gloucester township public schools department of ... 4- module...the scarlet stockings spy to...
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Gloucester Township Public Schools
Department of Curriculum and Instruction
Course Title English / Language Arts
Grade level(s) 4-Module 3
Course Description Wit & Wisdom
Born on Date July 2019
PACING GUIDE
MODULE 3
The Redcoats are Coming!
Time Frame Lessons Focus Questions Approximate Number of School Days
February
1-8 9-15
What were the perspectives of the two main sides of the American Revolution?
How did the different people’s experiences affect their perspective on the American Revolution?
10 9
March
16-20 21-33
How did different people’s perspectives affect their actions during the American Revolution? What drove the Patriots to fight for their independence from Britain?
6 15
April
34-35 Why is it important to understand all sides of a story?
2
Cross Curricular
Connections
Social Studies
6.1.4.A.11 Explain how fundamental rights of the individual
and the common good depends on all citizens exercising their
civic responsibilities
6.1.4.D.4-Explain how key events led to the creation of the
United States
6.1.8.B.3.c-Use maps and other geographic tools to evaluate
the impact of geography on the execution and outcome of the
American Revolutionary War.
6.1.8.D.3.c-Analyze the impact of George Washington as
general of the American revolutionary forces and as the first
president of the United States.
6.1.4.D.20 Describe why it is important to understand the
perspectives of other cultures in an interconnected world
National Core Arts Anchor Standards
NCAAS 7: Perceive and analyze artistic work
NCAAS 8: Interpret intent and meaning in artistic work
Core Materials Core Texts Student Workbook Spelling Connections Workbooks
21st Century Life and Careers
Integration of 21st
Century Skills
9.1.4.A.1 Recognize a problem and brainstorm ways to solve the
problem individually or in a group
9.1.4.A.5 Apply critical thinking and problem solving skills in
classroom settings
9.1.8.A.1 Develop strategies to reinforce positive attitudes and
productive behavior
9.1.4.B.1 Participate in brainstorming sessions to seek information,
ideas, and strategies
9.1.8.B.1 Use multiple points of view to create alternate solutions
9.1.4.D.2 Express needs, wants, and feelings appropriately
9.1.4.C.1 Practice collaborative skills in groups
9.1.8.D.1 Employ appropriate conflict resolution strategies
9.1.4.F.3 Explain the importance of understanding and following rules
in different settings
9.1.12.F.2 Demonstrate a positive work ethic in various settings,
including the classroom
ASSESSMENTS
Assessment Type
Elements for Success
Standards
Focusing Question 1 Write an explanatory essay to respond to the following prompt: what were the perspectives of the two main sides of the American Revolution? Use evidence from the article “Massacre in King Street” and George vs. George to support your explanation. Include information learned through research to further explain and support your ideas.
● Explanatory writing supports opinion writing. ● Writing about the conflict between the
Americans and the British solidifies understanding of the two perspectives in the conflict that led to the American Revolution.
● Review and apply knowledge of the Painted Essay format.
RI.4.1, RI.4.3, W.4.2, W.4.4, W.4.7, W.4.8, W.4.9.b, L.4.1.f
Focusing Question 2 Write a letter to the Sons of Liberty as one of the following characters from the story, Colonial Voices: Hear Them Speak. In the letter, state your opinion and perspective on the Boston Tea Party. Defend your opinion with evidence that shows how your job and family have influenced your perspective. Use text evidence from Colonial Voices: Hear Them Speak and one of two informational texts.
● Write an opinion piece about an event that led to the American Revolution.
● Support an opinion with reasons. ● Support reasons with text evidence. ● Synthesize ideas from multiple texts. ● Apply style and convention skills to writing. ● Incorporate vocabulary in writing.
RL.4.1, RL.4.3, RI.4.1, RI.4.3, W.4.1, W.4.4, W.4.5, W.4.9, L.4.1.f, L.4.3.c
Focusing Question 3 For an audience who is unfamiliar with the story, The Scarlet Stockings Spy, write an essay to explain Maddy Rose’s perspective on the American Revolution and how it influenced her actions in the story. Use evidence in The Scarlet Stockings Spy to support your explanation. You may also use evidence from George vs. George to support your explanation.
● Explains historic information and its effect on a person during that time.
● Students need to build knowledge and write about it in an explanatory way before forming and writing opinions.
● Prompt requires seeing an event from a character’s perspective.
RL.4.1, RL.4.2, RL.4.3, W.4.2, W.4.4, W.4.5, W.4.6, L.4.1.f, L.4.2.c
Focusing Question 4 In Woods Runner, Gary Paulsen writes about the American Spirit and how it drove Patriots to continue fighting despite devastating odds. In your opinion, who best demonstrates American Spirit in Woods Runner? Write an essay that presents a strong opinion about one character in the story to convince others who have read the book to agree with you that this character best demonstrates American Spirit.
● Students practice writing a full opinion essay before completing the EOM Task.
● Students practice using evidence to support reasons for an opinion.
