.

■ Scan student responses and make a note of students who may need more support with this moving forward.

Meeting Students’ Needs■ For ELLs and students who may need additional support with expressive language

skills: Write and display the elements of a summary when explaining them:

— introduction to the text with title, pages, and author

— what the text is about (brief)

— theme

— details from the text to support theme

— explanation of how poet uses a characteristic of poetry (structure, imagery, rhyme/rhythm, repetition) to help the reader better understand the theme (MMR, MMAE)

■ For ELLs and students who may need additional support with expressive language or writing: To provide lighter support, invite students to create a summarizing par-agraph frame as a way of supporting other students. Consider inviting them to add a word bank for other students to select from as they complete the frame. Invite those who need heavier support to use the frame and word bank. To provide heavier support, allow students to complete just the beginning part of the frame, adding elements as the unit progresses. (MMR, MMAE) Example:

— The poem “_____” by _____ is about _____. The theme of the poem is that _____. We know this because the poet writes “ _____.”

— Word Bank: everyday things are important, “The Red Wheelbarrow,” William Carlos Williams, a red wheelbarrow …



Homework


Meeting Students’ Needs■ For ELLs: For all homework assignments in this unit, read the prompts aloud.

Students can discuss and respond to prompts orally, either with you, a partner, family member, or student from Grades 1 or 2, or record an audio response. If stu-dents have trouble writing sentences, they can begin by writing words. Consider providing a sentence starter or inviting students who need lighter support to provide sentence starters.

Poetry, Poets, and Becoming Writers Teacher Guide...Module 2 of each grade level, built around...

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Transcript of Poetry, Poets, and Becoming Writers Teacher Guide...Module 2 of each grade level, built around...