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|Unit 6/Week 3 |lesson How Tia Lola Came to Visit Stay |

|Grade 4 |subject: ( ELA ( SS ( SCI ( Math |

Preparation

|content objectives: |language objectives: |

|Students will be able to read closely to determine what the text says explicitly and to make logical |Through discussion and writing students will demonstrate an understanding of word relationships and nuances |

|inferences from it, using specific evidence when writing and speaking to support conclusions drawn from the |in word meaning. |

|text. |*Teachers should review the text dependent questions in order to specifically identify which language |

|*Teachers can write or adjust content objectives to meet the needs of their students. |features being addressed. Those language features should be inserted into the objective. |

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| |Students will engage in a range of collaborative discussions and build on others’ talk in conversation by |

| |responding to the comments of others through multiple exchanges. |

| |*Collaborative discussion includes one-on-one partnerships with students and/or adults, small groups, and |

| |the whole class. |

| |*Teachers should identify and incorporate those language features necessary for students to effectively |

| |communicate their ideas to one another. |

|accommodations (IEP/504): Use appropriate accommodations as designated by students’ IEPs and in response to |materials |

|students’ needs. |Teacher’s Edition |

| |Student Anthology |

|ela/literacy standards: RL.4.1, RL.4.2, RL.4.3, RL.4.4, RL 4.10, W.4.2, W.4.4, SL.4.1, SL.4.2, L.4.1, L.4.2,|content area standards: N/A |

|L.4.3, L.4.4, L.4.5 | |

|instructions: First Reading: During the first reading students will read to understand the purpose of the text. On level students will read the text independently. Below level readers will read the text with the |

|teacher, a partner or using the listening center. Rereading (2 lessons): During the next readings, done over two days, students will carefully examine the author’s choice of vocabulary, syntax, and literary elements. |

|Students will cite evidence from the text to gain deeper meaning. During these lessons students may be asked to record their ideas in writing. Culminating Writing Task: Students are challenged to organize their |

|thinking and cite evidence to explain the big ideas of the text. |

Building Academic Vocabulary

|embedded instruction (Tier 3 & Tier 2) |extended instruction (Tier 2) |

|Identify vocabulary words that require some attention in order for students to comprehend the|Identify vocabulary words that build academic language and are essential to comprehending the|

|text. Define these words quickly in context, using a student friendly definition. |text. These words may be defined quickly in context, but will be revisited for students to |

| |integrate into their vocabulary. |

|ciguapa (pg 692) (pronounced see-GWAH-pah) – a mythological creature of Domican folklore. |resemblance (pg 692) – the condition of being or looking alike |

|They are commonly described as having human female form with brown or dark blue skin, | |

|backward facing feet, and very long manes of smooth, glossy hair that covers their bodies. |honored (pg 694) – to show respect or admiration for |

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|faint (pg 692) – weak or slight |enthralled (pg 695) – to hold the complete attention of; fascinate |

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|pasture (pg 694) – a piece of land on which animals are put to graze |gazing (pg 701) – a steady look that doesn't blink |

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|landlord (pg 694) – person who owns a place and rents it to people to live in |reassure (pg 703) – to make less worried; give back confidence to |

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|unseemly (pg 694) – not suitable or good | |

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|hedges (pg 694) – solid row of bushes, used as a kind of fence | |

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|shielded (pg 696) – hides or protected | |

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|ample (pg 696) – large in size, amount, or space | |

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|softening (pg 698) – to make or become soft or softer | |

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|smart-alecky (pg 699) – annoying, always clever and right | |

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|quaint (pg 700) – cute and old fashioned | |

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|ornament (pg 701) – something that is added to make something more beautiful to look at; | |

|decoration | |

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|sprouted (pg 705) – to grow or cause to grow | |

Teacher overview

|big ideas and key understandings: Always try to see the good in others. |synopsis: Miguel’s aunt, Tia Lola, decides to paint their house purple. The landlord, the Colonel, orders |

| |them to paint the house white or they must move out. Tia Lola designs purple and white uniforms for the |

| |baseball team and names the team after the Colonel. The Colonel is so happy that he forgets about the color |

| |of the house. |

Lesson

|introduction/opening: “Today we will read How Tia Lola Came to Visit Stay. All good readers pay close attention to the text. As we read today I want you to be thinking | |

|about the text and its meaning.” |Teacher Notes: |

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| |Do not read bolded introduction on page 692 |