●
RL.4.1, RL.4.2, RL.4.3, W.4.1, W.4.4, W.4.9.A, L.4.1.a, L.4.1.b, L.4.1.f
New- Read Assessment 1 Read an informational article called “Detested Tea” as a new read and answer eleven multiple choice and short response questions. Apply reading and language skills learned in lessons 1–12
● Assesses Reading Informational Text skills of explaining historic events and why they happened, compares a primary source quotation to a secondhand account (article), and analyzes how an author supports his points made in the article. These skills are all necessary to analyze the module texts in order to write the EOM Task response.
RI.4.1, RI.4.3, RI.4.4, RI.4.6, RI.4.8, L.4.4.c, L.4.5.c
● Short written responses assess whether or not students can concisely explain the key points in historic events about the Boston Tea Party.
New-Read Assessment 2 Read chapter 12 in Woods Runner and answer a set of TDQs about story elements, theme, and summary. Express an opinion about a scene in the story.
● Short opinion writing supported by reason and evidence.
● Identify theme. ● Summarize.
RL.4.1, RL.4.2, RL.4.3, RL.4.6, W.4.1a.b., W.4.9, W.4.10
Socratic Seminar 1 Students discuss the perspectives of the two main sides of the American Revolution focusing on what led to each perspective and how different groups demonstrated their perspective.
● Students explain causes that led to the American Revolution.
● Students demonstrate understanding of perspective, propaganda, cause, and effect.
● Students explain multiple sides of a single story to prepare them to support an opinion about the American Revolution.
● Students respond to each other’s comments and questions with opinions grounded in knowledge learned through reading texts.
RI.4.3, RI.4.8, SL.4.1.a.c, SL.4.4
Socratic Seminar 2 Participate in a Town Meeting to share your opinion as a colonist in Colonial Voices about whether or not you support dumping the English tea in Boston Harbor as protest for the tax placed on the tea by King George and Parliament.
● Form and state an opinion, support it with reasons and evidence, then respond to questions and challenges to positions using knowledge gained from reading texts.
● Determine the best reasons and evidence for supporting points.
● Use vocabulary from texts appropriately.
RL.4.2, RL.4.6, RI.4.3, SL.4.1.a.c, SL.4.3, SL.4.4
Socratic Seminar 3
● Describe the beliefs of the group in the conflict.
RI.4.3, RI.4.8, RL.4.2, RL.4.3, SL.4.1.a, SL.4.1.c, SL.4.3, SL.4.4
Discuss whether or not the American Patriots were justified in fighting the War for Independence from Britain. Support opinions with reasons and evidence. Respond to questions and challenges appropriately and effectively, citing knowledge about the conflict gained through reading and research.
● Identify the costs for that group in the war. ● Use evidence from the texts to support
points. ● Use content-specific vocabulary
appropriately. ● Follow established rules for engagement in
discussion. ● Respond appropriately to others’ ideas. ● Apply knowledge to support an opinion. ● Support ideas with text evidence. ● Incorporate vocabulary when speaking and
listening.
End-Of-Module Task In a well-developed essay, respond to the following question: “In your opinion, were the American patriots justified in fighting for their independence from Britain?” Your purpose for writing is to convince a friend that your opinion is the strongest. Your friend is unfamiliar with the topic and the texts you have read, so you need to provide information to help them understand the context for your opinion. Use information from two or more of the module texts to support the reasons for your opinion:
■ George vs. George: The American Revolution as
● Include an introduction that provides needed context.
● Include a clear opinion statement that includes two supporting reasons.
● Include two supporting paragraphs that support and explain each reason.
● Include specific evidence from the texts citing each source.
● Elaborate on how the text evidence connects to each paragraph’s focus.
● Write a conclusion that restates the opinion and provides a reflection on the topic.
● Correctly use a minimum of three module vocabulary words.
● Use at least one compound sentence, punctuating it correctly.
● Use complete sentences by correcting fragments and run-ons.
RI.4.1, RI.4.3, W.4.1, W.4.4, W.4.5, W.4.8, W.4.9.b, L.4.1.a, L.4.1.b, L.4.1.f
Seen from Both Sides, Rosalyn Schanzer
■ “Massacre in King Street,” Mark Clemens
■ “Detested Tea,” Andrew Matthews
■ Woods Runner, Gary Paulsen—informational sections
● Use relative adverbs to be more specific in your writing.
● Use the progressive form of verbs to be more specific in your writing.
● Use transitional words and phrases to connect ideas.
● Use correct spelling, capitalization, and punctuation.
Vocabulary Assessments Demonstrate understanding of academic, text-critical, and domain-specific words, phrases, and/or word parts.
Vocabulary Assessment 1
Vocabulary Assessment 2
● Acquire and use grade-appropriate academic terms.
● Acquire and use domain-specific or text-critical words essential for communication about the module’s topic.
