Ps 203 Grade 4 Unit 4

?Topic/Theme DurationHistorical Fiction ClubsEssential Question/sHow can we determine a theme of a story and apply it within everyday life?What can we compare and contrast history and historical fiction?How can we read a text in many different character perspectives?CCLSRL.4.1, RL.4.2, RL.4.3, RL.4.4, RL.4.5, RL.4.6, RL.4.7, RL,4.9, RL.4.10, SL.4.1, SL.4.2, SL.4.3, SL.4.4, SL.4.6Key SkillsDecoding StrategiesWord StructureVocabulary and Concept DevelopmentComprehension SkillsLiterary Analysis, Response, and AppreciationReading ComprehensionThemeCharacter PerspectiveKey Student Learning ObjectivesBend I: Tackling Complex TextsStudents will...analyze the beginning (setting- when, where, and what the place feels like) in the textkeep track of story elements as they read and building understanding.keep track of the timelines based on character events along with historical events.put themselves in the shoes of the character and realize that their decisions and roles are based on the life they lived in history.Bend II: Interpreting Complex TextsStudents will...read complex texts by making significance and connecting to other parts.think or write about big ideas from a book and support their ideas with small moments, details, and objects as evidence.interpret the theme(s) of the text and how they might change throughout the book.create new, powerful interpretationsdeepen their interpretations of a text through all the perspectives of minor characters.draft and revise their ideas by comparing them to qualities of a strong interpretation.Bend III: The Intersection of Historical Fiction and HistoryStudents will...depend on images, photographs, and illustrations from the time period in history to deepen their understanding of the unfamiliar era.research as they read to deepen their understanding.learn facts and information from historical fiction and while they are reading they organize their thinking and gather notes.understand people’s perspectives without making assumptions or overgeneralizing.investigate power in many forms.look for similar themes across books to deepen understanding.celebrate and continue to build reading lives and be inspired by texts.Sequence of Key Learning ActivitiesSession 1:Teach students that readers pay particular attention at the start of a book to analyze the setting---when the story takes place, where, and what this place feels like.Students: read aloud a historical fiction picture book in small groups alternating between reading, stop-and-jots, and turn-and-talksSession 2:Teach students that readers keep track of story elements as they read, continually building their understanding of what's going on.Students: jot important information in their reading notebooks to discuss with their club later and read only up to the point in the text the club selects.Session 3:Teach students that readers keep track of the ways in which characters timelines fit with historical timelines, deepening understanding of both characters and historical events.Students: create timelines of their book club book. They will think about personal timelines, and eventually read nonfiction material to learn about the historical timeline.Session 4:Teach students that to deepen their understanding of characters and perspective, readers step into characters' shoes and realize that their thoughts and decisions are shaped by the times in which they live and their roles.Students: as they read they will ask themselves why characters act differently than expected and consider whether the historical events are helping to shape those charactersSession 5:Teach students that strong readers read complex texts alertly, poised to interpret as they read. To do this, they recognize when a passage is significant and think about how that passage connects to other parts of the text, and then figure out what it is really saying.Students: decide on a goalpost page, meet in clubs, share the passages they notice and responses to them. Session 6:Teach students that when readers think or write about big ideas from a book, they support their ideas with small moment, small details, and small objects found in the text.Students: mark sections that they feel is important and use the anchor chart and the "Thinking Deeply about Important Passages in a Book" chart to guide their thinking. Session 7:Teach students that when readers have developed an interpretation of a book, they keep it in mind, using it like a lens, growing and shaping that interpretation as they read on. Students: write the their most current draft of a theme about their club book on a Post-It and leave it out. As they read on, they will see how their ideas change. Session 8:Teach students that readers are open to new ideas, both as they read and in conversation with other readers, and they can use these ideas to make their interpretations more powerful.Students: independently they will use the listening, talking, and positioning skills they learned in clubs to read and develop themes on their own, paying attention to tone and mood. Session 9:Teach students that one way readers broaden or deepen their interpretation of a text is to attend to the perspectives of minor characters.Students: pause and see what new thinking they've come to, and think whether attending to their minor characters and thinking about why they see the world as they do has given them new insights about the book as a whole. Session 10:Teach students that as readers build interpretations, they draft and revise their ideas by comparing them to qualities of a strong interpretation.Students: raise the level of their work by drafting and revising their ideas about the themes they've come up withSession 11:Teach students that historical fiction readers often deepen their sense of an unfamiliar era by studying images---photographs and illustrations from the time period.Students: gather their club around their folder, lay out the images, take an image and think "What part of the novel does this go with?", reread that part. Spend some time studying the image using the "Synthesizing Nonfiction into Stories" chart to guide their work, and work with clubmates. Session 12:Teach students that readers make their reading into a project, particularly by researching on the run as they read.Students: use nonfiction texts as references for questions they have about their book club novelSession 13:Teach students that readers learn facts and information from historical narratives, and that as they do so, they organize their thinking and their notes to gather and sort these facts.Students: grow big tent ideas, read, reread, alert to confusion in the text, and use confusion as a means to researchSession 14:Teach students that as readers come to know people's perspectives, they are careful not to make assumptions or to overgeneralizeStudents: look back over their notes and see if they want to revise an of their thinking to be specific, making sure not to assume or overgeneralize.Session 15:Teach students that readers deepen their thinking by investigating power dynamics in their stories.Students: in their clubs as they read they will think about ways that people use their power in relationships to big ideas that they’ve already thought about. Session 16:Teach your students that readers look for similar themes across different looks to deepen their understanding.Students: use themes as a lens to look across books, and to be open to conversations with other clubs. Session 17:Teach students that readers can create their own celebrations, continue to build their own reading lives, and become the kind of people they want to be, as inspired, educated, and influenced by texts. Students: create their own celebrationsKey Texts to be UsedCentral Texts Number the Stars by Lois LowryRose Blanche by Roberto InnocentiTiger Rising by Kate DiCamilloAssessmentsFountas and Pinnell Running RecordsReading LogsPerformance AssessmentsConferring (Records of conferencing, small groups, and observations)Pre-AssessmentFinal Performance TaskPost-AssessmentThe Sign of the Cat by Sandra Havriluk Meeting Students’ needsGive student appropriate time to develop ideasRepetition of DirectionsTotal Physical Response to relate the vocabulary to kinesthetic movementSmall group/One to one Large print textbooksAdditional time Review of directions Student restates information Student provides oral responses Concrete examplesSupport auditory presentations with visuals Assistance in maintaining uncluttered space Space for movement or breaks Extra visual and verbal cues and prompts Quiet space to calm down/relax Preferential seating Reduction of distractions Hands-on activities Follow a routine/scheduleAlternate quiet and active time Teach time management skills Rest breaks Verbal and visual cues regarding directions and staying on taskChecklists Immediate feedback Work-in-progress checkHighlight or put vocabulary words in bold for the students to identify the words.Provide the student with a set of sentence starters for their shared writing pieceCreate a reference chart for new vocabulary words including pictures.ELL SupportsGraphic OrganizersStory MapParaphrase PassportThink-Write-Pair-ShareInformation GapCollaborative DialoguesVaried Questioning FormatsQuestion-Answer RelationshipsH Chart or T ChartWord SquaresShared WritingGallery WalkVarious Presentation FormatsLine upNumbered Heads Together ................
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