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|text dependent questions |responses | |

|Begin with a “winnable” question that will help orient students to the text. |Answers that reference the text. | |

|The sequence of questions should build a gradual understanding of the key meanings. |Multiple responses may be provided using different pieces of evidence | |

|Questions should focus on a word/phrase, sentence or paragraph. |Inferences must be grounded logically in the text | |

|Page 692 (after paragraph 2) |The days are long, sweet and sunny. Each one is like a piece of fancy candy. Students| |

|What is life like now that school is out? |may infer that life is really enjoyable. They stay up late, listening to Tia Lola’s | |

| |stories. | |

|Page 692 |He finds dusty trunks full of yellowing letters and photographs. He discovers several | |

|What does Miguel discover in the old house? |faded photos of a group of boys all lined up in old-fashioned baseball uniforms. | |

| |Students may infer that they look through things that aren’t theirs. He discovers the | |

| |photo of a boy with an inscribed baseball glove. Students should infer that the | |

| |grouchy old man at Rudy’s restaurant is the same boy in the photo. He discovers a | |

| |baseball team that looks like his. Students may infer that the items they find are old| |

| |because they are dusty and yellow. | |

|Page 692 |The person in the photograph is young, friendly and smiling while the person at the | |

|Resemblance means looking alike, having similarities. Often times, a child resembles |restaurant is old and grouchy. | |

|one of their parents in appearance. They may have the same color hair. Why can’t | | |

|Miguel see even a little/faint resemblance between the person in the photograph and | | |

|the person at Rudy’s Restaurant? | | |

|Page 694 (after reading paragraph 5) |He is the landlord and lives in a big white house with a pasture behind it. He | |

|At this point, what have we learned about Colonel Charlebois? |complains about Tia Lola trimming the hedges. Students may infer that he is not | |

| |friendly. He has a cranky, old voice. Students may realize that Colonel Charlebois is | |

| |the boy in the picture on page 692. Students may infer that the Colonel played | |

| |baseball when he was a boy. | |

|Page 694 |Before we learned he is not nice and complains but now we learn that he drives out | |

|How does what we learned about the Colonel differ or compare to what we just read? |with a response to the letter, which makes us infer that he is nice. We also learn | |

| |that Tia Lola thinks he is nice. Similar to what we learned already, students may | |

| |infer that he is old based on the “he replies with a shaky hand as if he’d written the| |

| |letter while riding in a car over a bumpy road”. Students may also infer that | |

| |Miguel’s mother is surprised by his nice response because she repeats “honored” and | |

| |lifts her eyebrows. | |

|Page 696 |She tells crazy stories. She trimmed the hedges in the shapes of pineapples and | |

|Why does Miguel refer to his aunt as crazy? |parrots palm trees. She talks about baseball players as if she knows them personally.| |

| |She paints the house purple in her high heels and flowered dress. She makes grape | |

| |flavor frio-frios in honor of the purple house. | |

|Page 698 (after reading paragraph 4) |She is reminded of her childhood home. Students may infer that when it says “her eyes | |

|Why does Mami’s face soften? |have a faraway look” that she is remembering her childhood. | |

|Page 699 |He wants to have the magic of understanding. He wants to look into a face and see | |

|Imitate means to copy. What about Tia Lola does Miguel wish to imitate? |straight into the heart. Students may infer that he wants to see the best in people. | |

|Page 701 |At the beginning on page 692, Miguel finds a photograph of the Colonel when he was on | |

|What clues does the author give us that the Colonel likes baseball? |a baseball team. There is a baseball in the illustration on page 693. The Colonel was | |

| |“honored” to have the team practice in the pasture. The Colonel has a striking | |

| |ornament of a batter crouched, ready to swing. Students may infer that the Colonel was| |

| |watching the baseball practices because he like baseball. (He was the stranger in the | |

| |silver car.) | |

|Page 703 (after reading paragraph 2) |The Colonel sent a letter saying the house must be painted white or they will have to | |

|Miguel feels a sense of panic. What evidence in the text shows why Miguel feels that |move out. Miguel says he does not want to have to move again. Students may infer that| |

|way? |Miguel’s and has made friends. Miguel is afraid that Tia Lola’s plan will not work | |

| |and he will have to move from a house that has finally become a home to him. | |

|Page 705 |Tia Lola invites the Colonel to come over on Saturday for the big game. Tia Lola has | |

|Using evidence from the text, explain Tia Lola’s plan. |the players come early so they can change into their new, purple baseball uniforms. | |

| |Tia Lola says she is going to “change a hard heart”. Students may infer that Tia Lola | |

| |made the uniforms because she took the measurements and had purple fabric. Students | |

| |may infer that the team chooses the name “Charlie’s Boys” after Colonel Charlebois. | |

| |Tia Lola created this plan so that the Colonel would keep the house purple, and let | |

| |the family stay. | |

|guided practice (Gradual release leading to students independently completing task): Text dependent task includes text dependent questions leading to a culminating question| |

|that allows students to demonstrate understanding of the big ideas and key understanding by citing evidence from multiple places in the text. | |

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|text based questions (Taken from close reading): | |

|1.How does what we learned about the Colonel differ or compare to what we just read? | |

|2. Why does Miguel refer to his aunt as crazy? | |

|3. Using evidence from the text, explain Tia Lola’s plan. | |

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|culminating question: | |

|Using evidence from the text, explain two character traits that describe Tia Lola. How does her personality impact other people? | |

|closing: Highlight key skills and strategies students used while making meaning of the text. For example: I like the way Bryce cited evidence from the text. I noticed Joe | |

|was inferring meaning when he recognized that Jessie was feeling guilty. | |

|assessment: observation checklist, written response | |

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