L.4.4.a, L.4.4.c, L.4.5.c
Question Sets Lesson 2 Question Set Lesson 4 Question Set Lesson 6 Question Set Lesson 9 Question Set Lesson 11 Question Set Lesson 14 Question Set Lesson 16 Question Set
● Test preparation—are students familiar with the types of items they will see on standardized exams, and can they respond to them successfully?
● Standards assessment—can students demonstrate mastery of targeted reading and vocabulary standards when reading complex texts?
RI.4.4, RI.4.2, RI.4.5, L.4.5.b L.4.4.a, RI.4.1 RI.4.1, RI.4.6, RI.4.8, RL.4.4, RL.4.3, RL.4.1, RL.4.6
Lesson 18 Question Set Lesson 27 Question Set Lesson 33 Question Set
Curriculum Map
Lesson Text Standards/ Learning Goals Content Framing Question (Reading)
Craft Questions (Writing)
Learning Activities
1 George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer
Generate and respond to observations and questions about George vs. George: The American Revolution as Seen from Both Sides. (RI.4.3, SL.4.1.c) Define evidence and identify why it is important in writing. (W.4.10) Explain the multiple meanings of the word revolution, a descriptive word that names the war between the American colonies and Great Britain. (L.4.4.b, L.4.4.c)
Wonder What do I notice and wonder about the book George vs. George: The American Revolution as Seen from Both Sides?
Examine Why is evidence important?
Notice and wonder (15 min) Complete a first read (20 min) Review evidence (15 min)
2 George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer
Summarize the different perspectives of the colonists and the British and explain how some of these differences could eventually lead to conflict. (RI.4.2)
Organize What’s happening on pages 7–18 of George vs. George?
Experiment How does evidence work?
Find evidence of similar perspectives (15 min) Find evidence of different perspectives (20 min) Piece together the evidence (15 min)
Experiment with perspective to explain how pieces of evidence work together to complete a whole picture, or piece of writing. (W.4.2.b, SL.4.1.b, SL.4.1.c) Define convinced, identify its synonyms and antonyms, and use the word in an original sentence. (L.4.4.b, L.4.5.c)
3 George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer
Describe the perspectives and events leading up to the Boston Massacre. (RI.4.2) Describe the purpose and importance of each section of a Painted Essay. (W.4.2, SL.4.1.a, SL.4.1.c) Define the word liberty, and explain how the word adds meaning to the text and is related to American symbols. (L.4.5.c)
Organize What is happening on pages 18–22 in George vs. George?
Examine Why is the Painted Essay important?
Identify the conflict (30 min) Distinguish firsthand and secondhand accounts (10 min) Examine a painted essay (15 min)
4 “Massacre in King Street,” Mark Clemens
Compare and contrast two accounts of the Boston Massacre from the article “Massacre in King Street”
Reveal What does a deeper exploration of different
Experiment
Compare and contrast texts (30 min)
George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer
and George vs. George: The American Revolution as Seen from Both Sides to reveal more about the incident and about multiple perspectives. (RI.4.3, RI.4.6) Gather evidence to support a focus statement. (W.4.2.b, W.4.7, W.4.8) Demonstrate understanding of taunted after referencing a dictionary to look up its forms and synonyms. (L.4.4.c, L.4.5.c)
accounts of the Boston Massacre reveal about perspective?
How does an evidence guide work?
Gather and record evidence (20 min)
5 The Boston Massacre,Paul Revere (http://witeng.link/0207) Colonial Voices: Hear Them Speak, Kay Winters
Generate and respond to questions about the artwork, The Boston Massacre, and identify what is happening in the picture. (RL.4.1, SL.4.1.c.) Gather evidence to prepare to write an explanatory essay about the perspectives of the two main sides of the American Revolution. (W.4.2, W.4.7, W.4.8)
Organize What is happening in the artwork, The Boston Massacre, by Paul Revere?
Execute How do I use an evidence guide to help me write an explanatory essay?
Identify what is happening (20 min) Examine art elements (15 min) Complete an evidence guide (15 min)
Explain the significance of independence and independent as related to the American Revolution and America today. (L.4.4.b, L.4.4.c, L.4.5.c)
6 Paul Revere: Mini Biography (http://witeng.link/0208) The Boston Massacre,Paul Revere (http://witeng.link/0207) (http://witeng.link/0209) George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer “Massacre in King Street,” Mark Clemens
Compare and contrast three accounts of the Boston Massacre to reveal more about the event, and to discover how perspective affects each account. (RI.4.6, RI.4.9) Collaborate to compose a supporting paragraph to explain the British perspective in the conflicts leading up to the American Revolution. (W.4.2, W.4.7, W.4.8) Identify fragments and run-ons, and explain why they should be avoided when writing. (L.4.1.f)
Reveal What does a deeper exploration of perspective reveal in the texts about the Boston Massacre?
Experiment How does evidence work when writing a supporting paragraph?
Reveal the details (10 min) Compare and contrast art and texts (15 min) Examine the medium and impact (20 min) Role play and write the first supporting paragraph (20 min)
7 The Boston Massacre,Paul Revere (http://witeng.link/0207) (http://witeng.link/0209) George vs. George: The American Revolution as Seen from Both Sides,Rosalyn Schanzer “Massacre in King Street,” Mark Clemens
Identify the central message of each of the two texts and the artwork about the Boston Massacre, and explain how perspective determines each. (RI.4.2, RI.4.9) Compose a supporting paragraph to explain the colonists’ perspectives in the conflicts leading up to the American Revolution. (W.4.2.b, W.4.2.c, W.4.2.d, W.4.7, W.4.8, L.4.6. RI.4.8) Distinguish between fragments, run-ons, and complete sentences, and explain what makes a complete and effective sentence. (L.4.1.f)
Distill What is the central message of the texts and artwork about the Boston Massacre?
Execute How do I write a supporting paragraph for an explanatory essay?
Find meaning in composition (15 min) Identify propaganda and bias (20 min) Write a second supporting paragraph (20 min)
8 The Boston Massacre,Paul Revere (http://witeng.link/0207) (http://witeng.link/0209) George vs. George: The American
Synthesize knowledge gathered about the world, ideas, and skills from George vs. George, “Massacre in King Street,” and The Boston Massacre. (RI.4.2, RI.4.9, W.4.2) Participate effectively in a discussion about the perspectives of the two
Know How do George vs. George,“Massacre in King Street,” and The Boston Massacre help build my knowledge?
Execute How do I use evidence to support my points in a discussion and when writing?
Write an introduction and conclusion (20 min) Express knowledge about the texts (15 min) Participate in a Socratic Seminar (20 min)
Revolution as Seen from Both Sides,Rosalyn Schanzer “Massacre in King Street,” Mark Clemens
sides of the American Revolution, and write a reflection about information shared by a classmate in the discussion. (SL.4.1.a, SL.4.1.c, SL. 4.3, W.4.4) Write an introduction and conclusion that support a focus statement and evidence paragraphs in an essay. (W.4.2.a, W.4.2.e, W.4.7) Correct fragments and run-ons in writing, and produce complete, effective sentences. (L.4.1.f)
9 Colonial Voices: Hear Them Speak, Kay Winters
Generate and respond to questions to increase engagement and guide learning of, about, and beyond the text, Colonial Voices: Hear them Speak. (RL.4.1, SL.4.1.c) Explain the meaning of the word opinion and state an opinion about the actions of the soldiers involved in the Boston Massacre. (W.4.1.a, L.4.4.)
Wonder What do I notice and wonder about Colonial Voices?
Examine What is an opinion?
Read the text (20 min) Complete a Read/Think/Wonder chart (15 min) What is an opinion? (20 min)
Give examples of the diversity in the characters from contextual clues in Colonial Voices Hear Them Speak, Kay Winters. (L.4.4.a)
10 Colonial Voices: Hear Them Speak, Kay Winters
Identify important details and generate main ideas in Colonial Voices. (RL.4.2) Analyze the components of an opinion paragraph. (W.4.1) Recognize and explain the meaning of common idioms in the text. (L.4.5.b)
Organize What is happening in the first half of Colonial Voices?
Examine Why is opinion writing important?
Reread and organize the text (20 min) Begin a What, So, So What chart (15 min) Examine opinion paragraphs (15 min)
11 Colonial Voices: Hear Them Speak, Kay Winters George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer, pages 18–25
Identify important details and generate main ideas in Colonial Voices. (RL.4.2) Apply an opinion paragraph structure to write a response to the Tea Tax from the perspective of an American colonist. (W.4.1) Interpret why authors use formal and informal English in text. (L.4.3.c)
Organize What is happening in the second half of Colonial Voices?
Execute How do I write an opinion paragraph?
Reread and organize the text (20 min) Continue a What, So, So What chart (10 min) Write an opinion paragraph (20 min)
12 Explain how life experiences influenced the perspective of the colonists. (RL.4.2, RL.4.3) Generate and support an opinion statement from the perspective of a Patriot or a Loyalist. (W.4.1) Generate sentences in formal and informal English and distinguish differences. (L.4.3.c)
Reveal What does a deeper exploration of opinions reveal in Colonial Voices?
Execute How do I write an opinion paragraph?
Complete the What, So, So What chart (25 min) Write an opinion paragraph (25 min)
13 Colonial Voices: Hear Them Speak, Kay Winters “Detested Tea”, Andrew Matthews
Use a range of reading skills, strategies and knowledge to construct meaning of complex informational text. (RI.4.3, RI.4.6, RI.4.8) Create an introductory paragraph for an opinion essay that includes appropriate context to introduce a perspective and opinion statement. (W.4.1.a) Write in formal English in order to complete a text-based task. (L.4.3.c)
Reveal What does a deeper exploration of perspective in the article, “Detested Tea” reveal about the Boston Tea Party?
Execute How do I write an introduction for an opinion essay?
Complete a New-Read Assessment (20 min) Dig deeper with TDQs (20 min) Write an introduction to an opinion letter (20 min)
14 Colonial Voices: Hear Them Speak, Kay Winters George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Synthesize quotations from multiple texts and generate themes for Colonial Voices: Hear them Speak. (RL.4.2, RL.4.3, RI.4.2) Use transitional words and phrases to make connections between an opinion and supporting reasons in an opinion paragraph. (W.4.1.c. W.4.5) Categorize words related to actions using references to see contrasting relationships between standoff, mobilized, and restrained. (L.4.4.c, L.4.5.c)
Distill What are the themes of Colonial Voices?
Execute How do I write a supporting paragraph for my opinion essay?
Collect and analyze quotations (25 min) Revise a supporting paragraph (25 min)
15 Colonial Voices: Hear Them Speak, Kay Winters George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Effectively debate the two positions of supporting or refusing to support dumping the tea into Boston Harbor. (Rl.4.2, RL.4.3, RL.4.6, RI.4.3, RI.4.6) Synthesize information, details, and perspectives from a variety of texts and text types to create an informed opinion of the Boston Tea Party. (W.4.1, W.4.4)
Know How does Colonial Voices build my knowledge of understanding different perspectives from the American Revolution?
Execute How do I share my opinion in a discussion?
Participate in a town meeting (25 min) Revise a paragraph (10 min) Compose a conclusion (15 min)
Demonstrate use of formal English in the situational context of a Town Meeting discussion. (L.4.3.c, SL.4.6) Use content vocabulary to report on a topic using appropriate facts and relevant descriptive details to support main ideas or themes. (L.4.6, SL. 4.4)
16 The Scarlet Stockings Spy, Trinka Hakes Noble
Build understanding of historical fiction by listening to a reading of The Scarlet Stockings Spy. (RL.4.1)
Complete a Read/Think/Wonder chart during a picture walk and reading of The Scarlet Stockings Spy.
Predict how Maddy Rose will show patriotism in The Scarlet Stockings Spy. (L.4.4.c)
Students predict how Maddy Rose will show patriotism in the text.
Wonder: What do you notice and wonder about The Scarlet Stockings Spy?
Excel: How do I improve my writing?
Complete a Read/Think/Wonder Chart (30 min) Revise a Letter (25 min)
17 The Scarlet Stockings Spy, Trinka Hakes Noble
George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Washington Crossing the Delaware, Emanuel Leutze (http://witeng.link/0205)
EDSITEment: Emanuel Leutze’s Symbolic Scene of Washington Crossing the Delaware (http://witeng.link/0158)
Discuss events in a story to differentiate between historical fact and fiction. (RL.4.1, RI.4.6)
Participate in a conversation about what is happening in the story.
Conduct research to confirm historical information in a historical fiction text is accurate. (W.4.7)
Create a class chart to record research results.
Form compound sentences and explain why they are important in writing. (L.4.2.c)
Combine simple sentences into compound sentences by adding the proper punctuation and conjunction.
Organize: What is happening in The Scarlet Stockings Spy?
Execute: How do I use research in explanatory writing?
Read and Summarize Text (20 min) Research Historical Facts (35 min)
18 The Scarlet Stockings Spy, Trinka Hakes Noble
George vs. George: The American Revolution as Seen from Both Sides, Rosalyn Schanzer
Washington Crossing the Delaware, Emanuel Leutze (http://witeng.link/0205)
EDSITEment: Emanuel Leutze’s Symbolic Scene of Washington Crossing the Delaware(http://witeng.link/0158)
Analyze Maddy Rose’s actions to understand her perspective on the American Revolution. (RL.4.1, RL.4.3, RL.4.6)
Complete a What, So, So What chart about Maddy. Translate some of the statements from third-person to first-person point of view.
Conduct research to confirm historical information in a historical fiction text is accurate. (W.4.7)
Create a class chart to record research results.
Use correct punctuation
with conjunctions in
compound sentences, and
explain the purpose of each
conjunction. (L.4.2.c)
On an index card, students independently write an original compound sentence about The Scarlet Stockings Spy.
Reveal: What does a deeper exploration of Maddy Rose’s actions reveal about her perspective on the American Revolution?
Excel: How do I use research in explanatory writing?
Analyze Text (25 min) Research Historical Facts (30 min)
19 The Scarlet Stockings Spy, Trinka Hakes Noble
Determine themes in The Scarlet Stockings Spy by examining the perspectives and actions of different characters. (RL.4.1, RL.4.2)
Participate in a Chalk Talk discussion.
Organize evidence to support points for an explanatory essay about Maddy Rose’s perspective and actions in The Scarlet Stockings Spy. (W.4.2.b)
Complete an essay organizer chart.
Use correct punctuation
with conjunctions in
compound sentences, and
explain the importance of
each. (L.4.2.c)
Write one sentence about the themes from The Scarlet Stockings Spy in the form of a compound sentence.
Distill: What is the theme of The Scarlet Stockings Spy?
Excel: How do I use research in explanatory writing?
Determine Theme (25 min) Organize a Draft (30 min)
20 The Scarlet Stockings Spy,
Express understanding of the author’s and characters’ perspectives and events in The Scarlet
Know: How does The Scarlet Stockings Spy build my knowledge of
Execute: How do I use research to support
Create Knowledge Statements (30 min)
Trinka Hakes Noble
Stockings Spy. (RL.4.1, RL.4.2)
Record ideas in Knowledge Journals.
Compose an explanatory essay to show the connection between perspective and actions related to the American Revolution. (W.4.2, W.4.6, W.4.7)
Write an explanatory essay in response to the Focusing Question.
Use correct punctuation
with coordinating
conjunctions in compound
sentences, and refrain from
using fragments and run-
ons. (L.4.1.f, L.4.2.c)
Assessment: Teacher reviews essays to evaluate compound sentence use and absence of fragments and run-ons with writing checklist.
perspective and the American Revolution?
explanatory writing?
Write an Explanatory Essay (30 min)
21 Woods Runner, Gary Paulsen, Chapters 1–3
Video of Pennsylvania Forest (https://witeng.link/0210)
Generate questions to increase engagement and guide learning of, about, and beyond the text, Woods Runner. (RL.4.1, SL.4.1)
Students write questions about what they read and sort into the content stage that will be used to answer the questions.
Explain how the informational text is reflected in the fiction story of Woods Runner. (RL.4.1, RI.4.1, W.4.10, SL.4.1.c)
Re-read the Author’s Note, then compare the informational text, “Frontier Life,” to chapters 1 and 2 of Woods Runner.
Use context to investigate
the meaning of frontier.
(L.4.4.a, L.4.4.c)
Reread the three quotations and explain how a frontier life then was similar to space travel today.
Wonder: What do you notice and wonder about Woods Runner?
Examine: Why is knowledge important when writing?
Establish Context (10 min) Notice and Wonder (30 min) Examine Author’s Craft (15 min)
22 Woods Runner, Gary Paulsen, Chapters 1–3
Identify important details and generate main ideas in Woods Runner. (RL.4.2, SL.4.1)
Record answers to address TDQs.
Explain how Paulsen weaves knowledge into a work of fiction. (RL.4.3, RI.4.9)
Complete a graphic organizer to compare the informational text, “Communication,” to chapter 2 of Woods Runner.
Identify past progressive
verbs in text. (L.4.1.b)
Partners find another example sentence with a past progressive verb on their assigned page.
Organize: What is happening in the first three chapters of Woods Runner?
Examine: Why is knowledge of a topic important when writing?
Read and Answer TDQs (35 min) Analyze Author’s Craft (20 min)
23 Woods Runner, Gary Paulsen, Chapters 1–3
George vs. George: The American
Analyze the author’s craft to reveal important ideas about the American Revolution in Woods Runner. (RL.4.3, SL.4.1)
Reveal: What does a deeper exploration of author’s craft reveal in the first three chapters of Woods Runner?
Examine: Why is knowledge important when writing?
Explore Author’s Craft (25 min) Research to Build Knowledge (25 min)
Revolution as Seen from Both Sides, Rosalyn Schanzer, pages 28–30
Raising the Flag at Ground Zero, Thomas E. Franklin (http://witeng.link/0211)
3-2-1 Exit Ticket: Write three things you learned about the American Revolution, write 2 things you learned about Samuel, and write 1 word from the chapters that describes the mood of the text.
Research to gain knowledge about the Battle at Lexington and Concord and apply knowledge to an understanding of Woods Runner. (RI.4.1, RI.4.3, W.4.7, SL.4.1)
Explain the significance of the letter that Isaac shared with Samuel’s father.
Identify and correctly use
past, present, and future
progressive verb tense in
text. (L.4.1.b)
Convert the first sentence to future progressive tense, and the second sentence to present progressive tense. Students circle each progressive verb. Remind students to circle the whole
verb—the helping verb and –ing verb.
24 Woods Runner, Gary Paulsen, Chapters 4–6
Infer character traits about Samuel based on his thoughts and actions. (RL.4.3, RI.4.3, SL.4.1.c)
Record evidence of Samuel’s thoughts and actions and explain what they reveal about him.
Gather text evidence about Samuel’s knowledge, and then create an opinion focus statement to respond to the prompt. (W.4.1)
Gather text evidence in Woods Runner about Samuel’s knowledge he uses to track his parents.
Construct sentences that use past, present, and future progressive verbs to show ongoing action in the correct verb tense. (L.4.1.b)
Select another sentence stem and write a sentence about Samuel using a progressive verb to describe
Reveal: What does a deeper exploration of Samuel’s thoughts and actions reveal about Samuel and the challenges he faces?
Experiment: How do I use knowledge to support my opinion?
Describe Samuel (40 min) Prepare to Write (15 min)
what he saw at his family’s settlement.
25 Woods Runner, Gary Paulsen, Chapters 7–9
Explain the impact of Paulson’s decision to integrate fact and fiction in Woods Runner. (RL.4.3, RI.4.7)
Give one example from Woods Runner to show how Paulson connected fact and fiction and explain how this helps the reader understand the important ideas in the text.
Compose a paragraph that states an opinion and support the opinion with reasons and text evidence. (W.4.1.a, b, SL4.3)
Write a paragraph to respond to the prompt.
Use references to clarify unknown words in text. (L.4.4.c)
Select one word clarified through strategies. Pronounce the word to your
Reveal: What does a deeper exploration of elements of historical fiction reveal in chapters 7–9 of Woods Runner?
Execute: How do I use knowledge to support my opinion?
Read and Analyze Text (30 min) Express Understanding (20 min)
teacher and explain the meaning of the word.
26 Woods Runner, Gary Paulsen, Chapters 1–9
George vs. George, Rosalyn Schanzer, pages 38–41
Integrate important quotations from Woods Runner and factual information to infer emerging themes of Woods Runner. (RL.4.2, SL.4.1.c)
Quick Write: Which emerging theme do you think is most important to the story, Woods Runner?
Gather evidence that supports the emerging themes in Woods Runner. (RI.4.1, RL.4.2, W.4.8)
Begin recording notes in an evidence organizer to support how the characters in Woods Runner demonstrate the American Spirit.
Identify relative adverbs
and clauses, and explain
how they are used to
provide description and
variety. (L.4.1.a)
Distill: What are the emerging themes in Woods Runner?
Execute: How do I use knowledge to support my opinion?
Determine Themes (35 min.)
Gather Evidence (15 min.)
Identify the relative adverbs and clauses on Handout 26B. On the bottom of the handout, write one reason why relative adverbs are important.
27 Woods Runner, Gary Paulsen, Chapters 10–11
Raising the Flag at Ground Zero,Thomas E. Franklin (http://witeng.link/0211)
Analyze how the Patriots demonstrate great heart. (RL.4.2, RL.4.3, SL.4.1.a) Gather evidence that supports the emerging themes in Woods Runner. (W.4.8) Identify relative adverbs and clauses, and use them to combine two sentences to provide variety. (L.4.1.a)
Reveal What does a deeper exploration of Coop’s and Samuel’s actions and words reveal about the Patriots’ great heart?
Execute How do I use knowledge to support my opinion?
Explore text (40 min) Gather evidence (10 min)
28 Woods Runner, Gary Paulsen, Chapters 12–14
Analyze complex perspectives of Patriots of the American Revolution. (RL.4.3) Gather evidence of Abner demonstrating great heart and the American Spirit. (RL.4.3, W.4.1, W.4.2) Combine sentences using relative adverbs and
Reveal What does a deeper exploration of Abner’s words and actions reveal about his perspective on the American Revolution?
Execute How do I use knowledge to support my opinion?
Complete a New-Read Assessment (20 min) Understand perspective (30 min)
clauses, and use relative adverbs in original sentences to provide information and variety in writing. (L.4.1.a)
29 The Boston Massacre,Paul Revere (http://witeng.link/0207) Washington Crossing the Delaware,Emanuel Leutze (http://witeng.link/0205) Raising the Flag at Ground Zero,Thomas Franklin (http://witeng.link/0211)
Synthesize knowledge gathered about the world, ideas, and skills from Washington Crossing the Delaware and Raising the Flag at Ground Zero(RL.4.1, W.4.2, W.4.4)
Participate effectively in a collaborative discussion about The Boston Massacre, Washington Crossing the Delaware, and Raising the Flag at Ground Zero and how art may be used to affect public opinion, and write a reflection about the discussion and a peer’s perspective. (SL.4.1.a, SL.4.1.c, SL.4.3, SL.4.4, W.4.4) Synthesize an explanation of resilience which demonstrates the American Spirit. (L.4.4.c, L.4.5.c)
Know How do The Boston Massacre, Washington Crossing the Delaware, and Raising the Flag at Ground Zero help build my knowledge of art and how artists depict important moments in history?
Execute How do I use knowledge to express my opinion in a discussion?
Review the central messages (10 min) Connect the themes (15 min) Express knowledge about the art (10 min) Participate in a Socratic Seminar (20 min)
30 Woods Runner, Gary Paulsen, Chapters 15–16
Explain the role civilians played in the Patriots winning the American Revolution. (RL.4.2, RL.4.3, RI.4.3) Compose two supporting paragraphs to state and support an opinion about a theme in Woods Runner.(W.4.1) Use reference materials to clarify the precise meaning of key words and phrases pertaining to communication during the American Revolution. (L.4.4.a, L.4.4.c)
Reveal What does a deeper exploration of the civilian spy network reveal in Woods Runner?
Execute How do I use knowledge to support my opinion?
Read and research (30 min) Write supporting paragraphs (25 min)
31 Woods Runner, Gary Paulsen, Chapters 17–18
Explain how experiences with the war changed or shaped the perspective characters have of each other. (RL.4.1a, RL.4.1d, RL.4.3)
Write an introduction paragraph and a conclusion
Reveal What does a deeper exploration of the characters’ interactions with each other reveal about their relationships?
Execute How does an introduction and a conclusion work in an opinion essay?
Explore text (30 min) Write an introduction and conclusion (25 min)
paragraph for an opinion essay. (W.4.1) Demonstrate knowledge of module content vocabulary by defining words in context. (L.4.4.a, L.4.4.c, L.4.5.c)
32 Woods Runner, Gary Paulsen, Chapters 19–Epilogue
Synthesize important quotations into the overall themes of Woods Runner. (SL.4.3, SL.4.4, RL.4.2) Improve writing by editing and revising an essay using a writing checklist to guide self-evaluation. (W.4.1, W.4.5) Demonstrate knowledge of module content vocabulary by defining words in context. (L.4.4.a, L.4.4.c, L.4.5.c)
Distill What are the themes of Woods Runner?
Execute How do I use knowledge to support my opinion?
Examine themes (35 min) Revise an essay (25 min)
33 All Module Texts Evaluate the relevancy of information gathered from Woods Runner to explain an opinion of the colonists’ decision to fight for independence. (RL.4.2)
Know How does this text build my knowledge of the impact of the American Revolution?
Excel How do I use knowledge to support my opinion?
Analyze evidence (35 min) Finalize an essay (25 min)
Improve writing by applying feedback and revisions to a final draft of an essay. (W.4.1, W.4.5, W.4.6, W.4.8) Demonstrate use of relative adverbs, complete sentences without fragments and run-ons, and use of one comma and a conjunction in a compound sentence. (L.4.1.a, L.4.1.f, L.4.2.c)
34 All Module Texts Identify and analyze evidence that supports an opinion about whether or not the American colonists were right to fight for their independence from Britain. (RL.4.1, RI.4.1, RL.4.3, RL4.3) Engage effectively in a collaborative discussion to respond to the essential question, citing evidence from texts, building on others’ ideas, and expressing their own ideas clearly. (SL.4.1, SL.4.2, SL.4.3, SL.4.4, RI.4.3, RI.4.9)
EOM Task Prompt Were the Patriots justified in fighting for their independence from Britain?
Execute How do I use knowledge to support my opinion?
Analyze evidence (25 min) Particpate in a Socratic Seminar (35 min)
Demonstrate use of relative adverbs, complete sentences without fragments and run-ons, and use of one comma and a conjunction in a compound sentence. (L.4.1.a, L.4.1.f, L.4.2.c)
35 All Module texts Write an opinion essay that addresses the following prompt: “In your opinion, were the American patriots right to fight for their independence from Britain?” (RL.4.1, RI.4.1, RL.4.3, RI.4.3, W.4.1, W.4.5, L.4.6) Demonstrate use of relative adverbs, complete sentences without fragments and run-ons, and use of one comma and a conjunction in a compound sentence. (L.4.1.a, L.4.1.f, L.4.2.c)
EOM Task Prompt Were the Patriots justified in fighting for their independence from Britain?
Excel How do I improve an opinion essay?
Complete the EOM task (60 min)
Technology Integration 8.1.5.A.1 Select and use the appropriate digital tools and
resources to accomplish a variety of tasks including
solving problems.
8.1.5.A.2 Format a document using a word processing
application to enhance text and include graphics,
symbols and/ or pictures.
8.1.5.A.3 Use a graphic organizer to organize information
about the problem or issue.
Instructional Adaptations for:
Special Education Special Needs Learners:
· When answering questions about how reading selections make students feel,
allow students to illustrate their responses.
· Use parallel co-teaching models to support students.
· Pull small groups to model and support them as they work on a task.
· Teach students different ways to analyze characters’ thoughts and actions.
· Provide sentence frames for the students to fill in the blanks.
Failing Students Struggling Learners:
·When answering questions about how reading selections make students feel,
allow students to illustrate their responses.
· While students are working on their Notice and Wonder chart, pull a small group
to model responses before they begin.
· Model how to fill in story maps.
· Pull small groups to discuss characters and their feelings.
· Make connections between students’ feelings and the characters’ feelings.
· Teach students different ways to analyze characters’ thoughts and actions.
· Provide sentence frames for the students to fill in the blanks.
· Before Socratic seminars, provide students with prompts to consider
Gifted and Talented Advanced Learners:
·Challenge students to create their first Notice and Wonder chart independently.
· Have students elaborate on their observations in lesson one by explaining the
importance of the details.
· Ask students to use context clues to determine the meaning of unknown words
and apply the vocabulary in different contexts.
· Encourage students to create their own artwork using elements of art that were
discussed.
English Language learners English Language Learners:
·When answering questions about how reading selections make students feel,
allow students to illustrate their responses.
· Provide sentence frames for the students to fill in the blanks.
·When participating in Socratic seminars, provide students with agree or disagree
cards for nonverbal participation.
· Display artwork in the class that is labeled with academic vocabulary.
· In vocabulary notebooks, provide visuals to support connections.
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow students to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative