WW_L4_M1_TE_23A_887465_Updated 11.22

Grade 4 Module 1

A Great Heart Teacher Edition

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Table of Contents

MODULE OVERVIEW

Module Summary 2 Module at a Glance 3 Texts 3 Module Learning Goals 4 Module in Context 6 Standards ............................................................................................................................... ....................................... 7 Major Assessments............................................................................................................................... ....................... 8 Module Map 10

INSTRUCTIONAL LESSONS

Focusing Question: Lessons 1–6 How does someone show a great heart, figuratively?

Lesson 1 ............................................................................................................................... ....................................... 19 n TEXT: None ¢ Vocabulary Deep Dive: Etymology of heart Lesson 2 37 n TEXT: None ¢ Style and Conventions Deep Dive: Examine Punctuation for Quotations Lesson 3 51

n TEXTS: Biography of Clara Barton • Biography of Helen Keller • Biography of Anne Frank ¢ Vocabulary Deep Dive: Content Vocabulary: Greathearted Lesson 4 61

n TEXTS: Biography of Clara Barton • Biography of Helen Keller • Biography of Anne Frank ¢ Style and Conventions Deep Dive: Experiment with Punctuation for Quotations Lesson 5 73

n TEXTS: Biography of Clara Barton • Biography of Helen Keller • Biography of Anne Frank ¢ Style and Conventions Deep Dive: Execute Punctuation with Quotations

Lesson 6 ............................................................................................................................... ...................................... 87

n TEXT: Portrait of Dr. Samuel D. Gross (The Gross Clinic), Thomas Eakins

Focusing Question: Lessons 7–17

What is a great heart, literally?

Lesson 7 ............................................................................................................................... ...................................... 99

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj  “Exploring the Heart—The Circulatory System!”

¢ Vocabulary Deep Dive: Content Vocabulary: Morphology of Circulatory Lesson 8 113

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

¢ Vocabulary Deep Dive: Content Vocabulary: Chamber

Lesson 9 125

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj  “Exploring the Heart—The Circulatory System!”

¢ Vocabulary Deep Dive: Content Vocabulary: Domain-Specific Words

Lesson 10 137

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj  “Grand Central Terminal, NYC”

¢ Style and Conventions Deep Dive: Examine Capitalization

Lesson 11 147

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

¢ Style and Conventions Deep Dive: Experiment with Capitalization

Lesson 12 159

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

¢ Style and Conventions Deep Dive: Execute Capitalization

Lesson 13 167

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj  Image of a subway map

¢ Style and Conventions Deep Dive: Examine Commas in Compound Sentences

Lesson 14 179

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

¢ Style and Conventions Deep Dive: Experiment with Commas in Compound Sentences

Lesson 15 191

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj  “Gallery Walk”

¢ Style and Conventions Deep Dive: Execute Commas in Compound Sentences

Lesson 16 201

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

¢ Vocabulary Deep Dive: Domain-Specific Vocabulary

Lesson 17............................................................................................................................... ..................................... 211

n TEXT: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Focusing Question: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

Lesson 18 ............................................................................................................................... ................................... 219

n TEXT: “The Red Wheelbarrow,” William Carlos Williams

¢ Style and Conventions Deep Dive: Examine Ordering of Adjectives

Lesson 19 229

n TEXT: Love That Dog, Sharon Creech

¢ Style and Conventions Deep Dive: Experiment with Ordering Adjectives

Lesson 20 241

n TEXTS: Love That Dog, Sharon Creech  “The Red Wheelbarrow,” William Carlos Williams  “Stopping by Woods on a Snowy Evening,” Robert Frost

¢ Style and Conventions Deep Dive: Execute Ordering Adjectives

Lesson 21 ............................................................................................................................... .................................. 255

n TEXTS: “dog,” Valerie Worth  Love That Dog, Sharon Creech  “The Tyger,” William Blake

¢ Vocabulary Deep Dive: Vocabulary Strategies: Morphology of anonymous Lesson 22 267

n TEXTS: “The Tyger,” William Blake  “Stopping by Woods on a Snowy Evening,” Robert Frost  “The Pasture,” Robert Frost  Love That Dog, Sharon Creech

¢ Vocabulary Deep Dive: Vocabulary Strategies: Morphology of immortal Lesson 23 279

n TEXTS: “dog,” Valerie Worth  Love That Dog, Sharon Creech

¢ Style and Conventions Deep Dive: Examine Using Quotation Marks When Citing Lesson 24 293

n TEXTS: “Street Music,” Arnold Adoff  Love That Dog, Sharon Creech

¢ Style and Conventions Deep Dive: Experiment with and Execute Using Quotation Marks Lesson 25 305

n TEXTS: “Love That Boy,” Walter Dean Myers  Love That Dog, Sharon Creech

¢ Style and Conventions Deep Dive: Execute Using Quotation Marks Lesson 26 315

n TEXT: Love That Dog, Sharon Creech Lesson 27 323

n TEXT: Love That Dog, Sharon Creech

¢ Vocabulary Deep Dive: Academic Vocabulary: Synthesize Lesson 28 333

n TEXT: Love That Dog, Sharon Creech

¢ Vocabulary Deep Dive: Content Vocabulary: Words That Reflect a Great Heart Lesson 29 345

n TEXT: Love That Dog, Sharon Creech

¢ Vocabulary Deep Dive: Vocabulary Assessment 1

Essential Question: Lessons 30–32

What does it mean to have a great heart, literally and figuratively?

Lesson 30 ............................................................................................................................... ................................. 355

n TEXTS: “Heart to Heart,” Rita Dove • Student-selected poems

¢ Vocabulary Deep Dive: Vocabulary Assessment 2

Lesson 31 363

n TEXTS: All module texts

¢ Style and Conventions Deep Dive: Style and Conventions Checklist

Lesson 32 371

n TEXTS: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj • Love That Dog, Sharon Creech

¢ Style and Conventions Deep Dive: Edit for Style and Conventions

Appendices

Appendix A: Text Complexity............................................................................................................................... ...... 381

Appendix B: Vocabulary 383

Appendix C: Answer Keys, Rubrics, and Sample Responses 391

Appendix D: Volume of Reading 413

Appendix E: Works Cited 415

Teacher Edition

GRADE 4 MODULE 1

A Great Heart

Module Summary

If I were to speak of war, it would not be to show you the glories of conquering armies but the mischief and misery they strew in their tracks; and how, while they marched on with tread of iron and plumes proudly tossing in the breeze, someone must follow closely in their steps, crouching to the earth, toiling in the rain and darkness, shelterless themselves, with no thought of pride or glory, fame or praise, or reward; hearts breaking with pity, faces bathed in tears and hands in blood. This is the side which history never shows.

—Clara Barton

The heart is both a literal muscle that sustains human life and a figurative center of emotion, love, and desire. In Grade 4 Module 1, A Great Heart, students explore, explain, and challenge these various meanings of the word heart. Students examine literal and figurative uses of heart through quotations from individuals including Confucius, Bill Nye (“The Science Guy”), and Helen Keller. Students deepen their understanding of the people behind these quotations about heart as they study biographies of Clara Barton, Helen Keller, and Anne Frank. These biographies show students how people’s thoughts and actions demonstrate great compassion and courage, thus exemplifying a figurative great heart.

Next, students explore the systemic, pulmonary, and coronary circuits of the literal heart through Mary K. Corcoran’s witty and engaging The Circulatory Story. In that text, readers follow a red blood cell on its journey through the body, and in the process, learn how the body combats disease, performs gas exchanges, and fights plaque in the arteries. This text delves deeply into the literal meaning of a great heart—a heart that is strong and healthy. Although the text is complex, the author weaves in figurative language with the scientific terms and concepts to make the ideas more accessible to Grade 4 students. Studying the science of a great heart and the effect of figurative language helps students build knowledge in both areas.

Students then explore the figurative meaning of heart in Love That Dog, Sharon Creech’s poignant story of a boy who finds his voice. Students first examine his broken heart and then analyze his great change of heart. In Love That Dog, students will read and analyze a series of free-verse poems from the main character’s point of view, as well as the classic poetry referenced in this text. Again, this text helps students as they develop skills in both reading and writing poetry, including the ability to infer deeper meaning from the words of the poems. Students learn how carefully chosen words and phrases can communicate powerful emotions and affect the reader.

Students conclude this module by reading “Heart to Heart,” a beautiful poem by Rita Dove. Through this poem, students examine the differences between the literal heart and a figurative great heart, analyzing how figurative language communicates these concepts in powerful and unexpected ways. Taken together, these rich and varied texts help students become adept at distinguishing the literal and the figurative. In the End-of-Module (EOM) Task, students write an informative essay to explain what it means to have a great heart, both literally and figuratively.

Module at a Glance

ESSENTIAL QUESTION

What does it mean to have a great heart, literally and figuratively?

SUGGESTED STUDENT UNDERSTANDINGS

A great heart, literally, is one that pumps blood to keep one’s body healthy. The heart connects to the complex circulatory system, which supplies the body’s cells with oxygen and releases carbon dioxide into the air.

A person who demonstrates a figurative great heart is one who is generous, courageous, or heroic.

Poetry differs from prose in structure and form, and it provides a writer with another vehicle through which to express thoughts and feelings.

Poems

“The Red Wheelbarrow,” William Carlos Williams

“Stopping by Woods on a Snowy Evening,” Robert Frost (http://witeng.link/0663) ƒ

“The Pasture,” Robert Frost (http://witeng.link/0787)

“Love That Boy,” Walter Dean Myers (http://witeng.link/0743)

“dog,” Valerie Worth

“Heart to Heart,” Rita Dove (http://witeng.link/0786)

“The Tyger,” William Blake (http://witeng.link/0742)

“Street Music,” Arnold Adoff

Videos

“Exploring the Heart—The Circulatory System!” (http://witeng.link/0672)

“Grand Central Terminal, NYC” (http://witeng.link/0668)

“Gallery Walk” (http://witeng.link/0669)

Biographies

Biography of Anne Frank, Britannica Kids (http://witeng.link/0666) ƒ

Biography of Clara Barton, Biography.com (http://witeng.link/0664) ƒ

Biography of Helen Keller, Cobblestone

Module Learning Goals

Knowledge Goals

Explain why Clara Barton, Helen Keller, and Anne Frank could each be said to have had a great heart, figuratively. ƒ

Explain what makes a human heart great, or healthy.

Identify people or characters who have a figurative great heart because they are generous, courageous, or heroic.

Reading Goals

ƒ

Define a figurative great heart by synthesizing textual details from biographies (RI.4.2). ƒ

Determine the main idea and details of both shorter and longer sections of texts about the heart (RI.4.2). ƒ

Interpret information presented visually in text features, and explain how the information contributes to an understanding of the text (RI.4.7). ƒ

Make inferences about characters and events based on details in a literary text (RL.4.1). ƒ

Explain the structure and meaning of poems (RL.4.5).

Writing Goals

ƒ

Create a focus statement about a famous person, and support it with textual details (W.4.2, W.4.8, W.4.9). ƒ

Practice integrating paraphrased and quoted evidence from informational and literary texts into a single-paragraph informative/explanatory response (W.4.8, W.4.9). ƒ

Write an essay describing the figurative and literal uses of the term great heart, citing textual evidence as support (W.4.2, W.4.8, W.4.9). ƒ

Write summaries of narratives and poems (W.4.2, W.4.8).

Speaking and Listening Goals

ƒ

In small- and large-group discussions, concentrate on peers’ contributions to understand and respond to their ideas (SL.4.1). ƒ

Build on others’ ideas in small- and large-group discussions (SL.4.1). ƒ

Follow agreed-upon rules for discussions (SL.4.1.b).

Language Goals

Differentiate between literal and figurative uses of heart (L.4.4.a). ƒ

Demonstrate how punctuation is used with quotations (L.4.2.b). ƒ

Identify examples of each rule of capitalization in a given text (L.4.2.a). ƒ

Identify an example of figurative language in a complex text, and explain why the author uses figurative language to describe a scientific concept (L.4.5.a). ƒ

Use a comma before a coordinating conjunction in a compound sentence (L.4.2.c). ƒ

Order a series of adjectives within sentences according to conventional patterns (L.4.1.d).

Module in Context

Knowledge: In this first module of Grade 4, students learn the difference between the literal and figurative use of words by focusing on the multiple meanings of the word heart. Students examine what makes a literal heart “great,” or healthy, by reading an informational text on the circulatory system. Module 1 also explores the concept of a figurative great heart through a series of quotations from famous people, biographies of three women who showed great heart, and a literary text that emphasizes the beauty and power of poetry. These nuanced and abstract concepts prepare Grade 4 students to understand and analyze complex ideas later in the year, such as the struggle to survive in extreme settings, the causes and consequences of war, and the origin and purpose of myths across cultures.

Reading: Students begin Grade 4 by reading a wide range of text types of varying complexity. They read shorter texts, such as brief biographies of famous women and quotations from famous people; a complex scientific text; poetry; and a novel. In The Circulatory Story, students focus on the use of figurative language and illustrations that help readers understand the complex scientific terms and concepts in that informational text. Students then read Love That Dog, a novel that exposes students to the beauty and power of poetry. While reading the novel, students infer information from the unusual structure of the story, which is written in the form of a journal. Students also explore the poetry of Robert Frost, including “Stopping by Woods on a Snowy Evening” and “The Pasture.” Through these texts, students explore the literal and figurative meanings of the term great heart, helping them explain what it means when someone is said to have a “great heart.”

Writing: Students use the Painted Essay® form to examine the structure of an informative text, which includes a focus statement, supporting details, and a conclusion. They then apply that knowledge to write a paragraph describing how a famous woman demonstrated great heart and later, to write a paragraph describing the use of figurative language in a complex science text. Students also learn to summarize both informational and literary texts, and they use their knowledge of a well-constructed essay to write summaries of The Circulatory Story and Love That Dog. In the EOM Task, students apply their knowledge of a well-constructed paragraph to write an informative essay to explain what it means to have a great heart, both literally and figuratively. Students continue to develop their informative writing in future modules, building on the skills they learned in Module 1.

Speaking and Listening: In this first module, students begin to develop the essential skill of concentrating on the words of others. Students establish class norms for speaking and listening and extend their speaking and listening skills in three Socratic Seminars about the literal and figurative meanings of great heart. These Socratic Seminars allow students to discuss both informational and literary texts, and to synthesize evidence from all module texts. In the Socratic Seminars, students elaborate on and respond to others’ thinking and, in the process, revise and rearticulate their own ideas.

Standards

FOCUS STANDARDS

Reading Literature

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

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.

Reading Informational Text

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize 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.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Writing

W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

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.

Language

L.4.1.d Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

L.4.2.a Use correct capitalization.

L.4.2.b Use commas and quotation marks to mark direct speech and quotations from a text.

L.4.2.c Use a comma before a coordinating conjunction in a compound sentence.

L.4.5.a Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Speaking and Listening

SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles.

CONTINUING STANDARDS

Reading Literature

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.4.10 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.

Language

L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Major Assessments

Focusing Question Tasks Elements That Support Success on the EOM Task Standards

1. Write an informative paragraph that explains how Clara Barton, Helen Keller, or Anne Frank demonstrated a figurative great heart.

2. Write an informative paragraph that explains what it means to have a literal great heart.

3. Write an informative paragraph to identify a theme in Sharon Creech’s Love

That Dog, and explain how the author develops this theme by showing how Jack changes from the beginning to the end of the story.

ƒ

Demonstrate an understanding of what it means to have a figurative great heart. ƒ Develop a focus statement, and support that focus with textual evidence and elaboration in an informative paragraph.

RI.4.1; W.4.2, W.4.4, W.4.9.b; L.4.2.b

Demonstrate an understanding of the circulatory system and the importance of a healthy heart. ƒ Develop a paragraph that includes a focus statement supported by evidence paraphrased from the text.

ƒ

ƒ

Demonstrate understanding of how the main character, Jack, changes over the course of Love

That Dog ƒ

Develop an informative paragraph that includes a focus statement supported by evidence paraphrased from the text.

RI.4.1, RI.4.2, RI.4.3; W.4.2, W.4.4, W.4.8, W.4.9.b; L.4.2.a, L.4.2.c

RL.4.1, RL.4.2, RL.4.3; W.4.2, W.4.4, W.4.9.a; L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c

New-Read Assessments

1. Read an excerpt from The Circulatory Story. Then answer multiple-choice items to demonstrate understanding of key vocabulary, main idea and details, and how illustrations contribute to an understanding of the text.

2. Read the poem “Heart to Heart” by Rita Dove, and respond to multiple-choice and constructed-response items to demonstrate literal and inferential understanding.

Socratic Seminars

1. Share ideas and build on what others say to answer a Content Framing Question about the essential meaning of The Circulatory Story in a Socratic Seminar.

2. Engage effectively in a collaborative discussion about Miss Stretchberry’s actions, building on others’ ideas and expressing your own clearly.

3. Engage effectively in a collaborative discussion, synthesizing evidence from literary and informational texts to explain what it means to have a literal and figurative great heart.

Elements That Support Success on the EOM Task Standards

ƒ

Determine the main idea and key details for a section of text. ƒ

Demonstrate understanding of key vocabulary related to healthy heart function.

RI.4.2, RI.4.3, RI.4.4, RI.4.7; L.4.4.a

ƒ

Analyze a poem in a New-Read Assessment to demonstrate comprehension, and analyze the language and structural elements of the poem.

RL.4.1, RL.4.2, RL.4.5; L.4.2.b, L.4.5.a

Elements That Support Success on the EOM Task Standards

ƒ

Demonstrate an understanding of the essential meaning of an informational text. ƒ

Demonstrate an understanding of what it means to have a literal healthy heart.

SL.4.1

ƒ

Demonstrate an understanding of the relationship between Miss Stretchberry and Jack in Love That Dog, and the way in which Miss Stretchberry demonstrates great heart.

SL.4.1

ƒ

Synthesize evidence from multiple texts to explain a theme.

SL.4.1

EOM Task Criteria for Success Standards

Write an informative essay that synthesizes evidence from core literary and informational texts and explains the figurative and literal meanings of the term great heart

ƒ

Demonstrate an understanding of the difference between literal and figurative uses of the term great heart

ƒ

Cite textual evidence to support statements about what it means to have a great heart, literally or figuratively.

RL.4.1, RI.4.1; W.4.2, W.4.4, W.4.9; L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c

ƒ

Demonstrate skill with the elements of an informative essay, including topic sentence, supporting evidence, and a conclusion.

Vocabulary Assessments*

Demonstrate understanding of academic, textcritical, and domain-specific words, phrases, and/or word parts.

Elements that Support Success on the EOM Task Standards

ƒ

ƒ

Acquire and use grade-appropriate academic terms.

Acquire and use domain-specific or text-critical words essential for communication about the module’s topic.

*While not considered Major Assessments in Wit & Wisdom, Vocabulary Assessments are listed here for your convenience. Please find details on Checks for Understanding (CFUs) within each lesson.

L.4.6

Module Map

Focusing Question 1: How does someone show a great heart, figuratively?

Lesson Text(s) Content Framing Question Craft Question(s) Learning Goals

1

None Wonder

What do I notice and wonder about the word heart?

Examine

Why is evidence important in informative writing?

ƒ Differentiate between literal and figurative uses of heart (RI.4.2, RI.4.4, L.4.4.a).

ƒ

Identify textual evidence to support a focus and organize ideas, citing the source and attributing direct quotation (W.4.8).

ƒ Trace the roots of words related to heart, making connections among various cognates (L.4.4.b).

2

None Reveal

What does a deeper exploration of figurative and literal meanings reveal in heart quotations?

Examine

Why is each part of a Painted Essay important? Examine Why is punctuation important?

ƒ

Analyze quotations to explain their meaning based on the literal or figurative use of the word heart (RI.4.4, L.4.4.a).

ƒ Identify the parts of an informative essay and the purpose each serves (W.4.2).

ƒ

3 Biographies of Clara Barton, Helen Keller, and Anne Frank

4 Biographies of Clara Barton, Helen Keller, and Anne Frank

Organize

What is happening in each biography?

Reveal

What does a deeper exploration of each person’s actions reveal in these biographies?

Examine

How does a focus statement work?

Demonstrate how punctuation is used with quotations (L.4.2.b).

ƒ

Recount the key achievements from the biography of Clara Barton, Helen Keller, or Anne Frank (RI.4.3).

ƒ Clarify the precise meaning of the word greathearted (L.4.4.c, L.4.5.c).

ƒ

Experiment

How does a focus statement work? Experiment

How do punctuation marks for quotations work?

Define a figurative great heart by synthesizing textual details from a biography (RI.4.2).

ƒ Create a focus statement about a famous person, and support it with textual details (W.4.2, W.4.8, W.4.9).

ƒ

Punctuate quotations from given sources (L.4.2.b).

Focusing Question 1: How does someone show a great heart, figuratively?

5 FQT Biographies of Clara Barton, Helen Keller, and Anne Frank

Know

How do the biographies build my knowledge about great heart?

Execute

How do I write an informative paragraph using a focus statement and evidence?

Execute

How do I use punctuation with quotations in my Focusing Question Task 1 response?

ƒ

In a paragraph with an introduction, focus statement, textual evidence, elaboration, and a concluding statement, explain how a famous woman (Clara Barton, Helen Keller, or Anne Frank). showed great heart (RI.4.1, W.4.2, W.4.4, W.4.9.b).

ƒ

Use punctuation correctly with quoted evidence from a text (L.4.2.b).

6 Portrait of Dr. Samuel D. Gross (The Gross Clinic)

Distill How does Thomas Eakins’s painting, Portrait of Dr. Samuel D. Gross (The Gross Clinic), and a close reading of Dr. Gross’s quotation extend my understanding of a figurative great heart?

Focusing Question 2: What is a great heart, literally?

7 “Exploring the Heart—The Circulatory System!”

The Circulatory Story

Wonder

What do I notice and wonder about The Circulatory Story?

8 The Circulatory Story Organize

What is happening in The Circulatory Story?

Experiment

How do I find evidence to support a focus statement?

ƒ

Synthesize details from a painting and a quotation to define a figurative great heart (RI.4.4).

ƒ

Create a focus statement about a famous person, and support it with textual details (W.4.2, W.4.8).

ƒ

Develop a framework for understanding the text by referring to details and examples in a new text (RI.4.1).

ƒ

Formulate a definition for the word circulatory after studying the morphology of the word (L.4.4.b).

ƒ

Use the text structure of The Circulatory Story to determine the main idea of a short section of text, and show how it is supported by key details (RI.4.2, RI.4.5, RI.4.7).

ƒ

Explain the significance of the word chamber in relation to the heart, and show where the chambers of the heart are located (L.4.5.c).

Focusing Question 2: What is a great heart, literally?

9 The Circulatory Story

“Exploring the Heart—The Circulatory System!”

10 The Circulatory Story

“Grand Central Terminal, NYC”

Reveal

What does a deeper exploration of figurative language reveal in The Circulatory Story?

Organize

What is happening in The Circulatory Story?

Experiment

Why are evidence/ elaboration sentence sets important?

ƒ

Identify and explain an example of figurative language in The Circulatory Story (L.4.5, W.4.8).

ƒ

Examine and Experiment How does paraphrasing in a summary work? Examine

Why is capitalization important?

Use reference materials to clarify the precise meanings of key words and phrases in content-rich texts (L.4.4.c).

ƒ

Determine the main idea and details to articulate the big ideas of a section of text about the heart (RI.4.2).

ƒ Summarize information about the heart using notes from a Boxes and Bullets Chart (W.4.2, W.4.8).

ƒ Generate a list of rules for capitalization after examining excerpts from the text (L.4.2.a).

11 The Circulatory Story Reveal

What does a deeper exploration of text features reveal about The Circulatory Story?

Experiment

How does an evidence/elaboration sentence set work? Experiment

What are the rules of capitalization?

ƒ Explain how text features contribute to comprehension of the text about blood vessels (RI.4.3, RI.4.4, RI.4.7, L.4.4).

ƒ Identify examples of figurative language in The Circulatory Story, and explain why the author uses figurative language to describe parts of the circulatory system (L.4.5, W.4.2, W.4.8, W.4.9).

ƒ Identify examples of each rule of capitalization in a given text (L.4.2.a).

12 The Circulatory Story Organize

What is happening in The Circulatory Story?

Execute

How do I use paraphrasing to write my summaries? Execute

How do I use capitalization?

ƒ

Determine the main idea and details of a section of text about blood vessels, and organize them in a graphic organizer (RI.4.2, RI.4.3, W.4.8).

ƒ

Independently paraphrase and summarize information about blood vessels into a brief paragraph using notes in a Boxes and Bullets Chart (W.4.2).

ƒ

Integrate rules for capitalization in writing (L.4.2.a).

13 The Circulatory Story

Image of a subway map

Reveal

What does a deeper exploration of text features and figurative language reveal in The Circulatory Story?

Execute

How do I use evidence/elaboration sentence sets to describe how figurative language makes hard ideas easier to understand? Examine

Why are commas in compound sentences important?

ƒ

Interpret information presented visually in text features, and explain how the information contributes to an understanding of The Circulatory Story (RI.4.7).

ƒ

Identify an example of figurative language in The Circulatory Story, and explain why the author uses figurative language to describe the blood vessels (L.4.5, W.4.2, W.4.8).

ƒ Use commas correctly in compound sentences (L.4.2.c).

14 NR The Circulatory Story Organize

What is happening in The Circulatory Story?

Examine

Why is a wellcrafted introduction important? Experiment

How do commas in compound sentences work?

ƒ

Demonstrate understanding of key vocabulary and main idea, as well as how illustrations contribute to an understanding of the text in an excerpt from The Circulatory Story (RI.4.2, RI.4.3, RI.4.4, RI.4.7, L.4.4.a).

ƒ Explain why a well-crafted introduction in a text is important (W.4.2).

ƒ Incorporate commas before coordinating conjunctions in compound sentences (L.4.2.c).

15 The Circulatory Story

“Gallery Walk”

Organize

What is happening in The Circulatory Story?

Execute

How do I use commas in compound sentences?

ƒ

Determine and paraphrase the main idea and figurative language in a section of text (RI.4.2, L.4.5, W.4.8, SL.4.1, SL.4.2).

ƒ

Correctly use commas and conjunctions in compound sentences that relate to The Circulatory Story (L.4.2.c).

Focusing Question 2: What is a great heart, literally?

Focusing Question 2: What is a great heart, literally?

16 SS The Circulatory Story Distill

What is the essential meaning of The Circulatory Story?

17 FQT The Circulatory Story Know

How does The Circulatory Story build my knowledge about a great heart, literally?

Execute

How do I use evidence from The Circulatory Story in my Focusing Question Task 2 response?

ƒ

Infer what makes a heart healthy, using knowledge learned from reading The Circulatory Story (RI.4.2, RI.4.7).

ƒ Share ideas and build on what others say to answer a Content Framing Question about the essential meaning of a text in a Socratic Seminar (SL.4.1).

ƒ Apply knowledge of content-specific vocabulary about the heart to label a heart diagram (L.4.6).

ƒ Gather evidence about a literal great heart, and explain what it means to have a literal great heart by writing an informative paragraph with a focus statement, evidence and elaboration, and a conclusion (RI.4.1, RI.4.2, RI.4.3, W.4.2, W.4.4, W.4.8, W.4.9.b, L.4.2.a, L.4.2.c).

Focusing Question 3: How do the characters in Love That Dog show characteristics of great heart?

TEXTS CONTENT FRAMING QUESTION CRAFT QUESTIONS LEARNING GOALS

18 “The Red Wheelbarrow” Wonder

What do I notice and wonder about “The Red Wheelbarrow”?

Examine

Why are adjectives important in “The Red Wheelbarrow”?

ƒ

Analyze the rules the poet used to craft “The Red Wheelbarrow” to determine the poem’s structure and organization (RL.4.5).

ƒ Evaluate writing for vivid use and correct order of adjectives (L.4.1.d).

19

Love That Dog Notice

What do I notice and wonder about Love That Dog?

Examine

How does a narrative summary work?

Experiment

How does the process of ordering adjectives work?

ƒ

Interpret the journal narrative structure to infer events between Jack’s entries (RL.4.1).

ƒ

ƒ

Analyze the characteristics of an effective narrative summary (RL.4.2).

Test text-based phrases to generalize the order of adjectives (L.4.1.d).

20

Love That Dog

“The Red Wheelbarrow”

“Stopping by Woods on a Snowy Evening”

Reveal

What does a deeper exploration of poetic elements reveal about “The Red Wheelbarrow” and “Stopping by Woods on a Snowy Evening”?

Execute

How do I order adjectives when writing?

21 “dog”

Love That Dog

“The Tyger”

22 “The Tyger”

“Stopping by Woods on a Snowy Evening”

“The Pasture”

Love That Dog

23 “dog”

Love That Dog

Reveal

What does a deeper exploration of Jack’s journal entries reveal in Love That Dog?

Reveal

What does a deeper exploration of poetry elements reveal in Robert Frost’s poems?

Execute

How do I use details in an effective summary?

Reveal

What does a deeper exploration of the book’s structure reveal in Love That Dog?

Examine

How do I use evidence to write a supporting paragraph? Examine

Why is using proper punctuation when quoting an author important?

ƒ

Analyze a Robert Frost poem for craft (e.g., repetition, rhythm, and rhyme) (RL.4.1, RL.4.5). ƒ Explain how knowing the elements of poetry helps to understand the meaning of a poem (RL.4.2). ƒ Order multiple adjectives in a phrase or sentence according to established rules (L.4.1.d).

ƒ

Summarize key events from a novel (RL.4.2, W.4.2, W.4.8). ƒ Study the root of anonymous, and infer why Jack asks what it means in Love That Dog (L.4.4.b).

ƒ

Summarize Robert Frost’s poem “The Pasture” (RL.4.3, W.4.2).

ƒ Describe why William Blake described the creator of the tiger as immortal in the poem “The Tyger” (L.4.4.b).

ƒ

Analyze the text structure of Love That Dog (RL.4.3, RL.4.5).

ƒ Analyze how evidence is used in an informative paragraph (W.4.2, W.4.9).

ƒ Formulate the proper use of quotation marks when quoting an author or speaker (L.4.2.b).

Focusing Question 3: How do the characters in Love That Dog show characteristics of great heart?

24 “Street Music”

Love That Dog

Distill

What are the themes in the text and poems of Love That Dog?

Execute

How do I use evidence to write an informative paragraph? Experiment and Execute

How do quotation marks work when quoting text?

ƒ Determine the themes in Love That Dog (RL.4.2).

ƒ Write an informative paragraph about one of the themes in Love That Dog (RL.4.2, W.4.2, W.4.9).

ƒ

Develop the proper use of quotation marks when quoting text (L.4.2.b).

25

“Love That Boy”

Love That Dog

Reveal

What does a deeper exploration of Jack’s writing reveal in Love That Dog?

Execute

How do I use evidence to write a supporting paragraph?

Execute

How do I use correct punctuation with quotations, commas, and ending marks?

ƒ

Analyze the text to find evidence of Jack’s figurative great heart (RL.4.3, W.4.8).

ƒ

Describe and explain Jack’s figurative great heart, supporting points with evidence from the text (RL.4.3, W.4.2).

ƒ

Integrate the proper use of quotation marks when quoting text (L.4.2.b).

26 SS Love That Dog Reveal

What does a deeper exploration of Miss Stretchberry’s character reveal in Love That Dog?

Execute

How do I listen closely and build on others’ comments in a Socratic Seminar?

ƒ

Explain how inferences drawn from the text reveal Miss Stretchberry’s actions (RL.4.3, W.4.8).

ƒ

Engage effectively in a collaborative discussion about Miss Stretchberry’s actions, building on others’ ideas and expressing your own clearly (SL.4.1).

27

Love That Dog Reveal

What does a deeper exploration of Jack’s dog poem reveal in Love That Dog?

28

FQT Love That Dog Distill

What are the themes of Love That Dog?

Excel

How do I write a well-developed informative paragraph to analyze theme?

ƒ

Identify elements of poetry Jack uses in his poem (RL.4.3).

ƒ Identify what Jack’s poem reveals about his great heart (RL.4.3).

ƒ Demonstrate how to synthesize evidence to support a point (L.4.6).

ƒ

Articulate a theme of Love That Dog—and how it relates to a change in Jack’s character—by writing a welldeveloped informative paragraph (RL.4.1, RL.4.2, RL.4.3, W.4.2, W.4.4, W.4.9.a, L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

ƒ Build connections between words related to a great heart (L.4.4.c, L.4.5.c).

Focusing Question 3: How do the characters in Love That Dog show characteristics of great heart?

Focusing Question 3: How do the characters in Love That Dog show characteristics of great heart?

29 V Love That Dog Know

How does Love That Dog build my knowledge?

Execute

How do I use evidence to show what I know about Love That Dog?

ƒ

Gather and record evidence to support the point that Jack, Miss Stretchberry, or Walter Dean Myers show figurative great heart in Love That Dog (RL.4.3, W.4.8).

ƒ

Summarize learning from reading Love That Dog into knowledge statements (RL.4.2, RL.4.3, W.4.8).

ƒ

Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

Focusing Question 4: What does it mean to have a great heart, literally and figuratively?

TEXTS CONTENT FRAMING QUESTION CRAFT QUESTIONS LEARNING GOALS

30 NR V

“Heart to Heart”

Studentselected poems

Reveal

What does a deeper exploration of its elements and language reveal about the poem “Heart to Heart”?

31 SS All module texts Know

How do the module texts build my knowledge about a great heart, both literal and figurative?

Excel

How do I synthesize evidence to answer the Focusing Question in a Socratic Seminar?

Excel

How do I improve the use of Module 1 Language skills in context?

ƒ

Analyze Rita Dove’s poem “Heart to Heart” in a New-Read Assessment to summarize and demonstrate understanding of the poem and its elements (RL.4.1, RL.4.2, RL.4.5, L.4.2.b, L.4.5.a).

ƒ

Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

ƒ

Synthesize evidence from multiple texts in a Socratic Seminar (RL.4.1, RI.4.1, RI.4.9).

ƒ

Cite textual evidence to support statements about what it means to have great heart, literally and figuratively (RL.4.1, RI.4.1, SL.4.1).

32 EOM The Circulatory Story

Love That Dog

Know

How do the module texts build my knowledge about a great heart, both literal and figurative?

Execute

How do I use my informative writing skills to respond to the EOM Task?

Excel

How do I improve my use of Module 1 Language skills in the context of my EOM Task response?

ƒ

Write an informative essay with evidence from the module’s core texts that tells what it means to have a great heart, literally and figuratively (RL.4.1, RI.4.1, W.4.2, W.4.4, W.4.9, L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

ƒ Demonstrate understanding of grade-appropriate style and conventions (L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

Focusing Question 4: What does it mean to have a great heart, literally and figuratively?

Lesson 1: At a Glance

AGENDA

Welcome (5 min.)

Define heart Launch (5 min.)

Learn (55 min.)

Explore Literal and Figurative Meanings for heart (10 min.)

Annotate and Analyze Two Heart Quotations (15 min.)

Organize Textual Evidence (30 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Etymology of heart (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ

RI.4.2, RI.4.4

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.4a ƒ L.4.4.b

MATERIALS

Display copy of evidence organizer (see lesson for model)

Handout 1A: Quotations by Barnard and Confucius

Index cards

Plain paper

Yellow and blue highlighters

Learning Goals

Differentiate between literal and figurative uses of heart (RI.4.2, RI.4.4, L.4.4.a).

Complete an Exit Ticket demonstrating understanding of the literal and figurative uses of heart

Identify textual evidence to support a focus and organize ideas, citing the source and attributing direct quotation (W.4.8).

Complete an evidence organizer for a quotation about the heart.

Trace the roots of words related to heart, making connections among various cognates (L.4.4.b).

Make connections among the Latin and Greek word parts cor and cardi and the literal and figurative uses of the word heart

ESSENTIAL QUESTION

What does it mean to have a great heart, literally and figuratively?

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 1

Wonder: What do I notice and wonder about the word heart?

CRAFT QUESTION: Lesson 1

Examine: Why is evidence important in informative writing?

Students explore the word heart, considering its literal and figurative meanings. Students begin the process of reading, annotating, and analyzing texts by working with two short quotations that use the word heart literally or figuratively. Delineating the two uses of heart prepares students for the module’s work. Over the course of this module, students develop a deep understanding of the heart, both how the literal human heart functions in the body as well as how the figurative heart represents the center of the human spirit and emotions. In this lesson, students practice annotation and evidence gathering to develop skills in close reading and tracking textual evidence for writing. This knowledge of heart and these fundamental reading and evidence collection skills support the writing throughout the module and build toward students’ performance on the EOM Task.

5 MIN.

DEFINE HEART

Distribute an index card to each student.

Display these directions:

What comes to mind when you think of the word heart? Choose one of the following ways to express your ideas about the word heart

1 Draw a picture of a heart.

2 Write a sentence that uses the word heart

3 Define the word heart.

4 Do a word association, and list as many words as you can that connect to the word heart

5 Make a short rhyme or a poem that uses the word heart.

Students work independently.

Launch

5 MIN.

Post the Essential Question, Focusing Question, and Content Framing Question.

Explain that these questions set the purpose for learning and illuminate what students will study over the whole module (Essential Question), in an arc of lessons (Focusing Question), and in this lesson (Content Framing Question).

Have students Choral Read the Content Framing Question. Explain that this lesson will answer this question and help answer the Focusing Question.

Ask students to Think–Pair–Share their Welcome activity ideas.

Ask: “What do you notice about your different ideas about heart?”

n Some people drew a heart shape, but other people tried to draw an actual heart.

n My partner and I thought about how the heart shows your feelings.

n There was more than one true meaning for the word heart

n Some people were talking about the heart that beats inside your body and pumps blood.

n Quite a few people mentioned love.

TEACHER NOTE

If the entire class focused only on either the figurative or the literal meaning of heart, it is okay. Students will expand their understanding through the rest of the lesson.

55 MIN.

EXPLORE LITERAL AND FIGURATIVE MEANINGS FOR HEART 10 MIN.

Whole Group

Display the following sentences, and ask students how they are alike: ƒ

It’s raining cats and dogs. ƒ Has the cat got your tongue? ƒ

That coat costs an arm and a leg. ƒ She said she would say what she meant and not beat around the bush. ƒ She is the breadwinner in the family. ƒ

He was as cool as a cucumber when he gave his speech. ƒ

My legs turned to jelly.

Allow time for students to recognize that all of these phrases have a meaning beyond their literal meaning.

Explain that words or phrases sometimes have different meanings and uses. For example, the phrase it’s raining cats and dogs does not mean animals are falling from the sky; this phrase means “it is raining hard.” This phrase is an example of figurative language

Tell students that when we talk about words or phrases, we often talk about their meanings as being either literal or figurative.

Ask students to take out their Vocabulary Journal. Provide the following definitions for students to add to their Vocabulary Journal.

Word Meaning Synonyms

literal (adj.) The usual or exact meaning of a word or phrase.

metaphorical

concrete, exact figurative (adj.) Not meant to be understood in a literal way; expressing something in an interesting way; using words to mean something beyond their ordinary meaning.

Ask students to think back to the class’s Welcome activity responses. Instruct students to Think–Pair–Share, and ask: “How is the word heart used in a literal way? How is it used in a figurative way?”

Then, provide both literal and figurative definitions for the word heart for students to add to their

Vocabulary Journal.

Word Meaning Synonyms

heart (n.) (literal meaning)

heart (n.) (figurative meaning)

The muscular organ in the chest that pumps blood throughout the body.

A person’s deepest feelings or true personality; feelings of love, affection, or sympathy. soul; compassion

Ask additional volunteers to share their Welcome activity responses, and identify each response as either figurative or literal.

Alternate Activity

Display a list of sentences with common expressions about the heart.

ƒ He has a sweetheart back home.

ƒ She had a broken heart.

ƒ An average heart is the size of your fist.

ƒ She ate a heart-healthy snack.

ƒ I love you from the bottom of my heart.

ƒ I can play the piano by heart.

ƒ Exercise can make your heart stronger.

ƒ Eat your heart out.

ƒ Think with your head, not your heart.

ƒ His grandfather had a heart attack.

ƒ They had a heart-to-heart talk.

Ask students to identify each as either a figurative use of the word heart or a literal use.

Then ask students to come up with their own phrase or sentence and tell if it is literal or figurative.

ANNOTATE AND ANALYZE TWO HEART QUOTATIONS

Individuals

Review the module’s Essential Question: What does it mean to have a great heart, literally and figuratively? Invite students on a literary journey to discover what it means for a person to have a great heart.

Distribute Handout 1A, and display the quotations.

“It is infinitely better to transplant a heart than to bury it to be devoured by worms.” —Christiaan Barnard, the first cardiovascular surgeon to transplant a human heart

15 MIN.

“Wherever you go, go with all your heart.” —Confucius, a Chinese philosopher

Read aloud the two quotations without interjecting discussion or definitions.

Tell students that to annotate means to “add notes or comments.” Annotating can help readers focus on a text and keep track of what they notice and wonder as they read. Read aloud the directions for annotating text at the bottom of the page.

ƒ Mark ? for questions.

ƒ Circle unknown words.

ƒ Write observations in the margins.

Allow students to work silently for a few minutes, annotating the quotations to mark questions, unknown words, and observations.

Scaffold

Work with a small group of students if they need more support to annotate the text while others work independently.

As a whole group, focus on the Barnard quotation first. Have students identify unfamiliar words they circled. Then have them share what they know or infer from the context of the meanings of any circled words.

Using the displayed handout, demonstrate how to jot down short definitions above the circled words, inserting “much” above infinitely, “move from one place to another, or one body to another” above transplant, or “eaten” above devoured. Give students a moment to discuss and annotate unknown words.

Ask: “What does Dr. Barnard’s quotation mean?” Ensure that students understand the meaning of the quotation.

Inform students they will now work together to complete the final direction. Read aloud the fourth annotation direction at the bottom of the page:

Write an F or L to show whether the speaker is using the word heart figuratively or literally.

Call for students to signal by raising their left hand if the word heart is used in a literal way or their right hand if it is used in a figurative way. Affirm that Dr. Barnard’s quotation is literal. Have students write an “L” next to the quotation.

Ask students to read the second quotation, from Confucius.

ƒ

Ask: “What advice does Confucius give in this quotation?” Ensure that students understand the quotation.

Call for students to raise their left hand if the word heart is used in a literal way or their right hand if it is used in a figurative way. Affirm that Confucius’ quotation is figurative. Have students write an “F” next to the quotation.

Whole Group

Tell students that in this module, they will practice informative writing. Ask: “What kind of writing is informative writing? How is it different from writing an opinion or writing a story?”

n Informative writing teaches readers about a topic.

n It can explain something.

n It tells about facts. It might be about history or science.

n An opinion tries to convince someone to do something or think something.

n A story is not true.

Tell students that in this module, they will read different texts about the literal heart and the figurative heart. Tell them that as they read, they will collect evidence to support their ideas.

Just as they annotated to take notes while they read, students can use an organizer to keep track of their ideas.

TEACHER NOTE

Throughout this module, students will use a graphic organizer called an evidence organizer. This lesson introduces students to the organizer and gives them practice using it. As needed, define terms like row and column so that students can follow along. A working understanding of how and why to use the organizer will help students in their reading and writing activities throughout the module.

Display the evidence organizer.

What does the word heart mean, literally and figuratively?

Focus Statement:

Who says this? Quote or paraphrase Where does this information come from? Literal or figurative? Why?

Discuss the parts of the evidence organizer, and explain the purpose of each row or column.

The top of the evidence organizer has space to write a focus statement. Sometimes you start with the focus statement. Other times, the evidence helps you decide what your focus statement will be. The focus statement tells the topic or big idea. This is why this space is at the top.

The first column is for context. Here you can give background about your text. Because we have two quotations, I would identify the speaker of each quotation in a separate row.

The next column is where you can write evidence from the text. You can copy the exact words from the text or paraphrase in your own words. (Remind students to use quotation marks when they use the exact words from the text.)

The third column is for the source of the evidence. You can list the text title here. For these quotations, I would write “Handout 1A.” (As needed, explain that the source is “the book or place from where the information, evidence, or quotation came.”)

The last column is a space to elaborate and explain the evidence. This is where you can explain why the evidence is important. You can elaborate on how it connects to the focus. (As needed, define elaboration: “the action of adding more detail to a simple text or statement.”)

Tell students that you will fill out the evidence organizer together for the first quotation, but you will wait to add the Focus Statement until after you have added to the Evidence and Elaboration/ Explanation sections of the organizer.

Add Christiaan Barnard’s name to the first cell, identifying him as a doctor, and add “Handout 1A” to the third cell.

Then, ask: “What does the first quotation say? How would you paraphrase it, or say it in your own words?” Record student responses in the class evidence organizer for display.

n The first quotation says, “It is infinitely better to transplant a heart than to bury it to be devoured by worms.”

n This means it is better to donate your heart to another person after you die than to have it simply decay in the ground. Or, it is better to reuse a heart than to throw it away.

Ask: “Does this quotation use the word heart in a literal way or a figurative way?” Record student responses in the class evidence organizer for display.

n The word heart is used literally.

n Heart refers to a body part.

n Barnard is talking about moving an actual heart from one body to another.

n He is talking about the heart that is the muscle that pumps blood through our bodies.

Next, highlight the evidence and elaboration about the Barnard quotation in yellow. Point out that this information identifies evidence, includes the quotation and its meaning, and then elaborates on how the evidence shows a literal use of the word heart.

Tell students they will now complete the next row of the organizer on their own. Ask students to take out their Response Journal and make four columns on a page by drawing five vertical lines down the page. Model for students. Tell students to label the first column “Context,” the second “Evidence,” the third “Source,” and the fourth “Elaboration/Explanation.” Tell students that in the next lesson they will see how this evidence organizer connects to writing a paragraph.

Differentiation

Students can work individually, in pairs, or in small groups for this activity.

Students complete a row of the evidence organizer in which they analyze the Confucius quotation, stating who said the quotation, what it means, whether the quotation uses the word heart literally or figuratively, and listing Handout 1A as the source.

As students share their learning with the whole group, add their ideas to the class chart. Highlight the entries about the Confucius quotation in blue.

What does the word heart mean, literally and figuratively?

Focus Statement:

Context Evidence Source Elaboration/Explanation

Who says this? Quote or paraphrase

Christiaan Barnard, doctor “It is infinitely better to transplant a heart than to bury it to be devoured by worms.”

When you die, it is better to donate your heart to a living person than to bury it in the ground. It is better to reuse a heart than to throw it away.

Where did this information come from?

Literal or figurative? Why?

Handout 1A Literal

Barnard means moving an actual heart from one body to another; this is the muscle that pumps blood through our bodies.

ƒ Confucius, Chinese philosopher

ƒ “Wherever you go, go with all your heart.”

ƒ When a person goes somewhere or does something, they need to give that place or activity their full attention.

ƒ Handout 1A

ƒ Figurative

ƒ

This can’t mean the physical heart because it always goes with you. So if you have to remember to bring it, this means it is the idea of your “heart.”

ƒ

For example, when I go to school, I need to be there with all of my attention, and when I go to baseball practice, I need to be there with my effort and my emotions.

Invite students to review the whole chart. Ask: “What are the big ideas?”

Instruct students to Think–Pair–Share to generate ideas for what to add to the space for the focus statement at the top of the organizer.

As a whole group, generate a class focus statement to add to the evidence organizer.

n The word heart is an interesting word because it can be used both literally and figuratively.

Extension

If students are ready and time allows, explain that the information recorded in the evidence organizer can be used to write sentences and paragraphs that can support the focus statement. Model how to use the information in the evidence organizer to create supporting evidence/elaboration sentences.

I can turn the information in the evidence organizer into sentences to support the focus statement.

For example, I can use the first row to explain the meaning of Barnard’s quotation:

Christiaan Barnard was concerned about the literal human heart. He was the first heart surgeon to perform a heart transplant. He said, “It is infinitely better to transplant a heart than to bury it to be devoured by worms.” He meant that when you die, it is much better to donate your heart to a living person who needs it than to bury it in the ground. Barnard uses the word heart in a literal way because he is talking about an actual beating heart that pumps blood through the body.

Then I can use the information in the second row of the evidence organizer to create sentences about Confucius.

Confucius thought about the heart figuratively. He was an ancient Chinese philosopher who said, “Wherever you go, go with all your heart.” He meant when a person goes somewhere or does something, he or she should give full attention to it. For example, when I go to school, I need to be there with all of my attention, and when I go to baseball practice, I need to be there with my effort and my emotions. Confucius used heart in a figurative way because he is referring to a person’s mind and spirit, not their physical, beating heart.

Or, model for just the first, yellow section of the evidence organizer and invite students to write in complete sentences using the second, blue section.

Repeat the Craft Question: Why is evidence important in informative writing? Ask students to Think–Pair–Share to discuss the question.

n Evidence is important when we write because it supports our ideas about a focus.

n Evidence shows what we learned from reading a text.

n Evidence, including facts, shows that we know the topic.

n Evidence gives us a chance to elaborate on a topic.

Explain that the next lesson will demonstrate how the evidence organizer notes can help plan informative writing. Save the completed evidence organizer for display in the next lesson.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Wonder: What do I notice and wonder about the word heart?

Distribute a plain sheet of paper to each student. Ask students to hold it horizontally and fold it in half. Tell students that they will now complete an Exit Ticket; this sheet of paper will be their ticket “out” of class.

For an Exit Ticket, students write two sentences. On the top half of the paper, students write one sentence that uses the word heart in a literal way. On the bottom half, they write a sentence that uses heart in a figurative way.

Wrap5 MIN.

ASSIGN HOMEWORK

Students ask three people, not in class, “What does the word heart mean?” and record the answers in the form of a quotation. For each response, students determine if heart is used figuratively or literally.

Distribute and review the list of additional texts from Appendix D: Volume of Reading, and the Volume of Reading Reflection Questions (see the Student Edition). Explain that the list contains books with further information about topics discussed in the module. Tell students to consider the reflection questions as they independently read any additional texts and respond to them when they finish a text.

TEACHER NOTE

Students may complete the reflections in their Knowledge Journal, or submit them directly. Students can also use the questions as discussion questions for a book club or other small-group activity. See the Implementation Guide ( http://witeng.link/IG ) for a further explanation of Volume of Reading, as well as various ways of using the Volume of Reading Reflection Questions.

Analyze

Context and Alignment

Students’ Exit Tickets demonstrate their understanding of the literal and figurative meanings of the word heart (RI.4.2, RI.4.4, L.4.4.a). Separate the Exit Tickets into three piles—“Gets It,” “Almost There,” and “Not There Yet”—according to the following criteria:

ƒ

Students who “get it” will use the figurative meaning of heart to describe strong character in one sentence, and the literal meaning of heart to describe a physical beating heart in the other sentence.

ƒ

ƒ

Students who are “almost there” will have one sentence correct.

Students who are “not there yet” will not be able to use the figurative or literal meanings of heart in sentences.

Next Steps

For students who need more practice with the literal and figurative definitions for heart, explicitly explain the definitions in the next lesson when students continue to work on these definitions. You may also need to work with a small group to clarify the definitions. Remind students that they will continue to work with the different meanings of heart throughout the entire module, so it is okay if they are still learning the concepts. They should keep asking questions about how the word is being used to develop an understanding of the difference.

Lesson 1 Deep Dive: Vocabulary

Content Vocabulary: Etymology of heart

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Time: 15 min.

Texts: None

Vocabulary Learning Goal: Trace the roots of words related to heart, making connections among various cognates (L.4.4.b).

Launch

Instruct students to Think–Pair–Share, and ask: “Where do English-language words come from?”

As a group, discuss that words in English can often be traced back to Greek, Latin, or German. Tell students that knowing these roots can help them understand other unfamiliar words that share the same word origins and word parts.

Ask students to take out their Vocabulary Journal and be ready to make entries to help them think about the word heart in different ways.

Learn

Display these sentences.

I lift weights, but I need to do more cardio exercise.

After his heart attack, he went to see a cardiologist.

My parents encouraged me to follow my dreams.

She showed courage when the bear came into the campground.

List the words cardio, cardiologist, encouraged, and courage

Ask: “What do the words cardio and cardiologist have in common? What do the words encouraged and courage share?”

When students identify the word parts cardio and cour, point out that these are the kinds of word parts the class discussed in the Launch.

Ask: “What do these words mean?”

Note student responses for display, or post definitions, if needed.

Word Meaning

cardio (n.) Exercise that raises one’s heart rate. cardiologist (n.) A doctor who specializes in treating the human heart. encouraged (v.) Gave support or advice to. courage (n.) The strength to control fear in the face of a dangerous or difficult situation.

Ask: “From studying these words, what do you think cardi means? Why?”

n Heart!

n Both words are about the heart—exercise for the heart or a doctor for the heart.

Ask: “Does this word part, cardi, connect to the literal or the figurative meaning of the word heart? How do you know?”

n Literal.

n Both words are about the actual heart in the human body.

Scaffold

As needed, remind students of the core lesson discussion about the literal and figurative uses of the word heart Remind students that sometimes the word heart refers to the literal, physical heart in the center of your chest. Sometimes it refers to the figurative heart and might describe human love, emotions, determination, courage, or spirit.

Tell students that the word part cour comes from the Latin cor, and cor also means “heart.” Ask: “How do encouraged and courage show the figurative meaning of the word heart?”

n We might talk about people who have a big heart. These kinds of people would be encouraging people.

n I’ve heard people say “take heart” when they mean “have courage.”

Provide time for students to enter these word parts into their Vocabulary Journal.

Word Part Meaning Synonyms

cardi Pertaining to the heart. cardia, kardia cor Heart. cord

Differentiation:

Multilingual learners may value the chance to share their words for heart to determine if the words in English and other languages share any word parts. For example, the French cœur, the Spanish corazón, and the Greek kardiá all show clear connections.

Organize students into seven groups, and assign each group a heart-related word: core, accord, cordial, record, cardiac, pericardium, and cardiogram. (Add additional words as needed for the size of the class.)

TEACHER NOTE

Students will need dictionaries or access to online dictionaries for this activity. Or, provide the word and definition on an index card for each group, and have the group complete the rest of the activity on the back of each card.

Post the following prompts:

Which word part, cardi or cor, is in your word? Define your word. Use your word in a sentence. Is your word used in a literal way or a figurative way? Groups share their responses. core n cor n “the center or most important part” n We need to get to the core of the problem. n figurative

cardiac n cardi n “dealing with the heart” n The doctor worked in the cardiac unit of the hospital. n literal accord n cor n “to be of one heart” n The group was of one accord and agreed on the goals. n figurative

pericardium n cardi n “the membrane surrounding the heart” n He had surgery to fix his damaged pericardium. n literal

cordial n cor n “friendly”

cardiogram n cardi

n “a record of the heart’s activity”

n She treats everyone in a cordial way.

n figurative

n He went to the doctor to have a cardiogram test. n literal record n cor n “remember, or write by heart”

n Please record the notes from the meeting. n figurative

Land

For an Exit Ticket, students describe how the Latin and Greek word parts cor and cardi connect to the literal and figurative uses of the word heart.

Invite students to share their responses, and challenge them to use two of the heart words in a sentence.

n My cardiologist treats her patients in a cordial way.

Lesson 2: At a Glance

AGENDA

Welcome (5 min.)

Sort Homework Quotations

Launch (10 min.)

Learn (50 min.)

Analyze Quotations (20 min.)

Analyze an Exemplar Essay (30 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Punctuation for Quotations (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RI.4.4

Writing ƒ W.4.2

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.4.a ƒ L.4.2.b

MATERIALS

Handout 2A: Heart Quotations

Handout 2B: Exemplar Essay

Handout 2C: Fluency Homework

Colored pencils (red, green, yellow, purple, and blue)

Sticky notes

Colored highlighters (yellow, green, blue, and purple)

Learning Goals

Analyze quotations to explain their meaning based on the literal or figurative use of the word heart (RI.4.4, L.4.4.a).

Explain whether heart is meant to be understood in a figurative or literal way in quotations, and state the meaning of the quotations.

Identify the parts of an informative essay and the purpose each serves (W.4.2).

Compose a Quick Write to demonstrate understanding of the parts of an informative essay and the connections among the evidence organizer, Painted Essay, and Exemplar Essay.

Demonstrate how punctuation is used with quotations (L.4.2.b).

Punctuate a quotation that is in the form of a sentence.

Prepare

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 2

Reveal: What does a deeper exploration of figurative and literal meanings reveal in heart quotations?

CRAFT QUESTION: Lesson 2

Examine: Why is each part of a Painted Essay important?

In this lesson, students analyze quotations from famous and ordinary people about the heart. Some quotations refer to the literal meaning of heart, and others refer to heart in a figurative way. Then, students examine an exemplar informative essay to determine the significance of each component of the essay. Students also discuss how an evidence organizer connects to writing an essay.

Welcome

5 MIN.

SORT HOMEWORK QUOTATIONS

For homework, students asked three people outside of class what heart means and recorded the responses as quotations.

Instruct students to share their quotations with a partner and discuss whether each quotation uses the word heart in a literal or a figurative way.

Display these questions.

Did the people we interviewed talk about the heart more literally or figuratively? Why do you think that is?

Launch

10 MIN.

Have students Think–Pair–Share about the responses to the questions.

Post the Focusing Question and Content Framing Question.

Draw a two-column chart, and label one side “Literal Heart” and the other side “Figurative Heart.” Instruct students to brainstorm key words that might indicate how the word heart is used in a quotation. Record the responses in the chart. Some possible responses are as follows:

Literal Heart Figurative Heart ƒ Beat. ƒ Blood. ƒ Exercise. ƒ Healthy. ƒ Heartbeat.

ƒ Love. ƒ Beautiful. ƒ Good. ƒ Spirit. ƒ Caring.

Explain that in today’s lesson, students work as detectives to identify clues that help explain how heart is used in many different quotations.

MIN.

G4 G4 M1 Lesson 2WIT & WISDOM®

Distribute Handout 2A. At the top of the handout are the two quotations from the previous lesson. Read aloud these quotations. Demonstrate the sign-language gestures for the letter f (open right hand with index finger held down by thumb) and the letter l (using right hand, place index finger and thumb in shape of a capital L with other fingers folded down). After you read each quotation, have students sign l or f to identify if the word heart was used literally or figuratively. Clarify any misunderstandings about the quotations.

Explain that students will work in pairs to read and understand the deeper meaning of a quotation on Handout 2A.

M1

2A WIT

Handout 2A: Heart Quotations

Directions Use these quotations to explore the difference between a literal and a figurative great heart.

“It is infinitely better to transplant a heart than to bury it to be devoured by worms.”

—Christiaan Barnard

“Wherever you go, go with all your heart.” —Confucius

Who Said It? Quotation

Helen Keller, author and teacher who overcame being both blind and deaf The best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart.

Michael Miller, MD, F.A.C.C., Center for Preventive Cardiology at the University of Maryland Medical Center

The recommendation for a healthy heart may one day be exercise, eat right, and laugh a few times a day.

Nelson Mandela, an anti-apartheid leader and South Africa’s first black president A good head and a good heart are always a formidable combination.

Anne Frank, a young Jewish Holocaust victim who kept a diary Despite everything, believe that people are really good at heart.

NOVA website Your heart beats about 100,000 times in one day and about 35 million times in a year.

John Muir, a Scottish-American naturalist who advocated for national parks Keep close to Nature’s heart ... and break clear away, once in a while, and climb a mountain or spend a week in the woods. Wash your spirit clean.

Anonymous, a veteran trapeze artist Throw your heart over the bars and your body will follow.

Bill Nye, “The Science Guy” Your heart is a pump. It pushes blood all over your body.

Assign one quotation to each pair, allowing them to work for ten minutes. Circulate to answer any clarifying questions. Encourage students to persevere to determine the meaning of each quotation and to jot down notes from the discussions in the evidence organizer in their Response Journal. Remind students to state who said the quotation, to paraphrase an important section that reveals the literal or figurative meaning of heart, and then to elaborate and explain how the context of the sentence helps readers understand its meaning.

Pairs complete one row in the evidence organizer in their Response Journal to analyze their assigned quotation, stating who said the quotation, what it means, whether the quotation uses the word heart literally or figuratively, and listing Handout 2A as the source.

ANALYZE AN EXEMPLAR ESSAY 30 MIN.

Whole Group

Explain that evidence organizers can be helpful when writing informative essays about a topic. The evidence organizers organize ideas about the topic or focus so that these ideas can be used to explain a focus statement.

Display the Painted Essay template, and explain that this illustration shows how we organize an informative essay.

RED GREEN YELLOW BLUE

YELLOW

TEACHER NOTE

The Painted Essay organizer and this Wit & Wisdom module will introduce students to different terms used when discussing informative writing. Provide additional instruction as needed to ensure that students understand this contentarea vocabulary:

ƒ Thesis/focus statement—The Painted Essay uses the word thesis to describe the introductory statement that will be explained or proved in the essay. In the instruction on informative writing throughout this module, the term focus statement describes the sentence that provides the focus for the essay.

ƒ Proof paragraph/supporting paragraph—The body paragraphs of the informative essay are proof paragraphs or supporting paragraphs.

The evidence organizers used throughout this module reinforce these contentarea terms with students.

YELLOW G4 M1 Lesson 2 WIT & WISDOM® 42

Post the Craft Question, and lead students in a Choral Reading: Why is each part of a Painted Essay important?

Distribute Handout 2B. Read aloud the entire essay on Handout 2B while students follow along on their own copies.

Handout 2B: Exemplar Essay Directions: Read the following essay.

Name Date Class

Have you ever really thought about what your coach or piano teacher means when they say, “Come on! I want to see you put your heart into it!”? The word heart is an interesting word because it can be used both literally and figuratively when we speak, when we read, or when we write. When the word is used literally, it refers to the human heart, that organ that beats as it pumps blood to all of your other body parts. When the word is used figuratively, it refers to the emotion that shows caring, effort, and involvement in other people’s lives and your own.

Sometimes, the word heart is used literally. Christiaan Barnard, a South African heart surgeon, said, “It is infinitely better to transplant a heart than to bury it to be devoured by worms.” He was saying that when you die, it is much better to donate your heart to a living person than to bury it. In this quotation, Barnard was using the word heart literally to refer to the organ in a person’s body. He wanted people to reuse their real, beating hearts to save other people’s lives.

At other times, heart is used figuratively. For example, when Confucius said, “Wherever you go, go with all your heart,” he wasn’t talking about the heart that beats inside your body. He was saying that a person has a choice of taking their heart with them when they go somewhere. For example, when a student enters a classroom on the first day of school, they can choose to do an essay or math assignment with all their heart or with very little effort invested. If Confucius was talking about the literal heart, he would have been saying something very silly, like a person had the option of taking their physical heart out of their body when they were going somewhere or doing something. In saying that we need to go somewhere with our full effort and emotional involvement, with our whole heart, Confucius was using the word heart in a figurative way.

In conclusion, the word heart can be used both literally, as in Christiaan Barnard’s quotation, and figuratively, as in Confucius’s quotation. It is up to readers to put their whole heart into the reading to determine the speaker’s intended meaning.

1 of

TEACHER NOTE

To personalize the Exemplar Essay for students, you may choose to write your own essay using students’ responses in the blue and yellow evidence organizer from the previous lesson. Write this essay in advance of today’s class and copy it for students. Use this in place of Handout 2B.

Display the following questions:

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What is the job of the first paragraph?

What is the job of each sentence in the first paragraph?

How do the words in this heart essay accomplish these jobs?

Read the first paragraph of the Exemplar Essay again slowly, pausing after each sentence. Have students jot down notes in the margin as you lead a discussion about each sentence. Then have them color each sentence the corresponding Painted Essay color.

What does the first sentence do for you as the reader of the essay? The first sentence hooks the reader into the topic. It is called the introduction sentence, or the hook. Label this sentence “Introduction.” Color this sentence red because it captures the reader’s attention. In this heart essay, the writer asks how the heart might be used in the reader’s own life.

What does the second sentence do? The second sentence provides the focus for the essay, so label it “Focus Statement.” Color this sentence green because it is a blend of yellow and blue, just like a focus statement in an essay is a blend of the two points a writer will make about a topic. In the heart essay, the writer explains that the word heart can be used in two different ways—literally and figuratively.

What do the last two sentences do? The last two sentences provide the two points of the focus for the essay. Color the first of these sentences yellow because it contains the information from the evidence organizer about the first point. In the heart essay, one sentence explains the literal use of heart. (Label this sentence “Point 1.”)

The last sentence is colored blue because it states the second point, just like the second chunk of information in our evidence organizer. The other sentence explains the figurative use of heart. (Label this sentence “Point 2.”)

Exemplar Essay

[Start color RED] Have you ever really thought about what your coach or piano teacher means when they say, “Come on! I want to see you put your heart into it!”? [Start color GREEN] The word heart is an interesting word because it can be used both literally and figuratively when we speak, when we read, or when we write. [Start color YELLOW] When the word is used literally, it refers to the human heart, that organ that beats as it pumps blood to all of your other body parts. [Start color BLUE] When the word is used figuratively, it refers to the emotion that shows caring, effort, and involvement in other people’s lives and your own.

Display the following questions:

ƒ What is the job of each paragraph?

ƒ How do the words in this heart essay do that?

Ask students to describe the purpose of each paragraph, and give them time to read, think, and respond. Use the following Think-Aloud strategy to help students understand the role of each paragraph in the essay.

The second paragraph is supporting paragraph one. Label it “Support 1.” It provides and explains evidence to support the first point. Color it yellow. In the heart essay, the second paragraph explains how heart is used literally in the Barnard quotation.

The third paragraph is supporting paragraph two. Label it “Support 2.” Color it blue. It provides and explains evidence to support the second point. In the heart essay, the third paragraph explains how heart is used figuratively in the Confucius quotation.

The fourth paragraph is the conclusion. Label it “Conclusion.” Color it green. In the heart essay, it restates points one and two and explains how a reader determines the meaning of a quotation.

Continuation of Exemplar Essay

[Start color YELLOW] Sometimes, the word heart is used literally. Christiaan Barnard, a South African heart surgeon, said, “It is infinitely better to transplant a heart than to bury it to be devoured by worms.” He was saying that when you die, it is much better to donate your heart to a living person than to bury it. In this quotation, Barnard was using the word heart literally to refer to the organ in a person’s body. He wanted people to reuse their real, beating hearts to save other people’s lives.

[Start color BLUE] At other times, heart is used figuratively. For example, when Confucius said, “Wherever you go, go with all your heart,” he wasn’t talking about the heart that beats inside your body. He was saying that a person has a choice of taking their heart with them when they go somewhere. For example, when a student enters a classroom on the first day of school, they can choose to do an essay or math assignment with all their heart or with very little effort invested. If Confucius was talking about the literal heart, he would have been saying something very silly, like a person had the option of taking their physical heart out of their body when they were going somewhere or doing something. In saying that we need to go somewhere with our full effort and emotional involvement, with our whole heart, Confucius was using the word heart in a figurative way.

[Start color GREEN] In conclusion, the word heart can be used both literally, as in Christiaan Barnard’s quotation, and figuratively, as in Confucius’s quotation. It is up to readers to put their whole heart into the reading to determine the speaker’s intended meaning.

Remind students that they have been learning about informative writing. Tell students they will now explain the connections among the evidence organizer, the Painted Essay organizer, and the Exemplar Essay. Post the class’s Lesson 1 Evidence Organizer Chart (on the Barnard and Confucius quotations), display the Painted Essay template, and have students look to Handout 2B for reference.

Display these questions:

ƒ What are the parts of an informative essay?

ƒ What is the purpose of each part?

ƒ How does the information collected in the evidence organizer support the ideas in the Exemplar Essay?

Students compose a Quick Write to answer the questions and demonstrate their understanding of the parts of an informative essay shown in the Lesson 1 Evidence Organizer Chart, Painted Essay organizer, and Exemplar Essay (Handout 2B).

n An informative essay has an introduction, supporting paragraphs, and a conclusion.

n The introduction tells the focus of the essay.

n The supporting paragraphs give evidence and explanation.

n The conclusion states the focus again and tells why it matters.

n The top of the evidence organizer is like the introduction. It lists the focus of the essay.

n The rows of the evidence organizer are like the points in the essay. They have the same kind of information as the supporting paragraphs.

n Our yellow evidence became the yellow paragraph. Our blue evidence became the blue paragraph.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

For an Exit Ticket, students write a response to the Content Framing Question: What does a deeper exploration of figurative and literal meanings reveal in heart quotations?

n Once I understood whether the word heart was being used literally or figuratively, I could understand the meaning of the quotation. Some quotations referred to a physical, beating heart in a body, and other quotations used the word heart to mean love, courage, or a person’s whole being.

5 MIN.

ASSIGN HOMEWORK

Distribute two sticky notes to each student. For homework, students interview two different people, not in class, and ask them, “What does it mean to have a great heart?” Students record one response per sticky note.

Also distribute Handout 2C. Students choose two quotations and practice reading them, using appropriate phrasing, rate, and expression.

Handout 2C: Fluency Homework Directions

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and evaluate you as well.

3. Last day: Answer the self-reflection questions at the end.

Helen Keller said, “The best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart.”

Nelson Mandela said, “A good head and a good heart are always a formidable combination.”

John Muir said, “Keep close to Nature’s heart ... and break clear away, once in a while, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

Eleanor Roosevelt said, “To handle yourself, use your head; to handle others, use your heart.”

Analyze

Context and Alignment

Students compose a Quick Write to analyze the connection between the evidence in the evidence organizer and how it is written into a specific part of the essay (W.4.2). Separate the responses into three piles: “Gets It,” “Almost There,” and “Not There Yet.”

Next Steps

In the next lesson, give extra attention to students who do not yet understand the connection between the evidence organizer and the essay, and model your thinking as you move from a text to the evidence organizer to a written paragraph. Continue to explain your thinking aloud as you use evidence to help students see the connections. You can also work backward by analyzing the essay, asking students to identify where the information is in the evidence organizer, and then discussing where that evidence came from in the text.

Lesson 2 Deep Dive: Style and Conventions

Examine Punctuation for Quotations

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Time: 15 min.

Text: Handout 2A: Heart Quotations

Style and Conventions Learning Goal: Demonstrate how punctuation is used with quotations (L.4.2.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 2 Examine: Why is punctuation important?

Launch

Explain that writers use quotation marks to let the reader know someone other than the author is speaking.

Distribute Handout 2A. Have students Think–Pair–Share to examine the quotations from the lesson.

Explain that if a writer wanted to use one of these quotations in a sentence, he or she would have to credit the writer of the quotes by using quotation marks around the quoted text:

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According to Nelson Mandela, “A good head and a good heart are always a formidable combination.”

Even though she was blind and deaf, Helen Keller stated, “The best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart.”

Ask: “Why is it important to show when we use words from another author in our writing?”

Allow students time to look at these quotations and discuss.

n It is important because the thoughts belong to the original author, not to just any person that wants to use them. The writer has to give credit where it is due.

Learn

Create an anchor chart about punctuation rules for quotation marks. Have students share what they noticed from examining the quotations and develop rules for how to use punctuation. Color code with highlighters to show each rule.

Quotation I Notice Rule

[Start color PURPLE] According to Nelson Mandela, “[Start color GREEN] A [Start color YELLOW] good head and a good heart are always a formidable combination [Start color BLUE] . [Start color YELLOW] ”

[Start color PURPLE] Even though she was blind and deaf, Helen Keller stated, “[Start color GREEN] T [Start color YELLOW] he best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart [Start color BLUE] [Start color YELLOW] ”

The words the writer says are not in quotation marks.

The writer states who said the words.

-According to Nelson Mandela Helen Keller stated,

A comma (or ending punctuation) separates the writer’s words from the quotation.

[Highlight YELLOW] Put quotation marks around the actual words the person stated.

[Highlight GREEN] Start quotations with a capital letter.

[Highlight BLUE] Use periods (or question marks or exclamation points) at the end of sentences before quotation marks close.

[Highlight PURPLE] Separate the writer’s words from the quotation with a comma (or ending punctuation) and name the writer or speaker to give credit to the source.

Have students use a quotation from Handout 2A to practice writing quotations with proper punctuation. Then, discuss how the quotation reveals insight into the character or a narrator’s point of view.

n I think it’s beautiful that John Muir had so much admiration for nature. As he stated, “Keep close to Nature’s heart ... and break clear away, once in a while, and climb a mountain or spend a week in the woods. Wash your spirit clean.”

n It shows John Muir loved nature and enjoyed spending time there alone.

Land

Students use what they learned to independently punctuate the following sentence:

The French thinker Blaise Pascal once said the heart has its reasons which reason knows not.

n The French thinker Blaise Pascal once said, “The heart has its reasons which reason knows not.”

If time allows, invite students to Think–Pair–Share to discuss the meaning of Pascal’s quotation.

Lesson 3

How does someone show a great heart, figuratively?

ƒ Biography of Clara Barton (http://witeng.link/0664)

ƒ Biography of Helen Keller (http://witeng.link/0665)

ƒ Biography of Anne Frank (http://witeng.link/0666)

Lesson 3: At a Glance

AGENDA

Welcome (5 min.)

Sort Notes

Launch (5 min.)

Learn (50 min.)

Read and Recount Details (45 min.)

Understand a Focus Statement (5 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Content Vocabulary: Greathearted (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ RI.4.3

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.4 ƒ L.4.4.c, L.4.5.c

MATERIALS

Exemplar Essay (from previous lesson)

Handout 2C: Fluency Homework

Handout 3A: Frayer Model

Frayer Model on chart paper

Sticky notes (three different colors)

Chart paper

Learning Goals

Recount the key achievements from the biography of Clara Barton, Helen Keller, or Anne Frank (RI.4.3).

Identify the main achievements of Clara Barton, Helen Keller, or Anne Frank.

Clarify the precise meaning of the word greathearted (L.4.4.c, L.4.5.c).

Identify one meaning of greathearted that could be used to describe Clara Barton, Helen Keller, and Anne Frank.

Prepare

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 3

Organize: What is happening in each biography?

CRAFT QUESTION: Lesson 3

Examine: How does a focus statement work?

In this lesson, students read biographies about Clara Barton, Helen Keller, and Anne Frank to learn about their achievements. The purpose of this lesson is to build background knowledge so students understand how the achievements of these influential people connect to the quotations students analyzed in the previous lesson. Collaborative groups identify actions within the biographies that show great heart. In the next lesson, students analyze how knowing about people’s lives reveals deeper meaning about their great heart.

Welcome

SORT NOTES

5 MIN.

Ask students to post their homework sticky notes for display, grouping their notes with similar notes from other students. Prompt students to notice the groupings that emerge.

Launch

5 MIN.

Students explain their thinking to the whole group about the groupings of the sticky notes and labels. Ask: “What characteristics could describe someone who has a great heart?” If more guidance is needed, generate a list of adjectives such as kind, brave, generous, and loving

Post the Focusing Question and Content Framing Question. Have a volunteer read them aloud. Explain that today’s lesson will build background knowledge about three famous women whose quotations students studied in the previous lesson.

To review the quotations, have students volunteer to read a quotation aloud, applying what they practiced in the fluency homework from the previous lesson.

READ AND RECOUNT DETAILS 45 MIN.

Small Groups

Independently, students scan the biographies of Clara Barton, Helen Keller, and Anne Frank. Each student decides which person they would like to focus on in today’s lesson and reads that biography.

Create small groups of three or four students who are all interested in the same biography. You may have multiple groups that are studying each person, but make sure there is at least one group focusing on each person. Groups discuss why they want to focus on the person they selected.

Refer to the Content Framing Question. Explain that in this lesson, students focus on defining a figurative great heart and supporting this definition with evidence from their chosen biography. Share that this process will help students prepare for Focusing Question Task 1, in which they will write a paragraph about how Clara Barton, Helen Keller, or Anne Frank demonstrated a figurative great heart.

Students create a Notice and Wonder T-Chart on a page in their Response Journal. Display the chart for students to copy:

I Notice I Wonder

Silently, students reread the biography they chose and record what they notice and wonder about the passage. Work with a small group if some students need more support to reread the passage.

Encourage students to record words from the biographies in their Vocabulary Journal if they needed to define them using the glossary. This will help students remember the meanings of these unfamiliar words.

Distribute a set of sticky notes to each group so that each famous person is represented by one color (e.g., the groups working with the Clara Barton biography all have yellow sticky notes, the groups working with the Helen Keller biography all have pink sticky notes, and the groups working with the Anne Frank biography all have blue sticky notes).

Groups read through their selected biography to identify words and actions of the person they are studying that show why she is famous. Students write one example per sticky note. Below are some examples from the biographies of actions that made each person famous. Remind students to refer to their biography’s glossary and to their Vocabulary Journal to define unfamiliar words or to choose specific words for sticky notes.

ƒ Was a teacher and a nurse.

ƒ Founded the American Red Cross, which helps people in need.

ƒ As a child, helped care for her brother who was injured in an accident.

ƒ Opened a free public school and became a teacher at age 15.

ƒ Helped injured soldiers on the battlefield during the Civil War.

ƒ Earned the nickname “angel of the battlefield.”

ƒ

Overcame frustrations and challenges of being deaf and blind.

ƒ Worked hard to learn to read Braille and speak.

ƒ Wrote many books to teach others about how she overcame obstacles.

ƒ Did research and raised money to help others with blindness.

ƒ Spoke about rights of blind people all around the world.

ƒ Received Presidential Medal of Freedom for her work.

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Was a Jewish Holocaust victim during World War II.

As a teenager, went into hiding with her family to keep safe from the Nazis.

ƒ Wrote a diary during her time in hiding.

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Through her diary, showed her gifts as a writer and showed she persevered through very difficult times, keeping her hope and love alive.

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Was discovered by the Nazis and sent to a concentration camp in Poland, becoming separated from her family.

Place several sheets of chart paper around the room. Draw a box in the center of each and label it “Focus.” Explain that each chart represents a focus or main idea, but students must determine what the focus is by how they group their sticky notes.

Have the whole group work together to sort the sticky notes into groups of similar actions. Each chart will have sticky notes of different colors.

Students will continue with this activity in the next lesson. If they need support, you might suggest that they think of words and phrases like bravery or courage, generosity, inspiring actions, or helping others to sort their sticky notes.

UNDERSTAND A FOCUS STATEMENT 5 MIN.

Small Groups

To transition to writing, post the Craft Question: How does a focus statement work? Read it aloud, and ask groups to discuss the purpose of a focus statement when writing. Call on students who give accurate explanations to share their responses with the whole group.

Display the Exemplar Essay from the previous lesson.

[Start color RED] Have you ever really thought about what your coach or piano teacher means when they say, “Come on! I want to see you put your heart into it!?” [Start color GREEN] The word heart is an interesting word because it can be used both literally and figuratively when we speak, when we read, or when we write. [Start color YELLOW] When the word is used literally, it refers to the human heart, that organ that beats as it pumps blood to all of your other body parts.

Clara Barton

Helen Keller

Anne Frank

[Start color BLUE] When the word is used figuratively, it refers to the emotion that shows caring, effort, and involvement in other people’s lives and your own.

Remind students that a focus statement explains the writer’s purpose for an essay. It also helps the writer organize all the main ideas in the essay. Have students identify the focus statement in the Exemplar Essay and explain why they think that is the focus statement.

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in each biography?

Tell students they will work in groups to come up with one sentence to describe the accomplishments of the person they read about in the lesson. Explain that this process of narrowing down information into a small piece that tells only the most important parts is called distilling. For example, we could distill the information about Confucius into the following sentence: “Confucius believed people should use their hearts in everything they do.” This sentence distills what we know about Confucius, or tells us the most important point about him that we learned from his quotation.

Organize the class into three groups based on which biography students read.

Each group crafts one sentence to distill the achievements of Clara Barton, Helen Keller, or Anne Frank.

Groups take turns presenting their distillation sentences of each person.

Inform students that the next lesson will connect each biography to the Focusing Question.

ASSIGN HOMEWORK

Students finish reading biographies that were not completed in class.

Students also continue to develop their fluency skills with Handout 2C.

Analyze

Context and Alignment

Students distill the achievements of Clara Barton, Helen Keller, or Anne Frank to one sentence (RI.4.3). Sort the responses into three categories, “Gets It,” “Almost There,” and “Not There Yet,” according to the accuracy of the summary sentences. Students are proficient if they can distill the woman’s achievements. They are “Almost There” if they can distinguish the most important achievements and actions of the famous woman. They are “Not There Yet” if they recall random details and are not able to distinguish important from unimportant details.

Next Steps

In the next lesson, clarify any confusion, such as identifying each person’s most important achievements. It may be necessary to organize a small group of students and select one biography to model identifying important achievements as they relate to a figurative great heart. Once students complete a Frayer Model for greathearted (in this lesson’s Deep Dive), you can use the definition to anchor their thinking. Students can practice determining important achievements with the remaining biographies. If students struggle with the literal meaning of the text, break each text into smaller sections and complete a close reading of the most meaningful parts. Understanding important achievements is crucial for the next lesson, when students analyze how life experiences influence a person’s words.

Lesson 3 Deep Dive: Vocabulary

Content Vocabulary: Greathearted

Time: 15 min. ƒ

Texts: Biography of Clara Barton (http://witeng.link/0664); Biography of Helen Keller (http://witeng.link/0665); Biography of Anne Frank (http://witeng.link/0666) ƒ

Vocabulary Learning Goal: Clarify the precise meaning of the word greathearted (L.4.4.c, L4.5.c).

Launch

Review the biographies of Anne Frank, Clara Barton, and Helen Keller and the information about their characteristics. Tell students these women could be described as greathearted. The word greathearted is an adjective that describes someone with a figurative great heart. Explain that today’s lesson will focus on the various meanings of greathearted.

Learn

Explain that you’ll use a vocabulary Frayer Model to better understand and the definition of greathearted. Distribute Handout 3A.

Discuss the chart and dictionary definition of greathearted: ƒ

A Frayer Model has five parts to it: the word/phrase in the center, and the definition, characteristics, examples, and nonexamples in the surrounding boxes. ƒ

The dictionary gives three definitions for greathearted: p “Generous.”

p “Courageous.” p “Heroic.” ƒ

The word generous means “to give freely; to share willingly with others.” So one meaning of greathearted is “having a willingness to give or share.” ƒ

The word courageous means “showing courage,” or doing things you know are scary or dangerous to help yourself or others. So another meaning of greathearted is “to have courage.”

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The word heroic means “acting as a hero or being brave and selfless.” Selfless means you put the needs of others before your own needs. So another meaning of greathearted is “acting like a hero.”

Have students work in pairs to complete Handout 3A.

Land

For an Exit Ticket, students identify the meaning of greathearted that applies to Barton, Keller, or Frank. Ask: “What meaning of greathearted could be used to describe Clara Barton? What meaning of greathearted could be used to describe Helen Keller or Anne Frank?”

Lesson 4

How does someone show a great heart, figuratively?

ƒ Biography of Clara Barton (http://witeng.link/0664)

ƒ Biography of Helen Keller (http://witeng.link/0665)

ƒ Biography of Anne Frank (http://witeng.link/0666)

Lesson 4: At a Glance

AGENDA

Welcome (5 min.)

Define greathearted Launch (5 min.)

Learn (50 min.)

Create a Focus Statement (20 min.)

Gather and Record Evidence (30 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions

Deep Dive: Experiment with Punctuation for Quotations (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RI.4.2

Writing ƒ W.4.2, W.4.8, W.4.9

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.2.b

MATERIALS ƒ

Handout 4A: Evidence Organizer for a Figurative Great Heart ƒ

Charts created in previous lesson ƒ

Sticky notes (three different colors)

Learning Goals

Define a figurative great heart by synthesizing textual details from details from a biography (RI.4.2).

Complete a Quick Write to explain a figurative great heart.

Create a focus statement about a famous person, and support it with textual details (W.4.2, W.4.8, W.4.9).

Complete an evidence organizer based on a biography to prepare to write an informative paragraph.

Punctuate quotations from given sources (L.4.2.b).

Insert quotation marks, commas, and end marks in quotations.

Prepare

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 4

Reveal: What does a deeper exploration of each person’s actions reveal in these biographies?

CRAFT QUESTION: Lesson 4

Experiment: How does a focus statement work?

Students work in collaborative groups to identify actions within the biographies that show great heart. Through an analysis of these actions, students discover characteristics that epitomize great heart: generosity, courage, and heroism. In preparation for Focusing Question Task 1, students learn to write focus statements using these characteristics of great heart. Lastly, students support their focus statements with evidence from the biographies, thus bringing the lesson full circle to explicitly show the connection between reading and writing.

Welcome

5 MIN.

DEFINE GREATHEARTED

Remind students that at the end of the previous lesson they examined the dictionary definitions of greathearted. Remind them that the word greathearted is an adjective that describes someone who has a figurative great heart.

Ask: “What three words are in the dictionary definition of greathearted?”

n Generous, courageous, heroic.

Launch

5 MIN.

Have students use the study groups they formed in the previous lesson. Students reread the biography their group chose (Clara Barton, Helen Keller, or Anne Frank). Have students add new information about the famous woman’s actions or accomplishments gleaned from the rereading to the sticky notes and add them to the appropriate chart paper.

Have groups share with the class new information they added to the charts.

Post the Focusing Question and Content Framing Question.

Explain that today’s lesson will focus on defining a figurative great heart and extending this definition with evidence from each biography. Students will also prepare to write a paragraph to explain how their selected person demonstrates great heart.

50 MIN.

CREATE A FOCUS STATEMENT

Small Groups

20 MIN.

Place the charts around the room, and remind students that each chart represents a focus or main idea, but students must determine the focus by how they grouped their sticky notes in Lesson 3.

Next, students decide on a title for each focus that represents the similarities in the sticky notes attached to the chart. Students write the phrase or word for the title in the box labeled “Focus.”

TEACHER NOTE

Students should be able to determine the focus of each grouping. For example, Showing Strength When Things Are Hard, Working to Make Life Better, and Inspiring Others to Take Action. Encourage students to use the dictionary definitions of greathearted in generating their focus. If students struggle to determine groupings, choose specific students who can articulate a main idea to do a Think-Aloud showing how they determined a category heading. Below is an example:

I noticed that all of the people were brave. Clara Barton bravely went onto the battlefield to help wounded soldiers. Helen Keller was brave when she decided to help people even though she was blind and deaf. Anne Frank was brave when she was in hiding from the Nazis. So, the category I chose for this group of sticky notes is “Remaining brave even when facing challenges.”

As a whole group, read the focus titles and the sticky notes, and discuss changes to tighten up the groups. Leave these charts on display for student reference later in the lesson.

Display this sentence frame: Great heart is . Write the sentence three times, once with each focus from the charts, so students can see how each one completes the sentence to define great heart:

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Great heart is being generous, or working to make life better for others.

Great heart is being courageous, or showing strength when things are hard.

Great heart is being heroic, or inspiring others to take action.

Explain that these sentences are all examples of a figurative great heart and not a literal great heart, which focuses on the actual beating heart in our bodies that keeps us alive. The figurative meaning of great heart is symbolic of actions and beliefs that show generosity, courage, and heroism.

Instruct students to Think–Pair–Share, and ask: “Why do you think the heart became such a strong symbol of generosity, courage, and heroism?” Circulate and listen in on discussions. Choose a couple of students whose responses articulate the idea that these qualities improve life, just like a strong literal heart can improve one’s life. Students share their responses with the whole group.

Students complete a Quick Write to describe when they or someone else showed a figurative great heart.

Give students a few minutes to complete the Quick Write. Share in pairs and then as a whole group.

Draw a large box around the sentences that start, “Great heart is ...” Title this box “Focus Statements.” Remind students that a focus statement establishes the writer’s purpose. It states the big idea of the paragraph or essay, and it helps the writer organize ideas to write about.

Students return to their small groups that discussed a specific biography. Together the group writes a focus statement for their famous person. Encourage groups to use the ideas to inform their focus statements. Groups then share their focus statements with the class.

Scaffold

Display the following sentence frame for students who need more guidance on writing a focus statement: displays great heart because .

Each group shares its focus statement with the whole group. Write each focus statement on the board or chart paper, and draw a box around it to represent a sheet of paper.

n Clara Barton showed great heart because she was courageous when she helped wounded soldiers on the battlefield and generous when she cared for people throughout her life.

n Helen Keller showed great heart because she was heroic, never gave up when things were hard, and was generous in helping others despite her own challenges.

n Anne Frank showed great heart because she was courageous when she was hiding from the Nazis, and she was heroic when she remained optimistic.

Students go back to the original charts and retrieve the sticky notes they wrote. Students place the notes related to the focus statement in the box under their focus statement.

GATHER AND RECORD EVIDENCE 30 MIN.

Small Groups

Distribute Handout 4A. Review the sections of the evidence organizer.

The focus statement is the sentence that includes the points I will explain in my essay.

The context gives some background information for the evidence.

The evidence is information from the text that supports my point in my focus. In this evidence organizer, we are going to paraphrase information, which means we are going to say the point in our own words and not copy it directly from the biography.

The source tells where I got my evidence.

Handout 4A: Evidence Organizer for a Figurative Great Heart Directions Choose the best evidence to support your focus statement. Write brief notes in the boxes. Remember to only write notes that support your focus. How does someone show a great heart, figuratively? Focus Statement: Context

Source

Evidence

Name

How does this show great heart?

Elaboration/Explanation Why is this person famous? What details support the focus? Quote or paraphrase. What is the source of the evidence? List title and page number.

Elaboration is my explanation for why the evidence is an example of the focus statement and why it is important.

How does someone show a great heart, figuratively?

Focus Statement:

Context Evidence Source

Why is this person famous?

What details support the focus? Quote or paraphrase.

What is the source of the evidence? List title and page number.

Elaboration/ Explanation

How does this show great heart?

Students copy their focus statement into their evidence organizers. Next, students work together to record their evidence about great heart in the evidence organizers. Students use both their sticky notes and the biographies to complete Handout 4A.

How does someone show a great heart, figuratively?

Focus Statement: Clara Barton showed great heart through her courageous spirit, generosity, and heroism.

Context Evidence Source Elaboration/Explanation

Why is this person famous?

ƒ Clara Barton, founder and first president of the American Red Cross.

What details support the focus? Quote or paraphrase.

ƒ She worked as an independent nurse during the Civil War and saw combat at Fredericksburg, Virginia.

ƒ She was a Civil War nurse known as the “angel of the battlefield.”

What is the source of the evidence? List title and page number.

ƒ

ƒ Clara Barton, founder and first president of the American Red Cross.

ƒ Clara Barton, founder and first president of the American Red Cross.

ƒ She cared for her brother when he couldn’t care for himself, and she tried to improve the lives of others by giving them access to education.

ƒ She worked to get an American branch of the International Red Cross.

How does this show great heart?

Clara Barton biography. ƒ This shows courage because Barton went into the middle of a battle to help injured soldiers. She put her own life at risk to save others because she saw that they needed help.

ƒ Clara Barton biography. ƒ This shows generosity because she gave freely of her time and energy to help others in need.

ƒ Clara Barton biography. ƒ This is an example of heroism because she inspired others to help people in need.

After students finish their evidence organizers, they can orally practice making sentences using their notes. Each row can be turned into sentences that explain a detail related to the focus statement.

n Clara Barton, founder and first president of the Red Cross, exemplified the figurative great heart through her courage, generosity, and heroism. One example of her courage is when she worked as an independent nurse to help wounded soldiers on the battlefield. This shows courage because she risked her own life to save the lives of others. She was generous when she started a public school to provide a free education to all children. It is generous to help people who can’t meet their own needs. She became a hero when she inspired the United States to open its own Red Cross. Clara Barton is an important historical figure, and her tremendous great heart continues to have a positive impact on our world.

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of each person’s actions reveal in these biographies?

Review the Content Framing Question as a whole group.

Students partner with someone who worked with a different biography. Have students explain their focus statements and how their evidence from the biography supported it.

Collect Handout 4A to formatively assess understanding of the focus statement and supporting evidence.

Wrap

5 MIN.

ASSIGN HOMEWORK

Students continue to practice reading the quotations on Handout 2C. The focus this time is on phrasing and expression. Model this by reading a quotation from the handout. Point out how you chunk words together to create phrases, how you pause at commas, and how your voice goes up and down according to the phrasing and punctuation.

Analyze

Context and Alignment

Students complete an evidence organizer that includes a focus statement and supporting textual evidence (W.4.2, W.4.8, W.4.9). Check for the following success criteria:

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The focus statement articulates how the famous person showed great heart through generosity, courage, or heroism.

The evidence connects the person’s accomplishments to her great heart.

Next Steps

Jot down comments on Handout 4A for students to revise if they have given disconnected details or if they need to explain in more depth how the famous person’s action(s) shows great heart.

Lesson 4 Deep Dive: Style and Conventions

Experiment with Punctuation for Quotations

ƒ Time: 15 min.

ƒ

Texts: Handout 2A: Heart Quotations; Biographies of Clara Barton, Helen Keller, and Anne Frank

ƒ Style and Conventions Learning Goal: Insert punctuation into text with quotations from sources (L.4.2.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 4

Experiment: How do punctuation marks for quotations work?

Launch

Display these sentences, or create a handout to distribute to students.

Helen Keller once said The best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart

As Nelson Mandela said A good head and a good heart are always a formidable combination

In the words of John Muir Keep close to Nature’s heart ... and break clear away, once in a while, and climb a mountain or spend a week in the woods. Wash your spirit clean

Point out that the sentences include quotations from Handout 2A. Ask: “What are these sentences missing?” Tell students that they will have the chance to add the missing punctuation.

Have students rewrite the quotations, inserting quotation marks, commas, and end marks. Then have pairs exchange their work and make corrections.

Select two pairs to share their quotations. Have all students correct errors as needed.

Learn

Ask: “Why do writers use quotation marks?”

n They use quotation marks in their writing to set apart words that another person or character stated.

Explain that writers also use tags or labels for particular quotations, which are separated with a comma. Share this example:

As Mr. Johnson states in his essay, “Exercise is good for the heart.”

This shows that Mr. Johnson is the person who stated these words.

In a narrative, the reader might see the following:

“Go to bed,” her mother said as she entered the room.

The words following the comma and quotation marks show that her mother was the person talking.

Ask: “How do quotation marks help the reader understand the text?”

n They set apart the words that another person or a character stated and help support a writer’s point.

Ask: “Why are the heart quotations easier to read with the correct punctuation?”

n The reader knows the exact words a particular person or character stated.

Partners look in the Clara Barton, Helen Keller, or Anne Frank biography for an important statement to use as a quotation.

Land

For an Exit Ticket, students write a statement with a quotation to support it, using a tag to show who said it.

n I believe it’s important to put your all into everything you do. As Confucius said, “Wherever you go, go with all your heart.”

Collect Exit Tickets to check punctuation with a quotation. Make sure students place commas and quotation marks correctly.

Lesson 5

How does someone show a great heart, figuratively?

ƒ Biography of Clara Barton (http://witeng.link/0664)

ƒ Biography of Helen Keller (http://witeng.link/0665)

ƒ Biography of Anne Frank (http://witeng.link/0666)

Lesson 5: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency Launch (3 min.)

Learn (55 min.)

Review the Parts of an Informative Paragraph (20 min.)

Complete Focusing Question Task 1 (35 min.)

Land (10 min.)

Answer the Content Framing Question Wrap (2 min.)

Assign Homework

Style and Conventions Deep Dive: Execute Punctuation with Quotations (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ

RI.4.1, RI.4.2

Writing ƒ

W.4.2, W.4.4, W.4.9.b

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.2.b

MATERIALS ƒ

Handout 2C: Fluency Homework ƒ Handout 4A: Evidence Organizer for a Figurative Great Heart ƒ

Assessment 5A: Focusing Question Task 1 ƒ

Handout 2A: Heart Quotations

Learning Goals

In a paragraph with an introduction, focus statement, textual evidence, elaboration, and a concluding statement, explain how a famous woman (Clara Barton, Helen Keller, or Anne Frank) showed great heart (RI.4.1, W.4.2, W.4.4, W.4.9.b).

Complete Focusing Question Task 1.

Use punctuation correctly with quoted evidence from a text (L.4.2.b).

Edit or add a quotation to the Focusing Question Task response, punctuating correctly with quotation marks, commas, and end punctuation.

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 5

Know: How do the biographies build my knowledge about great heart?

CRAFT QUESTION: Lesson 5

Execute: How do I write an informative paragraph using a focus statement and evidence?

Students complete Focusing Question Task 1, demonstrating what they have learned about informative writing and about a person who showed figurative great heart. To close the lesson, students enter ideas into their Knowledge Journal to reflect on their learning.

PRACTICE FLUENCY

Pairs reread the quotations from Handout 2C that they practiced for fluency homework. Students take turns reading aloud the quotations to a partner and marking the fluency chart (Handout 2C) for phrasing and expression.

Launch

3 MIN.

Post the Focusing Question and Content Framing Question.

Invite a student to explain what it means to show a figurative great heart.

Remind students that they have been reading biographies of women who demonstrated a figurative great heart in how they lived and treated others.

Share that in this lesson, students will apply their learning about one of these women—and about a Painted Essay—to write a paragraph.

Learn

55 MIN.

REVIEW THE PARTS OF AN INFORMATIVE PARAGRAPH

Whole Group

20 MIN.

Tell students that today they will use their evidence organizers (Handout 4A) and focus statements from the previous lesson to write a paragraph, but first you will model an informative paragraph.

Display the paragraph template.

Informative Paragraph Template

RED Introduction

Catch your reader’s attention and set the context.

GREEN Focus Statement State your big idea. (Readers should be able to tell from this statement where you are going with the topic.)

YELLOW Point 1

YELLOW Evidence

YELLOW Elaboration

BLUE Point 2

BLUE Evidence

BLUE Elaboration

GREEN Concluding Statement

State a point that proves your big idea.

Cite evidence for your point.

Explain how the evidence relates to Point 1.

State another point that proves your big idea.

Cite evidence for your point.

Explain how the evidence relates to Point 2.

Connect your point(s) back to your big idea.

Explain that this format is a shortened version of the Painted Essay that students examined in Lesson 2; this graphic shows just one proof, or supporting, paragraph from the complete Painted Essay.

TEACHER NOTE

As the module continues, students will build additional skills with informative writing. In this first Focusing Question arc of lessons, focus on the building blocks of informative writing: a clear introduction and focus statement, evidence to support ideas, elaboration to connect evidence and ideas, and a concluding statement that reinforces and connects to the big idea.

TEACHER NOTE

Alternate Activity

Model with the following example about Confucius (which includes the quotation from Lesson 1), or draft your own paragraph to model, using a text, character, historical person, or ideas your students are familiar with.

Display the full paragraph with the parts of the paragraph shaded in red, green, yellow, blue, and green. Or, distribute copies of the paragraph to students, and have them paint with watercolor paints over the parts of the paragraph as you model aloud.

Model how to start a paragraph with an introduction. Emphasize how opening a paragraph with a quotation can set the context and engage the reader. (If students are familiar with this term, you might also remind them that the introduction should hook the reader.)

Ancient philosopher and teacher Confucius is believed to have said, “Wherever you go, go with all your heart.”

Next, model for students how to build on this introductory statement with a focus statement (in green in the template) that states the paragraph’s big idea. (Point out to students that people sometimes use the words thesis statement or topic statement as synonyms for focus statement.)

Ancient philosopher and teacher Confucius is believed to have said, “Wherever you go, go with all your heart.” This quotation, along with the other ideas of his philosophy, show how important Confucius thought it was important to be kind and good and to lead by example.

Next, draw students’ attention to the yellow section of the paragraph template. Model for students how you state a point, support it with evidence, and elaborate to explain why the evidence is important:

Confucius taught that people should be kind and lead a moral life. He encouraged people to respect their elders, in the family and in society. This shows how much he valued kindness and goodness.

Direct students’ attention to the blue sections of the paragraph, and demonstrate how you state a second point, support it with evidence, and elaborate on the evidence:

In his work, Confucius led by his example. He followed his own teachings and tried to do the right thing. In his own life, he did as he told others to do.

Last, point to the concluding statement (the last row, in green) and model: Confucius was an important man who showed great heart in his words and actions. That is why people still follow his words and ideas today.

Ask: “What is the purpose of a concluding statement?” Discuss how a concluding sentence(s) or paragraph can reinforce the big idea of the paragraph or essay.

COMPLETE FOCUSING QUESTION TASK 1 35 MIN.

Individuals

Display the Craft Question: How do I write an informative paragraph using a focus statement and evidence?

Keep the Informative Paragraph Template displayed. Tell students that now they will have the chance to write their own paragraphs. Distribute Assessment 5A.

G4 M1 Assessment 5A WIT & WISDOM

Name Date Class

Assessment 5A: Focusing Question Task 1

Purpose: This task will give you a chance to show what you learned about a figurative great heart. Doing this task will also help you prepare for the End-of-Module Task, which you will complete when we finish our study of great heart.

Introduction: We have been learning about three famous women—Clara Barton, Anne Frank, and Helen Keller—by reading their biographies. What did they do that others admired? How did they show figurative great heart? For this task, you will write about one of these women.

Task: Write a well-developed paragraph in which you explain how Clara Barton, Anne Frank, or Helen Keller showed figurative great heart. Write for an audience who has read and studied the biographies as you have.

Begin your paragraph with your chosen woman’s quotation from Handout 2A.

Then develop your ideas with evidence and examples from the Evidence Organizer Chart (Handout 4A) and the biography you read.

• Clara Barton Biography, Biography.com http://witeng.link/0664

• Anne Frank Biography, Britannica Kids http://witeng.link/0666)

• Helen Keller Biography, Helen Keller Kids Museum Online (http://witeng.link/0665)

Checklist for Success

Your paragraph should include the following:

An introduction that catches your readers’ attention with a quotation from Handout 2A.

Correct punctuation for the quotation.

A focus statement that states the big idea and includes two points about how this woman showed great heart.

Evidence from this woman’s biography to support each point. Elaboration on how the evidence connects to each point.

A concluding statement that connects back to your big idea.

© Great Minds PBC

Tell students to take out Handout 4A and Handout 2A. Provide a minute for students to silently review their focus statement and quotation.

Name Date Class

Handout 2A: Heart Quotations

4A: Evidence Organizer for a Figurative Great Heart Directions Choose the best evidence to support your focus statement. Write brief notes in the boxes. Remember to only write notes that support your focus. How does someone show a great heart, figuratively? Focus Statement: Context

Source

Evidence

Handout

does

Elaboration/Explanation Why is this person famous? What details support the focus? Quote or paraphrase. What is the source of the evidence? List title and page number.

Directions Use these quotations to explore the difference between a literal and a figurative great heart.

“It is infinitely better to transplant a heart than to bury it to be devoured by worms.”

—Christiaan Barnard

“Wherever you go, go with all your heart.” —Confucius

Who Said It? Quotation

Helen Keller, author and teacher who overcame being both blind and deaf The best and most beautiful things in the world cannot be seen or even touched—they must be felt with the heart.

Michael Miller, MD, F.A.C.C., Center for Preventive Cardiology at the University of Maryland Medical Center

The recommendation for a healthy heart may one day be exercise, eat right, and laugh a few times a day.

Nelson Mandela, an anti-apartheid leader and South Africa’s first black president A good head and a good heart are always a formidable combination.

Anne Frank, a young Jewish Holocaust victim who kept a diary Despite everything, believe that people are really good at heart.

NOVA website Your heart beats about 100,000 times in one day and about 35 million times in a year.

John Muir, a Scottish-American naturalist who advocated for national parks Keep close to Nature’s heart ... and break clear away, once in a while, and climb a mountain or spend a week in the woods. Wash your spirit clean.

Anonymous, a veteran trapeze artist Throw your heart over the bars and your body will follow.

Bill Nye, “The Science Guy” Your heart is a pump. It pushes blood all over your body.

Reassure students that they already have the first part of their paragraph completed: 1) the quotation for the introduction (from the handout), and 2) the focus statement (from the previous lesson’s evidence organizer).

Scaffold

If students do not have a focus statement (e.g., “Helen Keller showed great heart because she was heroic, never gave up when things were hard, and was generous in helping despite her own challenges.”) written on Handout 4A, display the focus statements from the groups who worked together in Lesson 4 or post the sentence frame from Lesson 4 for students who need additional support in writing their focus statements:

displays great heart because

Scaffold

Group students who have selected the same topic (Clara Barton, Helen Keller, or Anne Frank), and have groups discuss how the quotation relates to the focus statement.

ƒ Clara Barton said, “If I were to speak of war, it would not be to show you the glories of conquering armies but the mischief and misery they strew in their tracks; and how, while they marched on with tread of iron and plumes proudly tossing in the breeze, someone must follow closely in their steps, crouching to the earth, toiling in the rain and darkness, shelterless themselves, with no thought of pride or glory, fame or praise, or reward; hearts breaking with pity, faces bathed in tears and hands in blood. This is the side which history never shows.” I think this connects to the focus because Clara Barton worked hard to make life better for others. She especially helped people who fought in the Civil War and were wounded.

ƒ Helen Keller said, “The best and most beautiful things in the world cannot be seen or touched—they must be felt with the heart.” I think this connects to the focus because Helen Keller was blind and worked hard to be successful. In her heart, she felt it was important to help others.

ƒ Anne Frank said, “Despite everything, I believe that people are really good at heart.” This connects to the focus because she showed great heart even in a really difficult time. Despite the terrible situation she was in when hiding from the Nazis, Anne Frank was brave and kept her hope about people.

You might also provide a sentence frame for students’ introduction: once said, “ .”

Provide time for students to write their introduction (using the quotation) and the focus statement.

Then ask students to complete their paragraphs, using evidence from the relevant biography, their completed evidence organizers (Handout 4A) from the previous lesson, and their own ideas about what it means to have a great heart.

Students complete Focusing Question Task 1.

Scaffold

Because this is the first module and first major writing task for students, you may want to scaffold their work in one of these ways:

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Students orally rehearse each evidence and elaboration sentence with a partner, explaining their thinking before writing it on their own papers.

Students use a sentence frame for evidence and elaboration: The biography of says, “ .” This shows that

Students include only evidence (without elaboration) or include only one evidence and elaboration set (yellow instead of yellow and blue). (In revision, students can expand, adding elaboration and/or a second point.)

Extension

Post large chart paper around the room. Group students together who wrote about the same person to create a Graffiti Wall of new knowledge they learned by reading the biography and writing about the person’s great heart.

TEACHER NOTE

A Graffiti Wall can serve as a place to feature and explore concepts of a module, significant quotes, literary features, and so on. It meets the needs of visual learners and promotes collective learning and understanding through collaborative work on a task (e.g., answering a question, summarizing a text). Ideally, small groups of students are given a large piece of chart paper. After investigating, reading, and/or discussing the task, students use a combination of symbols, illustrations, words, phrases, and quotes to communicate their learning. You can scaffold the work by giving a minimum or maximum amount of information to include on the wall. After reading and discussing a text, students create a Graffiti Wall to share new learning and insights about the topic.

Collect students’ completed Focusing Question Task paragraphs for assessment after completing the Deep Dive activity.

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Know: How do the biographies build my knowledge about great heart?

Ask students to take out their Knowledge Journal. Display a three-column table labeled with the three sections of the Knowledge Journal and explain each label:

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“Knowledge of the World” refers to information students have learned about the history of the world, information about cultures or people, or how the world works.

“Knowledge of Ideas” refers to concepts that are abstract, such as kindness or hope.

“Knowledge of Skills” refers to specific skills students learned to become better readers, writers, and communicators.

Provide students one minute to silently reflect on their learning in this module so far.

Then, have students Whip Around to share something that they learned, identifying it as knowledge of the world, ideas, or skills. As students share, quickly jot down ideas for display.

Knowledge of the World Knowledge of Ideas Knowledge of Skills

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Clara Barton helped others by opening a public school and providing free education.

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Clara Barton courageously helped wounded soldiers during the Civil War.

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People can work together to improve the lives of others.

People can change the rules by standing up for their beliefs.

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Heart has figurative and literal meanings.

The meaning of a word can be determined by other words in the sentence or paragraph.

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Clara Barton helped others by founding the American Red Cross.

Figurative great heart means showing generosity, courage, and heroism.

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Helen Keller showed great strength overcoming the obstacle of being blind and deaf.

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Helen Keller worked for equal treatment of blind people.

Anne Frank showed great courage when her family hid from the Nazis.

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Anne Frank showed heroism when she remained optimistic while hiding from the Nazis.

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Quotations can reveal deeper meaning about a person.

An informative paragraph should have a focus statement, which tells the big idea.

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Like an informative essay, an informative paragraph has an introduction, focus statement, evidence, elaboration, and conclusion. A paragraph is just shorter!

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A biography tells the life story of a real person.

After sharing, provide a minute or two for students to enter one key piece of knowledge into their Knowledge Journal.

Extension

Have students enter knowledge for each of the sections (world, ideas, skills) into their Knowledge Journal. Or, take a picture of the chart and print it for students to paste into their journal.

ASSIGN HOMEWORK

Wrap2 MIN.

Students finish writing their paragraphs, if necessary. Instruct students to write responses to the following questions:

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What component of writing an informational paragraph did you execute well?

With which component do you need more practice?

Analyze

Context and Alignment

Students respond to Focusing Question Task 1 by writing an informative paragraph including an introduction/focus statement, evidence, and a conclusion. See Appendix C for a sample response to this task. Use the Checklist for Success on Assessment 5A to analyze the paragraphs and check for the following success criteria: ƒ

Provides an introduction that includes a quotation. ƒ

Uses correct punctuation for the quotation. ƒ

Opens with a focus statement that states the big idea and includes two points about how this woman showed great heart. ƒ

Includes evidence to support each point. ƒ

Elaborates on how the evidence connects to each point. ƒ

Closes with a concluding statement that connects to or restates the big idea.

Note that as the module continues and students build skills with informative writing, the success criteria will expand. For now, the focus is on clarity of ideas and the elements of an informative paragraph, rather than error-free spelling, punctuation, or the use of strong language and transitions.

Next Steps

Refer to the sample student response in Appendix C and use the Checklist for Success in Assessment 5A to evaluate students’ writing. Look for general trends or gaps to address in instruction. Work with small groups to make targeted revisions, such as the following: ƒ

If students do not clearly state the focus of the paragraph, encourage them to engage in oral rehearsal with a partner or small group before revising their focus statements. ƒ

If students do not include relevant evidence, return to the biography and encourage them to annotate for examples of a great heart. ƒ

If students do not provide an effective conclusion, model how to restate the main idea of the paragraph or summarize the big ideas in a concluding statement. ƒ

If students do not use precise vocabulary, provide a word bank and encourage them to replace imprecise or informal words with richer academic or domain-specific vocabulary. ƒ

If students have trouble elaborating their ideas, provide sentence frames for them to use as scaffolds.

Remind students that they will continue to develop their skills with informative writing throughout this module.

Lesson 5 Deep Dive: Style and Conventions

Execute Punctuation with Quotations

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Time: 15 min.

Text: Students’ Focusing Question Task 1 responses

ƒ Style and Conventions Learning Goal: Use punctuation correctly with quoted evidence from a text (L.4.2.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 5

Execute: How do I use punctuation with quotations in my Focusing Question Task 1 response?

Scaffold

Depending on your students’ needs, consider using this time to engage in self-assessment or peer review, or to conduct a mini-lesson on a targeted revision area for students’ Focusing Question Task 1 paragraphs. Mini-lesson topics should be based on students’ needs; see the Analyze section in the core lesson for some instructional suggestions.

Launch

Post the Style and Conventions Craft Question.

Call on students to name articulate, powerful speakers and writers from the present or the past, such as Martin Luther King Jr. and Helen Keller. Ask: “Why do the words of these people influence or stick with us? Why do we remember what they have said or written?”

Discuss how the experiences, ideas, and language of these memorable people make their words profound.

Ask: “Why might we want to quote these people?”

Point out that writers refer to the words of powerful speakers and writers like these because the quotations give strength to their own writing, help people to connect with their messages, or give strength to an argument.

Remind students that it is important to quote accurately, cite the source, and use correct punctuation to set off someone else’s language in their own writing. Writers must credit the source because the quotation belongs to the original speaker or writer.

As a group, generate a list of the important punctuation rules for quoting correctly. Display.

n The quotation is set off with double quotation marks (“”).

n A comma can introduce or end a quotation. (“Always show great heart,” she said.)

n Periods or commas are almost always placed inside quotation marks.

n End marks appear at the end of the sentence.

Ask pairs to exchange their Focusing Question Task 1 responses and use these rules to proofread for correct punctuation of quotations.

Scaffold

Break the editing down into steps for students as needed.

1 Underline or highlight quotations, or words quoted from another source.

2 Circle or highlight double quotation marks around the quotation (or mark where the quotation marks should appear).

3 Circle or highlight if a comma appears before or after the quotation (or if a comma is missing, where it should be included).

4 Circle or highlight the end punctuation (or mark what it should be and where it should be included if it is missing).

5 Remember that a period or comma almost always goes inside the quotation marks.

Extension

Provide copies of the paragraph you used for modeling during the core lesson, with an added quotation that is missing the correct quotation punctuation. Ask students to add the correct punctuation to set off the quotations in the text.

Ancient philosopher and teacher Confucius is believed to have said Wherever you go, go with all your heart. This quotation, along with the other ideas of his philosophy, shows how important Confucius thought it was to be kind and good and to lead by example. Confucius taught that people should be kind and lead a moral life. He encouraged people to respect their elders, in the family and in society. This shows how much he valued kindness and goodness.

In his work, Confucius led by his example. He followed his own teachings and tried to do the right thing. In his own life, he did as he told others to do. People say that he said Do not do to others what you would not want done to you. Confucius was an important man who showed great heart in his words and actions. That is why people still follow his words and ideas today.

Land

Students edit their Focusing Question Task 1 responses to correct errors in punctuation of quotations.

Extension

Students who are ready to move ahead can review the relevant biography and include additional quotations from that text in their paragraphs.

If time allows, encourage students to keep a record of their learning by entering an idea about quotations or the correct punctuation of quotations into their Knowledge Journal.

FOCUSING WIT & WISDOM®

QUESTION: LESSONS 1–6 How does someone show a great heart, figuratively?

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Lesson 6: At a Glance

AGENDA

Welcome (5 min.)

Set a Focus

Launch (5 min.)

Notice and Wonder Learn (50 min.)

Analyze a Famous Painting (30 min.)

Analyze a Quotation (20 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ RI.4.4

Writing ƒ W.4.2, W.4.8

Speaking and Listening ƒ SL.4.2, SL.4.1.d

MATERIALS

Handout 6A: Dr. Gross Quotation ƒ Handout 6B: Evidence Organizer for Dr. Gross ƒ

Chart paper ƒ Markers ƒ Index cards

Learning Goals

Synthesize details from a painting and a quotation to define a figurative great heart (RI.4.4).

Construct a Quick Write to elaborate on the definition of a figurative great heart.

Create a focus statement about a famous person, and support it with textual details (W.4.2, W.4.8).

Complete an evidence organizer based on a painting and a quotation to prepare to write an informative paragraph.

Prepare

FOCUSING QUESTION: Lessons 1–6

How does someone show a great heart, figuratively?

CONTENT FRAMING QUESTION: Lesson 6

Distill: How does Thomas Eakins’s painting, Portrait of Dr. Samuel D. Gross (The Gross Clinic), and a close reading of Dr. Gross’s quotation extend my understanding of a figurative great heart?

CRAFT QUESTION: Lesson 6

Experiment: How do I find evidence to support a focus statement?

In this lesson, students continue to deepen their understanding of the concept of a figurative great heart through careful observation of a painting and exploration of a connected quotation. Over the course of the lesson, students practice skills and strategies designed to develop literal comprehension. The lesson then moves students into an analysis and synthesis of the important ideas related to a figurative great heart.

Welcome

SET A FOCUS

5 MIN.

Project the Portrait of Dr. Samuel D. Gross (The Gross Clinic) (http://witeng.link/0667).

Explain that today’s lesson will use this famous painting and a quotation from an important historical person to help them construct a deeper understanding of a great heart. Without providing the title of the painting, explain that students will have two minutes to silently view the painting to jot down statements and questions about what they see. Before they start the actual observation time, ask for one or two students to give an example of a possible statement and a question. If no student is able to do this, model one of each. After students understand the task, provide two minutes of quiet observation time.

NOTICE AND WONDER

After the observation, ask: “What did you notice and wonder while observing this famous painting?” Record student responses on a Notice and Wonder T-Chart:

I Notice I Wonder

ƒ A man with white hair is standing in the middle of the room.

ƒ The man has something red, probably blood, on his hands, and he is holding something.

ƒ The faces of four men around the table are visible. They look very serious about their work. They seem to be holding surgical tools, and there’s someone under a cloth.

TEACHER NOTE

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Who is the man? ƒ What is the man doing? ƒ Why is the woman hiding her face? ƒ Who are all the people in the background, and why are they there? ƒ What are these men doing? ƒ Why is the background so dark?

Keep the statements and questions in mind as you continue the lesson. Refer to them whenever possible to help students understand the underlying processes involved in constructing meaning from a variety of media.

Post the Focusing Question and Content Framing Question.

Explain that the painting represents a greathearted man and an important time in the advancement of medical care. Refer to the Content Framing Question. Ask students to summarize characteristics of a figurative great heart from the biographies. Record these on a chart with the heading “Greathearted.”

n Greathearted people are generous, courageous, or heroic.

n Anne Frank demonstrated what it means to be courageous.

n Clara Barton showed us that greathearted people see things differently from others, such as in her quotation when she talked about the sadness and loss involved even when an army wins a battle.

Explain that we can “read” a painting closely, looking at the tools the artist uses to tell a story, just as we do with a written text.

It is unlikely students will be familiar with Dr. Gross or the teaching practices experienced by medical students in the late 1800s. Read or present the following background information:

This painting was created in 1875 by American realist painter Thomas Eakins. The name of the painting is Portrait of Dr. Samuel D. Gross (The Gross Clinic), and it measures 8 feet by 6.5 feet. (Show students how big this would be by drawing an imaginary frame on the wall.) Dr. Gross was an important surgeon and teacher who believed the body could heal itself. This was a new idea in 1875. At this time, doctors frequently amputated, or cut off, body parts, leaving patients with limited use of limbs and increasing the danger of infection and bleeding from such a dangerous surgery. Amputations often led to death. The surgery depicted in this painting is believed to be the first surgery to heal rather than to amputate a diseased part of the body. Dr. Gross often performed surgeries in a lecture hall in front of medical students as part of their training. The man seated to the doctor’s right, holding a pencil, is thought to be the artist, taking his own notes.

ANALYZE A FAMOUS PAINTING 30 MIN.

Whole Group

1 Now that you know the name and some of the background for the painting, let’s see if we can answer some of our earlier wonders or questions. What else do you think is happening in the painting? What do you see in the foreground? In the background?

n The white-haired man standing in the middle of the painting is Dr. Gross.

n The red on his hands is blood from the surgery.

n The other men in the center are helping with the operation.

n The woman hiding her face is probably the patient’s mother or wife. She might be too frightened or upset to watch.

n The men in the back are students. It’s hard to see them because they are dark.

2 Why are so many students observing the operation?

n This must be a very important operation.

n If this was the first operation to heal a patient, Dr. Gross might have wanted lots of students to learn about his new technique.

3 How is this surgery different from surgery today?

TEACHER NOTE

Students may have seen surgery performed during a television show.

n Today doctors wear a uniform, not dark suits.

n Nurses would assist the doctor, and they would all wear gloves and masks to help keep germs out of the body.

n The medical students would be behind a glass wall to keep out germs.

4 How does the artist hold viewers’ attention?

n Although the painting is very busy, with many figures, our attention goes to the man standing at the center of the painting, with light falling on his head and his bloody hand holding a scalpel.

n Because this man is standing, our eyes go to him.

n Our attention also goes to the other people near the center, because the white cloth over the patient and the light falling on these men contrasts with the dark room and the dark hallway behind them.

n We can tell that Dr. Gross and the other doctors are the most important figures. They are in the light, and their white clothing stands out against the dark background.

5 How does the composition of the painting, or the arrangement of the different parts, help focus our attention on the operation?

TEACHER NOTE

Define art terms as needed. The composition of a painting is “the thoughtful arrangement of the various parts so that the final piece is unified and whole.” Go to the Wit & Wisdom Visual Art Glossary at GreatMinds.org for more art terms, definitions, and examples.

n Dr. Gross has four doctors working with him. Their heads and shoulders are grouped around the patient. Their arms seem to point to the patient, making the place where they are operating the center of attention.

n The doctors and the patient are in front of the rectangle shape of the doorway where two people are standing.

n The table full of surgical tools frames the bottom of the painting.

n The doorway frames the table.

n Eakins’s desk also frames the table, with two horizontal lines pointing at it. The bannister at the side of the seats going up to the right of the table also directs the viewer’s eye to the action.

6 The lighting effects in a painting are called chiaroscuro, which is Italian for “light-dark.” For centuries, chiaroscuro has been used in paintings to make the subject look important and to help separate it from the background. What effect does this give this painting?

n The painting looks mysterious.

n It’s hard to tell exactly what is going on, especially with all the people in the back.

n The viewer’s attention goes to the operation, the doctors, and the blood.

7 From where is the viewer of this painting looking?

n The viewer is near the foot of the operating table.

n The artist gives viewers a good position from which to see and appreciate the scene.

Review the Content Framing Question and distribute Handout

6A. Read the quotation aloud while students follow along. Have them read it with a partner a second time, circling unfamiliar words as they reread. Follow up with a discussion to provide student-friendly definitions for unfamiliar words.

Handout 6A: Dr. Gross Quotation

Name Date Class

Directions: Read the following quotation, and then paraphrase each section as it is listed below.

“I never enter the lecture-room without a deep sense of the responsibility of my office—without a sense that have a solemn duty to perform—and that upon what I may utter during the hour may depend the happiness or misery of hundreds, if not thousands, of human beings. Nothing was more offensive to me than applause when I entered the amphitheater, and I never permitted it after the first lecture. I always said, ‘Gentlemen, such a noise is more befitting a theater or a circus than a temple dedicated ... to almighty God, for the study of disease and accident, and your preparation for the great duties of your profession. There is something awfully solemn in a profession that deals with life and death; and desire ... to impress upon your minds its sacred and responsible character.”

(Section 1) “I never enter the lecture-room without a deep sense of the responsibility of my office—without a sense that I have a solemn duty to perform—and that upon what I may utter during the hour may depend the happiness or misery of hundreds, if not thousands, of human beings.”

Directions: Rewrite section 1 in your own words.

Explain that we need to break complicated text down into smaller bits and say it in our own words to understand the gist of the text. Break the quotation into the three parts as shown by the following numbered sections. Model paraphrasing using the first section of the text. See the model below, if necessary. Have pairs read the quotation a third time to paraphrase the three sections into their own words. Come back as a whole group and share. Use the best student examples to rewrite the quotation in studentfriendly language. If students struggle with this part, model the remaining two sections using a Think-Aloud strategy. It may be necessary to model and rewrite the entire quotation.

Section 1 of the quotation: “I never enter the lecture-room without a deep sense of the responsibility of my office—without a sense that I have a solemn duty to perform—and that upon what I may utter during the hour may depend the happiness or misery of hundreds, if not thousands, of human beings.”

Paraphrase of section 1: I always enter the classroom with the understanding that my teaching could mean life or death to many, many people. So I must always do my best to be perfect.

Section 2 of the quotation: “Nothing was more offensive to me than applause when I entered the amphitheater, and I never permitted it after the first lecture. I always said, ‘Gentlemen, such a noise is more befitting a theater or a circus than a temple dedicated ... to almighty God, for the study of disease and accident, and your preparation for the great duties of your profession.”

Paraphrase of section 2: Learning how to save a person’s life is not entertainment. It is sacred and important for becoming a good doctor.

Section 3 of the quotation: “There is something awfully solemn in a profession that deals with life and death; and I desire ... to impress upon your minds its sacred and responsible character.”

Paraphrase of section 3: You must remember how important your role is and do your best to learn everything you can. Nothing is more important than saving a life.

Ask: “Reflecting on the painting and the quotation, what seems most important to Dr. Gross? How do you know? What words would you use to describe Dr. Gross? How do these ideas enhance our definition of great heart?”

n Dr. Gross wants to share his knowledge with lots of people so they can save lives. I think this because of all the students in the lecture room.

n He doesn’t want praise for being a good doctor. He wants people to be serious and learn from him. I think this is because he does not want people to clap when he comes into the lecture room to perform a surgery.

n In the background information for the painting, we learned Dr. Gross is performing the first surgery to save a life without performing an amputation. It must be scary to be the first one to try out a new idea. I wonder how he learned that the body could heal itself?

n If Dr. Gross is a greathearted person, then greathearted must also describe people who discover and try new things to improve others’ lives. Greathearted people must value learning and sharing their new knowledge with others, and they don’t do this because they want to be famous.

On an index card, each student completes a Quick Write to define greathearted. Have students share their definitions. Record new characteristics on the Greathearted Chart from the beginning of the lesson.

Whole Group

Now that we have added to our definition of great heart, let’s use an evidence organizer to organize and explain our thinking. Remember the Focusing Question for this group of lessons is: How does someone show a great heart, figuratively? What does Dr. Gross add to our understanding of this question? The new great heart words we use to describe Dr. Gross will become our focus statement for this evidence organizer. So now we are going to write a focus statement and find evidence to support it.

Display the evidence organizer. Partner students and have them brainstorm focus statements. Have pairs report while you record possible statements. As a whole group, select the best focus statement and put it in the evidence organizer.

TEACHER

NOTE

If students are struggling to come up with a focus statement, give them a sentence frame: Dr. Gross was an important historical figure who showed great heart through . Have students complete the sentence with the words they used in their definitions. Remind students that they completed an evidence organizer with the biographies of Clara Barton, Helen Keller, and Anne Frank. Explain that they should use the same process to complete the evidence organizer in this lesson.

How does someone show a great heart, figuratively?

Focus Statement: Dr. Gross was an important historical figure who showed great heart through his pursuit of knowledge and his compassion.

Context Evidence Source Elaboration/Explanation

Why is this person famous?

ƒ Medical doctor and teacher.

What details support the focus? Quote or paraphrase. What is the source of the evidence? How does this show great heart?

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Dr. Gross believed the body could heal itself.

ƒ Background discussion.

ƒ Doctor who performed new surgeries in front of lots of students.

ƒ Medical doctor and teacher.

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“upon what I may utter during the hour may depend the happiness or misery of hundreds, if not thousands, of human beings”

ƒ The lecture hall was full of students watching the surgery. Eakins made Dr. Gross the focus of the painting.

ƒ Quotation from Dr. Gross.

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This idea saved many lives because doctors replaced the dangerous amputations with smaller surgeries.

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Dr. Gross understands that as a doctor and teacher he has a lot of power and can impact the lives of thousands of people. He is very brave.

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Painting and quotations.

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Dr. Gross was greatly respected even though his ideas were different and not yet tested.

Distribute Handout 6B. Have students copy the class focus statement into their organizers.

Groups work together to record evidence into their evidence organizers.

Group students who struggled to generate a focus statement or who struggled with previous evidence organizers. Lead them through the process by identifying the evidence and asking them probing questions to elicit their explanation.

© Great Minds PBC G4 M1 Handout 6B WIT

Source & WISDOM

Page

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Distill: How does Thomas Eakins’s painting, Portrait of Dr. Samuel D. Gross (The Gross Clinic), and a close reading of Dr. Gross’s quotation extend my understanding of a figurative great heart?

Review the Content Framing Question. Ask: “How do Thomas Eakins’s painting and Dr. Gross’s quotation extend your understanding of a figurative great heart?”

Wrap

5 MIN.

ASSIGN HOMEWORK

Collect index cards with new definitions of great heart and students’ evidence organizers.

How does this show great heart? G4 M1 Lesson 6 WIT & WISDOM® 96

Elaboration/Explanation Why is this person famous? What details support the focus? Quote or paraphrase. What is the source of the evidence? of 2 © 2023 Great Minds PBC

Have students think about the biographies they read earlier in this module. Have them pick one person and complete a pencil sketch of an important moment from that person’s life, representing her great heart. As a class, brainstorm a quick list of things students might sketch

Analyze

Context and Alignment

Students complete a Quick Write in which they expand their definition of greathearted (RI.4.4). Check for the following success criteria:

ƒ Provides new characteristics of a figurative great heart.

ƒ Connects the new characteristics of a figurative great heart to Dr. Gross.

Next Steps

If students struggle to identify characteristics that show Dr. Gross had a figurative great heart, have them review the previous definitions of greathearted and work with a small group to review the characteristics of Dr. Gross

*Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

What is a great heart, literally?

Lesson 7

“Exploring the Heart—The Circulatory System!” (http://witeng.link/0672) ƒ The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 1–21

Lesson 7: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.)

Pose the Content Framing Question

Learn (50 min.)

View the Video (10 min.) Define the Listening Goal (10 min.)

Notice and Wonder (30 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Content Vocabulary: Morphology of circulatory (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RI.4.1

Speaking and Listening ƒ SL.4.1, SL.4.2

Language ƒ L.4.4.b

Handout 7A: Active Listening Strategies

Handout 7B: The Circulatory Story Vocabulary

paper

clay

Index cards

Sticky notes

Learning Goals

Develop a framework for understanding the text by referring to details and examples in a new text (RI.4.1).

Complete a Read–Think–Wonder Chart while reading pages 1–21 in The Circulatory Story.

Formulate a definition for the word circulatory after studying the morphology of the word (L.4.4.b).

Generate a definition for circulatory

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 7

Wonder: What do I notice and wonder about The Circulatory Story?

In this lesson, students participate in a Read Aloud of the first half of The Circulatory Story, recording what they notice and wonder about the text. This is an opportunity for students to enjoy the words and illustrations of the book to get the gist of the text and to discover how it is organized. This challenging text is full of rich, scientific information about the heart and the circulatory system, but it blends this information with figurative language, humor, and engaging illustrations to make it more understandable for children. In this lesson, students will also define the listening goal and explore how concentrating can improve comprehension.

Welcome5 MIN.

Provide each pair of students with a drinking straw and a small piece of modeling clay, and post the following instructions:

1 Find one partner’s pulse point on the inside of the wrist below the thumb.

2 Place a piece of modeling clay on this point and push one end of a drinking straw into the clay so it stands upright.

3 Have this partner lay their arm flat on the table.

4 Observe.

5 Switch partners and repeat.

Have students follow the instructions to see their pulse; the straw will rock back and forth slightly as the blood pumped by the heart passes through the pulse point in the wrist.

Students respond independently in their Response Journal to the following prompt:

What does seeing your pulse make you wonder about your heart?

Launch

5 MIN.

POSE THE CONTENT FRAMING QUESTION

Invite a few students to share their prompt responses from the Welcome activity. Tell students that this lesson will help them build knowledge about the heart by exploring a new text, The Circulatory Story.

Post the Focusing Question and Content Framing Question.

Explain that when readers want to build knowledge about a complex subject, they read texts several times. In this first read, students use the Content Framing Question to guide their thinking.

Have a volunteer read the Content Framing Question aloud.

Have another volunteer briefly explain why it is helpful for readers who are beginning a new text to take note of new things they discover and to make note of and reflect on questions they have. Learn 50 MIN.

VIEW THE VIDEO 10 MIN.

Whole Group

Students view the first four minutes of “Exploring the Heart—The Circulatory System!” (http://witeng.link/0672) to build knowledge about the heart.

Instruct students to Think–Pair–Share, and ask: “What did you learn about the heart and its system?”

n The heart muscle pumps blood through the body.

n The heart pumps blood to the lungs to get oxygen.

n The heart pushes red blood cells, which carry oxygen to the tissues of the body.

DEFINE THE LISTENING GOAL

Pairs

10 MIN.

Instruct students to Think–Pair–Share, and ask: “While you were watching the video, what did you do to make sure you learned something from the experience?”

n I paid attention so I would remember it.

n I listened carefully to what people in the video were saying.

n I tried to focus on the video.

n I put my whole mind into watching.

Explain that the ways students focused their minds and bodies for learning are all part of the Listening Goal for this module: Concentrate.

Define and have students record the definition of the word concentrate in their Vocabulary Journal.

Word Meaning Synonyms

concentrate (v.) 1. To gather or collect all in one place.

2. To give something all of your attention or focus.

1. center, direct 2. focus

Instruct students to Think–Pair–Share, and ask: “What does it look like or sound like when someone concentrates?”

n They look at what they are concentrating on.

n They might nod their head.

n They might furrow their brow.

n They sit up and face the speaker or screen.

n They are quiet while they are listening.

As pairs share, record relevant responses for display. Review the strategies on Handout 7A.

Explain that the first Read Aloud of The Circulatory Story will be a great time to practice concentrating to get the most out of the Read Aloud experience, especially since this text has some great opportunities to learn new things. Remind students to practice the listening strategies from Handout 7A.

NOTICE AND WONDER

Whole Group

30 MIN.

Read along in my own book when someone is reading aloud.

down questions or comments have about something the speaker said or read.

Wait for the right time to share my thoughts without interrupting someone else.

my comments or questions on topic.

Give students a few minutes to flip through The Circulatory Story and enjoy the illustrations.

TEACHER NOTE

A whole group Read Aloud is important for this text because it contains unfamiliar vocabulary. In future lessons, students will have opportunities to read the text independently.

Display the following Read–Think–Wonder Chart on chart paper for students to copy into their Response Journal.

The Circulatory Story

I Read I Think I Wonder

Explain that things listed in the “I Read” column are details they gather from the book, things listed in the “I Think” column are inferences they make, and things in the “I Wonder” column are questions they have.

Students note what they read, think, and wonder as they review the text and listen to a Read Aloud through page 21.

Tell students to concentrate first on the front and back covers, recording on their charts what they read, think, and wonder. Invite students to share with a partner what they recorded, and then invite several students to share with the class.

n The illustration on the cover shows a cartoon girl with glasses wearing a big T-shirt with the title of the book on it, The Circulatory Story.

n I see a little green creature peeking out from behind the girl’s ankle.

n I think the creature is shouting out the names of the author and illustrators because the words are bold and in speech bubbles.

n I wonder: Who is the little green creature?

n The text on the back cover has the word wonder in it!

n I wonder: Are the questions on the back trying to get us interested in the book?

n The green guy is on the back cover, too. It shows him playing a drum set with a huge picture of a heart on it.

n I think that “Keeping the beat!” might have to do with heartbeats, too, because the picture with the drums comes right after “It’s all just a heartbeat away!”

n At the bottom of the back cover, I read information about the author and illustrator.

Record at least one student contribution in each column of the display chart to model the scope of what students might write and the linear relationship across columns. For example, using the sample student answers above, you might write:

The Circulatory Story

I Read I Think I Wonder

ƒ Illustration of green creature (cover). ƒ The creature is shouting out the names of the author and illustrator because those speech bubbles point to his mouth, and the words are bold.

ƒ Who is the little green creature?

Begin reading aloud while students follow along. Stop at the bottom of page 5. Give students time to record what they read, think, and wonder about in these first pages.

Ask: “What did you read, think, or wonder about this book so far?”

n The little green creature is asking the girl all kinds of questions about her heart and blood.

n This book is written like a cartoon, with all of the dialogue in speech bubbles.

n The narrator is talking directly to the reader.

n I notice one of those things a doctor uses to listen inside your body.

n I wonder what that instrument is called.

n I think this book is going to be all about the heart and blood.

n I wonder why the green guy seems so frantic about getting the girl’s attention.

Address student questions as needed to foster understanding. For example, provide the name for the stethoscope, or give a simple explanation of second-person point of view.

TEACHER NOTE

Because students will be close reading shorter sections of this text and digging deeply into details during future lessons, resist the urge to pause the flow of the Read Aloud more frequently than needed. The primary goal for this Read–Think–Wonder work is to engage students’ curiosity. This curiosity will fuel the deep thinking they will need to understand the complex concepts presented in this text.

Continue reading aloud while students follow along. Stop at the bottom of page 13. Give students time to record what they read, think, and wonder about from these pages.

Ask: “What did you read, think, or wonder about in this section of the book?”

n I notice that the little green guy is acting like a cowboy, shouting things like “Yee haw” and “Giddy up!”

n I notice a lot of charts and arrows.

n I read some really big, complicated words, like erythrocyte. I have no idea what some of them mean.

n I think the illustrator is trying to get us to laugh with the old versions of the characters in the cartoon

on the bottom of page 8.

n I wonder why so many of the headings have exclamation points.

n I wonder why the author keeps mentioning other things like highways, rooms, and doors.

Celebrate what students discover to foster curiosity. For example, direct them to the glossary at the back of the book if they are curious about specific terms, or take a moment to laugh with them when they notice the illustrator’s cartoon depiction of the characters in 2072.

Continue reading aloud while students follow along. Stop at the bottom of page 21. Give students time to record what they read, think, and wonder about from these pages.

Ask: “What did you read, think, or wonder about in this section of the book?”

n I notice a lot of information on every page!

n I wonder why the little green guy is on a train in pages 16 and 17.

n I think the author is trying to get us to keep turning pages by saying things like “[W]hoa, what was that?” at the end of a page.

n I wonder why the author keeps making jokes.

n I notice that the illustrations on pages 20 and 21 are really busy!

n I wonder what is really going on with the gas passing back and forth.

Consider sharing something new you noticed in the text that you didn’t know before you encountered it that day. Or, wonder aloud about something you found confusing on your first read. This can help students feel more confident in their own ability to approach complex text.

Validate anything students notice about the complexity of the text, and reassure students that it is okay to have more questions than answers.

Pairs share and discuss one another’s charts to see what their partner was curious about. Distribute sticky notes to each pair. Each pair records two or three of the most interesting things they noticed, inferred, or wondered about on sticky notes and places the sticky notes in the appropriate columns on the display chart.

When all pairs have contributed to the chart, explain that they will answer some of the questions they wondered about as they continue to study The Circulatory Story.

Ask: “Which of these questions might be most helpful for guiding our understanding of the text and why?”

If necessary, add examples of questions that promote deep thinking. Keep this chart posted in the room for future reference while studying The Circulatory Story

TEACHER NOTE

Before the next lesson, identify questions in the “I Wonder” column that will be addressed in that lesson, and place a star next to each. Be sure to add these questions to the discussion about the text. This shows students that their cognitive work of wondering about the text is important. Guiding students in answering these questions also models how good readers flow between asking questions about a text and reading to locate answers and build understanding.

Celebrate the success of persevering through a challenging science text with curiosity and humor.

ANSWER THE CONTENT FRAMING QUESTION

Wonder: What do I notice and wonder about The Circulatory Story?

Review the Content Framing Question as a class. Ask: “How did our work answer that question? Why is it important to notice and wonder when we first start a challenging text?”

n We recorded things we noticed in the book, such as the little green guy, the hard words about the heart and blood, and the ways the pictures helped us understand the words.

n We also recorded questions we have about the book.

n It is important to notice and wonder about a challenging book because it helps us understand what the whole book is about, and it helps us see how the book is organized.

n It is also important to notice and wonder because it gets our brains thinking about questions we have so we can search for the answers in the book.

Explain that in the next lesson, students will look more closely at how The Circulatory System is organized to better understand what is happening.

ASSIGN HOMEWORK

Distribute Handout 7B, and read the directions with students. Also, read aloud the vocabulary terms, and have students repeat after you to practice pronouncing the words: circulatory, component, hemoglobin, transport, cell, plasma, and pericardium.

For homework, students draw a picture to help them remember the meaning of each word.

TEACHER NOTE

The vocabulary words will be in the reading for the next lesson. Providing students time to learn the meanings of the words and connect them to visual representations will improve comprehension of the text as they read it. You may want to specify whether your expectation for each illustration is a scientific style of drawing or a more creative way to remember the meaning of the word.

Analyze

Context and Alignment

Students complete a Read–Think–Wonder Chart while reading pages 1–21 in The Circulatory Story (RI.4.1) to help them understand how the text is organized and to recognize the text features that help them construct meaning from this complex text. Check for the following success criteria:

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The Read–Think–Wonder Chart has evidence showing that the student has a sense of the purpose of this text (to teach us about the circulatory system), and that the student recognizes the role of the “little green guy” (going inside the body and through the circulatory system).

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The chart indicates that the student realizes the text includes lots of science vocabulary and humor and that a lot of information comes very quickly at the reader.

Next Steps

The lessons for The Circulatory Story will help students answer the Focusing Question. Using the instructional practice of Boxes and Bullets, the lessons will teach students to identify and generate the main ideas in this text and prepare them to generate summaries of the various sections. Recognizing the purpose of the text and noticing key text features will prepare students for writing about the main idea. The following ideas may help you respond to student needs:

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Address common misunderstandings at the beginning of the next lesson. Give a strong introduction to the text that tells the purpose of the text and explains the role of the “little green guy.”

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Strategically pair students who struggled with this task with students who could benefit from guiding others to solidify their thinking.

Consider categorizing student questions by the type of thinking necessary to explore their questions. Examples of these cognitive categories are recall of information, application, and synthesis. Students who ask questions that reflect higher-order thinking skills tend to have the gist of the text and are moving to developing deeper understanding of the text.

Content Vocabulary: Morphology of circulatory

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 1–21

Vocabulary Learning Goal: Formulate a definition for the word circulatory after studying the morphology of the word (L.4.4.b).

Launch

Students read the following sentence from The Circulatory Story:

“It’s a trip through the body’s circulatory system” (5).

Ask: “Why is the circulatory system called circulatory?”

Allow students to generate their own ideas about how blood flows in the body.

Learn

Demonstrate morphological analysis. Display the word circulatory, circle the root circ, and ask: “What does this word part, circ, remind you of?”

n It looks like the word circle.

Ask: “How do you think circulatory is related to the root circ?”

n The word circulatory is related to how the blood flows in the body. It travels in a circle through your body.

Ask: “What other words have the root circ in them?”

Allow students to generate answers if they are able to do so.

Display the following words: circle, circulation, circumvent, circuit, circulate, circumference.

Ask: “Have you heard of any of these words, and if so, what do you think they mean?”

n These words refer to things that are round or go around.

Underline the root in all of the displayed words.

Explain that you can look at the parts of a word to figure out its meaning. Explain that we call this “morphological analysis” because we are analyzing, or looking critically at, the “morph,” or the “shape,” of a word.

Display the following sentences, and underline the root circ in the appropriate words. Review each sentence, and ask students to try to figure out the meaning of the word with the root circ. Then explain how circ relates to the meaning of the word.

The circle is larger than the square.

n A circle is a “round shape.”

Her circulation is poor, so she has to take medicine.

n Circulation is “how blood flows in the body.”

Mr. Jones circumvented the issue by talking about something else.

n To circumvent means “to go around, as in avoiding something else.”

The circuit was broken, so the light would not go on.

n A circuit refers to “an electrical connection that is in a circle.”

Please circulate the classroom during the test.

n To circulate means “to move around something.”

The circumference of the tree was 15 feet.

n The circumference is “the outside circle around something.”

Ask: “How can you use part of a word, such as a root, to help you figure out the meaning of a word?”

n If you come to an unknown word, you look at the word in the sentence and, with the meaning of the root, try to figure it out.

Land

Ask: “How do you think circulatory is related to the root circ?”

n The word circulatory is related to how blood flows in the body. Blood travels in a circle through your body.

Ask: “Why do you think the text states on page 5, ‘It’s a trip through the body’s circulatory system’?”

n The book is going to have us travel through the body in a circle to see how the blood flows in the body.

For an Exit Ticket, students write a definition, in their own words, of what the word circulatory means

Collect Exit Tickets and review for understanding.

Lesson 8

FOCUSING QUESTION: LESSONS 7–17 What is a great heart, literally? ƒ The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 1–7; 23–39

Lesson 8: At a Glance

AGENDA

Welcome (5 min.)

Review Vocabulary

Launch (5 min.)

Learn (50 min.)

Read, Think, and Wonder (20 min.)

Collect Details (30 min.)

Land (10 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Content Vocabulary: Chamber (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.4.1, RI.4.2, RI.4.5, RI.4.7

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.2

Language ƒ L.4.5 ƒ L.4.5.c

MATERIALS

Handout 7B: The Circulatory Story Vocabulary ƒ

Handout 8A: Fluency Homework

Read–Think–Wonder Chart (from previous lesson)

Chart paper ƒ

Markers ƒ Sticky notes

Learning Goals

Use the text structure of The Circulatory Story to determine the main idea of a short section of text and show how it is supported by key details (RI.4.2, RI.4.5, RI.4.7).

Complete a Boxes and Bullets Chart with information from The Circulatory Story, pages 6–7.

Explain the significance of the word chamber in relation to the heart, and show where the chambers of the heart are located (L.4.5.c).

Draw a sketch of the heart, labeling the four chambers, and explain the significance of the word chamber in relation to the heart.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 8

Organize: What is happening in The Circulatory Story?

Students complete the Read Aloud of the text and take a closer look at the organization of The Circulatory Story, focusing on pages 6–7. Students identify main ideas and supporting details about red blood cells and record them in a Boxes and Bullets Chart.

Welcome

REVIEW VOCABULARY

5 MIN.

Students review their vocabulary homework, Handout 7B, in small groups by reading the definitions and sharing their illustrations.

5 MIN.

Post the Focusing Question and Content Framing Question.

Pairs answer the Content Framing Question by flipping through The Circulatory Story and pointing out some of the details they noticed about its structure.

Invite a few pairs to share their findings with the group. Highlight and affirm what students notice about the headings and illustrations.

Explain that after completing the Read Aloud of The Circulatory Story, students will closely read one small section of the text to examine the structure and increase understanding.

Learn50 MIN.

READ, THINK, AND WONDER 20

Whole Group

MIN.

Post the Read–Think–Wonder Chart created in the previous lesson, and point out questions that might be answered in this lesson.

Ask students to open their Response Journal to their individual charts.

Invite a student to remind the class of what to record in each column. Ask another student to remind the class of the Listening Goal for the module: Concentrate.

* Begin reading aloud at the top of page 23, while students follow along. Stop at the bottom of page 31. Give students time to record what they read, think, and wonder about from these pages.

Ask: “What did you read, think, or wonder about in this section of the text?”

n I notice a battle scene on pages 24 and 25.

n It looks like the little green guy is watching a movie.

n Now that we talked about headings, I notice that some pages have them and some pages just have cartoons.

n I think the pages with headings have important information the author wants us to remember.

n I wonder where the little fibers come from that stop the bleeding.

n I wonder why the arteries are red and the veins are blue.

n I wonder what déjà vu means.

n I notice that the little green guy has smoke coming out of his ears. I think he might have gotten a shock.

n I wonder how the body makes electricity.

* This icon indicates an opportunity to practice Speaking and Listening skills.

Highlight strong examples of inferences that students share, especially those relating to the structure of the book.

Continue reading aloud while students follow along. Stop at the bottom of page 39. Give students time to record what they read, think, and wonder about from these pages.

Ask: “What did you read, think, or wonder about in this last section of the text?”

n I notice a section of the illustration on page 32 that says it is magnified a bunch of times.

n I wonder why they magnified it.

n I wonder why the heart and lungs are so close to each other.

n I notice that they made the heart into a character on page 35.

n I wonder why the French fries look like they are attacking the little green guy.

n I notice that the little green guy looks dizzy and exhausted at the end of the book.

n I wonder why the author and illustrator made this book a cartoon.

After responding to what students noticed, inferred, and wondered about, direct pairs to explore the text features in the final pages of the book and record any new thinking on their Read–Think–Wonder Charts.

As in the previous lesson, students discuss their charts in pairs and generate two or three sticky notes to share and record in the appropriate columns on the display chart.

Celebrate the contributions to the class chart, and remind students that the chart can help guide their thinking as they try to figure out what is happening in this text.

Explain that next students will read closely to collect details and determine the main idea of the text on pages 6 and 7.

COLLECT DETAILS 30 MIN.

Pairs

TEACHER NOTE

The lessons for The Circulatory Story alternate between two focuses. Some lessons focus on how the organization of the text helps determine main ideas and explain details about the circulatory system. Other lessons focus on how the author’s use of figurative language, humor, and illustrations improves understanding of the scientific concepts. The writing instruction also alternates between two writing skills, depending on whether the lesson is an organize day (focused on summarizing) or a reveal day (focused on elaborating evidence). These skills will help students write informative paragraphs in response to Focusing Question Tasks 2 and 3 and the EOM Task.

Pairs reread pages 1–5 in The Circulatory Story.

Ask: “How does the author hook us into the text?”

n The little green guy and the girl joke around with each other. We know this from the speech bubbles.

Pairs practice reading the two parts as dialogue with the appropriate humorous tone. Invite a pair that shows strong expression to perform a short excerpt for the group.

Instruct students to turn to pages 6 and 7.

Instruct students to Think–Pair–Share, and ask: “What is different about the structure of the text on pages 6 and 7 compared to the first few pages?”

n These pages aren’t structured like a cartoon. Instead, they have short, bold headings, with paragraphs of information underneath.

n There are still speech bubbles and illustrations that help you understand the paragraphs, but they aren’t the main part of the text.

Pairs take a minute or two to flip through the rest of the book, noting other pages that have similar structures and discussing text features they see. Invite a few pairs to share what text features they found.

n The book uses text features like headings on most pages. Most of the headings are phrases and tell about the topic on that page.

n A glossary is at the end of the book.

n The illustrations create pictures for me to see what the words mean. I can read with the illustration in mind and imagine how the words become pictures to understand the text.

n Some of the illustrations have charts and arrows to help you understand how things move.

Ask: “How is the information organized? What clues in the book tell you how the information is organized?”

n The text uses a time-order organization, a journey of a blood cell traveling through the body.

n The little green guy on pages 2–5 explains the trip he is about to take through the circulatory system.

n On each page, the illustration shows where the little green guy is in the body.

Scaffold

If students don’t notice the chronological organization of the journey of the blood through the body, guide them to flip through the pages in order. On each page, ask where the little green guy is located in the body, and guide them to discovering the journey as the organizing structure.

Instruct students to turn back to pages 6 and 7. Explain that while knowing the time-order structure can help readers understand the general path of the blood through the body, each section of text has lots of detailed information to discover. Share that to understand what is happening in this complex scientific text, we need to gather these details.

The Circulatory Story, pages 6–7 Main Idea Details

Ask: “What are some specific details about red blood cells that explain why they are important to the body?”

Pairs reread pages 6 and 7 to find specific details about red blood cells and record them next to the bullets in their charts.

Invite a few pairs to share what they found with the whole group.

n Millions of red blood cells carry oxygen throughout the body.

n Hemoglobin helps red blood cells deliver oxygen to other cells.

n Red blood cells, called erythrocytes, travel in plasma that is mostly water.

n White blood cells and platelets travel in plasma with red blood cells.

Write each shared detail next to a bullet in the display chart.

Students copy new information that is shared into the Boxes and Bullets Chart in their Response Journal.

Explain that readers need to put all of these details together alongside the cues from the text features to understand what is happening in this section of the text.

Instruct students to Think–Pair–Share, and ask: “When we look at all of the details together with the headings and illustrations, what is happening in these two pages?”

n All of the details are about red blood cells.

n This heading has the word cell in it.

n The other heading is about how red blood cells flow through the body.

n The illustration shows the cells carrying oxygen through the blood vessels.

n Our whole body needs oxygen to work properly.

Explain that to determine the main idea of this part of the text, students will focus their thoughts into a single idea.

Instruct students to Think–Pair–Share, and ask: “In just one sentence, what are these pages all about?”

Display a Boxes and Bullets Chart for students to copy into their Response Journal:

Scaffold

Striving readers may have difficulty identifying relevant details for the main idea. Point students to the last sentence on page 6 that says, “Nice job, Red!” This implies that the red blood cell did something well. Ask students what job the cell did. This should help guide them to the job of carrying oxygen and bringing it to all parts of the body. The main idea sentences are often at the beginning and at the end of a paragraph or section.

Invite a pair of students to share their main idea. After they share, ask pairs that had an idea that was similar to stand up at their seats. If needed, call on another pair that remained seated to share a different idea. Have students with similar responses stand.

Have students collaborate to write a short sentence that captures the main idea of these two pages, and record the sentence in the “Main Idea” row of the class chart.

n Red blood cells have an important job.

Students write the main idea in the chart in their Response Journal.

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in The Circulatory Story?

Review the Content Framing Question as a class.

Students complete a Quick Write to respond to the following prompt:

Explain what is happening in The Circulatory Story so far. How did the structure of the text help you understand what was happening?

ASSIGN HOMEWORK

Distribute Handout 8A. Read the passage aloud for students to model appropriate fluency. Students practice reading the passage three to five times for accuracy.

Handout 8A: Fluency Homework

Directions:

Name Date Class

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and evaluate you as well.

3. Last day: Answer the self-reflection questions at the end.

The Circulatory Story, pp. 16–17

Arteries are big. All arteries have thick, elastic walls. These walls have three layers, each with lots of give so they can expand as blood passes through them. The artery you’re traveling in as you leave the left ventricle is called the aorta. It’s the biggest artery in the whole body. It’s an important one, too, because all blood travels through it before heading off to other places in the body.

As you travel through the aorta, you’ll notice that it forms an arch. Like subway tunnels, three blood vessels branch off the top of the arch. These three blood vessels are arteries that carry blood to the head, neck, and arms. The aorta continues on, however, carrying blood downward. The blood traveling through the aorta will eventually branch off to reach the rest of the body, including the lungs, kidneys, stomach, intestines, and legs.

Corcoran, Mary K., and Jef Czekaj. The Circulatory Story Charlesbridge Publishing, 2010, pp. 16-17.

Analyze

Context and Alignment

Students complete a Boxes and Bullets Chart and do a Quick Write to explain what is happening in The Circulatory Story (RI.4.2, RI.4.5, RI.4.7). Check for the following success criteria:

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The student recognizes the main idea.

The student can use the text features and author’s craft to enhance understanding.

Next Steps

Form a small group of students who do not recognize the focus of the text as the exploration of the circulatory system, and go back to pages 2–5 where the main idea of the text is presented. Read the speech bubbles on pages 2 and 4. Ask students to describe what the little green guy is doing. Read the prose paragraph on page 5, and ask: “What three things work together in the circulatory system? Where are we going on this trip? Where does the trip begin? Are we really going on a trip?” End the session with students discussing their current understanding of the circulatory system.

Lesson 8 Deep Dive: Vocabulary

Content Vocabulary: Chamber

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Vocabulary Learning Goal: Explain the significance of the word chamber in relation to the heart, and show where the chambers of the heart are located (L.4.5.c).

Launch

Explain that this Deep Dive focuses on how the author uses the word chamber to teach about the heart in The Circulatory Story. The focus is on how the author defines it within the text and also illustrates it with labels to explain further. This lesson will give students the opportunity to draw, label, and dig deeper into the meaning of the word chamber.

Read aloud the following sentences from The Circulatory Story:

“So in total your heart has four rooms called chambers. Unlike rooms in your home, these rooms have no furniture—they’re empty, leaving plenty of room for blood to flow through on a consistent basis” (10).

In their Vocabulary Journal, students write a quick definition for the word chamber, as it is used on page 10.

Learn

Tell students that chamber is a word with multiple meanings. Chamber can be used in these five ways:

1 “A room to sleep in.” (e.g., The queen went up to her chamber.)

2 “A fancy room where a group of people meet.” (e.g., The council chamber was being prepared for the meeting.)

3 “A judge’s office.” (e.g., The judge was waiting for an answer in his chambers.)

4 “A part of a gun that holds the bullet for firing.” (e.g., The firearm had no bullets in its chamber.)

5 “A cavity in the heart that pumps blood.” (e.g., There are four chambers in the heart.)

Tell students that chamber comes from Latin and French. Post the following chart and have students read it silently:

chamber – from the old French chamber “room, chamber, apartment”

The Latin is camera or “room, chamber”

camera – a black box resembling a dark room, which is where the name camera came from.

Camera literally means “a vaulted building or room.”

The camera took beautiful pictures of the sunset.

chambermaid – a maid who serves someone in their chamber or room. The chambermaid served the queen her breakfast in bed.

Discuss the origins of the word chamber and the five definitions.

Ask: “What is the common thread among all of the definitions?”

n They are all related to some type of open space or room.

Ask: “How does understanding the word chamber help you understand what happens to blood in the heart?”

n It helps me understand that blood has a place to collect in the heart because it has four open spaces.

Land

Students respond to the following in their Vocabulary Journal:

Explain the significance of the word chamber in relationship to the heart.

Draw a sketch of the heart with the four chambers, using page 10 from The Circulatory Story as a reference, if necessary. Label the four chambers of the heart.

Lesson 9

What is a great heart, literally? ƒ The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 6–7 ƒ “Exploring the Heart—The Circulatory System!” (http://witeng.link/0672)

Lesson 9: At a Glance

AGENDA

Welcome (5 min.)

Illustrate Vocabulary

Launch (5 min.)

Learn (50 min.)

Analyze Illustrations and Figurative Language (15 min.)

Write an Evidence/Elaboration Sentence Set (35 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Content Vocabulary: Domain-Specific Words (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ RI.4.2

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.5 ƒ L.4.4.c

MATERIALS

Handout 9A: The Circulatory Story Vocabulary

Handout 9B: Evidence Organizer for Figurative Language

Handout 9C: Booklet

Handout 8A: Fluency Homework

Read–Think–Wonder Chart (from previous lesson)

Boxes and Bullets Chart (from previous lesson)

Learning Goals

Identify and explain an example of figurative language in The Circulatory Story (L.4.5, W.4.8).

Complete an evidence organizer to identify an example of figurative language and explain how it aids in comprehension of the text.

Use reference materials to clarify the precise meanings of key words and phrases in content-rich texts (L.4.4.c).

Use reference materials to clarify the meanings of three words pertaining to the heart.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 9

Reveal: What does a deeper exploration of figurative language reveal in The Circulatory Story?

CRAFT QUESTION: Lesson 9

Experiment: Why are evidence/elaboration sentence sets important?

Students illustrate vocabulary words from The Circulatory Story. Next, students analyze the figurative language, humor, and illustrations in The Circulatory Story to understand how they aid in comprehension of the text. Lastly, students examine how to write evidence/elaboration sentence sets using an evidence organizer to clearly convey the effect of the author’s use of figurative language to explain complex scientific concepts.

Welcome

5 MIN.

ILLUSTRATE VOCABULARY

Distribute Handout 9A.

Pairs discuss what to include in a quality illustration that helps others understand the meaning of something and how to decide whether to include labels. Then, pairs split the list of words, with each student taking three words to illustrate. Students read the definition provided in the handout for each word and then create an illustration to remember the word’s meaning. Pairs share and explain their illustrations. (If students do not finish, they can complete their illustrations for homework.)

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Have students discuss the illustrations they created for the Welcome activity. Ask: “Why is careful illustration of each word important?”

Explain that the purpose of this lesson is to explore more deeply how the author and illustrator use figurative language, along with the illustrations that help readers visualize it, to teach complex concepts about the circulatory system. Highlight that students will use a strategy called close reading, a process of uncovering layers of meaning to achieve deep understanding.

Share that after this close reading, students will use the evidence they find to write sentence sets in preparation for creating a booklet about figurative language in The Circulatory Story.

50 MIN.

ANALYZE ILLUSTRATIONS AND FIGURATIVE LANGUAGE

Whole Group

15 MIN.

Invite a volunteer to review the class Read–Think–Wonder Chart and point out a few things that the class noticed and wondered about the illustrations.

Share that one thing that makes The Circulatory Story a high-quality text is the thoughtful and funny illustrations that bring both the information and the figurative language that describes it to life.

Pairs review The Circulatory Story by reading their notes in the Boxes and Bullets Chart about pages 6 and 7.

Instruct students to Think–Pair–Share, and ask the following text-dependent question:

1 On pages 6 and 7, how do the illustrations help the reader understand the science concepts? Provide details from the book to support your answer.

n The diagrams are labeled. The labels in this diagram are for the blood vessel, the platelet, the white blood cell, the red blood cell, and the oxygen.

n The illustrator uses humor. The comments are funny. The movement of the red blood cell is shown with words like “wheeee!”, “yee haw!” and “giddy up!” It’s like a cowboy on a wild ride.

n The illustrations show details from the words. For example, the text says that the red blood cell carries oxygen. The picture shows each red blood cell holding a bubbled label, “oxygen.”

Have students perform a Moving Tableau that shows what is happening in the illustration. In a Moving Tableau, students visually and kinesthetically express an understanding of an idea, text concept, or element of the text. For more information about this instructional routine, see the Wit & Wisdom Implementation Guide (http://witeng.link/IG).

n One student plays the role of a red blood cell with an oxygen sign.

n One student acts out a platelet floating through a tunnel-like blood vessel made by two other students.

n One student acts out a white blood cell.

Explain that these illustrations also help readers visualize the figurative language in the text. Students need to recognize figurative language and collect examples to include in the booklet.

Provide a definition for figurative language for students to add to their Vocabulary Journal.

Word Meaning Synonyms

figurative language (n.)

A word or phrase that means something beyond its usual, literal meaning. metaphorical language, symbolic language, descriptive language

Explain that similes and metaphors are two examples of figurative language. Provide definitions for students to add to their Vocabulary Journal.

Word Meaning simile (n.) A comparison that uses like or as to compare two different things. metaphor (n.) An implied comparison, without the use of like or as.

Replay the video, “Exploring the Heart—The Circulatory System!” (http://witeng.link/0672), stopping at the first example of figurative language.

Ask: “What did the red blood cell mean when it said ‘I am like a little delivery truck in your body’?”

Invite a student to respond. Invite another student to describe what a delivery truck does. Invite a third student to say which type of figurative language it is.

Play more of the video, and tell students to raise their hands when they hear a simile or a metaphor used to compare two things. (At 00:51, the narrator says that “blood vessels are like tiny tunnels.”)

Stop the video when students raise their hands. Replay it to point out the example of figurative language for those students who missed it. Continue playing and stopping the video until you reach the end (6:11). You should be able to stop the video less frequently as students start to recognize the similes and metaphors to describe parts of the circulatory system.

Distribute Handout 9B. Read the headers as a whole group.

Students turn to page 6 and reread it carefully to find the example of figurative language. Students enter the information into the evidence organizer. Provide as much guidance as students need to complete the first row of the chart (independently, in pairs, or box by box as you model).

G4 M1 Handout 9B WIT & WISDOM

How does figurative language convey meaning in The Circulatory Story?

Handout 9B: Evidence Organizer for Figurative Language Directions: Choose the best evidence to answer the question. Write brief notes in the boxes. Remember to only write notes that support your focus statement How does figurative language convey meaning in The Circulatory Story ? Focus Statement: Context

Source

Evidence

Elaboration/Explanation What is being described?

What is the source of the evidence? List title and page number.

What does the text say? What is being compared?

What does this help us understand? © Great Minds PBC Page of 2

Focus Statement: Context Evidence Source Elaboration/Explanation

What is being described? What does the text say? What is being compared?

ƒ Erythrocyte (red blood cell). ƒ “See the red thing that looks like an inner tube without a hole?”

ƒ Compares red blood cell to an inner tube with no hole.

What is the source of the evidence? List title and page number.

What does this help us understand?

ƒ The Circulatory Story, page 6. ƒ Round shape of erythrocyte and how it floats in bloodstream.

Students complete Handout 9B and then complete a Quick Write to answer this question: “How did a deeper exploration of the illustrations and figurative language help you understand the book better?”

WRITE AN EVIDENCE/ELABORATION SENTENCE SET

Whole Group

35 MIN.

Display the Craft Question and read it to the class: Why are evidence/elaboration sentence sets important?

Explain that the information students gathered in the evidence organizer is useful for writing because it shows what they learned from reading The Circulatory Story.

TEACHER NOTE

When the connection between reading and writing is clear for students, they start to understand how their writing improves when they have content knowledge on which to base it. Students also learn that they build a deeper understanding of what they’ve learned by writing about it. Students will write to explain what is being compared in the different examples of figurative language in the book and how the comparisons help them understand the scientific concepts. The goal of writing these evidence/elaboration sentence sets is for students to articulate that figurative language makes connections between abstract or new ideas and familiar ones, and that this makes understanding easier. Explicitly explain this connection to remind students of the purpose of writing about the figurative language in The Circulatory Story.

Model how to compose an evidence/elaboration sentence set using the information about the erythrocyte in the first row.

I am going to create a group of sentences for the first row of information about the red blood cell using the information in my evidence organizer. This is called an evidence/elaboration sentence set.

I remember that my notes are short phrases and not sentences, so I need to add some words to create complete thoughts. That way, when someone reads my writing, it will flow together and make sense. I start my sentences with the information in the left-hand column and move across the rows, turning my notes into sentences. I need to add words so my sentences flow smoothly.

Display and read aloud the following paragraph as students follow along.

A red blood cell is called an erythrocyte. The author tries to help us understand this concept by using a simile to show that a red blood cell “looks like an inner tube without the hole.” The author is comparing a red blood cell to a tire inner tube. This helps us understand the shape of the erythrocyte and how it floats through the bloodstream.

Pairs take turns orally rehearsing evidence/elaboration sentences for the row of information in the evidence organizer.

Distribute Handout 9C, three copies per student, doublesided with the same information on both sides. Remind students that they will create an informational booklet about the figurative language used to explain the circulatory system. The audience for this booklet will be someone who is not familiar with the book The Circulatory Story. Students’ first entry will be the evidence/elaboration sentence set on the board. Give students time to copy it neatly onto Handout 9C.

Students draw a pencil sketch in the box to illustrate the figurative language. Tell them they will finish the drawing and color it during independent work time or for homework.

Instruct students to Think–Pair–Share, and ask the Craft Question: “Why are evidence/elaboration sentence sets important?”

n My evidence organizer has information about an example of figurative language in the book. I use the information for one row I wrote to form my sentences. First, I state the figurative language from the text so my reader understands what I will explain. Then, I give my evidence from the text. Next, I explain how the evidence helps me understand the idea about the red blood cell. In this case, the figurative language uses a concept that most people are familiar with, an inner tube.

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of figurative language reveal in The Circulatory Story?

Pairs share their responses to the Quick Write done earlier in the lesson. Collect the Quick Writes for formative assessment.

Wrap5 MIN.

ASSIGN HOMEWORK

Students finish illustrating the vocabulary words on Handout 9A and finish drawing for Handout 9C. Students also read the fluency passage on Handout 8A three to five times, focusing on appropriate rate and phrasing.

Analyze

Context and Alignment

Students complete Handout 9B (W.4.8) and a Quick Write to identify the purpose and give an example of figurative language (L.4.5) in The Circulatory Story. Check for the following success criteria:

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Provides an example of figurative language.

Can articulate that the figurative language helps make complex text more understandable so the reader can better understand scientific concepts.

Next Steps

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Write brief notes to students on sticky notes and place them on the handout for students to revise in the next lesson.

Pull a small group to practice finding figurative language in another part of the text not designated for close reading.

Content Vocabulary: DomainSpecific Words

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Vocabulary Learning Goal: Use reference materials to clarify the precise meanings of key words and phrases in content-rich texts (L.4.4.c).

Launch

Display the following excerpt:

“When the left atrium contracts, or squeezes, the mitral valve opens; this lets blood go through to the left ventricle” (12).

Instruct students to Think–Pair–Share, and ask: “When you are reading a piece of text like this, how can you determine the meaning of words such as atrium, mitral valve, and ventricle?”

n You can look for context clues, look it up in a reference, or ask a partner.

Explain that in this lesson, students will learn more ways to figure out the meanings of unknown words, especially words that relate to the content. These words are called content- or domainspecific words. For example, in this module, students are learning words related to the literal heart. These are words that doctors, nurses, and patients would use when discussing issues related specifically to the literal heart.

Learn

Create the following chart labeled “How to Figure Out Content Words in Complex Text” and have students replicate it in their Vocabulary Journal. When creating the chart, list only the main points, and give a verbal explanation as noted below.

How to Figure Out Content Words in Complex Text

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Definition in the text. ƒ Synonyms or antonyms in text.

ƒ Illustrations/sidebars/ ƒ Glossary or dictionary.

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Known parts of the word (roots, prefixes, suffixes).

Review with students how to resolve unknown difficult words related to a very specific topic:

Definition in the text: Display the following sentence:

“You have completed a trip through one part, or circuit, of the body’s circulatory system” (28).

Explain that the author knew the reader might have trouble with the word circuit and explained it in the text by saying “one part.” When the meaning of words is clarified by the text around them, this text is called the context. The context can help readers understand the meaning of the word.

Synonyms/Antonyms: Authors will often use a synonym or antonym of the unknown word to avoid repetition, which gives the reader clues in text. Refer to the displayed sentence from page 12. “When the left atrium contracts, or squeezes” is an example of this. The author knew contracts might be difficult for the reader to understand, so she provided a synonym—squeezes.

Illustrations/Sidebars: The illustrator draws diagrams, charts, or pictures to help the reader make sense of complex, or difficult, ideas in the text. Look at the diagram on page 12. Sidebars are pieces of information in the margins of a book that explain information in the body of the text.

Ask: “How does the diagram on page 12 help the reader understand the mitral valve?”

n The illustration shows the mitral valve closed and the aortic valve open.

Glossary: A glossary is a built-in dictionary for important words in the text the reader might have trouble accessing. Explain that these words are carefully selected to support the text.

Word Parts: Readers can use familiar parts of the word, such as the root, prefix, or suffix, to help understand the word.

Pairs turn to the glossary on page 40 of The Circulatory Story. Have students reread the displayed sentences (from pages 12 and 28), select one unknown word, and write an entry in the Vocabulary Journal titled “Words Related to the Heart,” and list the word. Students read the glossary entry, shorten the definition to just the few main words, and write it in their journal. If a word is not in the glossary, use a dictionary.

n Mitral valve – heart valve between left atrium and left ventricle.

Instruct students to Think–Pair–Share, and ask: “What else can you tell from the context about the term mitral valve?”

n When the atrium contracts, the mitral valve opens. So the atrium squeezes and the mitral valve opens. One action causes the other, so the valve opens and closes.

List the words atrium, ventricle, and valve, and have students copy them into their Vocabulary Journal.

Students use one or more of the strategies previously stated to find the meanings of these content words: atrium, ventricle, and valve. Next to the definition, have students identify how they determined the definition of the word and the page number of the text where the information was found.

n Atrium – the upper chambers of the heart. (I can tell by the illustration on page 10.)

n Ventricle – the bottom chambers of the heart. (I can tell by the illustration on page 10.)

n Valve – something that opens when the left atrium contracts and then closes. (glossary) The author uses the metaphor “one-way doors.” (text)

Land

Direct students to Think–Pair–Share, and review strategies readers use to define unknown words. Circulate to listen and clear up misconceptions.

n Use Outside-In Strategy (including context clues and prefixes, suffixes, and roots).

n Use definitions in text.

n Use synonyms or antonyms.

n Use illustrations or sidebars.

n Use resources such as glossaries or dictionaries.

TEXTS WIT & WISDOM®

FOCUSING QUESTION: LESSONS 7–17

3 5 6 7 15 2611 19 309 17 2813 2421 328 16 2712 2320 3110 18 2914 25224

Lesson 10

Lesson 10: At a Glance

AGENDA

Welcome (5 min.)

Share Vocabulary

Launch (10 min.)

Learn (45 min.)

Determine the Main Idea and Details (35 min.)

Examine and Experiment with Paraphrasing (10 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Capitalization (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ

RI.4.1, RI.4.2

Writing ƒ W.4.2, W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.5 ƒ L.4.2.a

MATERIALS

Handout 8A: Fluency Homework

Handout 9A: The Circulatory Story Vocabulary

Handout 9C: Booklet

Handout 10A: Main Ideas in The Circulatory Story

Handout 10B: The Circulatory Story Vocabulary

Sticky notes

Chart paper

Learning Goals

Determine the main idea and details to articulate the big ideas of a section of text about the heart (RI.4.2).

After reading a text, complete a Boxes and Bullets Chart to identify the main idea and details about the heart.

Summarize information about the heart using a Boxes and Bullets Chart (W.4.2, W.4.8).

Summarize to describe the heart.

Generate a list of rules for capitalization after examining excerpts from the text (L.4.2.a).

Create a When to Capitalize Chart.

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 9

Organize: What is happening in The Circulatory Story?

CRAFT QUESTION: Lesson 10

Examine and Experiment: How does paraphrasing in a summary work?

Small groups apply their learning about main ideas and details to complete a Boxes and Bullets Chart for pages 8–13 of The Circulatory Story. Students also practice writing summaries by paraphrasing information from the text.

5 MIN.

SHARE VOCABULARY

Pairs review the definitions for the vocabulary words on Handout 9A and work together to create an action to go with each word. Students hand in Handout 9C pages that were finished for homework in the previous lesson.

Launch

10 MIN.

Students play an acting game called “Guess My Word” using the vocabulary words from Handout 9A. Students take turns presenting the actions they created to accompany the vocabulary words. The rest of the class tries to guess the word.

Post the Focusing Question and Content Framing Question.

Share that in this lesson, students work in small groups to determine the main idea and details about a new section of The Circulatory Story.

Learn

45 MIN.

DETERMINE THE MAIN IDEA AND DETAILS 35 MIN.

Small Groups

Students open their Response Journal to the Boxes and Bullets Charts about The Circulatory Story and review their entries.

Ask: “What have we learned so far about the circulatory system?”

Invite students to Whip Around, stating something they learned. Students may say “Ditto” if someone already said their idea.

Play the short video (1:40) of Grand Central Station in New York City (http://witeng.link/0668) to build knowledge that it is an underground station for many trains and subways that are running all of the time.

Ask: “How does this video connect to what we are studying?”

Give students time to jot down an answer, and then share it with the group. Explain that the video of the train station will become useful when one of the groups reads their assigned section of text in this lesson.

Draw a Boxes and Bullets Chart and instruct students to copy it into their Response Journal.

As a review, instruct students to Think–Pair–Share about the process they went through to identify the main idea (box) and the supporting details (bullets) for pages 6 and 7.

1. Read the text.

2. Find details and write them next to bullets.

3. Reread the text for clues in the text features.

4. Decide what the details and clues are all about.

5. Compose a short sentence for the main idea, and write it in the box.

Assign a page of text (8–13) to each group. Groups read their assigned pages and determine the main idea and supporting details.

Students record their ideas in the Boxes and Bullets Chart in their Response Journal. Allow groups to work together for ten minutes.

Bring the whole group back together, and ask: “Which group found the connection between Grand Central Station and our reading?”

Invite the group assigned to page 11 to share what they found. Groups share their Boxes and Bullets notes.

Ask each group to identify the main idea from their own notes to add to the class Boxes and Bullets Chart for all of the pages they read (pages 8–13). Students copy these into their Response Journal as you write them for display.

The heart is a complex organ that works constantly to pump blood through the body.

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Your heart is a strong muscle, working constantly, 24/7 (8).

The heart has two sides that each have special jobs (9).

The heart has two upper chambers and two lower chambers (10).

As the heart beats, it pumps blood throughout the body (11).

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Valves allow the blood to move from one chamber to another (12).

Valves have to close properly for the heart to function efficiently (13).

Next, explain that a main idea can be specific, like the one they identified for their assigned page, or it can be broader to cover large chunks of information.

Instruct students to Think–Pair–Share, and ask: “Looking at all of the main ideas from your groups’ pages together, what is the main idea of this whole section of text?”

Students collaborate to write a short sentence that expresses the main idea of this section. Write the main idea in the class chart. Have students copy it into a new Boxes and Bullets Chart in their

Response Journal.

Scaffold

Handout 10A is available as a scaffold activity for students who are having difficulty identifying main ideas from details. It is a Boxes and Bullets Chart that provides key details and instructs students to identify the main ideas.

Students review the concepts by arranging their desks in the shape of a heart and acting out the different parts of the heart taught so far, including the septum, chambers, atria, ventricles, and valves.

Ask: “Now that we figured out what happens in this part of the text, why do you think I shared this video at the beginning of our lesson?”

Invite a few students to share their thinking. Highlight responses that reflect that Grand Central Station is like the heart.

EXAMINE AND EXPERIMENT WITH

Pairs

Name

Handout 10A: Main Ideas in The Circulatory Story

Directions: Read the bullets and decide what the big idea is for that section of text.

Write the big idea in the box above the set of bullets.

Page 11 Details

Blood flows in and out with each heartbeat.

The chambers squeeze and then relax.

The chambers send blood through the heart and into blood vessels.

Each atrium and ventricle squeezes.

Pages 12–13 Details

ƒ The valves open when the squeezes happen.

Valves keep blood flowing in the right direction.

When the left atrium squeezes (contracts), the mitral valve opens.

When the blood flows into the left ventricle, the valve closes.

PARAPHRASING 10 MIN.

TEACHER NOTE Differentiate the levels of support for the writing by allowing pairs to work together or having a small group work with you.

Post the Craft Question, and lead students in a Choral Reading: How does paraphrasing in a summary work?

Explain that paraphrasing means “to restate something in one’s own words,” and a summary is “a shortened version of the most important information.”

Instruct students to Think–Pair–Share, and ask: “Why is it important to use your own words?”

Highlight responses that focus on how restating something in your own words shows that you understand it, and that it is important to use your own words when you write original works.

Model how to write a summary using the information in the Boxes and Bullets Chart for pages 6 and 7. Write the exemplar paragraph as you explain each part of the summary.

I am going to write a summary of the information we wrote in our Boxes and Bullets notes. This summary will help me remember what I read, and it also explains to someone else what I learned.

G4 M1 Handout 10A WIT WISDOM Page of 2 G4 M1 Lesson 10 WIT & WISDOM® 142

I use the main idea in the box to write a topic, or focus, statement in my summary. Next, I paraphrase the ideas next to the bullets into sentences that flow together. Now I have written a summary of what I learned on pages 6 and 7 in The Circulatory Story

The red blood cells have an important job in the human body. Millions of red blood cells travel in plasma through blood vessels to carry oxygen throughout the body. White blood cells and platelets travel in the plasma with the red blood cells. Red blood cells constantly float through the body to do their job.

Give students time to copy this summary into their Response Journal under the Boxes and Bullets Chart.

Students practice orally rehearsing their own summaries using the Boxes and Bullets notes they created about the heart. Remind students to paraphrase the information in their charts and to speak in complete sentences. Students work to create sentences that flow smoothly from one idea to the next.

The heart is a complex organ that works all the time to pump the necessary blood through the body. It has a left side, a right side, and four chambers. This is important because one side moves blood from the body to the lungs, and the other side moves blood from the lungs to the rest of the body. Valves allow the blood to flow from one chamber to another. The valves have to close properly for the heart to function. The heart is a strong, working muscle.

Bring the whole group back together to debrief. Ask the Craft Question. Students share responses to describe how paraphrasing works and to explain how it helps them understand a text better.

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in The Circulatory Story?

Review the Content Framing Question as a class.

Students write a brief summary about what they learned today in The Circulatory Story. They may refer to their Boxes and Bullets notes about the heart to help with their writing.

ASSIGN HOMEWORK

Distribute Handout 10B. Students complete the illustrations for the vocabulary words.

Remind students to practice reading the passage on Handout 8A three to five times and to record their practice on the handout. Next, they focus on reading with expression.

Analyze

Context and Alignment

Students create a Quick Write that uses the Boxes and Bullets Charts to summarize what they learned about the heart (RI.4.2, W.4.2, W.4.8). Check for the following success criteria: ƒ

The topic, or focus, statement identifies the main idea about the heart: it is complex. ƒ

Sentences that follow describe details that make the heart complex or describe the job of different components of the heart.

Students paraphrase the information from the text, stating it in their own words.

Next Steps

Students who need more practice identifying main ideas and details and with summarizing will have the opportunity in the next lessons. Focus on these students to ensure they understand the differences between main ideas and details, and practice summarizing correctly.

Lesson 10 Deep Dive: Style and Conventions

Examine Capitalization

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Style and Conventions Learning Goal: Generate a list of rules for capitalization after examining excerpts from the text (L.4.2.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 10 Examine: Why is capitalization important?

Launch

Display the following excerpts from the text, and ask students to think about the capitalization used:

“It’s like Grand Central Station here in the heart, with blood flowing in and flowing out with each beat” (11).

“This left atrium is a nice place to visit, but don’t get too comfortable here.” (11).

“Shut the Door!” (12).

“Pumped Up” (14).

“The Arching Aorta” (16).

Mary K. Corcoran, Jef Czekaj

Learn

Instruct students to Think–Pair–Share and discuss the excerpts. Then, in their pairs, students generate a list of things they notice about capitalization in these excerpts and write the things they notice on sticky notes. Post the sticky notes for all students to see.

n Sentences start with a capital letter and end with punctuation.

n In titles, important words are capitalized.

n Names of places are capitalized (Grand Central Station).

n Names of people are capitalized (the author and illustrator).

Invite students to share their sticky notes to create a class chart based on their findings.

Students create a When to Capitalize Chart in the “Knowledge of Skills” section of their Response Journal.

When to Capitalize

Capitalize the first word of a sentence. ƒ

Capitalize names of places: Grand Central Station. ƒ

Capitalize titles of books: The Circulatory Story. ƒ

Capitalize titles of sections: Pumped Up. ƒ

Capitalize names of people: Mary K. Corcoran, Jef Czekaj.

Land

Ask: “Why is it important to capitalize certain words?”

n Starting sentences with a capital letter helps the reader see the start of a sentence. Capitalize names of people and places to show they are specific people or places, not general ones.

Capitalizing makes words stand out so the reader will take notice.

Lesson 11

Lesson 11: At a Glance

AGENDA

Welcome (5 min.)

Answer the Riddle Launch (5 min.)

Learn (50 min.)

Explain Text Features (15 min.)

Analyze Figurative Language (20 min.)

Write Evidence/Elaboration Sentence Sets (15 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions

Deep Dive: Experiment with Capitalization (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RI.4.2, RI.4.3, RI.4.4, RI.4.7

Writing ƒ

W.4.2, W.4.8, W.4.9

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.4, L.4.5 ƒ L.4.2.a

MATERIALS

Handout 9B: Evidence Organizer for Figurative Language (student copies plus extra copies) ƒ

Handout 9C: Booklet (student copies)

Handout 8A: Fluency Homework ƒ Chart paper titled “How Text Features Help Us Read” ƒ

Capitalization chart (from previous lesson) ƒ

Collection of texts about the circulatory system/heart

Small slips of paper (see lesson)

Sticky notes

Index cards

Learning Goals

Explain how text features contribute to comprehension of the text about blood vessels (RI.4.3, RI.4.4, RI.4.7, L.4.4).

In a collaborative group, create a riddle to describe a text feature.

Identify examples of figurative language in The Circulatory Story, and explain why the author uses figurative language to describe parts of the circulatory system (L.4.5, W.4.2, W.4.8, W.4.9).

Complete an evidence organizer and write sentence sets to describe the figurative language used on pages 8–13 in The Circulatory Story.

Identify examples of each capitalization rule in a given text (L.4.2.a).

Write examples of each capitalization rule.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 11

Reveal: What does a deeper exploration of text features reveal about The Circulatory Story?

CRAFT QUESTION: Lesson 11

Experiment: How does an evidence/elaboration sentence set work?

Students analyze pages 8–13 of The Circulatory Story for text features and figurative language with the goal of explaining how both help them better understand the text. Students create riddles to describe different text features from these pages and then play a game. Now that students are familiar with figurative language, they will look for multiple examples. Lastly, students write evidence/elaboration sentence sets to create the next set of pages for their booklets about figurative language.

Welcome

ANSWER THE RIDDLE

5 MIN.

Display this riddle: I’m thinking of a text feature that makes you think I’m on a wild ride. What am I?

In pairs, students use their texts to answer the riddle and discuss what a text feature is, making a list in their Response Journal of all the different kinds of text features they already know.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Invite a few students to share from their journal what they know about text features. Reinforce that authors of informational texts use informational text features to help readers make sense of information. Text features include print features (such as glossaries), organizational aids (such as headings), and visual aids (such as charts or illustrations).

Share that this lesson focuses on how these features, especially those that depict figurative language, impact readers’ understanding and enjoyment of pages 8–13 of The Circulatory Story.

50 MIN.

EXPLAIN TEXT FEATURES 15 MIN.

Small Groups

Tell students that the purpose of the next activity is to explain some of the different text features in The Circulatory Story by creating riddles like the one they answered in the Welcome activity to stump their classmates.

Students reread and quickly mark text features on pages 8–13 with sticky notes.

Before beginning the lesson, write each text feature below onto a small slip of paper, and place all of the slips into a basket or bowl. ƒ

A sci-fi cartoon page 8. ƒ

A diagram page 9. ƒ

A highway illustration page 9. ƒ

A heart diagram page 10. ƒ

A cartoon page 10. ƒ

Two diagrams page 11. ƒ

An illustration page 11. ƒ

Open and closed valves page 12. ƒ

An illustration page 12. ƒ

Cartoon page 13. ƒ

Bolded headings pages 8–12.

Small groups of two or three students each take a slip of paper from the basket.

Each group writes a short riddle that describes how the text feature helps them understand the text without giving away the name of the text feature. Groups should turn to the page listed for the feature and review the related section(s) of the text.

Small groups take turns presenting their text-feature riddles. Students use pages 8–13 to identify the object of each riddle. After students answer correctly, the presenting group explains how the text feature helped them better understand the text. Record these comments on a chart labeled “How Text Features Help Us Read.”

n They highlight important information.

n An illustration shows us an example of the information in the text.

n A diagram shows us what is happening and how things are connected.

n Headings tell us what the next section of text will be about and signal a change in the main idea.

After all groups have presented, give students time to silently reread pages 8–13 to prepare for the next figurative language activity.

ANALYZE FIGURATIVE LANGUAGE

Small Groups

20 MIN.

Return Handout 9B that you collected for formative assessment. Review with students how they completed the first row to identify an example of figurative language about the red blood cell in The Circulatory Story.

Invite a student to explain how they used this organizer to find an example of figurative language and identify what was being compared, as well as how it helped them understand the text.

Students complete the bottom last row with an example of figurative language from pages 9–13 and explain it in their own words.

Source

Page G4 M1 Lesson 11WIT & WISDOM®

Elaboration/Explanation What is being described?

What does the text say? What is being compared? © Great Minds PBC

What is the source of the evidence? List title and page number. 1 of 2

What does this help us understand? G4 M1 Handout 9B WIT & WISDOM 151 © 2023 Great Minds PBC

TEACHER NOTE

There are four examples of figurative language on these pages (see the chart below), and these may be completed in a variety of ways. You may assign groups a specific page to use and complete the chart in a jigsaw format (each group completes one example and then groups share with the whole group to record), students may choose two to complete, or you can extend the time and have students identify all four examples. You will need to distribute extra copies of Handout 9B.

How does figurative language convey meaning in The Circulatory Story?

What is being described? What does the text say?

What is being compared?

ƒ Erythrocyte (red blood cell). ƒ “See that red thing that looks like an inner tube without a hole?”

ƒ Compares red blood cell to tire inner tube with no hole.

What is the source of the evidence? List title and page number.

What does this help us understand?

ƒ The Circulatory Story, page 6. ƒ

Shape of erythrocyte and how it floats in bloodstream.

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Two sides of the heart. ƒ “You might think of the heart as a divided highway.”

ƒ Compares two sides of heart to divided highway with cars going in two different directions on either side.

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Page 9. The heart: ƒ Is divided into two parts. ƒ Has blood going in two different directions. ƒ Is divided by a septum.

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Four chambers of the heart. ƒ “Your heart has four rooms called chambers.”

ƒ Compares chambers of heart to rooms in a house.

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Page 10. The heart chambers: ƒ Have two sides. ƒ Have two levels. ƒ Have four connected rooms.

G4 M1 Lesson 11WIT & WISDOM®

ƒ The heart. ƒ “It’s like Grand Central Station here in the heart, with blood flowing in and flowing out with each beat.”

ƒ Compares the heart to Grand Central Station.

ƒ A heart valve. ƒ “Heart valves are oneway doors.”

ƒ Page 11. The heart: ƒ Is a busy place. ƒ Has blood flowing in and out constantly.

Bring the whole group back together and discuss student entries in the evidence organizer. Encourage students to make corrections to their charts if needed to clarify and explain information.

WRITE EVIDENCE/ELABORATION SENTENCE SETS 15 MIN.

Pairs

Post the Craft Question and lead students in a Choral Reading: How does an evidence/elaboration sentence set work?

Review how to create an evidence/elaboration sentence set using the information in the first row. (See Lesson 8 for the Think-Aloud you modeled for students, if needed.)

Students orally rehearse an evidence/elaboration sentence set for the second and third rows in the evidence organizer. Circulate to monitor conversations. Remind students to use complete sentences and include transition words to help their sentences flow smoothly.

Bring the whole group back together, and ask: “How does an evidence/elaboration sentence set work?”

Call on volunteers to answer the question. Distribute more blank copies of Handout 9C.

Students independently write each new evidence/ elaboration sentence set on Handout 9C, writing one sentence set per side. Then students create an illustration to accompany each sentence set.

ƒ Page 12. Heart valves: ƒ Are always opening and closing. ƒ Make sure the blood flows the right way. G4 M1 Handout 9C WIT & WISDOM Page of 153 © 2023 Great Minds PBC

Collect the paragraphs when students finish to formatively assess and save for the booklet assembly.

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of text features reveal about The Circulatory Story?

Review the Content Framing Question as a class.

Instruct students to Think–Pair–Share, and ask: “How did the text features help us understand the text?”

Distribute one index card to each student.

Ask each student to write a response to the following prompt on the index card:

Choose one informational text feature from our reading. How did the text feature help you understand the text?

5 MIN.

ASSIGN HOMEWORK

Students finish illustrations that were not completed in the lesson for Handout 9C.

Students also complete their last night of fluency practice using Handout 8A, reading articulately and incorporating all the elements of fluency they practiced. Students also write a response to the selfreflection questions at the end of the handout.

Analyze

Context and Alignment

Students create paragraphs on Handout 9C for a new evidence/elaboration sentence set (L.4.5, W.4.2, W.4.8, W.4.9). Check for the following success criteria:

ƒ Identifies an example of figurative language.

ƒ States the two items being compared.

ƒ Explains how the example of figurative language provides a deeper understanding of the scientific concept.

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Uses complete sentences and transitions smoothly from one idea to the next.

Next Steps

Sort the index cards with the Reflection responses into three piles: “Gets It,” “Almost There,” and “Not There Yet.” Plan to work with a small group of students in the next lesson who are struggling.

Give students more practice using and discussing the text features in the book.

Lesson 11 Deep Dive: Style and Conventions

Experiment with Capitalization

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 16–22

Style and Conventions Learning Goal: Identify examples of each rule of capitalization in a given text (L.4.2.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 11 Experiment: What are the rules of capitalization?

Launch

Review the chart from Lesson 10. Remind students of the examples of each rule found in The Circulatory Story.

When to Capitalize

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Capitalize the first word of a sentence.

Capitalize names of places: Grand Central Station. ƒ

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Capitalize titles of books: The Circulatory Story.

Capitalize titles of sections: Pumped Up.

Capitalize names of people: Mary K. Corcoran, Jef Czekaj.

Learn

TEACHER NOTE Gather a collection of texts so each pair has one book. Try to gather books on the subject of the circulatory system or the heart.

Students pair up for a Grammar Safari and search their text for an example of each capitalization rule.

Students write examples of each capitalization rule in the “Knowledge of Skills” section of their Knowledge Journal. Partners share their findings for each rule.

Explain that nearly all texts follow these rules, with the exception of some poems that don’t use capitalization because the poet wants a particular effect in the poem.

TEACHER NOTE

The poet E.E. Cummings signed his name using standard capitalization, but because of his non-standard use of punctuation in his poems his editors often printed his name as “e.e. cummings,” all lowercase. The web page “Not ‘e.e. cummings’” (http://witeng.link/0673) discusses all the issues this discrepancy created. If time allows, the class may find it humorous to discuss.

Discuss how capitalization is used to show proper nouns (people, places, and things) are important. When not capitalized by oneself, it could denote humility, and by others, might signal disrespect. Remind students to capitalize so as not to disrespect a person, place, or thing!

Lesson 12

Lesson 12: At a Glance

AGENDA

Welcome (5 min.)

Notice and Wonder about Illustrations

Launch (5 min.)

Learn (55 min.)

Determine Main Ideas and Details (20 min.)

Write a Summary (35 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Execute Capitalization (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RI.4.2, RI.4.3, RI.4.4

Writing ƒ

W.4.2, W.4.8, W.4.9

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.5 ƒ L.4.2.a

MATERIALS

Handout 12A: Fluency Homework ƒ Handout 12B: Capitalization Practice ƒ

When to Capitalize Chart (from previous lesson) ƒ

Sticky notes (two different colors)

Learning Goals

Determine the main idea and details of a section of text about blood vessels, and organize them in a graphic organizer (RI.4.2, RI.4.3, W.4.8).

After reading a text, complete a Boxes and Bullets Chart to identify the main ideas and details about blood vessels.

Independently paraphrase and summarize information about blood vessels into a brief paragraph using notes in a Boxes and Bullets Chart (W.4.2).

Write a summary to describe blood vessels.

Integrate rules for capitalization in writing (L.4.2.a).

Use a checklist to revise the summary from core instruction to ensure capitalization rules have been followed.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 12

Organize: What is happening in The Circulatory Story?

CRAFT QUESTION: Lesson 12

Execute: How do I use paraphrasing to write my summaries?

Students read pages 14–19 in The Circulatory Story to learn about blood vessels, and they create a Boxes and Bullets Chart to record main ideas and details. Next, students paraphrase the text to write a summary independently.

Welcome

5 MIN.

NOTICE AND WONDER ABOUT ILLUSTRATIONS

Students study the illustrations and other text features on pages 14–19 in The Circulatory Story and mark them with sticky notes, using one color to indicate something that helps them visualize what is happening, and another color to indicate something that adds humor. Have students discuss with a partner how studying the illustrations might help them concentrate more on the text when they read it. Remind them to consider what they learned about concentration in previous lessons.

Launch

5 MIN.

Post the Focusing Question and the Content Framing Question.

Explain that this lesson is another organize day. Instruct students to Think–Pair–Share about the pattern the class is following in the lessons to understand the text. Share responses with the whole group.

n We alternate between organize days and reveal days.

n On the organize days, we identify the main ideas and details for a section of the text, and then paraphrase what we learned into summaries.

n On reveal days, we dive deeper into the text to study the figurative language and text features that help us understand the text better. We gather evidence, explain it, and then write evidence/ elaboration sentence sets to explain what we learned.

55 MIN.

DETERMINE MAIN IDEAS AND DETAILS 20 MIN.

Small Groups

Partners share their annotations about text features from the Welcome activity. Ask: “How does previewing the text features before reading help you concentrate more on the text while you read?”

n I have an idea of what I am going to learn about.

n I know how the information will be organized.

n When I look at the pictures first, it helps me understand what the text is saying because I can imagine it.

Students read pages 14–19 silently. Work with a small group to Whisper-Read the section aloud if more support is needed.

Assign small groups two pages per group (pages 14–15, 16–17, or 18–19).

Groups work for five minutes to determine the two most important details about blood vessels in their pages.

TEACHER NOTE

Because the pages have variations in the amount and density of the text, this is a good time to differentiate assignments strategically—ssigning pages 14 and 15 to striving readers and pages 16 and 17 to strong ones.

Create a Boxes and Bullets Chart. Groups share their details for each pair of pages. Record these details in the chart next to the bullets.

Remind students to use the glossary text feature to define new words they discover, including arteries, veins, and capillaries.

As a whole group, students determine a main idea statement for the bullets and record it in the box at the top of the chart. Encourage discussion as students determine the main idea. Give students time to copy the chart into their Response Journal.

Three kinds of blood vessels carry blood throughout the body.

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There are three kinds of blood vessels (14).

Arteries carry blood away from heart to body (Arteries = Away) (14).

Veins carry blood to the heart (14).

Capillaries connect arteries and veins (Capillaries = Connect) (14).

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The length of blood vessels add up to 60,000 miles (15).

The aorta is the biggest artery (16).

The aorta forms an arch with three arteries branching out (17).

ƒ Blood pressure is the measurement of pressure on the arteries (18).

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Capillaries are very narrow and allow only one red blood cell to pass at a time (19).

WRITE A SUMMARY 35 MIN.

Individuals

Display the Craft Question and lead students in a Choral Reading: How do I use paraphrasing to write my summaries?

TEACHER NOTE

Students have practiced orally rehearsing a summary in prior lessons. Now students write a summary for the Boxes and Bullets Chart on blood vessels. Students will benefit from orally rehearsing how to paraphrase the information before writing.

Review paraphrasing and writing a summary by asking the following questions one at a time, allowing time for students to respond. Discuss each topic in more depth if students cannot articulate the purpose of paraphrasing and summarizing:

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What does paraphrasing mean?

Why do we paraphrase?

What is a summary?

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Why do we write summaries?

n A paraphrase retells something I read or heard in my own words. We paraphrase to show our understanding of the information. We start by stating the main idea on a topic and then provide some details to support it.

n A summary is a brief paragraph that tells the main idea and a few key details about a topic. We write summaries to show what we learned about a topic. A summary also shows if we can figure out what is most important in our reading.

In pairs, students orally rehearse a summary for the information they gathered in their Boxes and Bullets Chart about blood vessels. Circulate to listen in for the use of complete sentences, the order of ideas, and the use of transitions to create a smooth flow. Model how to orally summarize for students who are struggling.

There are three kinds of blood vessels to carry our blood throughout our bodies: arteries, veins, and capillaries. The arteries are the largest vessels and carry the blood away from the heart. An example of an artery is the aorta. It is the largest artery in the body. The veins carry the blood to the heart, and the narrow capillaries connect the arteries and veins. The pressure of the blood flowing through the body is measured in the arteries. These blood vessels keep the blood flowing.

Individually, students write a summary about blood vessels below their Boxes and Bullets Chart in their Response Journal. Collect these for formative assessment.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in The Circulatory Story?

Review the Content Framing Question with the class.

Ask: “How did our lesson help answer the Content Framing Question?”

Today we learned about the blood vessels and how they carry blood throughout the body. We read the book to find important details about blood vessels and then determined a main idea. We practiced creating a summary by saying it out loud, and then we wrote a summary by ourselves. This helped us learn about another part of the circulatory system and explain it to someone else.

ASSIGN HOMEWORK

Distribute Handout 12A and model how to read the new passage fluently. Students read the passage three to five times, focusing on accuracy, and mark the chart when finished.

Handout 12A: Fluency Homework

Directions:

Name Date Class

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and evaluate you as well.

3. Last day: Answer the self-reflection questions at the end.

The Circulatory Story, pp. 36–37

Oh, no ... look at that sticky gunk on the walls of this coronary artery. It’s plaque— no, not the kind that can build up on your teeth. The plaque in arteries is a fatty substance. An unhealthy diet, especially lots of fatty foods, can cause plaque to build up in people’s arteries, which can lead to a clog in a coronary artery. Think of the pipes below your kitchen sink. If too much gunk builds up, water can’t pass through the pipes. Then it’s time to get the plunger.

Adults with lots of plaque in their coronary arteries are at risk of having a heart attack. Some of this nasty plaque may prevent blood from reaching heart cells. Without oxygen, these cells become damaged. When this happens, a doctor has to unclog that artery.

Treating your heart well helps prevent heart trouble. Two heart-smart ideas are to eat right and to exercise. This way, the heart can be buff and healthy. This advice is straight from the heart!

Corcoran, Mary K., and Jef Czekaj. The Circulatory Story Charlesbridge Publishing, 2010, pp. 36-37. Page 1 of 2

Analyze

Context and Alignment

Individually, students write a summary about blood vessels below their Boxes and Bullets Chart in their Response Journal (W.4.2). Check for the following success criteria: ƒ

The first sentence states the main idea about blood vessels. ƒ

The next sentences state details about the blood vessels. ƒ

The details are organized to group similar ideas together. ƒ

Transitions are used to create flow.

Next Steps

Provide sticky notes with descriptive feedback for improvement. ƒ

Pull a small group for supported revising in the next lesson if complete sentences or transitions are missing from students’ writing.

Lesson 12 Deep Dive: Style and Conventions

Execute Capitalization

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Time: 15 min.

Text: Student summaries

Style and Conventions Learning Goal: Integrate rules for capitalization in writing (L.4.2.a).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 12

Execute: How do I use capitalization?

Launch

Instruct students to Think–Pair–Share and discuss how to use capitalization in their writing. Have several students share with the whole group.

Review the When to Capitalize Chart:

When to Capitalize

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Capitalize the first word of a sentence. ƒ Capitalize names of places: Grand Central Station. ƒ

Capitalize titles of books, poems, and songs: The Circulatory Story. ƒ

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Capitalize titles of sections: Pumped Up.

Capitalize names of people: Mary K. Corcoran, Jef Czekaj.

Students create a checklist in the “Knowledge of Skills” section of their Knowledge Journal using the When to Capitalize Chart. Generate a discussion if necessary to clear up misconceptions.

Learn

Students use the checklist to follow the rules of capitalization and practice editing with Handout 12B.

Land

Partners peer edit their summaries from the core lesson with the checklist, providing feedback on a sticky note. Then, individuals revise their paragraphs, if needed. Collect Handout 12B, and check for understanding of the capitalization rules.

TEXTS WIT & WISDOM®

FOCUSING QUESTION: LESSONS 7–17

What is a great heart, literally?

21 3 5 6 7 15 2611 19 309 17 2813 2421 328 16 2712 2320 3110 18 2914 25224

Lesson 13

Lesson 13: At a Glance

AGENDA

Welcome (5 min.)

Practice Fluency Launch (5 min.)

Learn (50 min.)

Explain a Text Feature (15 min.)

Analyze Figurative Language (15 min.)

Write an Evidence/Elaboration Sentence Set (20 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Commas in Compound Sentences (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RI.4.1, RI.4.2, RI.4.4, RI.4.7

Writing ƒ

W.4.2, W.4.8

Language ƒ

L.4.2.a, L.4.2.d, L.4.3.a, L.4.5 ƒ L.4.2.c

MATERIALS

Handout 9B: Evidence Organizer for Figurative Language (student copies plus extra copies)

Handout 9C: Booklet (extra copies)

Handout 12A: Fluency Homework

Handout 13A: Commas before Conjunctions Rules

Handout 13B: Commas before Conjunctions Practice

Image of a subway system map (http://witeng.link/0674)

Handout 13A: Commas before Conjunctions Rules

Handout 13B: Commas before Conjunctions Practice

Lined paper

Learning Goals

Interpret information presented visually in text features, and explain how the information contributes to an understanding of The Circulatory Story (RI.4.7).

Identify a text feature on pages 14–19 of The Circulatory Story, and explain how it aids in comprehension of the text.

Identify an example of figurative language in The Circulatory Story, and explain why the author uses figurative language to describe the blood vessels (L.4.5, W.4.2, W.4.8).

Complete an evidence organizer, and then write a sentence set to describe the figurative language used to describe the blood vessels on pages 14 and 15 in The Circulatory Story

Use commas correctly in compound sentences (L.4.2.c).

Practice creating compound sentences.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 13

Reveal: What does a deeper exploration of text features and figurative language reveal in The Circulatory Story?

CRAFT QUESTION: Lesson 13

Execute: How do I use evidence/elaboration sentence sets to describe how figurative language makes hard ideas easier to understand?

For an assessment, students independently choose a text feature from pages 14–19 of The Circulatory Story and explain how it helps them understand a science concept described in the text. Next, students identify and analyze an example of figurative language to explain blood vessels and record this information in an evidence organizer. Lastly, students independently write an evidence/elaboration sentence set using the evidence organizer information to complete the next page in the booklet.

Welcome

PRACTICE FLUENCY

5 MIN.

In pairs, students take turns reading aloud the fluency passages they practiced for homework. Remind students to focus on accuracy as they read. Partners mark the checklist on Handout 12A.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Explain that this lesson provides a great opportunity for students to “show what they know” about text features, figurative language, and writing sentence sets. Students work independently to find an example of a text feature and explain it, and then they locate an example of figurative language about the blood vessels. The lesson wraps up with students writing their own evidence/elaboration sentence set.

Learn

50 MIN.

EXPLAIN A TEXT FEATURE 15 MIN.

Individuals

Allow time for students to reread pages 14–19 of The Circulatory Story.

Post the following directions to guide students in identifying and explaining a text feature in The Circulatory Story: ƒ

Tell the page where the text feature appears. ƒ

Describe the text feature. ƒ

Tell what ideas in the text this text feature helps you understand. ƒ

Tell how this text feature helps you understand the text.

Read the directions with the class. Answer clarifying questions students have. Distribute writing paper for students to write their responses.

Students choose a text feature on pages 14–19 and respond to the prompts in complete sentences.

Remind students to check their writing to make sure it is complete and accurate before turning it in.

On page 14, a diagram shows an artery, a capillary, and a vein. It shows how the blood from the heart travels through the thick artery and the thin capillary to the vein

then back to the heart. The text tells about the different blood vessels and how each has a specific function for carrying blood in the body. The diagram helps me visualize what the text is saying in words.

When students finish, they look for an example of figurative language on pages 14–19 while they wait for their peers to finish.

ANALYZE FIGURATIVE LANGUAGE 15 MIN.

Pairs

Remind students that the text after the title “Around the World” was part of their fluency practice last week. Invite a student to perform a fluent read of that section.

Instruct students to Think–Pair–Share to answer the following question.

1 What new figurative language is used to describe the heart on pages 14 and 15, and what does it convey about the heart?

n The system of blood vessels is compared to the “tunnels of a super subway system.” (Display the image of a subway system map, http://witeng.link/0674.)

n A subway system is built to take travelers to all different parts of a city. The tunnels are the framework for the tracks and where the trains travel.

n The blood vessels are the tunnels through which blood travels. They go in different directions and have different functions, even though they are all part of the same system.

n Some subway tracks lead away from the city, like the arteries that carry blood away from the heart. Some subway tracks lead to the city, like veins that carry blood to the heart. Some subway tracks connect lines to each other, like capillaries that connect the arteries and veins.

Remind students that they practiced analyzing and recording figurative language together.

Ask a student to explain how to use each of the columns in the chart. Students work independently to complete the chart for pages 14–19.

Students add the example of figurative language to Handout 9B and complete the boxes. (Give students additional copies of the handout as needed.)

Context Evidence Source

What is being described?

What does the text say?

What is being compared?

ƒ Blood vessels. ƒ “It travels through blood vessels, which are like the tunnels of a super subway system.”

ƒ The text compares the blood vessels to a subway system.

What is the source of the evidence? List title and page number.

ƒ The Circulatory System, page 14.

Elaboration/Explanation

What does this help us understand?

Blood vessels: ƒ Each has a purpose and route.

ƒ Are all connected.

Circulate while students are working to encourage them and observe their process.

WRITE AN EVIDENCE/ELABORATION SENTENCE SET 20

Individuals

MIN.

Share that students will compose their evidence/elaboration sets independently. Invite a student or two to share some strategies they learned in previous lessons.

Distribute copies of Handout 9C as needed.

Students independently write an evidence/elaboration sentence set using the information in their evidence organizers. Remind students to orally practice forming sentences in a whisper before writing. Work with a small group of students to orally rehearse a sentence set and support their writing, if needed.

Students draw and color a picture to illustrate the sentence-set ideas.

When students finish, take a couple of minutes to have them Think–Pair–Share to answer the Craft Question: How do I use evidence/elaboration sentence sets to describe how figurative language makes hard ideas easier to understand?

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of text features and figurative language reveal in The Circulatory Story?

Ask students to review their entries on Handout 9B. Provide a few minutes for students to Think–Pair–Share about the Focus Statement line. Ask: “How does figurative language convey meaning in The Circulatory Story?” Invite volunteers to share their ideas.

n Figurative language helps me picture what is happening.

n Figurative language helps me understand complicated ideas.

n Figurative language makes the book more fun to read.

Use student responses to model an entry for the Focus Statement: “Figurative language can help readers understand complex ideas.”

Read the Content Framing Question aloud. For one minute, have students think of one new thing they learned by studying text features and figurative language in the lesson.

Students take turns responding, one at a time, in a Whip Around. Remind them to concentrate as they participate. Students may say, “I second ’s comment,” if a peer already mentioned their idea. This encourages students to pay close attention to each other when they share.

Wrap5 MIN.

ASSIGN HOMEWORK

Students do their second night of fluency practice using Handout 12A, this time reading for appropriate phrasing and pausing.

Students also finish their illustrations on Handout 9C.

Analyze

Context and Alignment

Individually, students write a summary about text features: the diagram about blood vessels on page 14, the diagram of the aorta with a train running through it on pages 16 and 17, or the cartoon and speech bubbles about the traffic in the capillaries on pages 18 and 19 (W.4.2). Check for the following success criteria: ƒ

The student identifies one of the following text features: the diagram about blood vessels on page 14, the diagram of the aorta with a train running through it on pages 16 and 17, or the cartoon and speech bubbles about the traffic in the capillaries on pages 18 and 19. ƒ

The student describes details of the text feature. ƒ

The student identifies the details in the text that the text feature helps explain. ƒ

The student explains how the text feature helps them understand the associated concept. ƒ

The response is written in complete, detailed sentences.

When evaluating the evidence/elaboration sentence set, look for the following criteria when considering proficiency: ƒ

The example of figurative language is stated in the first sentence. ƒ

The student identifies the two items being compared. ƒ

The student explains how the figurative language helps him/her understand the science concept about the circulatory system. ƒ

The student writes complete sentences.

Next Steps

Students continue working on analyzing text features and figurative language in future lessons. Plan to reteach these skills with a small group of students who need more practice. Most of the figurative language examples in the book are illustrated on the page, so be explicit in explaining this. You may ask students to discuss the pictures first and then look in the text for words that describe the picture. Explain that the illustrator drew the comparisons to help readers visualize the science concepts using familiar ideas. You may also ask students to create their own similes to describe some of the processes in the circulatory system.

Lesson 13 Deep Dive: Style and Conventions

Examine Commas in Compound Sentences

ƒ

ƒ

Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

ƒ Style and Conventions Learning Goal: Use commas correctly in compound sentences (L.4.2.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 13

Examine: Why are commas in compound sentences important?

Launch

Explain that when elaborating, it is important for the writer to change the way sentences are structured to make the writing more interesting. This lesson examines compound sentences, such as the following:

“This left atrium is a nice place to visit, but don’t get too comfortable here” (11).

Explain that compound sentences are similar to compound words. Compound words are two words that are combined to make a new word. For example:

side + walk = sidewalk up + stairs = upstairs

Tell students that compound sentences are two complete thoughts; they could stand alone as sentences. The two thoughts are connected by a comma and a conjunction (and, or, or but) to make a smoother sentence that is less choppy.

Ask: “Why are commas in compound sentences important?”

n Commas are important because they make the two separate parts of the sentence clearer.

Display Handout 13A. Students read these excerpts from the text to determine the use of commas in compound sentences. Have students give input to complete the middle column.

Use of a Comma

What do I notice that is the same in these sentences?

Why is a comma used in each sentence?

What is the rule?

“This left atrium is a nice place to visit, but don’t get too comfortable here.”

“It goes to the heart’s left side, and blood will now be pumped out of the left ventricle and on to the body’s cells.”

“It’s the shortest circuit in the body, but it’s important because it supplies the heart itself with blood.”

Learn

ƒ

There are two complete thoughts that are combined into one sentence.

ƒ

ƒ

ƒ

They could be divided into two separate sentences.

But and and are used to connect them.

The comma shows that the two sentences are being connected.

Distribute Handout 13A. Generate a discussion using students’ notes to articulate the rule for using conjunctions in compound sentences. Write the rule on the chart, and have students record the information.

Use of a Comma

What do I notice that is the same in these sentences?

Why is a comma used in each sentence?

What is the rule?

“This left atrium is a nice place to visit, but don’t get too comfortable here.”

“It goes to the heart’s left side, and blood will now be pumped out of the left ventricle and on to the body’s cells.”

“It’s the shortest circuit in the body, but it’s important because it supplies the heart itself with blood.”

ƒ

There are two complete thoughts that are combined into one sentence.

ƒ

ƒ

ƒ

ƒ

They could be divided into two separate sentences.

But and and are used to connect them.

The comma shows that the two sentences are being connected.

Compound sentences are two sentences put together to make one longer sentence. They are related somehow, which makes them better suited as one longer sentence.

ƒ

Compound sentences are made by joining two single sentences with conjunctions such as and, or, or but. A comma comes before the conjunction.

Partners work to combine the following two sentences into one longer sentence using the conjunctions and, or, or but:

My heart beats fast when I run.

It eventually gets back to a normal pulse.

n My heart beats fast when I run, but it eventually gets back to a normal pulse.

Partners practice creating compound sentences with Handout 13B. Collect completed handouts to check for understanding.

Land

Ask: “What would happen if a writer took three or four sentences and combined them into one?”

n It would be hard to read and follow because there would be too many ideas in one sentence.

Ask: “How does a comma help a reader comprehend a compound sentence?”

n The comma organizes the sentence so the reader can see how the two ideas (or sentences) are connected.

Lesson 14

What is a great heart, literally? ƒ The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 2–5; 20–22

Lesson 14: At a Glance

AGENDA

Welcome (4 min.)

Notice and Wonder about Illustrations

Launch (5 min.)

Learn (60 min.)

Read Aloud and Experiment (20 min.)

Complete New-Read Assessment 1 (20 min.)

Examine and Practice with an Introduction (20 min.)

Land (4 min.)

Answer the Content Framing Question Wrap (2 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment with Commas in Compound Sentences (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ

RI.4.1, RI.4.2, RI.4.3, RI.4.4, RI.4.7

Writing ƒ

W.4.2, W.4.9

Speaking and Listening ƒ SL.4.1

Language ƒ

L.4.4.a, L.4.5.a ƒ L.4.2.c

MATERIALS ƒ

Assessment 14A: New-Read Assessment 1

Handout 12A: Fluency Homework

Figurative language booklets on Handout 9C (optional; see extension)

Handout 14A: Compound Sentences

Empty 16-ounce water bottle, with label removed

One packet of dry yeast

One half cup warm water

One tablespoon sugar

One balloon

Red and green pencils, markers, or paint

Sentence strips

Learning Goals

Demonstrate understanding of key vocabulary and main idea, as well as how illustrations contribute to an understanding of the text in an excerpt from The Circulatory Story (RI.4.2, RI.4.3, RI.4.4, RI.4.7, L.4.4.a).

Complete New-Read Assessment 1.

Explain why a well-crafted introduction in a text is important (W.4.2).

Collaboratively analyze the introduction in The Circulatory Story and discuss its purpose.

Incorporate commas before coordinating conjunctions in compound sentences (L.4.2.c).

Construct compound sentences.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 14

Organize: What is happening in The Circulatory Story?

CRAFT QUESTION: Lesson 14

Examine: Why is a well-crafted introduction important?

In this lesson, students learn about the important process of cellular respiration and observe an experiment that imitates this process as described in The Circulatory Story. Students also complete New-Read Assessment 1 to demonstrate mastery of key literacy skills, such as determining word meaning in context, identifying the main idea, and analyzing illustrations, using a short passage from The Circulatory Story. Finally, students apply what they know about the Painted Essay to examine the introduction of The Circulatory Story and collaboratively write a short introduction to their figurative language booklets.

Welcome

4 MIN.

NOTICE AND WONDER ABOUT ILLUSTRATIONS

Students study the illustrations on pages 20 and 21 of The Circulatory Story and record what they notice and wonder.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Read aloud the Content Framing Question, and explain to students that, as they read The Circulatory Story, they will learn about a complicated process called cellular respiration. Explain that they will do an experiment that demonstrates what happens in cellular respiration.

Show the packet of yeast; explain that yeast is a living organism used in making bread and other products.

Set up the following experiment to demonstrate cellular respiration. Follow the steps below, sharing aloud what you are doing in each part of the experiment:

ƒ

Sprinkle half a packet of dry yeast into the water bottle. ƒ

Add about one inch of warm water to the bottle. ƒ

Add one tablespoon of sugar. ƒ

Gently swirl the bottle to mix the ingredients. ƒ

Blow up a balloon and let out the air to loosen the balloon. ƒ

Place the deflated balloon over the mouth of the water bottle.

TEACHER NOTE

Consider creating a diagram of the experiment and labeling each ingredient and material. This will be helpful to students later in the lesson, as they observe the results and hypothesize about the reaction happening inside the bottle.

Share with students that it will take five to ten minutes for the experiment to work. Invite students to predict what they think might happen in the experiment and why.

60 MIN.

READ

ALOUD

Whole Group

AND EXPERIMENT 20 MIN.

Invite several volunteers to share what they notice and wonder about the illustrations on pages 20–21 of The Circulatory Story

Read aloud pages 20 and 21 of The Circulatory Story while students follow along in their books.

Ask: “What new information did you learn on pages 20 and 21?”

Call on several students to share their responses.

Instruct students to Think–Pair–Share, and ask the following TDQs:

1 According to the text, what happens during cellular respiration, and why is this process important?

n During cellular respiration, oxygen and glucose meet in a body cell. They react to make energy, carbon dioxide, and water.

n Cellular respiration is what gives our bodies energy.

2 How do the illustrations on pages 20 and 21 help the reader understand the ideas in this passage?

n They show what happens as blood passes through the capillaries.

n They include labels that show the capillary walls, red blood cells, body cells, oxygen, and carbon dioxide.

n They show the little guy in the red blood cell passing oxygen through the capillary wall to a body cell. We know that oxygen is one of the things the body cells need for cellular respiration.

n They show a body cell giving a red blood cell carbon dioxide, which was made during cellular respiration.

Call on several pairs to share their responses to these questions. As needed, prompt students to provide evidence or extend their thinking.

Next, invite students to observe the results of the yeast experiment.

TEACHER NOTE If the experiment works properly, the balloon will begin to inflate.

Then, instruct students to Think–Pair–Share about what is happening inside of the bottle. Encourage students to recall the ingredients used in the experiment and what they learned about cellular respiration on pages 20 and 21 of The Circulatory Story to inform their ideas.

Ask: “What caused the balloon to inflate?”

n The yeast in the bottle ate the sugar and used oxygen to get energy. In the process, the yeast gave off carbon dioxide as a waste product. The carbon dioxide filled the balloon and made it bigger. This is the process cells go through to turn oxygen and nutrients into energy so the cells can work properly. COMPLETE

Individuals

Share with students that for their first New-Read Assessment, they will read the next part of The Circulatory Story on page 22 and answer questions about vocabulary, main idea and details, and illustrations, just as they have been doing with other parts of the book.

Distribute Assessment 14A. Read the directions aloud, and answer questions students have.

Encourage students to notice and wonder on their first read and to refer to the text as they complete the assessment items.

Students complete Assessment 14A.

When they finish, remind students to check their work.

Extension

Students who finish early can take out their Response Journal and complete a Quick Write response about the experiment on cellular respiration, based on what they learned from the experiment, the text, and the discussion.

G4 M1 Assessment 14A WIT & WISDOM

1. This item has two parts. Answer PART A; then answer PART B.

Read this sentence from the passage.

Class

“Like the heart, many veins have a cool way of preventing blood from flowing back the wrong way—one-way venous valves.”

PART A: What does preventing mean? a. supporting b. moving c. forming d. stopping

PART B: What context best helps readers understand the meaning of preventing? a. “You’d better watch which way” b. “keep blood from going backward” c. “help blood ‘climb’ up” d. “travels against gravity”

2. What is one purpose of venous valves?

a. They bring oxygen to the body from the heart.

b. They carry red blood cells back to the body’s cells.

c. They help blood flow against gravity to the heart. d. They keep veins from becoming too thin or thick.

Page of 2

EXAMINE AND PRACTICE WITH AN INTRODUCTION

Whole Group

20 MIN.

Post and read aloud the Craft Question: Why is a well-crafted introduction important?

Have students turn to page 2 in The Circulatory Story. Invite two students to read aloud pages 2–5; one student reads the green creature’s words while the other student reads the girl’s words, as well as the introductory paragraph on page 5.

Display the paragraph on page 5. Facilitate a brief discussion about the introduction. Instruct students to Think–Pair–Share, and ask: “How does the introduction help you understand what this book will be about?” Call on volunteers to identify the hook and the focus statement.

Invite a student to remind the class of what the two colors, red and green, represent in a Painted Essay.

© 2023 Great Minds PBC G4 M1 Lesson 14 WIT & WISDOM® 184

Ask: “What do you notice about the first, red section of the text?”

n The first two sentences are red because the color red grabs our attention just like the first two sentences in the text. The author asks us two questions that we wondered about, so this grabs our attention and makes us want to keep reading. The author hooks readers with the interesting questions.

Ask: “What do you notice about the next, green section of the text?”

n The color green in the Painted Essay shows the focus statement. The focus statement tells the reader what the whole text is about. Green is made by blending yellow and blue, and these colors show two important points a writer is explaining in an essay.

n In the sentence from The Circulatory Story, the author tells us the book will explain how our heart, blood, and blood vessels work together. It also says we will take the “best ride of our lives,” so it makes us think that the author is going to make the story interesting.

Instruct students to Think–Pair–Share, and ask: “Why is an introduction important?”

Pairs discuss the purpose of an introduction.

Listen in on students’ conversations, and choose one or two pairs to share their ideas with the whole group.

Remind students that, in the past several lessons, they have been creating booklets about the figurative language in The Circulatory Story. Share that the class will now write an introduction together for these booklets to grab readers’ attention and explain what their booklets are about.

Model how you might compose a focus statement to introduce readers to the figurative language booklets, thinking aloud as you write. Be sure to leave space before the focus statement to add a hook:

In The Circulatory Story, the author uses similes and metaphors on almost every page to describe the heart and how it works.

Next, ask: “What could we add before our focus statement to hook readers, or catch their attention?”

Scaffold

If needed, prompt students’ thinking about why authors use figurative language such as similes and metaphors and how the figurative language in The Circulatory Story helps them understand the text.

Invite several students to share ideas. Record a strong hook before the focus statement. Then have students Choral Read the entire introduction.

Do you ever feel like authors of science books are speaking a different language? Some of the best authors use figurative language to help readers understand difficult ideas. In The Circulatory Story, the author uses similes and metaphors on almost every page to describe the heart and how it works.

Extension

If you have additional time or an opportunity for a pause point, give students time to compile their copies of Handout 9C to create a booklet. Students can add a page for the class-generated introduction, as well as a cover page that includes a title and illustration. See the extension in Lesson 17 to provide an opportunity for students to share their booklets.

Land

4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in The Circulatory Story?

Call on a student to reread the Content Framing Question.

Invite students to look again at the bottle with the balloon. Instruct students to Think–Pair–Share, and ask: “How does our experiment connect to what is happening in the part of The Circulatory Story that we read today?” Invite a few pairs to share with the whole group.

Wrap

2 MIN.

ASSIGN HOMEWORK

Students continue fluency practice using Handout 12A. The focus for this reading is using appropriate expression. Model by reading the passage on the handout with expression.

Analyze

Context and Alignment

New-Read Assessment 1 assesses students’ comprehension of the section of text on page 22 of The Circulatory Story, “Nowhere to Go but Up.” The multiple-choice questions on this assessment reinforce key literacy skills for this module, including determining word meaning in context (RI.4.4, L.4.4.a), explaining concepts in a scientific text (RI.4.3), identifying main idea (RI.4.2), and analyzing how illustrations contribute to an understanding of the text (RI.4.7). Refer to Appendix C for an answer key for this assessment.

Next Steps

Evaluate students’ New-Read Assessment responses using the answer key provided in Appendix C. As you review students’ assessments, note gaps in students’ understanding. For instance, if students do not know the meaning of the assessed vocabulary word, they may struggle to determine main idea. If needed, revisit page 22 of The Circulatory Story as a whole class or in small groups, and model how you think through each item. If students have difficulty with the format of the items, engage them in practice with multiple-choice questions as quick comprehension checks for texts that the class is reading.

Lesson 14 Deep Dive: Style and Conventions

Experiment with Commas in Compound Sentences

ƒ Time: 15 min.

ƒ

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

ƒ Style and Conventions Learning Goal: Incorporate commas before coordinating conjunctions in compound sentences (L.4.2.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 14

Experiment: How do commas in compound sentences work?

Launch

Review that compound sentences are similar to compound words. Compound words are two words that are combined to make a new word.

side + walk = sidewalk up + stairs = upstairs

Compound sentences are two sentences connected by a comma and a conjunction (the words and, or, or but) to make a smoother sentence.

The heart is the most important organ in the body, and it is my responsibility to care for it well.

Notice the comma and and in the middle of the two sentences. When combining two sentences, add a comma and then place a conjunction after the comma to link the sentences.

Learn

Write each boxed section on the following page onto sentence strips, and distribute the strips randomly to six volunteers. Have students arrange themselves into the correct order to make compound sentences. When sentences are correct, display them and read them chorally. Have students record the sentences under a “Commas in Compound Sentences” heading in the “Knowledge of Skills” section of their Knowledge Journal.

It’s the shortest circuit in the body , but it’s important because it supplies the heart itself with blood.

It goes to the heart’s left side , and blood will now be pumped out of the left ventricle and on to the body’s cells.

Ask: “Look at the first and third strips in the lineup. Do they make sense if read alone?”

n Yes, they could be sentences by themselves.

Clarify that each sentence could stand alone if the conjunction weren’t there.

Distribute Handout 14A.

Students practice combining two sentences with a conjunction to make a compound sentence. Support students as necessary.

Land

Review that writers make a compound sentence by adding a comma and a conjunction between sentences. Compound sentences often sound better because they are less choppy.

FOCUSING QUESTION: LESSONS 7-17

Lesson 15

Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 23–34

Walk” (http://witeng.link/0669)

Lesson 15: At a Glance

AGENDA

Welcome (5 min.)

Demonstrate Fluency Launch (5 min.)

Learn (50 min.)

Apply Reading Skills (30 min.) Participate in a Gallery Walk (20 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Execute Commas in Compound Sentences (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

ƒ RI.4.2

Writing ƒ W.4.8

Speaking and Listening ƒ

SL.4.1, SL.4.2

Language ƒ L.4.5 ƒ L.4.2.c

MATERIALS

Handout 12A: Fluency Homework

Chart paper

Half-sheets of writing paper

Index cards

Learning Goals

Determine and paraphrase the main idea and figurative language in a section of text (RI.4.2, W.4.8, SL.4.1, SL.4.2, L.4.5).

Identify the main idea of a section of text in The Circulatory Story, and then paraphrase the text to explain it to others in a Gallery Walk.

Correctly use commas and conjunctions in compound sentences that relate to The Circulatory Story (L.4.2.c).

Create one compound sentence that tells the essential meaning of the text.

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 15

Organize: What is happening in The Circulatory Story?

Collaborative groups read a section of The Circulatory Story and identify the main ideas of the section. Groups record the main ideas on a chart and then create a Graffiti Wall to show the figurative language used in that section of text. When it is time for the Gallery Walk, students circulate in new groups to visit each chart. A student who participated in the chart creation acts as a docent, explaining what their group learned in the reading.

Welcome5 MIN.

DEMONSTRATE FLUENCY

Pairs read the passage on Handout 12A to each other, focusing on accuracy, rate, and expression. Partners mark the checklist accordingly.

Handout 12A: Fluency Homework

Directions:

Name Date Class

1. Day 1: Read the text carefully, and annotate to help you read fluently.

2. Each day:

a. Practice reading the text aloud three to five times.

b. Evaluate your progress by placing a checkmark in the appropriate, unshaded box.

c. Ask someone (adult or peer) to listen and evaluate you as well.

3. Last day: Answer the self-reflection questions at the end.

The Circulatory Story, pp. 36–37

Oh, no ... look at that sticky gunk on the walls of this coronary artery. It’s plaque— no, not the kind that can build up on your teeth. The plaque in arteries is a fatty substance. An unhealthy diet, especially lots of fatty foods, can cause plaque to build up in people’s arteries, which can lead to a clog in a coronary artery. Think of the pipes below your kitchen sink. If too much gunk builds up, water can’t pass through the pipes. Then it’s time to get the plunger.

Adults with lots of plaque in their coronary arteries are at risk of having a heart attack. Some of this nasty plaque may prevent blood from reaching heart cells. Without oxygen, these cells become damaged. When this happens, a doctor has to unclog that artery.

Treating your heart well helps prevent heart trouble. Two heart-smart ideas are to eat right and to exercise. This way, the heart can be buff and healthy. This advice is straight from the heart!

Corcoran, Mary K., and Jef Czekaj. The Circulatory Story Charlesbridge Publishing, 2010, pp. 36-37. Page 1 of 2

Post the Focusing Question and Content Framing Question.

Share that students’ work with fluency helps them build understanding about what happens in a text. Celebrate successes you noted while circulating during the fluency activity.

Explain that the purpose of this lesson is to practice all the skills students have learned so far in the module. Collaborative groups read a section of the book, The Circulatory Story, and create a poster that explains the main idea of the text and illustrates the figurative language used in the text.

Small Groups

Read page 23 together in a Choral Reading. Do this a few times to add more expression each time.

Draw attention to the transitional cartoon on this page. Ask: “What do you notice about how this page is organized?”

n This page has a cartoon that shows the girl falling and making comments. The rock is identified in a humorous way. The page is similar to the introduction because it is funny and grabs our attention. Ask: “Why might the author choose to put what seems like another introduction at this place in the book?”

n Maybe this page is an introduction to a new part of the text.

n Maybe the author wanted us to remember our curiosity about why the little green guy went on the journey to begin with.

Emphasize that this page is a transition that lets readers know that the information that follows may be different from what they already read.

Tell students that they will create a Graffiti Wall to show their learning. Display the following directions for group work:

ƒ Read the pages your group is assigned.

ƒ Determine the main idea of the section, and write it at the top of your chart paper.

ƒ

Find the example of figurative language, and draw a picture of it on the chart.

ƒ Practice explaining the main idea of the text and explaining how the figurative language helps you understand the concepts in the section you read.

Create groups of three or four students and assign each group a section of text from the list. More than one group may complete each section.

Pages 24–27

Pages 28–31

Pages 32–34

TEACHER NOTE Once again, this is a good place to differentiate by strategically assigning pages 24–27 to striving students, because it is the most accessible of the three sections.

Distribute chart paper and markers to each group.

Groups work for twenty-five minutes to read the text and create their charts.

Pages 24–27

n Main idea: White blood cells and platelets help the body heal.

n Graffiti could show: white blood cells dressed in fatigues headed to battle, troops surrounding the invaders, a battle scene.

Pages 28–31

n Main idea: The red blood cells head back to the heart and through the valves ready to start all over again.

n Graffiti could show: “déjà vu” lettering with the circling red blood cells, sparks by a sinoatrial node, blue veins, and red arteries.

Pages 32–34

n Main idea: The pulmonary circuit takes the blood cell into the lungs to trade carbon dioxide for oxygen.

n Graffiti could show: trading carbon dioxide and oxygen “lunches,” little sacs with lots of motion.

Small Groups

Display the charts around the room. Have students count off from one to five or six, depending on the number of charts. Instruct all the ones to stand next to the first chart, have all the twos stand next to the second chart, and so on.

Watch the video that explains a Gallery Walk to students (http://witeng.link/0669).

Each group takes three minutes to present the textual evidence and lead discussion of the display. (Students can take turns presenting the information to each new group.)

When three minutes are up, groups rotate together to the next chart and a new presenter begins. Continue in this fashion until all groups have visited each display.

Students return to their seats.

10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Organize: What is happening in The Circulatory Story?

Refer to the Content Framing Question. Distribute half-sheets of paper, and ask students to reflect on what they learned about the circulatory system by participating in the Gallery Walk. Read the 3–2–1 Response Exit Ticket to students:

Name three things you learned about the circulatory system, two things that were compared in a simile, and one way you worked well today.

Give students a few minutes to think and write a response. Allow them to refer to the book or charts if necessary.

Call on volunteers to share their responses with the whole group.

ASSIGN HOMEWORK

Students complete the last night of fluency practice using Handout 12A. Students read the passage three to five times using accuracy, appropriate rate, and expression. Students also complete the selfreflection questions at the bottom of the page.

Analyze

Context and Alignment

Students identify the main idea of an assigned section of text from The Circulatory Story, analyze how the figurative language in that section helps to illustrate and elaborate upon that idea, and then paraphrase the text to explain it to others in a Gallery Walk (RI.4.2, W.4.8, SL.4.1, SL.4.2, L.4.5).

Check for the following success criteria: ƒ

Accurately identifies the main idea of the excerpt. ƒ Identifies and analyzes the figurative language in the excerpt. ƒ

Notes and paraphrases ideas appropriately on the chart. ƒ

Effectively communicates ideas in the Gallery Walk.

Next Steps

If students had difficulty with any part of the lesson, reteach sections of text in small groups and complete a Boxes and Bullets Chart together.

Lesson 15 Deep Dive: Style and Conventions

Execute Commas in Compound Sentences

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Time: 15 min.

Text: The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

Style and Conventions Learning Goal: Correctly use commas and conjunctions in compound sentences that relate to The Circulatory Story (L.4.2.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 15 Execute: How do I use commas in compound sentences?

Launch

Have students name the three conjunctions that were used in previous lessons.

n And, or, and but.

Instruct students to Think–Pair–Share, and ask them to use the following sentence frame to write a compound sentence on an index card:

The essence of The Circulatory Story is , and it is also .

Circulate and support students as needed. Partners share, saying “comma” where the comma would be placed.

Learn

Individuals write two other sentences, using two other conjunctions on individual index cards: Examples of figurative language can be , or .

One figurative phrase is , but it means .

Circulate and support students as needed.

Students create one compound sentence using the comma and conjunction correctly, telling the essential meaning of The Circulatory Story.

Generate a discussion about why writers need to use conjunctions and correct punctuation.

n Punctuation tells the reader when to pause, and the conjunction connects two thoughts to make one sentence that is less choppy.

FOCUSING QUESTION: LESSONS 7–17 What is a great heart, literally?

Lesson 16

The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 35–39

Lesson 16: At a Glance

AGENDA

Welcome (5 min.)

Exercise Your Heart

Launch (5 min.)

Learn (55 min.)

Infer about a Healthy Heart (15 min.)

Participate in a Socratic Seminar (40 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: DomainSpecific Vocabulary (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RI.4.2, RI.4.7

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.6

MATERIALS ƒ

Handout 16A: A Healthy Heart

Handout 16B: Heart Diagram

Large index cards

Two clipboards

Chart paper

Learning Goals

Infer what makes a healthy heart, using knowledge learned from reading The Circulatory Story (RI.4.2, RI.4.7).

Complete inference statements about a healthy heart that can be made from reading The Circulatory Story

Share ideas and build on what others say to answer a Content Framing Question about the essential meaning of a text in a Socratic Seminar (SL.4.1).

Participate in a Socratic Seminar discussion about learning from a text, and then write a reflection to identify new ideas from the discussion.

Apply knowledge of content-specific vocabulary about the heart to label a heart diagram (L.4.6).

Use the text to label a diagram of the heart to use as a reference.

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 16

Distill: What is the essential meaning of The Circulatory Story?

Students read the last section of The Circulatory Story to learn how to make their hearts healthy. This ties directly to the Focusing Question for this learning arc: What is a great heart, literally? Then, students participate in their first Socratic Seminar of the year to discuss the Content Framing Question about the essential meaning of the book, The Circulatory Story. This discussion helps students solidify their thinking around the Focusing Question. This lesson prepares students to respond to Focusing Question Task 2 in the next lesson, as well as to the EOM Task.

Welcome

5 MIN.

EXERCISE YOUR HEART

Display the following directions for students to follow as they enter class: ƒ Jog in place for one minute. ƒ Discuss with a partner what is happening in your heart, lungs, and red blood cells after jogging. ƒ Write your ideas in your Response Journal. ƒ Remember to use your knowledge about the circulatory system to explain what is happening.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Explain that the last section of The Circulatory Story will teach them about a healthy heart, but the goal is to put all the learning from the sections of text together to figure out what the whole of The Circulatory Story really means.

INFER ABOUT A HEALTHY HEART 15 MIN.

Small Groups

Students listen to the following Read Aloud and concentrate on how what they hear relates to why this book matters.

Read pages 35–39 aloud as students follow along in the books. Explain that everything they have learned about the heart will help them decide what makes a great heart, literally!

Explain that good readers use information in a text to make inferences about a topic. An inference is an idea that a reader figures out based on the details in a text and their individual knowledge.

Instruct students to think back to the Welcome activity when they jogged in place. Ask volunteers to share what they wrote in their Response Journal during the Welcome activity.

Display the following:

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The heart is a muscle.

ƒ Using muscles makes them stronger.

ƒ What can we infer about the heart muscle and movement?

Groups discuss the question. Call on volunteers to share their responses with the class.

n When I move my body, it makes my heart beat harder and faster, which causes it to grow stronger. Exercise makes my heart stronger.

Distribute Handout 16A and read the directions with the class.

Students work in small groups to complete each inference about a healthy heart. Work with a small group of students who need more guidance to make inferences using the text.

Small groups work for ten minutes. Then, check the inferences as a whole group.

Page 13: If serious valve problems cause the heart to work harder, then a healthy heart

n Has tightly closing valves.

Page 31: If exercise causes the heart to send more blood and oxygen, then a healthy heart

n Gets exercised.

Page 36: If blocked coronary arteries cause heart attacks, then a healthy heart

n Has clean coronary arteries.

Page 37: If eating fatty foods causes arteries to clog up with plaque, then a healthy heart

n Requires a healthy diet.

Explain that these inferences, along with the work students have done organizing and analyzing the text, will help them determine the essential meaning of the book, The Circulatory Story, and why the book matters.

PARTICIPATE IN A SOCRATIC SEMINAR

Whole Group

40 MIN.

Discuss that the Socratic Seminar is a way for students to explain their ideas clearly and build on what others say to gain new insight into a text and topic.

Review the roles and expectations for the Socratic Seminar.

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Students sit in two small circles, separated from one another. For this first seminar, smaller groups will be less intimidating for students than the whole group together in one circle. The two circles will discuss the same question simultaneously. This seminar will last approximately 10-15 minutes.

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Only one student speaks at a time in each circle. Remind students to use the active listening strategies they learned earlier in the module. Students keep their active listening checklists in hand if needed.

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Students take turns responding to one another’s comments and work toward a shared understanding as a response to the Content Framing Question.

Work collaboratively to set group and individual goals, such as the following, and record them on chart paper for student reference:

n We will each participate.

n We will talk to one another, not to the teacher.

n We will ask questions of one another when we are confused.

n We will listen to others and build on their comments.

n We will support our ideas with details and evidence from the text or evidence organizer.

Distribute index cards, one per student, and instruct students to write a personal goal for their participation in the Socratic Seminar. Remind students to use the lists they generated about concentration during previous lessons. Students leave these cards on their desks and then arrange their chairs in two separate circles.

TEACHER NOTE

Use the Socratic Seminar Tracking Chart in Appendix C to track student participation in the discussion. Before the discussion begins, students pass around the sheet on a clipboard within each group and write their names in the order they are sitting. During the discussion, record a checkmark in the appropriate column to record evidence of how each student participated. You may choose to write a check-plus for comments that extend thinking for the group.

Give students a few minutes to review their Response Journal and Vocabulary Journal for The Circulatory Story. Post class charts related to The Circulatory Story prominently for easy reference during the seminar.

Read the Content Framing Question aloud to the class.

Facilitate a discussion of the Content Framing Question, reminding students to cite the text as they discuss the following: ƒ

What knowledge does the book teach? ƒ

What do all of the main ideas we generated about sections of the book add up to? ƒ

How does the author make difficult concepts understandable? ƒ

How do the illustrations support your understanding? ƒ

What is the most important idea from the book? ƒ

Who would benefit from reading this book, and why? ƒ

Why does this book matter?

You may need to invite students to participate to get the discussion started. Encourage students to explain evidence they provide so there is real discourse, not just paraphrasing of details from the text. Also, encourage students to respond to one another rather than to you, and resist the urge to comment on or reframe what students say.

As discussion winds down, ask: “What new evidence from the discussion is especially helpful to understanding the essential meaning of The Circulatory Story?”

Students return to their desks and write a response to the question on the back of their index card. Students self-reflect about how well they met their personal goal and write a few sentences about this directly under the goal on the front of the card.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Distill: What is the essential meaning of The Circulatory Story?

Review the Content Framing Question with the class. Provide time for small groups to respond.

n The essential meaning of The Circulatory Story is that your circulatory system is an amazing, complex system, and understanding it is so important that the author used lots of humor, text features, and figurative language to make sure readers were interested enough to understand it well.

ASSIGN HOMEWORK

Students take home their Vocabulary Journal and Response Journal to review what they learned about the circulatory system in preparation for the next lesson.

Analyze

Context and Alignment

Students share ideas and build on what others say to answer a Content Framing Question about the essential meaning of a text in a Socratic Seminar (SL.4.1).

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Analyze the index cards to assess student understanding of a literal great heart.

Review the Socratic Seminar Tracking Chart for evidence of mastery of Speaking and Listening goals alongside the index cards to see students’ self-assessment of personal goals. ƒ

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Look for key ideas related to a literal great heart, such as that it is strong and functions properly, that exercise and healthy eating are necessary for a healthy heart, or that our circulatory system is one of the most important systems for good health.

Next Steps

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If students did not grasp the essential meaning of the text, work with a small group when creating the evidence organizer in the next lesson. Guide students as they add detail to clarify the main points about a healthy heart to set them up for success on Focusing Question Task 2 and the EOM Task.

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Address discrepancies between student self-reflections and what you witnessed in the discussion. For example, if a student wrote that they spoke enough in the discussion, but you only checked off that they spoke one time, write a note to set a goal of speaking three times in the next discussion.

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Use the Grade 4 Speaking and Listening Rubric in Appendix C to analyze the running record of the discussion, sort students into groups based on level of mastery and depth of understanding, and identify students who may need more support developing their speaking and listening skills in discussion.

Lesson 16 Deep Dive: Vocabulary

Domain-Specific Vocabulary

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Time: 15 min.

Text: The Circulatory System, Mary K. Corcoran; Illustrations, Jef Czekaj, pages 9–11

Vocabulary Learning Goal: Apply knowledge of content-specific vocabulary about the heart to label a heart diagram (L.4.6).

Launch

Tell students that to understand a literal great heart, it is important to understand its parts. This lesson will examine the literal great heart through the labeling of a diagram.

Explain the importance of identifying specific words related to the heart from the perspective of a doctor. These are not words in the average person’s vocabulary. However, in reading a text about the heart, they are important to help understand how the heart functions.

Ask: “Why would it be important to understand vocabulary you may not need in your everyday life?”

n The reader needs to understand the technical parts of the heart to understand how it works as the text explains.

Learn

Distribute Handout 16B.

Students use the text on pages 9–11 to label the parts of the heart on a diagram using content-specific vocabulary. Tell students that they will use two of the labels twice.

TEACHER NOTE

Twelve important labels are listed. Challenge students to include more if time allows from other diagrams in the text.

Partners reread pages 9–11, referring to diagrams to trace the blood flow. When students encounter vocabulary words, remind them to look at the diagram for clarification.

Land

Ask: “How did labeling the diagram help you comprehend the text? What if there were no diagrams in the book? How would that affect your comprehension of these pages?”

n I was able to find those parts myself, which helped me understand how blood flows in the heart. If there were no diagrams, it would be hard to understand the size and shape of the heart and the direction that blood flows.

TEXTS

ƒ WIT & WISDOM®

The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

FOCUSING QUESTION: LESSONS 7-17 G4 M1 Lesson 17 © 2023 Great Minds PBC

Lesson 17: At a Glance

AGENDA

Welcome (4 min.)

Illustrate a Great Heart Launch (4 min.)

Learn (55 min.)

Gather and Record Evidence (30 min.)

Complete Focusing Question Task 2 (25 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (2 min.)

Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RI.4.1, RI.4.2, RI.4.3

Writing

W.4.2, W.4.4, W.4.8, W.4.9.b

Language

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L.4.2.a, L.4.2.c

MATERIALS

Learning Goals

Gather evidence about a literal great heart, and explain what it means to have a literal great heart by writing an informative paragraph with a focus statement, evidence and elaboration, and a conclusion (RI.4.1, RI.4.2, RI.4.3, W.4.2, W.4.4, W.4.8, W.4.9.b, L.4.2.a, L.4.2.c).

Complete Handout 17A and Focusing Question Task 2.

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Handout 17A: Evidence Organizer for The Circulatory Story ƒ Assessment 17A: Focusing Question Task 2 ƒ

Information Paragraph Template (see Lesson 5) ƒ

Figurative language booklets— Handout 9C (optional; see extension) ƒ

Chart paper

Prepare

FOCUSING QUESTION: Lessons 7–17

What is a great heart, literally?

CONTENT FRAMING QUESTION: Lesson 17

Know: How does The Circulatory Story build my knowledge about a literal great heart?

CRAFT QUESTION: Lesson 17

Execute: How do I use evidence from The Circulatory Story in my Focusing Question Task 2 response?

As a culmination of their learning in this arc, students gather evidence from The Circulatory Story and then compose a response to Focusing Question Task 2, an informative paragraph about what it means to have a literal great heart. To close the lesson, students reflect in their Knowledge Journal on their learning about the human heart, figurative language, and informational writing.

Welcome

17 MIN.

ILLUSTRATE A GREAT HEART

In their Response Journal, students quickly draw an illustration to show either a literal great heart or a figurative great heart.

Launch

4 MIN.

Post the Essential Question: What does it mean to have a great heart, literally and figuratively?

Call on a few students to share their illustrations.

Post the Focusing Question and Content Framing Question.

Remind students that in The Circulatory Story, they have been learning about what makes a literal great heart. Today they will express their learning about a literal great heart by writing an informative paragraph for Focusing Question Task 2.

GATHER AND RECORD EVIDENCE 30 MIN.

Pairs

Tell students that at the end of this lesson they will write a paragraph. Now, they will begin by writing a focus statement to answer the Focusing Question: What is a great heart, literally? Then, they will gather evidence from The Circulatory Story to support their focus statement.

Invite a volunteer to share the purpose of a focus statement in an informative paragraph.

Display this sentence frame: A literal great heart is .

Provide several minutes for students to silently reflect on their learning and jot down ideas in their Response Journal about a literal great heart to complete the focus statement.

Call on volunteers to share their ideas. Record students’ ideas for display.

As a class, vote on the focus statement that best captures what students have learned about a literal great heart.

n A literal great heart is a strong, healthy muscle that functions properly. Distribute and display Handout 17A. Read aloud the directions.

Students record the winning focus statement in the appropriate box.

Tell students that they will now gather evidence from The Circulatory Story to support the focus statement. Point out that the handout indicates specific pages in the book where students can find evidence. If needed, briefly review the purpose of each section of the evidence organizer.

Name Date Class

Elaboration/Explanation

Pairs record and elaborate on evidence about a literal great heart on Handout 17A.

If time allows, they can orally rehearse evidence and elaboration sentence sets to support their focus statement on the Focusing Question Task.

17A: Evidence Organizer for The Circulatory Story Directions: Write a focus statement to answer the Focusing Question. Then, gather evidence to support your focus about a literal great heart. Focusing Question: What is a great heart, literally? Focus Statement: Context

Evidence

Source

Handout

Why is this important? The Circulatory Story, 12–13 G4 M1 Lesson 17 WIT & WISDOM® 214

What is the source of the evidence? List title and page number. Page of 2 © 2023 Great Minds PBC

To what part of the human heart is this related?

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Scaffold

If needed, complete the first row of the evidence organizer as a class. Have students turn to page 13. Think aloud to show students how you find, paraphrase, and elaborate on evidence in support of the focus statement.

Context Evidence Source Elaboration/ Explanation

To what part of the human heart is this related?

The mitral valve in the heart.

What is a great heart, literally? What is the source of the evidence? List title and page number.

ƒ A great heart has good, strong valves.

ƒ A strong mitral valve closes after it allows the blood through.

ƒ The Circulatory Story, pages 12–13.

Why is this important?

ƒ A heart is stronger and healthier when it doesn’t have to work so hard. The mitral valve keeps the blood from flowing back and makes the heart work well.

ƒ The sinoatrial node in the heart.

ƒ The coronary artery in the heart.

ƒ The sinoatrial node tells the heart to beat faster when you exercise, sending more blood and oxygen to body cells.

ƒ A great heart is free of plaque in the arteries so blood can flow to the heart.

ƒ Page 31.

ƒ When the sinoatrial node is working well, it signals the heart to beat, or pump blood, at the rate it needs.

ƒ Pages 36–37.

ƒ The coronary artery supplies blood and oxygen to heart.

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ƒ The whole heart. ƒ Exercise and eating right are good for the heart.

ƒ Page 37.

The heart needs blood and oxygen to function.

ƒ Exercise keeps the heart muscle and body strong.

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Eating healthy foods keeps the arteries free of plaque so blood can flow better.

Individuals

Display the Craft Question: How do I use evidence from The Circulatory Story in my Focusing Question Task 2 response?

Share with students that since they have written a focus statement and gathered evidence from The Circulatory Story to support it, they are now ready to write an informative paragraph about what makes a literal great heart.

Distribute Assessment 17A. Ask a volunteer to read aloud the purpose, introduction, and task. Briefly review the Checklist for Success; invite and answer questions. Remind students to use their books and their evidence organizers as resources to complete the task.

G4

Assessment 17A: Focusing Question Task 2

Purpose: This task will give you a chance to show what you know about a literal great heart. Doing this task will also help you prepare for the End-of-Module Task, which you will complete when we finish our study of great heart.

Introduction: For the past several lessons, we have learned about the circulatory system and how the heart works. What is a literal great heart? What can people do to make their hearts great?

Task: Write an informative paragraph in which you explain what a literal great heart is. Write for an audience who has read and studied the book The Circulatory Story as you have.

Develop your ideas with evidence from the Evidence Organizer Chart (Handout 17A) and examples from the core text:

• The Circulatory Story Mary K. Corcoran; Illustrations, Jef Czekaj

Checklist for Success

Your paragraph should include the following:

An introduction that provides context.

A focus statement that states the big idea of the paragraph, or what a literal great heart is.

Two supporting points to show what a literal great heart is. Evidence from the text to support each point.

Elaboration on how the evidence relates to each point.

A concluding statement that connects back to your big idea.

At least one compound sentence that is punctuated correctly.

Vocabulary words that are specific and appropriate to the content.

Correct capitalization and punctuation. (Be sure to punctuate quotations correctly!)

© Great Minds PBC

TEACHER NOTE Post the Informative Paragraph Template (see Lesson 5) and remind students to use it to help them organize and write their paragraphs. Refer to the paragraph parts on the template as you guide students through the writing process.

Remind students that their first sentence should provide some context and introduce the topic.

Scaffold

If students have difficulty, ask: “How can you let your reader know you are writing about a literal great heart?” Share an example and/or provide a sentence frame.

Provide time for students to write their introduction. Remind students that they have already written the next sentence, the focus statement, as a class; instruct students to copy the focus statement after their introduction.

Then ask students to complete their paragraphs, using evidence from The Circulatory Story, their completed Evidence Organizer Charts (Handout 17A), and their own ideas about what it means to have a literal great heart.

Students complete Focusing Question Task 2.

Scaffold

Consider scaffolding students’ writing in one of the ways listed below.

ƒ Students orally rehearse each point, including evidence and elaboration sentences, with a partner, explaining their thinking before writing it.

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After stating each point, students use a sentence frame for evidence and elaboration: In The Circulatory Story, we learn that . This evidence is important because

Students include only one point with an evidence and elaboration sentence set.

After they complete their paragraphs, students use the Checklist for Success at the bottom of Assessment 17A to review their paragraphs and self-assess. Students may then create an illustration to accompany their writing about what makes a literal great heart.

Collect students’ completed Focusing Question Task paragraphs, as well as their Evidence Organizer Charts on Handout 17A, for assessment.

Extension

If you have additional time or an opportunity for a pause point, consider having students share the booklets they created about figurative language in The Circulatory Story (Handout 9C) in a Gallery Walk format in which students can read, provide feedback on, and celebrate one another’s work.

ANSWER THE CONTENT FRAMING QUESTION

Know: How does The Circulatory Story build my knowledge about a literal great heart?

Ask students to take out their Knowledge Journal. Remind them of the three sections: Knowledge of the World, Knowledge of Ideas, and Knowledge of Skills. If needed, briefly review the purpose of each section.

Provide students several minutes to silently reflect on what they learned from reading The Circulatory Story and record one piece of knowledge in each section of their Knowledge Journal.

Invite volunteers to share something they have learned, identifying it as knowledge of the world, ideas, or skills. As students share, quickly jot down ideas for display.

Knowledge of the World

Knowledge of Ideas

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The heart and the circulatory system are complicated.

ƒ The circulatory system has many parts that need to work together to pump blood.

ƒ Exercise and healthy eating make a heart strong.

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Concepts like “great heart” can have both literal and figurative meanings.

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Knowledge of Skills

Figurative language can make understanding a difficult idea easier.

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Evidence is more meaningful in writing when we explain it.

ASSIGN HOMEWORK

Invite students to share with a friend or family member what they learned from reading The Circulatory Story about how to have a strong, healthy heart.

Analyze

Context and Alignment

Students respond to Focusing Question Task 2 by writing an informative paragraph about what it means to have a literal great heart. See Appendix C for a sample response to this task. Use the checklist on Assessment 17A to evaluate students’ work and check for the following success criteria: ƒ

Includes an introduction that provides context. ƒ

Includes a focus statement that states the big idea of the paragraph, or what a literal great heart is. ƒ

Provides two supporting points to show what a literal great heart is. ƒ

Provides evidence to support each point. ƒ

Elaborates on how the evidence connects to each point. ƒ

Closes with a concluding statement that connects to or restates the big idea. ƒ

Includes a compound sentence that is punctuated correctly. ƒ

Uses vocabulary words that are specific and appropriate to the content. ƒ

Uses correct capitalization and punctuation (including for quotations).

Next Steps

While Focusing Question Task 2 serves as a performance task for the module’s second instructional arc, it can also serve as a valuable formative assessment. For the EOM Task, students will write a well-developed informative essay about what it means to have a great heart, literally and figuratively. As you evaluate students’ responses to Focusing Question Task 2, identify trends or gaps to address in instruction. Work with small groups and/or individuals to target areas for improvement—such as including relevant evidence or elaborating on evidence— and to strengthen and build on ideas in preparation for the EOM Task.

*Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

Lesson 18: At a Glance

AGENDA

Welcome (10 min.)

Enjoy Poetry Books

Launch (5 min.)

Discuss the Content Framing Question

Learn (50 min.)

Explore Students’ Understanding of Poetry (10 min.)

Notice and Wonder about “The Red Wheelbarrow” (30 min.)

Write a “Red Wheelbarrow” Poem (10 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Ordering of Adjectives (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.2, RL.4.5

Writing ƒ W.4.4

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.4.a ƒ L.4.1.d

MATERIALS

Handout 18A: Fluency Homework ƒ

Variety of poetry books from the library ƒ

Sticky notes ƒ

Display copy of “The Red Wheelbarrow” ƒ

Copies of “The Red Wheelbarrow” ƒ

Chart paper

Learning Goals

Analyze the rules the poet used to craft “The Red Wheelbarrow” to determine the poem’s structure and organization (RL.4.5).

Write entries about the structure of “The Red Wheelbarrow” in a Response Journal.

Evaluate writing for vivid use and correct order of adjectives (L.4.1.d).

Rewrite “The Red Wheelbarrow” with adjectives of students’ choosing in the correct order, and share with a partner to get feedback.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 18

Wonder: What do I notice and wonder about “The Red Wheelbarrow”?

Students begin to explore what poetry is by thinking about what they already know and then examining a short but puzzling poem, “The Red Wheelbarrow,” by William Carlos Williams, the first poem featured in Love That Dog. This poetry work is a lead-in to the novel and will help them empathize with the character during the next lesson. In this lesson, students also begin to build their understanding of the structure and craft of poetry, which will help them as they analyze Love That Dog and the poems used throughout the story. The poems discussed in Love That Dog are included in the back of the book. (The first stanzas only of “The Tyger” and “Love That Boy” are included.) You may choose to reference all of the poems online for copy and display purposes.

Welcome

10 MIN.

ENJOY POETRY BOOKS

Provide a variety of poetry books for students to look through on their own or in small groups. Explain that if students find a poem they like, they may mark it with a sticky note.

Launch

5 MIN.

DISCUSS THE CONTENT FRAMING QUESTION

Post the Focusing Question and Content Framing Question. Have students Choral Read the Content Framing Question.

Explain that the texts discussed during the next part of this module will involve poetry. Today students will examine a poem, “The Red Wheelbarrow,” by William Carlos Williams.

50 MIN.

EXPLORE STUDENTS’ UNDERSTANDING OF POETRY

Whole Group

Partners share the poems they marked.

10 MIN.

Have students reflect on the following question and record some of their ideas on the left-facing page of a new two-page spread in their Response Journal: “What do you think a poem is?”

Have students share their ideas, first with a partner and then as a whole group. Record their ideas on chart paper with the title “What We Think a Poem Is.”

n A poem is like a song.

n It’s a shorter way of writing.

n It rhymes.

n A poem doesn’t always follow the same rules about capitals and punctuation as other kinds of writing.

TEACHER NOTE

Do not intervene at this point if students offer incorrect or incomplete analyses of what a poem is. Students will refine their understanding over the course of the rest of the module. Save the class chart for continued reference.

NOTICE AND WONDER ABOUT “THE RED WHEELBARROW”

Whole Group

30 MIN.

Tell students that you will read a poem called “The Red Wheelbarrow” by a famous poet named William Carlos Williams. Remind students that whenever they read a new text, it is helpful to think about what they notice and what questions they have so they can begin to understand the text.

Display a T-chart with one column labeled “Notice” and the other labeled “Wonder,” and have students create the same chart on the right-facing page of a clean two-page spread in their Response Journal. Explain that as you read the poem, students should think about what they notice and wonder about it.

Display the poem and read it aloud. Then read it a second time and have students record what they notice on the left column of their chart and what they wonder on the right.

Instruct students to Think–Pair–Share, and ask: “What did you notice and wonder?”

n I notice the poem doesn’t use capital letters.

n I wonder what he means that so much depends upon a wheelbarrow.

n I wonder what a wheelbarrow is.

n I notice there are chickens near the wheelbarrow. That makes me wonder if it takes place on a farm.

As students share, explain that when referring to the person in a poem, they should use the word speaker. For example, use a statement like “I wonder what he means that so much depends upon a wheelbarrow” to make this point, and rephrase it as “I wonder what the speaker means that so much depends upon a wheelbarrow.”

Then, pairs work to address the issues they wondered about. Encourage students to reference the text whenever possible.

Address questions that students could not answer with their partners’ help and that might impede students’ reading of the poem, including defining unknown words such as wheelbarrow or glazed. Refrain from answering questions such as “What is this poem about?” as students will continue to ponder this question.

Distribute copies of the poem, and direct students to glue their copy onto the left-facing page of the two-page spread in their Response Journal opposite their Notice and Wonder T-Chart. Read the poem again and give students a few minutes to draw or sketch what they imagine or visualize on the same page as the poem. Invite students to share their drawings with partners.

Instruct students to Think–Pair–Share, and ask: “What do you think is happening in the poem?”

n Maybe the poem takes place on a farm because it says “beside the white chickens.”

n A lot depends on this wheelbarrow, but I still don’t know why.

n It must have rained recently because there is rainwater. Incorporate students’ responses as much as possible to explain that what happens in a poem or what it means is not always easy to figure out and may even differ from reader to reader. Encourage students to keep thinking about this poem, what happens, and what it means.

Tell students that you want to narrow their focus. (You may want to analogize to zooming in on a scene with a camera.) Explain that you will read the poem again, and this time you want them to notice and wonder about how the poem is structured or organized. Read the poem and pause to let students notice and wonder about its structure.

Ask: “What do you notice and wonder about how the poem is structured or organized?”

n The words are in groups. Each group has four words.

n There are three words in the first line and one in the second. Each set of lines kind of looks like a wheelbarrow!

n The poem has short lines.

n The only punctuation comes at the end of the poem. I wonder why.

Students record what they noticed and wondered about the poem’s structure on their charts.

Direct students’ attention back to the What We Think a Poem Is Chart. Ask: “Which of these ideas are reflected in ‘The Red Wheelbarrow’?”

n The poem did kind of have a rhythm like a song.

n It was definitely shorter than a lot of things we read.

n It didn’t follow the rules about capitalization and periods.

Instruct students to Think–Pair–Share, and ask: “Are you are beginning to question any ideas on our chart now that we have read this poem?” Encourage students to justify their responses by referring to the poem. Write question marks next to characteristics students have begun to doubt.

n Someone said a poem rhymes, but this one doesn’t rhyme. I think we should question that.

n I also wonder if it is true that a poem has to have a pattern.

Ask: “Are there ideas you want to add based on the poem?”

Have students record the changes you made on the class chart in their Response Journal.

WRITE A “RED WHEELBARROW” POEM 10 MIN.

Whole Group

Tell students that writing a poem based on “The Red Wheelbarrow” will help them understand it better. Choose a classroom object and write a poem collaboratively.

So much depends upon a chewed yellow pencil just lying there waiting for someone’s good idea.

Then have students choose objects and write their own poems.

As time permits, have students share with partners or the class.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Review the Content Framing Question with the class.

Wonder: What do I notice and wonder about “The Red Wheelbarrow”?

Have students write the most important things they noticed and what they are still wondering about in their Response Journal. As time permits, have pairs share their entries.

5 MIN.

ASSIGN HOMEWORK

Distribute Handout 18A. Model reading Robert Frost’s “Stopping by Woods on a Snowy Evening” fluently. The poem can be found at the back of Love That Dog and http://witeng.link/0663. Students should practice reading the poem. After the next lesson, students will complete Day 1 of the fluency handout.

Analyze

Context and Alignment

Students analyze the structure and organization of “The Red Wheelbarrow” to begin analyzing poetry (RL.4.5).

Next Steps

For students who are struggling to understand the structure or organization of “The Red Wheelbarrow,” work with them in a small group. Model your thinking as you describe the structure and organization of the poem.

Lesson 18 Deep Dive: Style and Conventions

Examine Ordering of Adjectives

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Time: 15 min.

Text: “The Red Wheelbarrow,” William Carlos Williams

Style and Conventions Learning Goal: Evaluate writing for vivid use and correct order of adjectives (L.4.1.d).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 18 Examine: Why are adjectives important in “The Red Wheelbarrow”?

Launch

Read aloud the display copy of “The Red Wheelbarrow.” Then highlight the words that describe a noun. so much depends upon a red wheelbarrow glazed with rainwater beside the white chickens.

Learn

Have students read the poem and notice the highlighted words. Read the poem aloud again, substituting the word small for red and old for white. Discuss how students picture the scene differently with different adjectives.

Students read the poem again with the new adjectives.

Instruct students to Think–Pair–Share, and ask: “What do describing words, or adjectives, add to the poem?”

n Adjectives add details to paint a picture in the reader’s mind of the setting, characters, or things in a poem or story.

Ask: “What makes some describing words better than others? Was William Carlos Williams’s selection of adjectives better than using small and old? If so, why?”

Ask: “Are these adjectives as vivid as the ones William Carlos Williams selected? Why or why not?”

n No, they are not as easy to visualize. The more colorful adjectives paint a clearer picture in the reader’s mind. It is harder to picture exactly how small the wheelbarrow may be, and it is harder to tell an old chicken from a younger one.

Point out to students that Williams orders the words in the description as “a red wheelbarrow.” There is a specific order to listing adjectives within the English language. Notice that he starts with the article a, then the adjective red, and then the noun wheelbarrow. This description only has one adjective, but when there is more than one, the adjectives follow a specific order as well.

Students record the rules in the “Knowledge of Skills” section of their Knowledge Journal.

Ordering Adjectives

Adjectives have a specific order: ƒ Quantity or number ƒ Quality or opinion ƒ Size ƒ Shape ƒ Condition ƒ Age ƒ Pattern ƒ Color

Origin ƒ Material ƒ Purpose or qualifier

Land

Remind students that poets select and order their vivid adjectives carefully.

Students return to the poem “The Red Wheelbarrow” and rewrite it, adding new adjectives to the words red and white (in the correct order). Students highlight the describing words in their poems to decide if they are vivid enough and share with a partner for feedback.

Lesson 19

Lesson 19: At a Glance

AGENDA

Welcome (5 min.)

Explore Poetry Launch (5 min.)

Learn (50 min.)

Notice and Wonder (30 min.)

Organize the Text (10 min.)

Analyze a Summary Exemplar (10 min.)

Land (10 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment with Ordering Adjectives (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.1, RL.4.2

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.2

Language ƒ

L.4.4.a ƒ L.4.1.d

MATERIALS

Handout 18A: Fluency Homework

Handout 19A: Order of Adjectives

What We Think a Poem Is Chart (from previous lesson)

Ordering Adjectives Chart (from Lesson 18)

Variety of poetry books

Chart paper

Sticky notes

Variety of books with rich adjective phrases

Index cards with adjectives and nouns written on them

Learning Goals

Interpret the journal narrative structure to infer events between Jack’s entries (RL.4.1).

Analyze the characteristics of an effective narrative summary (RL.4.2).

Identify the phrases or sentences in the exemplar summary that represent characteristics of an effective narrative summary.

Test text-based phrases to generalize the order of adjectives (L.4.1.d).

Practice ordering adjectives to make phrases flow in context.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 19

Wonder: What do I notice and wonder about Love That Dog?

CRAFT QUESTION: Lesson 19

Examine: How does a narrative summary work?

In this lesson, students are introduced to Jack, the main character in Love That Dog. They collect evidence about the events in the novel and explore the novel’s structure. After collecting evidence, students write a one-paragraph summary of the events in the novel up to this point.

Welcome

EXPLORE POETRY

5 MIN.

Students explore books of poems. As they read, they refer to the What We Think a Poem Is Chart from the previous lesson and reflect on the question: “What do you think a poem is?”

Launch

5 MIN.

Post the Focusing Question and the Content Framing Question.

Tell students that today they will begin a new novel to apply and extend their understanding of a figurative great heart. Explain that students will read the first five pages in the story to learn about the main character, Jack.

Have student volunteers share the poems they read and describe the characteristics they noticed. As appropriate, ask: “Did this poem affirm our thoughts about what a poem is or challenge them, and why?”

50 MIN.

NOTICE AND WONDER 30 MIN.

Whole Group

Display the following Notice and Wonder T-Chart, and have students re-create it in their Response Journal:

I Notice

I Wonder

Give each student a copy of the book.

Explain that as you read aloud, students should follow along in their own text and reflect on what they notice and wonder about. Begin reading from the top of page 1 to the bottom of page 2.

Ask students to record what they noticed and wondered on their Notice and Wonder T-Charts.

Ask: “What did you notice so far?” Record student responses on the class Notice and Wonder T-Chart:

I Notice

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Jack doesn’t want to write a poem.

It seems like his teacher is Miss Stretchberry.

He thinks girls, not boys, write poetry.

I Wonder

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It is September.

He tries to write a poem but can’t.

TEACHER NOTE

Students should base their contributions on the text. They should draw many inferences from the book, including on these first two pages. Ensure their inferences are text-based by asking questions such as: “What in the text makes you say that? What part of the text gave you that idea?”

Ask: “What did you wonder about?” Again record student responses on the class chart.

I Notice I Wonder

ƒ Jack doesn’t want to write a poem.

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It seems like his teacher is Miss Stretchberry.

ƒ He thinks girls, not boys, write poetry.

ƒ It is September.

ƒ He tries to write a poem but can’t.

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Who is he talking to?

Why does he think only girls write poetry?

How old is he?

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What grade is he in?

Discuss some of the questions students wonder about, using the text as a guide. Address the question “Who is he talking to?” by asking, “In the text, who does Jack seem to be talking to? What clues in the text give you that idea?”

Provide a definition of the word infer, and have students record the definition in their Vocabulary Journal.

Word Meaning Synonyms infer (v.) To make logical conclusions based on information. conclude, determine

Explain that sometimes readers have to infer what is happening from clues or evidence the author has given them because the author does not directly provide the information. When readers do this, they are making an inference.

Ask: “Based on the clues or evidence the author has written on these two pages, who do you infer Jack is talking to, and what is your evidence?”

n I think Jack is talking to his teacher Miss Stretchberry because he says he doesn’t want to write a poem, so it seems like maybe she asked him to write a poem. That is what teachers do.

n I agree that it is Miss Stretchberry because on the second page, Jack gives reasons why he can’t write a poem. It seems like she tells him to, but he can’t, so he is telling her why.

Demonstrate the difference between guessing and inferring. Select another question that students wondered about Jack, such as his age or his grade in school, that the text does not answer. Explain that because there is not much evidence about Jack yet, students could only guess the answers to these questions.

Ask: “What other inferences have we made so far?”

As students share ideas, guide them to think about what they explicitly learned and what they are inferring.

Read page 3 aloud while students follow along. They should again record what they notice and wonder in their charts.

After pausing to give students time to record what they noticed and wondered, instruct them to Think–Pair–Share, and ask: “What did you notice and wonder about?”

n Jack reads the same poem we did about the red wheelbarrow!

n He doesn’t understand that poem. I didn’t either!

n He doesn’t think it is a poem. I wonder if it is.

n I notice that he is writing something like a poem, and when he says, “You’ve just got to make short lines,” he puts “make,” “short,” and “lines” on their own line.

n I wonder if this is a diary or if he is writing some kind of letter to Miss Stretchberry.

Discuss questions students have as needed, referring to the text whenever possible.

Read aloud pages 4 and 5, and again ask students to think about what they notice and wonder.

After pausing to give students time to record what they noticed and wondered, instruct them to Think–Pair–Share, and ask: “What did you notice and wonder about?”

n Jack has written his own poem now.

n He doesn’t want Miss Stretchberry to read his poem aloud. I wonder if he thinks it’s not so good.

n His poem starts like “The Red Wheelbarrow.”

n I think Miss Stretchberry asks him why he wrote what he did. He seems mad in the October 10 entry.

n I wonder what the car speeding down the road is about.

Ask: “What evidence on pages 3–5 supports our earlier inference that Jack is talking to his teacher Miss Stretchberry?”

Then, if the issue has not come up in your discussions so far, ask: “What have you noticed and wondered about the way this book is structured?”

ORGANIZE THE TEXT 10 MIN.

Whole Group

Explain that it is helpful for readers to pause occasionally as they are reading to organize what has happened in the text so far. Tell students that they will organize Love That Dog by summarizing what happens each month in the story.

Post a chart for September, and direct students to write “September” on the left-facing page of a two-page spread in their Response Journal. Guide students to identify the most significant events for September. Record those on the class chart while students also record them on their “September” pages.

September

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Jack’s teacher asks him to write poetry.

He doesn’t want to because it’s a “girl” thing to do.

He tries but says he can’t.

Display a chart for October, and ask students to write “October” on the page opposite “September.” Guide students to identify the most important events that have occurred in October. Record those on the class chart while students record them on their “October” pages. The class charts for each month will be referred to as Month Charts.

October

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Jack does not understand “The Red Wheelbarrow.”

ƒ He writes a poem based on “The Red Wheelbarrow” about a blue car.

ƒ He does not want Miss Stretchberry to read it aloud or display it.

Direct students to prepare for future lessons by marking the next two pages with “November” on the left and “December” on the right, continuing with “January”/“February,” “March”/“April,” and “May”/“June.”

ANALYZE A SUMMARY EXEMPLAR

Whole Group

10 MIN.

Display the following summary for pages 1–5 of Love That Dog. Read it aloud:

Love That Dog is a book by Sharon Creech. In the beginning of the book, the main character, Jack, doesn’t want to write poetry. He writes in his journal at school that he thinks poetry is just for girls. He reads “The Red Wheelbarrow,” but he doesn’t understand it. In October, he writes a poem based on “The Red Wheelbarrow,” and he writes about a blue car, but he doesn’t want Miss Stretchberry to read it aloud or put his poem on the board.

Ask: “What do you notice about this summary?”

n The first sentence tells the name of the book and the author.

n The summary contains the main events of what happened but not the details.

n The summary tells events in order.

Display the characteristics of an effective narrative summary:

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Captures the central idea.

Includes main characters and setting.

Includes only important events.

ƒ Is brief.

ƒ Is stated in your own words.

ƒ Includes transitions.

Explain the characteristics using the summary exemplar. Make sure students understand that the point of a summary is to explain what is happening, not to analyze why.

Students complete an Exit Ticket to name one characteristic of a narrative summary and identify the phrases or sentences in the summary exemplar that represent that characteristic.

Explain that students will write their own summaries in the next lesson.

Land10 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Notice: What do I notice and wonder about Love That Dog?

Have students reread the Content Framing Question and reflect on the following in their Response Journal:

Why is it important to notice and wonder what is happening when you first read a text? How did noticing and wondering what was happening in Love That Dog help you as a reader?

As time permits, invite students to share what they wrote in pairs.

ASSIGN HOMEWORK

Students complete Handout 18A. The poem can be found at http://witeng.link/0663

Students sketch what they visualize for each section of Robert Frost’s “Stopping by Woods on a Snowy Evening.”

Analyze

Context and Alignment

Students name a characteristic of an effective narrative summary and identify phrases or sentences in a summary exemplar that reflect that characteristic (RL.4.2).

Next Steps

For students who struggle to name one or more characteristics of an effective narrative summary, review the list of characteristics and provide concrete examples of each characteristic.

For students who struggle with identifying examples of the characteristics in the exemplar narrative summary, model your thought process to identify the phrases or sentences in the exemplar.

Experiment with Ordering Adjectives

TEACHER NOTE

Preselect various books for small groups to use for finding multiple adjective phrases. Give each small group several books.

Small groups can search various books for phrases with two or more adjectives to compare their order to the Order of Adjectives Chart. Do they follow the order in the chart or not? Students record their findings on Handout 19A. Share findings as a class.

TEACHER NOTE Searching the text for adjective phrases will raise students’ awareness of how adjectives are ordered.

Gather the words students recorded on Handout 19A, record them on separate index cards, and divide them into the categories of adjectives and nouns. Distribute the index cards. Have students stand in the correct order to create phrases that make sense and have a smooth flow. Students generate three phrases with a noun and at least two adjectives in the correct order.

TEACHER NOTE

This is an opportune time to explain that two or more adjectives preceding the same noun are sometimes separated by a comma, depending on the relationship between the adjectives and the noun. A helpful rule of thumb: if the adjectives come from the same category on the Ordering Adjectives Chart (e.g., “stunning, regal bride”), you can put a comma between them.

Land

Display the words written on the index cards.

Students write three phrases in the “Knowledge of Skills” section of their Knowledge Journal under the heading “Ordering Adjectives.”

Discuss the importance of ordering adjectives correctly.

Ask: “Why would a writer want their adjectives to be in the correct order? Why does it matter?”

n Sentences are easier to read (more fluent) and understand if adjectives are in the correct order.

Lesson 20

QUESTION: LESSONS 18-29 How do the characters in Love That Dog show characteristics of great heart? ƒ Love That Dog, Sharon Creech, pages 4–7 ƒ “The Red Wheelbarrow,” William Carlos Williams ƒ “Stopping by Woods on a Snowy Evening,” Robert Frost (http://witeng.link/0663)

Lesson 20: At a Glance

AGENDA

Welcome (5 min.)

Visualize Jack’s Poem Launch (5 min.) Learn (55 min.)

Introduce the Elements of Poetry (15 min.)

Analyze “Stopping by Woods on a Snowy Evening” (30 min.)

Notice and Wonder about Love That Dog (10 min.) Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Execute Ordering Adjectives (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RL.4.1, RL.4.2, RL.4.5

Writing ƒ W.4.2

Language ƒ L.4.2 ƒ L.4.1.d

MATERIALS ƒ

Handout 18A: Fluency Homework ƒ

Display copy of “The Red Wheelbarrow” (from previous lesson) ƒ

Learning Goals

Analyze a Robert Frost poem for craft (e.g, repetition, rhythm, and rhyme) (RL.4.1, RL.4.5).

Explain how knowing the elements of poetry helps to understand the meaning of a poem (RL.4.2).

Write a Response Journal entry explaining how knowing the elements of poetry helps one understand the meaning of “Stopping by Woods on a Snowy Evening.”

Order multiple adjectives in a phrase or sentence according to established rules (L.4.1.d).

Sticky notes

Chart paper ƒ

Generate a list of adjective phrases that describe the setting of “Stopping by Woods on a Snowy Evening” by Robert Frost, using words from the poem.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 20

Reveal: What does a deeper exploration of poetic elements reveal about “The Red Wheelbarrow” and “Stopping by Woods on a Snowy Evening”?

Students begin learning the elements of poetry, first by analyzing “The Red Wheelbarrow,” and then by reading and analyzing Robert Frost’s “Stopping by Woods on a Snowy Evening.” Both poems support the narration in Love That Dog as Jack refers to or includes elements of the poems in his own writing. Students also read more of Love That Dog and continue thinking about what happens as Jack reads and writes poetry.

Welcome

5 MIN.

VISUALIZE JACK’S POEM

Pairs

Have students turn to page 4 of Love That Dog, reread Jack’s first poem, and visualize what is happening in it. Have students sketch what they visualized and make notes about how his poem compares to “The Red Wheelbarrow” in their Response Journal.

Partners share their sketches and comparisons of the two poems.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Discuss the Content Framing Question as a group. Ask: “What words in this question seem especially important?”

n I am not sure what elements of poetry are, but I think we will learn those.

n Reveal is an important word. It means “to show something”—maybe something that is hidden.

n I think reveal means that we have to figure out what the poems mean.

Reassure students that in addition to reading poems, they will also read more of Love That Dog.

55 MIN.

INTRODUCE THE ELEMENTS OF POETRY 15 MIN.

Remind students that, just like Jack, they have been wondering about what makes a poem a poem. Explain that in this lesson they explore this question by looking at the elements of poetry and techniques writers use when writing poetry.

Display a chart with the title “Elements of Poetry.” Have students put the same chart on the righthand page of their Response Journal opposite their “What I Think a Poem Is” page.

TEACHER NOTE

As you introduce the elements of poetry, incorporate students’ ideas as much as possible. For example, if students notice that “The Red Wheelbarrow” is grouped into “four paragraphs,” use that comment to launch your explanation of stanzas.

Explain that the words in poems are often arranged on the page differently from other types of writing, such as the paragraphs in The Circulatory Story. Tell students that poems are made up of lines, and lines of poetry can have one or more words. The end of a line is called a line break, and poets often break lines in different places or ways on the page.

Direct students to “The Red Wheelbarrow” in their Response Journal. Instruct them to Think–Pair–Share, and ask: “What do you notice about the lines and line breaks in ‘The Red Wheelbarrow’?”

n The poem has eight lines.

n The lines don’t go all the way to the end of the page like a normal book.

n The poet seems to be breaking the lines up on purpose at certain points.

n Each line is not a sentence or a complete thought.

Then explain that stanzas are groups of lines separated by breaks. Show the groupings of lines and stanzas on the displayed copy of “The Red Wheelbarrow.”

Instruct students to Think–Pair–Share, and ask: “What do you notice about the stanzas in this poem?”

n There are four stanzas.

n Each stanza has three words in the first line and one word in the next line. Just like we noticed before, it makes the stanza look like a wheelbarrow.

n The stanzas are not complete sentences or thoughts.

On the Elements of Poetry Chart, add a section for “Structure.” In that same section add the words line and stanza. Include brief definitions for both as shown below. Have students add the same to the charts in their Response Journal.

Explain that words and syllables in a poem may be arranged in patterns that repeat. Instruct students to Think–Pair–Share, and ask: “What pattern did you notice in ‘The Red Wheelbarrow’?”

n Each stanza has three words and then one word; this is a repeating pattern.

n All the words in the lines with one word have two syllables.

Scaffold

If students seem to have difficulty with the concept of pattern, remind them of patterns in math. Consider using cubes from math to show the pattern in the “The Red Wheelbarrow,” such as three red cubes and one white cube.

Elements of Poetry

Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

ANALYZE “STOPPING BY WOODS ON A SNOWY EVENING” 30 MIN.

Pairs

Tell students that they are going to look more closely at the poem they have been reading for fluency homework—“Stopping by Woods on a Snowy Evening” by Robert Frost. Invite them to share the sketches they drew for homework with a partner.

Give students a copy of the poem to place in their Response Journal on the left-facing page of a twopage spread, and instruct them to make a Notice and Wonder T-Chart on the right-facing page. Tell them that as you read “Stopping by Woods on a Snowy Evening” aloud, they should think about what they notice and wonder about the poem.

After pausing for students to record what they noticed and wondered, instruct them to Think–Pair–Share, and ask: “What did you notice about the poem?”

n A man is riding his horse through some snowy woods.

n This poem rhymes!

n I noticed that it feels really quiet wherever he is.

Then, ask: “What did you wonder about?”

n Why is the speaker stopping if he has “promises to keep” and a long way to go?

n Why is he out on the “darkest evening of the year”?

n What does he mean the horse thinks it’s “queer”?

Pairs address some of the questions they had about the poem, referring to the text for support. Then invite students to share some of what they figured out, again encouraging them to support what they say with references to the text. Address any lingering questions, such as the meaning of unknown words, to support understanding.

If the question was not addressed in the previous discussion, ask: “What is happening in this poem?”

n On a snowy evening, the speaker stops to look at someone’s woods.

n It is beautiful.

n His horse is impatient and wants to move on, but the speaker wants to stay and enjoy the scene.

n In the end, the speaker leaves because he still has a long way to travel.

Have students look at the Elements of Poetry Chart, and then Think–Pair–Share about the elements in “Stopping by Woods on a Snowy Evening.”

n The poem has four stanzas, just like “The Red Wheelbarrow.”

n But, in this poem, each stanza has four lines.

n It also has whole sentences or thoughts.

n It has a rhythm to it like a song, but I don’t know how to describe it.

State that another element of poetry is rhythm. Explain that rhythm is a complex concept, but basically it refers to how the sound of the poem rises and falls, like the beats in music. One way that poets show rhythm is to have the same number of syllables or “beats” in a line of a poem. Guide students to identify how many syllables are in the first line of the poem (eight). Then, partners identify how many syllables are in the remaining lines. Encourage students who are having difficulty to put a dot over every syllable or clap as their partner counts. (Students should discover that each line in the poem has the same number of syllables.)

Ask: “How does having the same number of syllables in each line affect the way the poem sounds?”

n It gives the poem an even rhythm.

n It makes the poem sound beautiful when you read it out loud.

n It makes the poem sound like a song.

Add rhythm and a brief definition to the Elements of Poetry Chart, and have students add it to the charts in their Response Journal.

Elements of Poetry

Structure

Line – a single line consisting of one or more words.

Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Incorporate students’ previous observations as you explain that rhyme is another element of poetry.

Ask: “What did you notice about rhyme in the poem?”

n I noticed that the words know, though, and snow rhyme in the first stanza.

n It looks like all of the stanzas have rhyming words.

n The rhyming words are on the first, second, and fourth lines of each stanza, except for the last stanza. The last stanza has a rhyming word on each line.

TEACHER NOTE

As students share responses, encourage them to use accurate poetry vocabulary. If they are not doing so, restate their remarks with the vocabulary so they become more familiar with the language.

Add rhyme to the Elements of Poetry Chart, and have students add it to the charts in their Response Journal.

Elements of Poetry

Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Point out that pattern and rhyme often connect, and in this poem, as students observed, the poet rhymes in a certain pattern or order.

Then explain that an additional element is repetition. Repetition is when poets repeat words, groups of words, or whole sentences. If no one has yet pointed out the repeating line in the poem, ask a student volunteer to identify how Frost uses repetition.

Ask: “Why do you think he repeats the last line?”

n Maybe he likes the way it sounds. It is part of the rhythm of the poem.

n He may be making a point.

n He may want people to notice that line.

TEACHER NOTE

Students might be interested to learn that the line, “miles to go before I sleep,” is a famous line and has become part of many people’s everyday vocabularies. When people have a lot to do in a day, they might say, “I have miles to go before I sleep.”

Add repetition to the Elements of Poetry Chart, and have students add it to the charts in their Response Journal.

Elements of Poetry

Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Repetition – repeating the same word, group of words, or sentence.

Read the poem aloud again. Have students close their eyes as you read to imagine what they are seeing, feeling, or hearing.

Instruct students to study the poem as they Think–Pair–Share, and ask: “What were some of the words or phrases that helped you see or hear this poem when you sketched it for homework or when you closed your eyes?”

n The line “to watch his woods fill up with snow” makes me picture a lot of snow falling.

n The words “the darkest evening of the year” make me picture a really dark night except for the snow.

n The line that the only sound besides the horse’s bells is “the sweep / of easy wind and downy flake” feels really quiet to me.

Refer to student observations, and state that Frost was using imagery. Explain that imagery is the language writers use to connect to our five senses (hearing, touching, tasting, seeing, and smelling).

Add imagery to the Elements of Poetry Chart, and have students add it to their individual charts.

Elements of Poetry

Structure

Line – a single line consisting of one or more words.

Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Repetition – repeating the same word, group of words, or sentence.

Imagery – description that uses the five senses.

NOTICE AND WONDER ABOUT LOVE THAT DOG 10 MIN.

Instruct students to read pages 6 and 7 of Love That Dog independently and then reread it to think about what happens, what details they notice, and what questions they have.

Instruct students to Think–Pair–Share, and ask: “What happens on these two pages?”

n Jack reads the same poem we did!

n I noticed that again he doesn’t get it, just like he didn’t get the wheelbarrow poem.

n I think his teacher asks him to add more to his poem about the car, but for some reason, he doesn’t want to.

n He uses some of the “Snowy Woods” poem in what he writes.

Remind students of the words infer and inference, and ask: “What inferences did you make as you read these two pages?”

n I definitely think Jack is talking to his teacher.

n I inferred that she asks him to write more about the blue car.

Ask: “What are you wondering about at this point in Love That Dog?”

n I am wondering about the blue car.

n I wonder why the book is called Love That Dog.

n I wonder if this book is a poem.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of poetic elements reveal about “The Red Wheelbarrow” and “Stopping by Woods on a Snowy Evening”?

Students think about the Content Framing Question and respond to this prompt in their Response Journal:

How does knowing the elements of poetry help us understand the meaning of a poem? Have students share their responses as time permits.

n Imagery helped us “see” the snowy scene in the “Stopping by Woods” poem.

n Repeated lines in “Stopping by Woods” made me think about how much time the speaker spends enjoying nature when he probably should have been trying to get to where he was sleeping that night.

n Rhyming words help to keep the poem in my head, so I think about it more. I keep thinking about “but I have promises to keep and miles to go before I sleep.” The speaker has to leave the beautiful place because he has promised to do something for someone.

Wrap

5 MIN.

ASSIGN HOMEWORK

Students complete Handout 18A.

As part of their fluency homework in Lessons 23–26, students will have an opportunity to choose a poem to read and perform. If possible, schedule time in your school’s library so students may check out books of poetry. They may also wish to explore poems for two voices. If library time is unavailable, work with your school’s librarian or media specialist to gather books to bring back to the classroom.

Analyze

Context and Alignment

Students explain in a Response Journal entry how knowing the elements of poetry helps one understand the meaning of a poem (RL.4.1, RL.4.2, and RL.4.5).

Next Steps

If students struggle to identify the elements of poetry, review the meanings of the terms in the Elements of Poetry Chart. Provide concrete examples of each element.

Lesson 20 Deep Dive: Style and Conventions

Execute Ordering Adjectives

Time: 15 min. ƒ

Text: “Stopping by Woods on a Snowy Evening,” Robert Frost ƒ

Style and Conventions Learning Goal: Order multiple adjectives in a phrase or sentence according to established rules (L.4.1.d).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 20 Execute: How do I order adjectives when writing?

Launch

In this lesson, students examine adjectives in a text and write adjective phrases to describe the setting in “Stopping by Woods on a Snowy Evening.”

Read aloud the adjective phrases in “Stopping by Woods on a Snowy Evening.” ƒ

“My little horse.” ƒ

“The woods are lovely, dark and deep” (lovely, dark, and deep woods).

With students, analyze the order of adjectives in these phrases by comparing them to the Ordering Adjectives Chart.

Ordering Adjectives

Adjectives have a specific order:

Examples: old gray mare; three blind mice; little red hen; grumpy old men; old oak tree; big red dog.

n My little horse (quality: my; size: little).

n The woods are lovely, dark and deep (quality: lovely; color: dark; qualifier: deep).

Learn

Read “Stopping by Woods on a Snowy Evening” aloud to the class, and have students make a list of adjectives they hear in the poem.

Students generate a list of adjective phrases that describe the setting of the poem, using words from the poem.

n Quiet, snowy woods.

n Darkest, coldest night.

n Lovely, deep, dark woods.

n Soft, downy flake.

Land

Ask: “What do adjective phrases add to the setting of this poem?”

n Adjective phrases add beauty, description, and imagery.

Ask: “What do adjective phrases add to other types of poetry or prose?”

n Adjective phrases could add fear, suspense, a sad tone, a happy tone, mystery, and so on.

Lesson 21

FOCUSING QUESTION: LESSONS 18-29 How do the characters in Love That Dog show characteristics of great heart? ƒ “dog,” Valerie Worth ƒ Love That Dog, Sharon Creech, pages 8–16 ƒ “The Tyger,” William Blake (http://witeng.link/0742)

Lesson 21: At a Glance

AGENDA

Welcome (5 min.)

Notice Elements of Poetry Launch (5 min.)

Learn (55 min.)

Organize New Text (20 min.)

Write a Summary (15 min.)

Conduct a Chalk Talk (20 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Vocabulary Strategies: Morphology of anonymous (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.2

Writing ƒ W.4.2, W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.2 ƒ L.4.4.b

MATERIALS

Handout 18A: Fluency Homework ƒ Month Charts (from previous lessons) ƒ

Elements of Poetry Chart (from previous lesson)

Copies of the poem “The Tyger”

Sticky notes ƒ Chalk or markers

Learning Goals

Summarize key events from a novel (RL.4.2, W.4.2, W.4.8).

Write a summary of what is happening in a section of Love That Dog

Study the root of anonymous, and infer why Jack asks what it means in Love That Dog (L.4.4.b).

Complete an Exit Ticket: Why is it important that Jack’s teacher chooses the word anonymous for his poetry at this point in the text?

Prepare

FOCUSING QUESTION: LESSONS 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: LESSON 21

Reveal: What does a deeper exploration of Jack’s journal entries reveal in Love That Dog?

Students read pages 8–16 of Love That Dog and continue to summarize key events from the novel. Partners write a summary of some of these events. After collecting evidence, students respond to the Content Framing Question.

Welcome

5 MIN.

NOTICE ELEMENTS OF POETRY

Display the following directions:

ƒ Read the poem “dog,” by Valerie Worth (in the back of Love That Dog), with a partner.

ƒ Talk about what’s happening in the poem.

ƒ Discuss the elements of poetry you notice in “dog.” Refer to the Elements of Poetry Chart as needed.

ƒ

See if you notice anything new or different about the elements in this poem.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Tell students that the poem “dog” is part of a collection of poems by Valerie Worth called All the Small Poems and Fourteen More. Invite students to share what they discussed with partners about the poem.

n This poem is about a dog’s lazy afternoon. I really could picture it.

n This poem is just one stanza—a really long stanza. It’s made up of many lines, but there aren’t breaks in between the lines.

n This poem uses imagery. I can see the dog being lazy but then trying to catch the fly. My dog does that, too.

n This poem has some different punctuation. There are some places where we took a pause, even though there aren’t breaks for different stanzas.

n It doesn’t have rhyme. It almost sounds like normal speaking.

n The rhythm sounds a little bit different. It doesn’t have the same rhythm as a rhyming poem.

Have students read the poem chorally, pausing at the end of each line. Then, have students Choral Read it again, using the punctuation in the poem as a guide. Ask: “What happens to your understanding of this poem if you allow the punctuation to shape your phrasing?”

Have students Choral Read the Content Framing Question. Explain that in this lesson, students study Jack’s journal entries from September to November and see what happens to him over those months.

55 MIN.

ORGANIZE NEW TEXT 20 MIN.

Whole Group

Invite a student volunteer to summarize what has happened so far in Love That Dog.

Then have students read pages 8–10 independently a couple of times. Have students read the poem “The Tyger” by William Blake several times as well (http://witeng.link/0742). You may also want to read it aloud. Briefly define immortal and symmetry

Scaffold

Whisper-Read with a small group if students need more support.

Ask: “What is happening in these pages of Love That Dog?”

n I notice that in his own poetry, Jack imitates poems he has read.

n He loves the way the poem “The Tyger” sounds but doesn’t understand it.

n He writes another poem about the blue car, and it sounds like the poem “The Tyger.”

n He lets Miss Stretchberry display his poems.

n He doesn’t want her to put his name on them, though.

Refer students’ attention to the Month Charts they created in Lesson 19. Have them turn to those pages in their Response Journal. Students continue to summarize what happens during the month of October. Remind students that a summary only includes the most important events. Add new important events to the class October Chart, and have students do the same to their individual charts.

October

ƒ Jack does not understand the “The Red Wheelbarrow.”

ƒ

He writes a poem based on the “The Red Wheelbarrow” about a blue car.

ƒ He does not want Miss Stretchberry to read it aloud or display it.

ƒ He doesn’t understand the “Snowy Woods” poem.

ƒ He doesn’t want to add more to his poem.

ƒ He writes another poem about the blue car based on “The Tyger.”

ƒ He lets Miss Stretchberry display both poems, but without his name.

Then have students independently read the November entries, from pages 11–16, encouraging them to use sticky notes and annotate what they notice and wonder about what is happening. Encourage them to read these pages a few times.

Instruct students to Think–Pair–Share, and ask: “What happens during these November entries?”

n Jack thinks his poems look nice posted on the board.

n He doesn’t know what anonymous means.

n Miss Stretchberry seems to be asking them to write poems about pets. Jack says he doesn’t have a pet, but he used to have one.

n He really seems upset about the idea of writing about a pet.

n He loves the “dog” poem and poems like it, and he writes a lot about them. I think these are the first poems he likes!

Address student questions or misunderstandings as needed. For example, check to make sure students know that anonymous means the identity of the author is not known or the author does not want their identity known.

Add the key events from November to a November class chart, and have students record those on the “November” page in their Response Journal.

November

ƒ

Miss Stretchberry posts two of Jack’s poems on the board.

ƒ Jack says he used to have a pet, but he does not have one now.

ƒ He does not want to write a poem about a pet.

ƒ He loves the “dog” poem and other “small” poems.

WRITE A SUMMARY 15 MIN.

Pairs

Remind students of the summary exemplar they read in a previous lesson.

Students will work with a partner to practice writing their own summary of what happens in the book during either October or November. Students use their Month Charts to guide them in this work.

Display the characteristics of an effective narrative summary:

ƒ

Captures the central idea.

ƒ Includes main characters and setting.

ƒ Includes only important events.

ƒ Is brief.

ƒ Is stated in your own words.

Ask: “What information should you include in your summary?”

n It should start with a sentence that introduces the central idea.

n It should include the major events so far in the story.

n It shouldn’t be too long. A summary should tell only the most important events.

As students finish writing, you may want to have them meet with another pair to share their writing and compare summaries. They might ask each other how their summaries are similar and different. Ask a few pairs to share their summaries with the whole class. Students should be encouraged to give feedback about what they notice about the different summaries.

CONDUCT A CHALK TALK

Small Groups

20 MIN.

Post four charts with the following prompts for a Chalk Talk:

How do Jack’s feelings about poetry change from September to November?

How does Jack change as a poet from September to November?

How does Jack change as a person from September to November?

What is Miss Stretchberry doing to support Jack as he grows and changes?

As students finish their summaries, direct their attention to the charts, and tell them that they should respond in writing to the prompts of their choosing. Explain that they should refer to the text whenever possible to support their responses.

Distribute chalk or markers at random; place additional chalk or markers at the board. Remind students that Chalk Talk is a silent activity.

Students may contribute an original idea to the silent, written conversation, or they may add onto others’ responses by drawing a connecting line to the comment. Students who are not writing should read the responses posted or be looking for evidence or ideas on the Month Charts or in their texts.

TEACHER NOTE

As the facilitator, you might choose to be a silent observer, or you might participate by offering silent encouragement to expand students’ thinking: circle interesting ideas, write questions about particular comments, and/or draw lines to connect students’ ideas.

How does Jack change as a poet from September to November?

September

October

November

ƒ

ƒ

He doesn’t want to write poetry (1).

He thinks it is for girls, not boys (1).

ƒ He tries but says he can’t do it (2).

ƒ His brain is empty (2).

ƒ

ƒ

ƒ

He writes a poem about a blue car (4).

It is like “The Red Wheelbarrow” poem (4).

It has imagery (“splattered with mud,” “speeding down the road”) (4).

ƒ He doesn’t want to add why so much depends on the blue car (5–6).

ƒ He says he doesn’t “want to write about that blue car that had miles to go before it slept, so many miles to go in such a hurry” (7).

ƒ

ƒ

He writes another poem about the blue car based on “The Tyger” (8).

It has rhyme and meter (8).

ƒ It uses repetition (8).

ƒ

It also has imagery (“darkness of the night,” “shining bright”) (8).

ƒ He lets Miss Stretchberry put up his two poems (10).

ƒ He doesn’t want his name on them (10).

ƒ

ƒ

ƒ

He thinks his poems “look nice typed up like that on blue paper on a yellow board” (11).

He still doesn’t want anyone to know he wrote them (11).

He doesn’t want to write about pets (12).

ƒ

He used to have a pet but does not want to write about it (13).

ƒ He wants to make up a different kind of pet to write about (14).

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of Jack’s journal entries reveal in Love That Dog?

Ask the Content Framing Question and have students share their responses.

ASSIGN HOMEWORK

Students complete their fluency homework (Handout 18A).

Students sketch what they visualize when they read the poem “dog.”

Analyze

Context and Alignment

Students work in pairs to write a summary of what happens in Love That Dog during either October or November (RL.4.2, W.4.2, W.4.8).

Next Steps

Arrange striving students in small groups, pairs, or one on one, and go back to the text to probe student understanding. Build comprehension starting with what they know, and then prompt for specific strategies to help them unlock the tricky parts of the text.

Vocabulary Strategies: Morphology of anonymous

ƒ

ƒ

ƒ

Time: 15 min.

Text: Love That Dog, Sharon Creech

Vocabulary Learning Goal: Study the root of anonymous, and infer why Jack asks what it means in Love That Dog (L.4.4.b).

Launch

Post the following excerpts:

“(But still don’t tell anyone who wrote them, okay?)”

“(And what does anonymous mean? Is it good?)”

Instruct students to Think–Pair–Share to respond to the following: “Explain what is happening in this passage.”

n It means the teacher respects Jack’s wishes and instead of writing his name, the teacher writes anonymous.

Learn

Draw the following relationship map with the root onoma and discuss that ant means “opposite,” syn means “same,” and a means “without, or absence of.” Model drawing the map to show how the meanings are built through each word part. Explain that this strategy helps readers figure out the meanings of unknown words.

antonym “opposite name” onoma = name anonymous “no name”

synonymous synonym “same name”

Instruct students to Think–Pair–Share, and ask: “How does knowing the root onoma help you understand what the word anonymous means?”

n The root onoma means “name” and a means “without,” so anonymous means “without a name.” When writers don’t want to be identified with their writing, they label it anonymous.

Pairs reread page 11 in Love That Dog. Instruct students to Think–Pair–Share, and ask: “Why does Jack ask about the word anonymous?”

n He doesn’t understand why the teacher writes it below his poem.

Land

Students complete an Exit Ticket: Why is it important that Jack’s teacher chooses the word anonymous for his poetry at this point in the text?

n Jack feels like his voice is unimportant with regard to poetry. The teacher’s actions in labeling the poem “by anonymous” allow Jack to hide behind his poetry, which makes him feel more comfortable writing it.

FOCUSING QUESTION: LESSONS 18-29

Lesson 22

ƒ

“The Tyger,” William Blake (http://witeng.link/0742)

“Stopping by Woods on a Snowy Evening,” Robert Frost (http://witeng.link/0663) ƒ

ƒ

“The Pasture,” Robert Frost (http://witeng.link/0787) ƒ

Love That Dog, Sharon Creech, pages 15–21

How do the characters in Love That Dog show characteristics of great heart?

Lesson 22: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.)

Learn (55 min.)

Explore Meter (10 min.)

Read and Analyze “The Pasture” (20 min.)

Write a Summary of “The Pasture” (15 min.)

Read and Analyze Love That Dog (10 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Vocabulary Strategies: Morphology of immortal (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RL.4.2

Writing ƒ W.4.2, W.4.8

Language ƒ L.4.2 ƒ L.4.4.b

MATERIALS ƒ

Handout 18A: Fluency Homework ƒ

Elements of Poetry Chart ƒ Copies of “The Tyger” ƒ

Display copy of “Stopping by Woods on a Snowy Evening” ƒ Copies of “The Pasture”

Learning Goals

Summarize Robert Frost’s poem “The Pasture” (RL.4.2, W.4.2).

Write an effective poem summary of “The Pasture.”

Explain why William Blake describes the creator of the tiger as immortal in the poem “The Tyger” (L.4.4.b).

Complete an Exit Ticket: “Why does William Blake use the word immortal to describe the agent who ‘framed’ the tiger?”

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 22

Reveal: What does a deeper exploration of poetry elements reveal in Robert Frost’s poems?

CRAFT QUESTION: Lesson 22

Execute: How do I use details in an effective summary?

Students learn about another element of poetry—meter. They explore this concept by looking at a poem they have already read, “Stopping by Woods on a Snowy Evening.” Then they read another Robert Frost poem, “The Pasture,” and analyze and summarize it. The poem can be found at http://witeng.link/0787 and in the back of Love That Dog. Students end the lesson by reading more entries from Love That Dog.

Welcome

5 MIN.

Place a copy of William Blake’s poem, “The Tyger” (http://witeng.link/0742), on each student’s desk. Display the following directions: ƒ

Glue the copy of “The Tyger” into your Response Journal. ƒ

With a partner, reread the poem. ƒ

Think about what you notice and wonder in the poem. ƒ

Think about the elements of poetry you can identify in it.

Launch

5 MIN.

Invite students to share some of their observations and questions about “The Tyger.”

If students notice that the word tiger is spelled as tyger in the online version of the poem, tell students that both spellings were accepted at that time. Invite students to wonder: “Why might the poet have used the spelling tyger?” Share that some people think it might have been to make his tiger less usual and more exotic.

Post the Focusing Question and Content Framing Question.

Explain that students will learn about a new element of poetry as they read “Stopping by Woods on a Snowy Evening” and a new Robert Frost poem, “The Pasture.” Throughout the lesson, encourage students to think about why it is helpful to learn about elements of poetry. Reassure students that they will also read more of Love That Dog.

55 MIN.

EXPLORE METER 10 MIN.

Whole Group

Display a copy of “Stopping by Woods on a Snowy Evening,” and direct students to turn to it in their Response Journal. Remind students that when they first read the poem, they counted the syllables in each line of verse and figured out that each line had eight syllables.

Explain that when we read words or groups of words, we naturally put more stress or emphasis on some syllables than others. Choose a few words, such as students’ names, to demonstrate this concept. For example, you could say, “In the word Peter, the emphasis is on the first syllable, and we say the second syllable less emphatically.”

Display some two-syllable words from the poem, such as village, stopping, and lovely. Instruct students to Think–Pair–Share as you say each one aloud, and ask them to think about where the stress falls in each word. (In these words, it is on the first syllable.)

Ask: “Where does the stress fall in the word mistake?”

n The stress is on the second syllable.

Explain that poets often use a pattern of stressed and unstressed syllables to create rhythm in their poems. This element of poetry is called meter.

Mark the first stanza of the “Stopping by Woods on a Snowy Evening” with stress marks above each stressed syllable to show the meter in the poem. Read the poem aloud and tell students to listen to how the syllables with the accent marks receive more stress than those without:

First line: woods, are, think, know

Second line: house, in, vill, though

Third line: will, see, stop, here

Fourth line: watch, woods, up, snow

Have a student name the pattern—unstressed, stressed. Reread the first line of the poem and demonstrate snapping your fingers on each accented syllable. Begin again, asking students to join in the snapping.

Be sure students see that meter is by syllable, not word. Read the rest of the poem aloud, asking students to listen for and snap to the meter.

Ask: “How does meter create rhythm in this poem?”

n It makes it kind of nice to listen to.

n It sounds sort of like a song.

n It is very snappy.

Differentiation

Some students might be interested to know that a meter pattern of unstressed-stressed syllables is called iambic. It’s a meter that many poets use, including Shakespeare.

Add meter and a brief definition of it to the Elements of Poetry Chart, and have students add it to the charts in their Response Journal.

Elements of Poetry Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Repetition – repeating the same word, group of words, or sentence.

Meter – a pattern of stressed and unstressed syllables used to create rhythm in a poem.

Have students turn to page 8 in Love That Dog and reread what Jack writes about the poem “The Tyger.” Ask: “What element of poetry is Jack noticing, and how does it affect him as he listens to and thinks about the poem?”

Explore the meter of “The Tyger” by reading it aloud and having students notice and snap to the beats:

Tyger, Tyger, burning bright In the forests of the night, What immortal hand or eye

Could frame thy fearful symmetry?

Point out that although students focused on meter in this lesson, they should be careful not to

emphasize meter as they read poems aloud. Doing so will cause them to read in a sing-song style. Instead they should read poems fluently and expressively, as they would any other text.

Differentiation

Some students may be interested to know that the pattern of stressed-unstressed syllables in “The Tyger” is called trochaic meter (and is the opposite of iambic).

READ AND ANALYZE “THE PASTURE” 20 MIN.

Pairs

Explain that students will explore another Robert Frost poem, “The Pasture.” Distribute student copies of “The Pasture” (http://witeng.link/0787).

Draw students’ attention to the term pasture spring. Explain that a pasture is a fenced-in area on a farm where animals can graze. A spring is a creek or a small body of water. A pasture spring is a flow of water up from the ground in a pasture.

Scaffold

If students appear to have difficulty visualizing a pasture spring, find pictures to share.

Have students Choral Read the poem twice more.

Post the following directions for partners to complete together: ƒ

See what you notice and wonder in the poem. ƒ

Help each other address what you wonder about by referring to the poem. ƒ Figure out what is happening in the poem. ƒ Identify the elements of poetry you notice.

Students annotate and make notes as needed.

Ask: “What is happening in this poem?”

n There is a pasture on a farm, and the farmer has to do some chores.

n He has to clear leaves from a spring.

n He has to go and get the little calf.

n He tells us to come with him.

Then ask students to share some of the elements of poetry they identified.

n The poem has two stanzas with four lines each.

n In each stanza, the second and third lines rhyme.

n The poem includes repetition: “I shan’t be gone long—You come too.”

n The poem includes imagery: you can picture the little calf “totter” when the mother cow licks it.

If no students mentioned meter, ask them to reread the poem to see what they notice about its meter.

n I’m not sure about meter, but I noticed that the first three lines of each stanza have ten syllables, but the last line has eight.

n I think the meter is unstressed-stressed, just like in “Stopping by Woods on a Snowy Evening.”

Place accent marks on the first stanza, reread it aloud, and ask students to listen for the pattern of stresses, snapping along with you as they do:

I’m going out to clean the pasture spring

I’ll only stop to rake the leaves away

(And wait to watch the water clear, I may):

I shan’t be gone long.—You come too.

Ask if students have questions about “The Pasture” that have not yet been addressed.

n I wonder if Robert Frost lived on a farm because he seems to like writing about the natural world.

n I wonder who the farmer is talking to.

n I wonder why Frost changes the rhythm in the last line of each stanza.

WRITE A SUMMARY OF “THE PASTURE”

Individuals

Post the Craft Question and have students read it:

Execute: How do I use details in an effective summary?

15 MIN.

Display the characteristics of an effective poem summary:

ƒ May capture a theme of the poem.

ƒ

Considers the speaker.

ƒ Includes only important ideas.

ƒ Is brief.

ƒ Is stated in your own words.

Instruct students to Think–Pair–Share, and ask: “What do you notice about how the characteristics of an effective narrative summary compare to those for a poem summary?”

Students write their summaries independently using details.

n In “The Pasture,” the speaker in the poem is going out to the pasture to clean the spring. He wants someone to go with him to enjoy seeing the clear water and a young calf. In the poem, Robert Frost uses different elements of poetry. He uses rhyme and repetition, which are part of the rhythm of the poem. He uses imagery to help show what the farm looks like.

After students have written their summaries, have them share their writing with a partner, giving each other feedback by answering the following questions:

ƒ

ƒ

What is something strong about your partner’s summary?

What is something that would improve your partner’s summary?

Then, as time permits, invite a few students to share their summaries with the class. This is an opportunity to offer guided feedback to the whole group so students can continue to improve their writing.

READ AND ANALYZE LOVE THAT DOG 10 MIN.

Whole Group

Ask students to look briefly at the Month Charts they have been keeping for Love That Dog to remind them of what is happening. Tell them that you are going to read aloud a few more of Jack’s entries. Ask them to read along and think about what is happening and what they are wondering about.

TEACHER NOTE As you read Jack’s entry for January 10 about “The Pasture,” read with expression, demonstrating Jack’s indignation and disgust with Frost.

Ask: “What is happening on pages 20 and 21?”

n Miss Stretchberry types up what Jack wrote about the small poems and posts it like it is a poem.

n Jack is not sure it is a poem.

n She also puts up a picture of a yellow dog, but he says it doesn’t look like his dog.

n He does not understand “The Pasture.”

n He is confused about the same thing we are—why does he want YOU to come along?

n It is funny when Jack says he thinks Robert Frost had too much time on his hands!

Ask: “What are you wondering about at this point in the book?”

n I am starting to wonder about Jack’s dog and why he doesn’t have him anymore.

n I am wondering if what he wrote about the small poems is a poem, too.

n Just like Jack, I’m still wondering what a poem is.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of poetry elements reveal in Robert Frost’s poems?

Review the Content Framing Question. Refer students’ attention to the Elements of Poetry Chart.

Instruct students to Think–Pair–Share, and ask: “How does a deeper exploration of the elements of poetry help us understand poems like those of Robert Frost?”

Wrap

5 MIN.

ASSIGN HOMEWORK

Students complete Handout 18A. Remind students to read in a natural, fluent voice and not to overemphasize the meter of the poem. The poem can be found at http://witeng.link/0663

In the next lesson, students select a poem for next week’s fluency homework to read and perform.

Analyze

Context and Alignment

Students write an effective poem summary of “The Pasture” (RL.4.2, W.4.2).

Next Steps

Work individually or in small groups with students who struggle to include one or more elements of an effective summary, modeling your thought process as you create an exemplar summary.

Vocabulary Strategies: Morphology of immortal

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Time: 15 min.

Text: “The Tyger,” William Blake

Vocabulary Learning Goal: Explain why William Blake describes the creator of the tiger as immortal in the poem “The Tyger” (L.4.4.b).

Launch

The purpose of this Deep Dive is to examine the word immortal and to discuss the meaning of the Latin root mort to better understand it in this word and in other words with the same root.

Read aloud this line from “The Tyger”:

“What immortal hand or eye, / Could frame thy fearful symmetry?”

Model using the Outside-In strategy. The Outside-In strategy helps students determine word meaning from the context and morphology, such as roots and prefixes. Students examine the context to reveal clues about the targeted word’s possible meaning. Then students examine other clues that provide meaning within the word, such as roots and prefixes. For further explanation of the strategy, see the Wit & Wisdom Implementation Guide (http://witeng.link/IG).

Direct students to look at the word immortal in this line of text. Note that the text describes a being that has a hand or an eye.

Then, direct students to look inside the word immortal to look for clues as to its meaning.

Ask: “What does the prefix im– mean?”

n The prefix im– means “not.”

Immortal has the root mort that can be found in mortuary, mortician, and mortal, which have to do with death. A mortuary is a place where dead bodies are placed, and a mortician is a person who prepares dead bodies. So, I can figure out that immortal describes someone “not” “able to die,” with hands and eyes, or a divine being.

I can insert that meaning in the sentence, “What divine hands and eyes could make such a fearfully symmetrical creature?” The author is in awe of a creator who designed such a creature.

Break down other words with the root mort:

Words with the Root mort Meanings and Examples

immortal (adj.)

Latin im– meaning “not” and mortalis meaning “able to die.”

The Greek mythological figure was immortal and all-powerful. immortality (n.) Im– meaning “not” and mortal meaning “able to die.”

The fairy tale claims that if you do an extra task, you will reach immortality immortalize (v.) To make something famous so it will be remembered forever.

Please don’t immortalize the rock star; he’s just another human being. mortal (n.) Subject to death.

The soldier received a mortal wound on the battlefield. mortify (v.) Literally “producing death” but really meaning “humiliating.”

It will mortify him if he makes that mistake again.

Instruct students to Think–Pair–Share, and ask: “If a person were referred to as a ‘mere mortal,’ how would that connect to the root mort?”

n A person is subject to death because he or she won’t live forever, so they can be called mortal.

Land

Students complete an Exit Ticket: “Why would William Blake use the word immortal to describe the agent who ‘framed’ the tiger?”

n The author wanted to express that he was in such awe of this creature that whoever could design such a beautiful creature must be immortal or “other-worldly.”

FOCUSING QUESTION: LESSONS 18-29 How do the characters in Love That Dog show characteristics of great heart?

Lesson 23

“dog,” Valerie Worth

Love That Dog, Sharon Creech, pages 15–29

Lesson 23: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.)

Learn (55 min.)

Explore Free Verse (10 min.)

Annotate and Discuss Text (15 min.)

Analyze the Structure of Love That Dog (15 min.)

Analyze an Informative Paragraph (15 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Examine Using Quotation Marks When Citing (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RL.4.3, RL.4.5

Writing ƒ W.4.2, W.4.9

Speaking

ƒ SL.4.1

and Listening

Language ƒ L.4.3 ƒ L.4.2.b, L.4.3.b

MATERIALS

Handout 23A: Fluency Homework ƒ Elements of Poetry Chart ƒ

Month Charts (from previous lessons) ƒ

Display copy of the Informative Paragraph Checklist ƒ

Chart paper

Learning Goals

Analyze the text structure of Love That Dog (RL.4.3, RL.4.5).

Discuss the author’s use of elements of poetry and text structure.

Analyze how evidence is used in an informative paragraph (W.4.2, W.4.9).

Explain how evidence is used in an exemplar informative paragraph.

Formulate the proper use of quotation marks when quoting an author or speaker (L.4.2.b).

Rewrite the two sentences on pages 25 and 33 of Love That Dog using quotation marks in place of italics.

Prepare

FOCUSING QUESTION: LESSONS 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: LESSON 23

Reveal: What does a deeper exploration of the book’s structure reveal in Love That Dog?

CRAFT QUESTION: LESSON 23

Examine: How do I use evidence to write an informative paragraph?

Students read pages 15-29 in Love That Dog. They examine the way the novel is structured, drawing deeper conclusions about the contrast between poetry and prose. They also think about how the journal structure in Love That Dog is uniquely designed to tell Jack’s story and to show how he grows over the course of the novel.

Welcome

Post the following directions:

5 MIN.

ƒ Reread “dog” by Valerie Worth.

ƒ Work with a partner to look for what elements of poetry it uses.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Discuss the Content Framing Question as a group.

Ask: “What do you think you will be examining in this book to answer this question?”

n We will think about the type of writing in the book.

n We will think about what we can learn about Jack through his own writing. Maybe we will think about why the book is written the way it is.

40 MIN.

EXPLORE FREE VERSE 10 MIN.

Whole Group

Ask: “What elements of poetry did you notice in ‘dog’?”

n The poem uses a lot of imagery—it was easy to picture the dog in my mind.

n The poem includes line breaks in interesting places. It’s not like a sentence going across a page.

n It doesn’t rhyme.

n I don’t think it has meter.

If not already raised by students, point out that the poem does not rhyme, does not have a regular meter, and has no identifiable patterns, but it is still a poem. Explain that poems like this are called free verse poems.

Elaborate that “dog” is still a poem because it uses imagery, includes words arranged in lines to create a certain effect, and includes line breaks in specific places to highlight certain words or actions.

Add free verse and its definition to the Elements of Poetry Chart, and direct students to add it to their individual charts in their Response Journal.

Elements of Poetry

Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Repetition – repeating the same word, group of words, or sentence.

Meter – a pattern of stressed and unstressed syllables to create rhythm in a poem.

Free verse – a style of poetry writing with no regular meter and no consistent identifiable patterns of stanza or rhythm.

Whole Group

TEACHER NOTE

You may partner striving readers with strong readers to read the text in this lesson. You could also pull striving readers into a small group to provide additional support during this part of the lesson.

Have a student volunteer briefly summarize what happens during December in Love That Dog. Add the summary to the class December Chart, and have students record it on the “December” page in their Response Journal:

December

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Miss Stretchberry types up what Jack wrote about the small poems and posts it like it is a poem.

ƒ Jack is not sure it is a poem.

ƒ He does not want his name on it.

ƒ He thinks she should have put more spaces between the lines like he did.

ƒ She also puts up a picture of a yellow dog, but he says it doesn’t look like his dog.

Students read pages 22–24 of Love That Dog, thinking about and annotating what they notice, what is happening, and what they wonder.

Ask: “What is happening on these pages?”

n Jack is still confused about what a poem is.

n He wonders if “The Red Wheelbarrow” poet was just playing with words and someone typed it up like Miss Stretchberry did.

n He wonders the same thing about the “Snowy Woods” poem.

n He thinks people may be looking at his poems on the board and wondering, “Who wrote that?”

Next, students read pages 25–29, annotating what they notice, what they wonder, and words they don’t understand.

Ask: “What is happening in this section of the book?”

n Jack and his dad go to an animal shelter. Jack describes what he sees at the shelter. He uses imagery to describe the yellow dog he sees. They get the yellow dog.

n He feels like his dog is calling to him, “Me, me, me, choose me!”

n Jack says Miss Stretchberry can type up what he wrote about the trip to the shelter to get the dog.

n He says he wants it on yellow paper.

n He wants to name it “You Come Too.”

n He still does not want his name on it.

Record the key events for January on the January Chart, and have students record them on the “January” page in their Response Journal:

January

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Jack doesn’t understand the pasture poem.

He wonders about what a poem is, referring to the wheelbarrow poem, his poems, and Robert Frost’s poem.

Jack and his dad go to an animal shelter and get a yellow dog.

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Jack feels like his dog is calling to him, “Me! Me! Choose me!”

Jack lets Miss Stretchberry type up his writing about the trip to the shelter.

He says he wants it on yellow paper.

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He wants to name it “You Come Too.”

ƒ He still does not want his name on it.

Ask: “What are you still wondering about at this point in the book?”

n I wonder if Jack is beginning to think what Miss Stretchberry types up are poems because he doesn’t argue with her this time.

n I still wonder what happened to his dog.

n I wonder if Miss Stretchberry writes back to him or how they communicate because he seems to be answering her questions.

ANALYZE THE STRUCTURE OF LOVE THAT DOG

15 MIN.

Remind students that when Miss Stretchberry wants to post what Jack wrote about the “small poems,” Jack says, “It’s not a poem, is it?” Tell students to read the entry on pages 15 and 16 and see what they think, referring to the Elements of Poetry Chart as needed.

Students respond to the following question: “What elements of poetry does Jack use on these pages?”

n He puts line breaks in interesting places like he is trying to highlight certain words.

n He plays around with words, like putting small in small print.

n He uses imagery like “the kitten leaped” and “with his tongue all limp.”

n I think it is a free-verse poem like “dog.”

Direct students to look at the next poem Miss Stretchberry puts up, on pages 25–27. Instruct students to Think–Pair–Share, and ask: “What elements of poetry does Jack use on these pages?”

n He uses a lot of imagery like “dogs big and small fat and skinny” and “paws curled around the wire.”

n He puts line breaks in without waiting until the end of a sentence.

n He uses repetition like “bark-bark-barking,” “wag-wag-wagging,” and “Me! Me! Choose me!”

n Jack doesn’t use rhyme or meter, so his poem might be free verse like “dog.”

Instruct students to Think–Pair–Share, and ask: “What about the rest of the book up to page 30? Does he use any elements of poetry there?”

n On the very first page, Jack uses line breaks to emphasize that “boys … don’t write poetry.”

n On page 3 when he writes “any words can be a poem. You’ve just got to make short lines,” he uses line breaks to make short lines, just like a poem, and to emphasize that point.

n On page 7, he uses repetition with the phrase “miles to go.”

n On page 9, he says, “Some of the tiger sounds are still in my ears like drums beat-beat-beating.” That is imagery because it uses the sense of hearing.

Ask: “At this point, what would you say about how Love That Dog is structured?”

n It is definitely a poem.

n It is also a journal.

n It’s also a story.

Ask: “Why do you think Sharon Creech tells Jack’s story this way?”

n We can learn more about Jack’s thoughts.

n We can watch how his thinking changes and how he is slowly learning what a poem is.

n The book is about poetry, so Sharon Creech chose to write it in poetry form.

n Maybe she thinks we can learn more about poetry by reading Jack’s poems.

n It’s a good way to show what Jack learned about poetry.

Explain that the term for language that is not poetic is prose. Cite a few books with which students are familiar, such as The Circulatory Story, as examples of prose. Also point out that when students write summaries, they are writing in prose. Ask: “Based on what you know so far, how does poetry differ from prose?”

If students struggle with this concept, provide several different prose examples and have students compare those to poetry.

ANALYZE AN INFORMATIVE PARAGRAPH 15 MIN.

Whole Group

Post the Craft Question: How do I use evidence to write an informative paragraph?

Ask: “Why is it important to use evidence in an informative paragraph?”

n Our writing will be more accurate. We can support our ideas with key details from the text.

Scaffold

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Gathering evidence helps us make better connections to the text.

n The evidence helps others understand my thinking and reasoning.

Explain that at this Examine craft stage, students analyze an informative paragraph that answers the question: What does a deeper exploration of Jack’s writing reveal about his growth as a poet?

Remind students that in the first arc of this module, they studied the parts of an informative paragraph in the Informative Paragraph Template (in Lesson 5).

Display a copy of the Informative Paragraph Checklist:

Informative Paragraph Checklist

ƒ Introduction. ƒ Focus statement. ƒ Point. ƒ Evidence. ƒ Elaboration. ƒ Concluding statement.

Choose one of the following informative paragraph exemplars, and display it. Read it aloud for students.

Between the beginning of the school year in September and the middle of December, Jack reads several poems and writes his own poetry. At first he really doesn’t understand poetry, writing that “boys don’t write poetry,” but over the next few months he begins to have a change of heart toward poetry. Although he still isn’t confident about his writing, he lets his teacher put his work on the board anonymously, and he’s proud of the way it looks. He also begins to enjoy different types of poetry, such as the “tiger tiger” poem and the “small poems.” He says he likes the sounds in the “tiger tiger” poem and the way the small poems make pictures in his head. Jack’s enjoyment of poetry continues to grow, showing how his heart is changing toward this type of writing and his own skill as a poet.

OR

What a change! When Jack starts writing in his journal in September, he thinks poetry is for girls. He can’t understand why people even like poetry. He writes his poetry in lines and stanzas. Then in October, Jack begins experimenting more with his poetry. He tries using repetition with “miles to go” from Robert Frost. He uses rhythm and rhyme from “The Tyger” in his Blue Car poem. He even tries using imagery when he describes the blue car “splattered with mud.” During this time, Jack goes from not wanting to write any poetry to writing poems that are posted on the wall. Then in November, he experiments with punctuation and capitalization. Finally, in December, Jack has strong opinions about how his poetry looks on the bulletin board. Jack grows as a lover of poetry and becomes a proud poet.

Ask: “What do you notice and wonder about this paragraph?”

n I notice that it has some of the same characteristics of a summary.

n It has a topic sentence followed by evidence. The evidence shows how Jack’s attitude toward poetry is changing.

n I wonder how the writer collected evidence. I think I could collect evidence like this when I annotate the text.

n The paragraph has a concluding sentence that wraps everything up. It answers the question.

n The author uses transitions to go from one idea to another idea.

Display the Month Charts from the previous lessons. Ask students to identify evidence that was used in the exemplar informative paragraph. Place stars next to the sentences that contain evidence from the charts.

Students Think–Pair–Share to answer the Craft Question.

n We use evidence to support a focus for our writing.

n Each piece of evidence from the text is explained, so readers can see the connection between the focus statement and the evidence.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of the book’s structure reveal in Love That Dog?

Ask the Content Framing Question, and have volunteers share their responses.

ASSIGN HOMEWORK

Students complete Day 1 on Handout 23A for their selected poem.

Analyze

Context and Alignment

Students analyze the use of evidence in an exemplar informative paragraph to determine how the evidence is used (W.4.2, W.4.9).

Next Steps

Work with students who are struggling with this analysis in the next lesson when students write their own paragraphs.

Lesson 23 Deep Dive: Style and Conventions

Examine Using Quotation Marks When Citing

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Time: 15 min.

Text: Love That Dog, Sharon Creech

ƒ Style and Conventions Learning Goal: Formulate the proper use of quotation marks when quoting an author (L.4.2.b, L.4.3.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 23

Examine: Why is using proper punctuation when quoting an author important?

Launch

Students sit in a circle. Play one round of the game “Telephone,” starting with one student at the beginning of the circle. Each student whispers to the next student the quotation they heard, which can only be whispered once. The last student in the circle shares the quotation.

Use the following quotation:

“Only a life lived for others is a life worthwhile.” —Albert Einstein

After playing “Telephone,” display the quotation so students can see it written with quotation marks.

Learn

Instruct students to Think–Pair–Share, and ask: “Why it is important to use quotation marks when quoting others in writing?”

n It’s important to quote writers or speakers correctly, because words represent a person. If the quotation is not accurate, the writer or speaker would be misrepresented. So, words have to be quoted verbatim (precisely). Quotation marks show that the words are the precise words from a writer or speaker who is not the author.

The purpose of the “Telephone” activity was to see what happens when the original author is misquoted. The meaning and message can get lost. That is not fair to the person who made the statement.

Notice on page 25 of Love That Dog when Jack is quoting his dad, the author doesn’t use quotation marks but instead uses italics. That is how the author designed this particular book. However, in most writing, the words cited or quoted are in quotation marks.

Notice on page 33, Jack refers to a yellow sign that says, “Caution! Children at Play!” in italics.

Instruct students to Think–Pair–Share, and ask: “What could you expect to see if you saw that sign? Why?”

n You could expect to see those exact words—Caution! Children at Play!—because the author set them apart in italics.

Ask: “If the author did not have this special style of writing (full capitalization, thin fonts, italics) how would this sentence be written differently?”

n There would be quotation marks in place of the italics.

Partners rewrite the two sentences on pages 25 and 33 using quotation marks in place of italics under the heading “Use Quotation Marks When Citing” in the “Knowledge of Skills” section of their Knowledge Journal.

Circulate to provide support.

n We were going for a drive and my father said, “We won’t be gone long.—You come, too,” and so I went and we drove and drove until we stopped at a red brick building with a sign in blue letters ANIMAL PROTECTION SHELTER.

n At both ends of our street are yellow signs that say, “Caution! Children at Play!” but sometimes the cars pay no attention and speed down the road as if they are in a BIG hurry with “many miles to go before they sleep.”

TEACHER NOTE

It may be necessary to explain that the author intended to write this book as a student’s journal, so not everything is grammatically correct. It is written this way to make it believable to the reader that this was a student’s writing. There are run-on sentences, and some punctuation is not used correctly as in these cases.

Display the following chart:

Using Quotation Marks When Citing an Author/Speaker

Use Rule

When stating an entire sentence.

Use comma before the quotation and begin the first word with a capital letter.

Place end punctuation and then quotation mark.

Example (Adapted from Love That Dog)

My father said, “We won’t be gone long—You come, too,” and so I went. [page 25]

When stating only a portion of a sentence.

When stating a heading or title (or sign, in this example).

Include the quotation as a part of the sentence without a capital letter or comma, but inside quotation marks.

Include the heading, title, or sign as it is written, inside quotation marks.

They are in a BIG hurry with “many miles to go before they sleep.” [page 34]

Yellow signs that say, “Caution! Children at Play!” but sometimes the cars pay no attention. [page 33]

Generate a discussion around the expression, “It’s important to give credit where credit is due.” Ask students what they think that means. Conclude that it’s important to acknowledge someone’s contribution or intelligent thought and to do so accurately.

Lesson 24

FOCUSING QUESTION: LESSONS 18-29 How do the characters in Love That Dog show characteristics of great heart? ƒ “Street Music,” Arnold Adoff ƒ Love That Dog, Sharon Creech, pages 30–41

Lesson 24: At a Glance

AGENDA

Welcome (5 min.)

Explore “Street Music” Launch (5 min.)

Learn (55 min.)

Explore and Analyze Themes in Poetry (15 min.)

Read and Analyze Themes in Love That Dog (20 min.)

Write an Informative Paragraph (20 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Experiment with and Execute Using Quotation Marks (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RL.4.2

Writing ƒ

W.4.2, W.4.8, W.4.9

Speaking and Listening ƒ

SL.4.1, SL.4.3

Language ƒ

L.4.2 ƒ L.4.2.b

MATERIALS

Handout 23A: Fluency Homework

Elements of Poetry Chart

Month Charts (from previous lessons)

Students’ summary paragraphs (from previous lesson)

Informative Paragraph Exemplar (from previous lesson)

Informative Paragraph Checklist (from previous lesson) ƒ

Using Quotation Marks When Citing an Author/Speaker Chart (from previous lesson) ƒ

Sticky notes

Learning Goals

Determine the themes in Love That Dog (RL.4.2).

Discuss possible themes presented in Love That Dog

Write an informative paragraph about one of the themes in Love That Dog (RL.4.2, W.4.2, W.4.9).

Choose one of the themes of Love That Dog, and independently write an informative paragraph about that theme.

Develop the proper use of quotation marks when quoting text (L.4.2.b).

Practice using quotation marks with a partner when quoting text.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 24

Distill: What are the themes in the text and poems of Love That Dog?

CRAFT QUESTION: Lesson 24

Execute: How do I use evidence to write an informative paragraph?

In this lesson, students learn what theme means and explore possible themes for some of the poems from Love That Dog. They also begin to consider the themes of the book itself.

Welcome

5 MIN.

EXPLORE “STREET MUSIC”

Direct students to read “Street Music,” located in the back of Love That Dog

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With a partner, read the poem. ƒ

Think about what you notice and wonder about in the poem. ƒ

Think about what is happening in the poem. ƒ

Think about the elements of poetry you can identify in it.

Launch

5 MIN.

Invite students to share with the whole group some of their observations about “Street Music.”

Explain that Arnold Adoff uses two new elements of poetry, onomatopoeia and alliteration. Explain that when he uses words that sound like sounds, this is called onomatopoeia. Have students find a few examples, such as grinding, screeching, and blasts

Then point out that Adoff uses alliteration when he writes, “battle blasts.” Explain that poets often

write two or more words in a row that begin with the same sound to create rhythm and emphasis.

Add these two terms and brief definitions to the Elements of Poetry Chart, and have students do the same in their individual charts.

Elements of Poetry

Structure

Line – a single line consisting of one or more words. Stanza – a group of lines separated by breaks.

Pattern – a repeating arrangement of words or syllables in a poem.

Rhythm – how the sound of the poem rises and falls like “beats” in music.

Rhyme – a word that ends in the same sound or almost the same sound as another word.

Repetition – repeating the same word, group of words, or sentence.

Meter – a pattern of stressed and unstressed syllables to create rhythm in a poem.

Free verse – a style of poetry writing with no regular meter and no consistent identifiable patterns of stanza or rhythm.

Onomatopoeia – use of words whose sounds suggest their meaning.

Alliteration – repetition of the same initial consonant sound in a group of words.

Post the Focusing Question and Content Framing Question. Have students read the Content Framing Question silently.

Have students think about what they may already know about theme. Tell them that theme is the focus of today’s lesson. Theme will help them better understand the poems they have been reading and Love That Dog.

55 MIN.

EXPLORE AND ANALYZE THEMES IN POETRY

Pairs

15 MIN.

Have students add the following definition to their Vocabulary Journal.

Word Meaning Synonyms theme (n.) The central message of a literary work. subject, topic, idea

Choose several familiar stories or movies and explore what their themes might be. For example, you might say, “Think of the story of ‘Little Red Riding Hood,’ in which a little girl goes through the woods to deliver food to her grandmother, and has a dangerous encounter with a wolf. What might a theme or message of that story be?” Repeat with several stories as needed to further students’ understanding.

Explain that most literary works such as poems, stories, and novels have one or more themes and that readers use the text to think about what the theme or themes are.

Use a Think Aloud strategy to discuss the theme of “The Red Wheelbarrow.”

I think this poem is trying to tell us to appreciate objects like the tools we use to do our work. The speaker begins by saying “so much depends upon a red wheelbarrow.” That’s telling us how important it is to the work of the farm. The speaker goes on to say that the wheelbarrow is “glazed with rain water.” That makes me wonder if it has been left out and forgotten. Maybe the speaker is trying to tell us the wheelbarrow needs to be better cared for because it is so important.

Then, post these two possible themes for the poem “Stopping by Woods on a Snowy Evening”:

Possible Theme 1: Even when you are busy, it’s important to stop and appreciate nature.

Possible Theme 2: It is hard to stop and notice nature when life is so busy.

Have students find the poem “Stopping by Woods on a Snowy Evening” in their Response Journal. Instruct students to Think–Pair–Share, and ask: “Which theme resonates with you? What evidence in the poem supports the theme you chose?”

n I chose the first theme because the speaker says that even his horse wonders why he is stopping and that he has “miles to go before he sleeps,” but the woods are “lovely, dark, and deep,” so he just feels like he has to stop.

n I also chose the first one. I would add that the speaker says he is going to “watch the woods fill up with snow.” It seems as if he’s going along and just can’t help himself—the falling snow is so beautiful.

n I think it is more about the second one since he doesn’t stay too long because he has “miles to go before he sleeps.”

After the discussion, have students write the theme they chose somewhere on the page with the poem.

Post two possible themes for the poem “dog” by Valerie Worth:

Possible Theme 1: Dogs have a happy life because they just take it easy and don’t worry too much. We should do the same.

Possible Theme 2: Dogs are very lazy creatures.

Have students find the poem “dog” in their Response Journal. Instruct students to Think–Pair–Share, and ask: “Which theme resonates with you? What evidence in the poem supports the theme you chose?”

n I chose the second theme. I think the speaker is showing how lazy dogs are. The dog kind of tries to catch the fly, but he doesn’t try that hard. Then he just “blinks, rolls on his side, sighs, closes his eyes” and “sleeps all afternoon.” It even feels lazy.

n I chose the first theme because the dog in the poem seems so relaxed and happy. The speaker says, “he lies down, lolls his limp tongue.” He just seems very happy. Maybe the speaker is telling us to chill out a little.

After the discussion, have students write the theme they chose somewhere on the page with the poem.

READ AND ANALYZE THEMES IN LOVE THAT DOG 20 MIN.

Pairs

Instruct students to read pages 30–41, writing on sticky notes what they notice, what they wonder, and any words they don’t understand.

Instruct students to Think–Pair–Share, and ask: “What is happening in these pages?”

n Jack reads the “Street Music” poem. He compares the city to where he lives.

n He also makes a picture poem of his dog. I looked in the back of the book and see another one like it called “The Apple.”

n He lets Miss Stretchberry put it up AND put his name on it!

n Jack feels embarrassed when other people compliment him on his poems. I think he feels proud, too.

n Someone else in his class writes a tree poem but has “Anonymous,” and Jack wants to know who wrote the poem because he really likes it. He notices that someone else is afraid to put their name on their poem.

Ask: “What else did you notice in this section?”

n Jack uses parts of “Street Music” in his journal entries. He puts loud in all-capital letters. He writes “clash, flash, screech,” and he writes thin in all-capital letters that are thin.

n He writes about how sometimes cars pay no attention to the signs in his neighborhood and go speeding by. It makes me think of the blue car poems he wrote.

n He is kind of bossing Miss Stretchberry. He says she should “keep the spaces exactly the same” for his yellow dog poem.

Ask: “What are you wondering about at this point in the book?”

n I wonder what other poems he’ll read. I like them, and I like seeing how he uses them in his journal.

n I still wonder what happened to the yellow dog!

n I think and wonder about the car and whether something is going to happen with it.

Instruct students to work with a partner to read the February entries and summarize the most important events in their Response Journal. Invite a few students to share, and use their ideas to write a brief summary on the class chart:

February

ƒ

Jack thinks his “You Come Too” poem looks good on yellow paper but thinks Miss Stretchberry should have left more space between the lines.

Jack likes the “Street Music” poem and uses some of its elements in his journal. ƒ

ƒ

He compares the city to the place where he lives. It is not as busy, but sometimes cars go too fast there. ƒ

ƒ

He also likes the shape poem, “The Apple.”

He makes a shape poem of his dog.

Explain that even though the book is not yet finished, there are some themes developing in it.

Pairs discuss: “What possible themes or messages are presented in Love That Dog so far?” Encourage students to support their responses by using evidence from the text.

n Even when something is difficult at first, if a person sticks with it and keeps trying, they can improve. Jack thinks he doesn’t like or understand poetry at first, but he keeps working on it, and now he is starting to like it and understand it better.

n A good teacher can really make a difference. All throughout the book, Miss Stretchberry seems to encourage Jack and give him a lot to think about.

n Poetry is important and interesting. The poems in the book have really made Jack think about many things and become a better writer.

Scaffold

If students struggle to identify meaningful themes, present them with several options. Have them choose one and think about what evidence in the book supports that theme.

WRITE AN INFORMATIVE PARAGRAPH 20 MIN.

Individuals

Display the exemplar informative paragraph from the previous lesson and the Informative Paragraph Checklist. Using the exemplar as a reference, briefly demonstrate how it has all the characteristics from the checklist.

Informative Paragraph Checklist

Introduction. ƒ Focus statement. ƒ Point. ƒ Evidence. ƒ Elaboration. ƒ Concluding statement.

ƒ

Students choose one of the themes of Love That Dog and independently write an informative paragraph about that theme.

One of the themes of Love That Dog is courage. In September, Jack avoids writing poetry. He doesn’t want to write poetry because he thinks it is for girls. Even when he starts writing poetry, he doesn’t want his name on his posted poems. But Jack has the courage to change. Without even realizing it, his journal words come out in poems, and he begins to like certain parts of poems that famous poets wrote. He uses some of their phrases in his own poems. By February, Jack begins to feel more confident about his poems and lets Miss Stretchberry put his name on them. The effort he puts into understanding and writing poems shows courage.

Land5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Distill: What are the themes in the text and poems of Love That Dog?

Return to the Content Framing Question by having students share their thinking and writing about themes emerging in Love That Dog.

Wrap5 MIN.

ASSIGN HOMEWORK

Using Handout 23A, students complete fluency homework for their selected poem.

Analyze

Context and Alignment

Students write an informative paragraph about a theme of Love That Dog (RL.4.2, W.4.2, W.4.9). To analyze students’ writing, check for the following success criteria: ƒ

Includes an introduction that provides context. ƒ

Includes a focus statement that states a theme of Love That Dog ƒ

Provides evidence to support the theme. ƒ

Elaborates on how the evidence relates to the theme. ƒ

Closes with a concluding statement that connects back to the theme. ƒ

Uses correct capitalization and punctuation.

Next Steps

Look for general trends or gaps in students’ writing. Consider developing mini-lessons around targeted writing skills, such as writing a strong focus statement, elaborating on evidence to explain its importance, or writing a strong conclusion that reinforces the big idea. You may want to group students who are missing certain elements and reteach the content and purpose of each element through analysis of the exemplar paragraph. Once students can identify the elements in the exemplars, write another paragraph together.

Lesson 24 Deep Dive: Style and Conventions

Experiment with and Execute Using Quotation Marks

ƒ

ƒ

Time: 15 min.

Text: Love That Dog, Sharon Creech

ƒ Style and Conventions Learning Goal: Develop the proper use of quotation marks when quoting text (L.4.2.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 24 Experiment and Execute: How do quotation marks work when quoting text?

Launch

Instruct students to Think–Pair–Share, and ask: “What do I need to remember when quoting text?”

Review the Using Quotation Marks When Citing an Author/Speaker Chart:

Using Quotation Marks When Citing an Author/Speaker

Use Rule Example (Adapted from Love That Dog)

When stating an entire sentence.

Use comma before the quotation and begin the first word with a capital letter.

Place end punctuation and then quotation mark.

My father said, “We won’t be gone long—You come, too,” and so I went. [page 25]

When stating only a portion of a sentence.

When stating a heading or title (or sign, in this example).

Include the quotation as a part of the sentence without a capital letter or comma, but inside quotation marks.

Include the heading, title, or sign as it is written, inside quotation marks.

They are in a BIG hurry with “many miles to go before they sleep.” [page 34]

Yellow signs that say, “Caution! Children at Play!” but sometimes the cars pay no attention. [page 33]

Display the following sentence.

People often refer to Martin Luther King Jr.’s reference in his “I Have a Dream” speech of people not being “judged by the color of their skin but by the content of their character.”

Tell students that writers often cite others in their writing, including speeches that embellish and give depth to their voice. This is done in different ways. For example, sometimes these quotes are contained within a sentence, as in the example. Quotation marks surround the exact words that have been cited. The ending punctuation is placed before the ending quotation mark. Clarify that “I Have a Dream” is also in quotation marks because it is the title of a speech, not because it is a direct quote.

Post the following sentence.

As King stated, “It would be fatal for the nation to overlook the urgency of the moment.”

Explain that when the quotation is a full sentence, the quotation marks begin after a comma, and the end punctuation is contained within the ending quotation marks, as in the provided example.

Students select one example of Jack’s change in attitude toward poetry. Students practice using quotations when referring to Jack’s words and actions in the text.

Use the following example to model how to integrate quotations into writing:

At the beginning of the book, Jack doesn’t know how to write poetry. On page 2 he says, “Tried. Can’t do it. Brain’s empty.” As the book continues, however, we can see that Jack is learning more and more about poetry.

Circulate and support students by spot-checking integration of quotations.

If several students are missing the concept, pull a small group of students to practice using quotations. Demonstrate the previous example and have students select one of their own examples to share for feedback.

Have students refer to the chart for correct use of punctuation including commas, quotation marks, and end punctuation. Assess for integration.

Land

Ask students if they need clarification regarding using quotation marks. Remind students to review their writing, rereading it to make sure their ideas are clear and that they used correct punctuation.

Partners practice using one of the quotations below or from the poems in Love That Dog to practice citing quotations.

Circulate to support students, as necessary.

“Only a life lived for others is a life worthwhile.” —Albert Einstein

“Old words are reborn with new faces.” —Criss Jami

n Robert Frost writes about the horse’s thoughts when he states, “He gives his harness bells a shake to ask if there is some mistake.”

n Quotations can often reflect similar ideas. For example, as Criss Jami says, “Old words are reborn with new faces.”

FOCUSING QUESTION: LESSONS 18-29

Lesson 25

That Boy,” Walter Dean Myers (http://witeng.link/0743

That Dog, Sharon Creech, pages 42–49

Lesson 25: At a Glance

AGENDA

Welcome (5 min.)

Explore “Love That Boy” Launch (5 min.)

Learn (55 min.)

Read and Organize Love That Dog (20 min.)

Conduct a Chalk Talk (15 min.)

Write an Informative Paragraph (20 min.)

Land (5 min.)

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Execute Using Quotation Marks (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ

RL.4.3

Writing ƒ W.4.2, W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ L.4.2 ƒ L.4.2.b

MATERIALS

Handout 23A: Fluency Homework

Summaries and support paragraphs (from previous lessons)

Month Charts (from previous lessons)

Informative Paragraph Checklist (from Lesson 23)

Using Quotation Marks When Citing an Author/Speaker Chart (from previous lesson)

Sticky notes ƒ Chart paper

Chalk or markers

Learning Goals

Analyze the text to find evidence of Jack’s figurative great heart (RL.4.3, W.4.8).

Gather evidence about Jack’s actions that reflect his figurative great heart.

Describe and explain Jack’s figurative great heart, supporting points with evidence from the text (RL.4.3, W.4.2).

Write an informative paragraph that describes Jack’s figurative great heart.

Integrate the proper use of quotation marks when quoting text (L.4.2.b).

Write an example of Jack showing great heart by integrating a quotation with proper punctuation to support the example.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 25

Reveal: What does a deeper exploration of Jack’s writing reveal in Love That Dog?

CRAFT QUESTION: Lesson 25

Execute: How do I use evidence to write an informative paragraph?

In this lesson, students explore what Jack’s journal entries from December to March reveal about how he changes and how Miss Stretchberry supports him. Then they write an informative paragraph using evidence and elaboration.

Welcome

5 MIN.

EXPLORE “LOVE THAT BOY”

Share with students “Love That Boy” by Walter Dean Myers (http://witeng.link/0743). Note that part of the poem can be found in the back of the text of Love That Dog. Display the following directions: ƒ

With a partner, read the poem. ƒ

Think about what you notice and wonder in the poem. ƒ

Think about what is happening in the poem. ƒ

Think about the elements of poetry you can identify in it. ƒ

Think about some possible themes of this poem.

Launch

5 MIN.

Invite students to share some of their observations about “Love That Boy.” If theme does not come up, ask: “What themes did you see in ‘Love That Boy,’ and what in the poem supports those themes?”

n I think the theme is how much dads love their sons. You can tell the speaker is the father because he says, “Hey there, son” in the last line. You can tell how much he loves him because he says he loves that boy like a rabbit loves to run, and rabbits love running.

n I think another theme is how proud the father is of his son. It seems like just knowing he gets to say, “Hey there, son” in the morning makes him feel so happy and proud that he is a dad.

Post the Focusing Question and Content Framing Question. Tell students that in this lesson they look at what Jack has written so far and determine what that writing reveals about how and why Jack has changed.

Learn55 MIN.

READ AND ORGANIZE LOVE THAT DOG 20 MIN.

Pairs

Students read pages 42–49 and write what they notice, what they wonder, and any words they don’t understand on sticky notes.

Instruct students to Think–Pair–Share, and ask: “What is happening in these pages?”

n Jack loves, loves, loves the “Love That Boy” poem. That is the happiest he has ever been about a poem.

n He takes the book home—I think the one with “Love That Boy”—and makes a copy to hang on his wall. He wants Miss Stretchberry to do that also.

n He likes it because his dad calls him like the dad in the poem, and Jack used to call his dog like that— “Hey there, Sky!”

n His dog would follow him everywhere and loved to play ball with Jack and the other kids.

n Miss Stretchberry is going to type up what he wrote about Sky in his journal and post it.

n Jack writes a secret poem using some of Walter Dean Myers’s words and is worried Walter Dean Myers might get mad about that.

Ask: “What else did you notice in this section?”

n Jack uses a lot of imagery when he writes about Sky. It was easy to picture Sky wagging his tail and slobber coming out of his mouth.

n He also uses repetition like “thank you thank you thank you” and “push push push.”

n Now when Miss Stretchberry asks about displaying poems, Jack doesn’t even have to think about it. He says “yes” without saying, “Don’t put my name on it” or things like that.

Ask: “What are you wondering about at this point in the book?”

n I wonder what the secret poem is. I wish I could read it.

n I wonder if something terrible happened to Sky.

n I wonder why he calls the poets Mr. and Miss like “Mr. Walter Dean Myers” and “Miss Valerie Worth.”

Instruct students to work with a partner to read back through the March entries and summarize the most important events from that month in their Response Journal. Then, invite a few students to share, and use their ideas to write a brief summary on the class March Chart:

March

ƒ

Jack loves the “Love That Boy” poem.

ƒ The poem makes him think of how he used to call his dog, “Hey there, Sky!”

ƒ

His dog would follow him everywhere and loved to play ball with Jack and the other kids.

ƒ Miss Stretchberry is going to type up what he writes about Sky in his journal and post it.

ƒ Jack writes a secret poem using some of Walter Dean Myers’s words and is worried Walter Dean Myers might get mad about that.

CONDUCT A CHALK TALK

Whole Group

15 MIN.

Display the four charts used for the Chalk Talk in Lesson 21. Remind students that they used Jack’s journal entries from September to November, considered the four questions, and posted ideas for each prompt.

Display the following charts:

How do Jack’s feelings about poetry change from December to March?

How does Jack change as a poet from December to March?

How does Jack change as a person from December to March?

What is Miss Stretchberry doing to support Jack as he grows and changes?

Tell students that today they consider what has happened from December to the end of March and respond in writing to the prompts of their choosing. Remind them that they can use the posted charts summarizing what happened each month and that they should refer to the text to support their responses.

Distribute chalk or markers to students at random; place additional chalk or markers at the board. Remind students that a Chalk Talk is a silent activity.

Students may contribute an original idea to the silent, written conversation, or they may add onto others’ responses by drawing a connecting line to the comment. Students who are not writing should read the responses posted on the board or look for evidence or ideas on the Month Charts or in their texts.

TEACHER NOTE

As the facilitator, you might choose to be a silent observer, or you might participate by offering silent encouragement to expand students’ thinking: circle interesting ideas, write questions about particular comments, and/or draw lines to connect students’ ideas.

How do Jack’s feelings about poetry change from December to March?

December ƒ

He expresses doubts about what makes a poem a poem (17). ƒ

January ƒ

He develops an opinion about how his poems should look (18).

He still struggles to understand a new poem (20). ƒ

He understands the connection between two of Frost’s poems—about how people choose to spend their time (21). ƒ

He keeps thinking about the wheelbarrow poem, thinking it is maybe an image in words and comparing it to the images in Frost’s poetry (22-23). ƒ

He still wonders what makes a poem a poem (23). ƒ

He writes his long narrative poem about rescuing his dog from the shelter, using some ideas from “dog” and “The Pasture” (25–27).

February ƒ

He states strong opinions about how the spacing should be in his poems (30). ƒ

He uses a new element, onomatopoeia, from the “Street Music” poem and the famous line from “Stopping by Woods on a Snowy Evening” in his poetry (31–34). ƒ

He uses a shape poem to write his poem about his yellow dog (37).

March ƒ

He finally allows his teacher to put his name on his poem (38). ƒ

He insists that the spacing be exactly how he intended it to be (38). ƒ

He now receives great feedback on his work from his peers (39). ƒ

He compliments the student’s tree poem, showing he sees value in others’ work (39). ƒ

He explains that he didn’t want his name on his poems because he wasn’t sure about what made a poem a poem (40). ƒ

He finds a poem he loves enough to copy and hang on his wall (43). ƒ

He personally connects to the ideas in the “Love That Boy” poem (44) and reveals the name of his dog, Sky (45). ƒ

He writes a long descriptive poem telling about his dog (46–48). ƒ

He shows he is concerned about using too many words of another poet in his poetry (49).

WRITE AN INFORMATIVE PARAGRAPH

Individuals

20 MIN.

Ask: “What do Jack’s journal entries reveal about how or why he has changed?”

Students choose one of the prompts from the Chalk Talk and independently write an informative paragraph about one change in Jack, or what Miss Stretchberry is doing to support his change. Post the checklist for students to reference as they write.

Informative Paragraph Checklist ƒ

Introduction. ƒ Focus statement. ƒ Point. ƒ Evidence. ƒ

Elaboration. ƒ

Concluding statement.

Jack changes from hating poetry to loving it so much he steals a poetry book! At the beginning of the year, he finds poetry confusing and often complains that he doesn’t understand the poems his teacher is reading. By March he is excited by many different kinds of poems, such as the shape poem “The Apple,” a poem about the city called “Street Music,” and “Love That Boy.” In fact, he loves “Love That Boy” so much that he sneaks the book home and makes a copy of that poem. With the help of his teacher, Jack goes from being a poetry hater to a poetry lover.

5 MIN.

Invite students to share their writing with a partner. Students may also ask for feedback from their partners: What makes their writing strong? What would improve their paragraph?

Wrap5 MIN.

ASSIGN HOMEWORK

Students complete Handout 23A for their selected poem.

Analyze

Context and Alignment

Read students’ informative paragraphs. Look to see that students are including two or three pieces of evidence. Then, look for missing or incomplete components to see where students need more scaffolding.

Next Steps

Sort students’ paragraphs based on which components they need the most help with. Then pull those students to reteach craft strategy lessons in upcoming lessons.

Lesson 25 Deep Dive: Style and Conventions

Execute Using Quotation Marks

ƒ

ƒ

Time: 15 min.

Text: Love That Dog, Sharon Creech

ƒ Style and Conventions Learning Goal: Integrate the proper use of quotation marks when quoting text (L.4.2.b).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 25 Execute: How do I use correct punctuation with quotations, commas, and end marks?

Launch

This language lesson demonstrates how to quote evidence from the text to support a point.

Students refer to their Month Charts and select one example of Jack showing great heart through his words and actions as his opinion toward poetry changes.

Learn

Model how to integrate quotations into essay writing using the following example:

At the beginning of the book, Jack doesn’t know how to write poetry. On page 2 he says, “I tried. Can’t do it. Brain’s empty.” As the book continues, however, we can see that Jack is becoming braver about writing poetry.

Students write an example of Jack showing great heart, integrating a quotation to support their example.

Circulate and support students who are having difficulty by spot-checking their work.

If students are struggling, work with a small group of students to practice using quotations. Demonstrate with the previous example, and have students practice with an example of their choice. Support students and give immediate feedback.

After students finish their writing, ask them to specifically check for each place they quoted the text to make sure they used quotation marks correctly. Check the Using Quotation Marks When Citing an Author/Speaker Chart for correct use of punctuation including commas, quotation marks, and end punctuation. Assess for integration.

Land

Ask students if they need clarification regarding using quotation marks. Remind students to review their writing, rereading it to make sure their ideas are clear and that they used correct punctuation.

Lesson 26

Lesson 26: At a Glance

AGENDA

Welcome (5 min.)

Share Writing

Launch (5 min.)

Learn (55 min.)

Read and Annotate Text (15 min.)

Gather Evidence for a Socratic Seminar (15 min.)

Participate in a Socratic Seminar (25 min.)

Land (5 min.)

Wrap (5 min.)

Assign Homework

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RL.4.3

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.1, SL.4.3

Language ƒ L.4.2

MATERIALS

Handout 23A: Fluency Homework

Chalk Talk Charts (from previous lessons)

Month Charts (from previous lessons)

Socratic Seminar Tracking Chart

Summaries and informative paragraphs (from previous lessons)

Evidence organizers (from previous lessons)

Sticky notes

Learning Goals

Explain how inferences drawn from the text reveal Miss Stretchberry’s actions (RL.4.3, W.4.8).

Gather evidence to participate in a Socratic Seminar.

Engage effectively in a collaborative discussion about Miss Stretchberry’s actions, building on others’ ideas and expressing your own clearly (SL.4.1).

Complete an Exit Ticket to rate your participation and effectiveness in a Socratic Seminar.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 26

Reveal: What does a deeper exploration of Miss Stretchberry’s character reveal in Love That Dog?

CRAFT QUESTION: Lesson 26

Execute: How do I listen closely and build on others’ comments in a Socratic Seminar?

In this lesson, students review their summaries, Chalk Talk Charts, and annotations related to Love That Dog to search for evidence of what Miss Stretchberry does to support Jack’s growth in Love That Dog. Next, students participate in a Socratic Seminar that addresses today’s Content Framing Question.

Welcome

SHARE WRITING

Display the following directions: ƒ

5 MIN.

Share your informative paragraph from Lesson 25 with a partner. ƒ Give your partner feedback on their writing by sharing one star and one stair you found in their informative paragraph.

Examples of possible feedback include the following:

Stars Stairs

Your paragraph has strong evidence. ƒ

Your paragraph is in a logical order. ƒ

You use a strong concluding sentence. ƒ You explain your evidence.

ƒ

You could include more details about your evidence. ƒ Your paragraph is missing a concluding sentence. ƒ

You could include correct punctuation. ƒ

You could put your sentences in a more logical order.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Discuss the Content Framing Question as a group.

Ask: “What words in this question seem especially important? What do those words mean? Can you make connections to our previous lessons?”

n We have been talking a lot about Jack, but now it seems like we are going to focus more on Miss Stretchberry.

n Reveal means we’re going to figure some things out, and we may have to read the text carefully to do that.

Whole Group

Read aloud pages 50–64 of Love That Dog. Students follow along in their books, thinking about what they notice, what they wonder, and any words they don’t understand.

After the reading, give students time to record what they noticed and wondered, and to note words they didn’t understand.

Small groups discuss what is happening in these pages. Invite students to share what their groups discussed.

n Miss Stretchberry types up Jack’s “secret” poem and puts “inspired by Walter Dean Myers” on it. Jack is glad she did this so no one will think he copied it or couldn’t think of the right words. But, we still don’t know what the poem says.

n Jack wonders if Walter Dean Myers is real and might come to their school.

n Miss Stretchberry seems to be asking him to write to Walter Dean Myers, but Jack wants her to do it.

n Jack writes a really long, funny letter to Walter Dean Myers asking him to come to their school, even though Myers is really busy doing other things.

n Jack is impatient to see if Walter Dean Myers writes back, but it seems like Miss Stretchberry tells Jack it may take a while for lots of reasons.

n Jack thinks he better forget about it, but he can’t stop thinking about it.

Ask: “What else did you notice in this section?”

n Jack seems worried that he doesn’t know the right kind of words to talk to Walter Dean Myers.

n His entries are getting a lot longer.

n His letter is really funny because he has all these reasons that Walter Dean Myers might not be able to come, and they all run together. It makes Jack sound like he is really anxious about it.

n Jack uses a lot of repetition in that section.

Then ask: “What are you wondering about at this point in the book?”

n I wonder if Walter Dean Myers is going to come to their school.

n I wonder the same thing as Jack: Is Walter Dean Myers a real person; I mean to us, too?

n I still want to know what’s in the secret poem.

GATHER EVIDENCE FOR A SOCRATIC SEMINAR 15 MIN.

Pairs or Individuals

Remind students that although Miss Stretchberry is very much a part of the story, the reader never actually hears her words or reads her actions described. Instead, as students discussed early in the book, they have to infer what she does based on Jack’s responses.

Explain that in this lesson, students will participate in a Socratic Seminar to explore those inferences and address the Content Framing Question. They use the text, Chalk Talk Charts, Month Charts, and informative paragraphs to complete an evidence organizer that highlights Miss Stretchberry’s actions and how she is helping Jack grow.

Model a Think Aloud example for students:

I’m going to go back through the text, my summaries, the Chalk Talk Charts, and my informative paragraph about Love That Dog to look for evidence of what Miss Stretchberry is doing. When I find a piece of evidence that shows what she is doing and how she is helping Jack, I mark it with a sticky note. For example, I see that on October 10, Jack writes, “What do you mean—Why does so much depend upon a blue car?” Then on October 17, he writes, “Why do I have to tell more about the blue car?” Both of these pieces of evidence show me that Miss Stretchberry is trying to help Jack get better at writing poetry by having him add a little more to what he wrote. But he doesn’t want to, so it seems like Miss Stretchberry lets it go because he doesn’t write about it again. This is important because I can use this evidence to show how Miss Stretchberry is trying to encourage Jack to be better but is still letting him grow at his own pace. I’m going mark this with my sticky note as evidence I can use for our Socratic Seminar. As I read through the text, I continue to mark evidence with a sticky note. After I collect evidence, I participate in our Socratic Seminar.

Students, working with a partner or independently, begin to identify textual evidence to support inferences about Miss Stretchberry’s actions.

PARTICIPATE IN A SOCRATIC SEMINAR

Whole Group

Introduce expectations for a Socratic Seminar: ƒ

Form a circle that accommodates all students. (You may wish to do this ahead of time depending on your space.) ƒ

Remind students of the discussion rules they agreed to and have been following.

TEACHER NOTE

As students respond to the questions, keep a running record of dialogue to note which students are participating in the seminar and how they are participating. Try to capture exactly what each student says during the discourse. Be careful not to confuse what students say with your analysis of what they say. You might also record the order of the dialogue. Use the Socratic Seminar Tracking Chart located in Appendix C to help you keep track of who is sharing ideas and evidence. This can be challenging at first, but it is important to understand which students are moving toward mastery of Speaking and Listening standards.

Facilitate a discussion of the Content Framing Question. Encourage students to take the lead in the discussion but use follow-up questions as needed to support them: ƒ

What is Miss Stretchberry doing as a teacher? What in the text makes you think she does that? ƒ

How do her actions help Jack change his attitude about poetry? ƒ

How do her actions help Jack grow as a poet? ƒ

How is she helping Jack change as a person? ƒ

Is there anything that you still wonder about what Miss Stretchberry is doing?

Encourage students to pose questions to one another. This should be a collaborative discussion. They should offer evidence to support their questions and responses.

Facilitate reflection on the discussion using these questions: ƒ

How well did we participate? How could we improve? ƒ

How well did we speak to one another? How well did we listen? ƒ

How well did we build ideas with evidence?

5 MIN.

Students complete an Exit Ticket to rate themselves on a scale of 1 to 5, 1 being low and 5 being high, for how well they participated in today’s Socratic Seminar. They also write a sentence or two that explains why they gave themselves that rating.

Have students write in their Response Journal in response to this prompt:

How did the Socratic Seminar change or help your thinking about Miss Stretchberry?

5 MIN.

ASSIGN HOMEWORK

Students continue to complete Handout 23A for their selected poem.

Analyze

Context and Alignment

Students participate in a Socratic Seminar (SL.4.1) and self-assess the effectiveness of their participation in the collaborative discussion. To analyze students’ performance, check for the following success criteria: ƒ

Came to discussion prepared. ƒ Followed agreed-upon discussion rules. ƒ Contributed to conversation, providing evidence about Miss Stretchberry and her role in Jack’s growth. ƒ

Demonstrated listening and responded to the comments of others. ƒ Reflected on performance, as evidenced by the Exit Ticket.

Next Steps

Look at students’ Exit Tickets to see how they rated themselves. This is a great place to start the next time students participate in a Socratic Seminar. Review your Socratic Seminar Tracking Chart, and check for discrepancies between student self-reflections and what you witnessed in the discussion. Use the Grade 4 Speaking and Listening Rubric in Appendix C to analyze the running record of the discussion and identify students who may need more support with the Speaking and Listening goals.

*Note that there is no Deep Dive in this lesson. Use any additional time to support practice of the vocabulary and/or style and conventions skills introduced in the module.

Lesson 27

Lesson 27: At a Glance

AGENDA

Welcome (5 min.)

Perform a Poetry Reading Launch (5 min.)

Learn (55 min.)

Read and Process Jack’s Poem (20 min.)

Analyze Jack’s Poem (20 min.)

Consider Themes in Jack’s Poem (15 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Academic Vocabulary: Synthesize (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading ƒ RL.4.3

Writing ƒ W.4.8

Language ƒ L.4.2 ƒ L.4.6

MATERIALS

Elements of Poetry Chart (from previous lesson) ƒ Month Charts (from previous lessons) ƒ Chart paper ƒ Markers

Learning Goals

Identify elements of poetry Jack uses in his poem (RL.4.3).

Identify what Jack’s poem reveals about his great heart (RL.4.3).

Create a Graffiti Wall to explain what Jack’s poem reveals about his great heart.

Demonstrate how to synthesize evidence to support a point (L.4.6).

Synthesize evidence from Jack’s dog poem to support a point in writing.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 27

Reveal: What does a deeper exploration of Jack’s dog poem reveal in Love That Dog?

Students read more about Jack’s dog, Sky, and learn “the real story” about what happened to Sky. It is an emotionally powerful section of the novel and reveals to students the reasons why Jack wrote about the topics he did in earlier poems and journal entries. To capture the learning in this lesson, students explore what Jack wrote and the poetic elements in “My Sky” to understand the power of the poem.

Welcome

5 MIN.

PERFORM A POETRY READING

Invite students to perform the poems they selected to practice this week for fluency homework. If students don’t have access to their poems, invite them to choose a familiar poem from the back of Love That Dog. Students read to a partner first and then volunteer to read for the class. This is a fun opportunity to practice fluency and performance skills.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Discuss the Content Framing Question as a group.

Ask: “What words in this question seem especially important to you? What do those words mean? Can you make connections to our previous lessons?”

n I think we are going to learn more about Jack’s dog, Sky. I am so glad, because I’ve been wondering about him.

n Reveal means “to show or uncover.” We might uncover more about Jack and his dog, Sky.

READ AND PROCESS JACK’S POEM 20 MIN.

Pairs

Instruct students to work with a partner to read through the April entries and summarize the most important events from that month in their Response Journal. Then invite a few students to share, and use their ideas to write a brief summary on the class April Chart:

April

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Miss Stretchberry types up Jack’s “secret” poem and puts “inspired by Walter Dean Myers” on it. Jack is glad she does that so no one thinks he copied it or couldn’t think of the right words.

ƒ He wonders if Walter Dean Myers is real and might come to their school.

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Miss Stretchberry seems to be asking him to write to Walter Dean Myers, but Jack wants her to do it.

ƒ He writes Walter Dean Myers to invite him to come to their school.

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Jack is impatient to see if Walter Dean Myers wrote back.

Jack thinks he better forget about it, but he can’t stop thinking about it.

Read pages 65–67 in Love That Dog aloud. Have students annotate as you read. Facilitate a quick discussion around the reading.

Ask: “What happens in this section of Love That Dog?”

n Miss Stretchberry types up what Jack wrote about not being able to stop thinking about Walter Dean Myers, but he doesn’t want his name on it because “it was just words coming out of my head.”

n He asks Miss Stretchberry to show him how to use the computer to type his own poems.

n He loves spell-check and wants to learn to type faster.

TEACHER NOTE

Today students will read Jack’s poem, “My Sky.” This is an emotional part of the story, as students will read about Sky’s death. Activities today are meant to help students reflect on and process the events in the story, but be aware that students may have connections to this part of the story that might make it difficult for them to discuss.

Read aloud pages 68–72. Pause after reading to give students time to process what happens in the poem.

Tell students that they may briefly write or draw in their Response Journal about their reactions or feelings to what happened. Invite them, if they feel comfortable, to share their writing, drawings, reactions, or feelings with a partner. Invite students who are willing to share their reactions with the class. Student responses will vary.

Continue reading pages 73 and 74. Ask: “What did you notice in this section, and what does that reveal about Jack?”

n Jack is worried about how other people are going to feel. He doesn’t want them to feel sad.

n He is okay with Miss Stretchberry putting his name on his poem, even though it is so sad and personal.

n He wants her to try to cheer everyone up, maybe by making brownies.

ANALYZE JACK’S POEM

Pairs

20 MIN.

Invite students to take a closer look at Jack’s poem and see what they notice and wonder about it, making notes or sketches in their Response Journal or using sticky notes to annotate the text.

Ask: “What did you notice about Jack’s poem?”

n I notice the connection to the blue car. It makes more sense now.

n We now know that the blue car hits Sky when he is playing.

n I notice that Jack uses a lot of the same phrases and words he uses in earlier poems.

n I notice that the poem is like the one Jack wrote earlier in the year—about how Sky plays with the kids and follows Jack everywhere. It has a similar message and similar elements of poetry, but this time tells the whole story.

n The poem really changes over the few pages. At first, it feels really happy, and they’re all playing outside. Then, the car comes, and you just know something terrible is going to happen. Then the worst thing of all happens.

Instruct students to Think–Pair–Share, and ask: “What elements of poetry did Jack use in his poem?”

n Jack includes two long stanzas.

n Jack doesn’t use much punctuation—just one period at the end of the poem.

n He uses a lot of repetition: “chasing chasing, chasing,” “wag-wag-wagging,” “walk-walk-walking.”

n Jack also has a lot of imagery like “slob-slob-slobbering.” He also writes that his legs are “bent funny” and “his side heaving.”

n He uses onomatopoeia when he writes, “Thud, thud, thud.”

n He plays a lot with where to end the lines, especially near the end.

Instruct students to Think–Pair–Share, and ask: “How did these elements of poetry help Jack tell his story in a powerful way?”

n All the repetition about what Sky is doing, like wag-wag-wagging; chasing, chasing, chasing; and slobslob-slobbering, makes Sky seem so lovable and doglike. It feels so happy during that part.

n The onomatopoeia, “thud, thud, thud,” made me almost sick when I heard it. I could just hear that car hitting Sky. I hated it, but those three words are really powerful.

n Not having punctuation makes the poem feel kind of rushed, like the way Jack might say it, because it is so upsetting he just wants to get it over with.

n The imagery he uses makes it really easy and sad to picture.

n The way he uses line breaks on that last page makes it so clear how awful it is.

CONSIDER THEMES IN JACK’S POEM

Small Groups

Ask: “What are some themes of Jack’s poem?”

n It is so sad to lose a person or pet that you love.

15 MIN.

n Your life can change so fast. Jack was having such a happy time, and it all ended so quickly.

n It is important to slow down. That blue car went so fast, and the driver didn’t even stop. It’s kind of like the “Snowy Woods” poem—everyone needs to slow down.

Explain to students that they will work in groups to create a Graffiti Wall:

Now you will record your thoughts, feelings, and ideas about the poem “My Sky” on a Graffiti Wall. You will work in a small group to respond to one question on a piece of chart paper. Each person will get to write at the same time. You can use words, pictures, and symbols in your response. Think about this question: “What does Jack’s poem ‘My Sky’ reveal about his great heart?” Does anyone have any clarifying questions about the protocol or the question?

Answer clarifying questions. Then have groups of three to five students each respond to the question.

Students produce words, pictures, and symbols to create a Graffiti Wall to explain what Jack’s poem reveals about his great heart.

As students work, circulate to evaluate and record students’ understanding. This activity allows students to express their thinking in pictures. Ask them to explain their pictures to give you a clearer understanding of what they are inferring.

After students finish, have them share one or two ideas from their Graffiti Wall with the class.

n I can tell Jack enjoys Sky because of the way he describes how Sky plays with the other kids. I drew Jack and Sky together, smiling to show that Jack shows compassion toward Sky.

n Jack shows courage by writing about Sky. I added that to our wall. It was probably really hard for him to write about what happened. I remember earlier in the story when he doesn’t want to talk about Sky at all.

n You can tell Jack really loved Sky because of the words he uses to describe Sky with his “feet going every which way” and his tail “wag-wag-wagging” as he plays with the kids.

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Reveal: What does a deeper exploration of Jack’s dog poem reveal in Love That Dog?

Have students respond to the Content Framing Question in their Response Journal.

5 MIN.

ASSIGN HOMEWORK

Students practice their fluency homework selected poems. They have another performance opportunity during the next lesson.

Analyze Context and Alignment

Students work in groups to contribute to a Graffiti Wall to explain what Jack’s poem reveals about his great heart (RL.4.3).

Next Steps

Work with students individually or in a small group to reread portions of the text, modeling your thought process to gather evidence showing Jack’s great heart.

Academic Vocabulary: Synthesize

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Time: 15 min.

Text: Love That Dog, Sharon Creech

Vocabulary Learning Goal: Demonstrate how to synthesize evidence to support a point (L.4.6).

Launch

Review the word synonym, meaning “same name” or “same meaning.”

Instruct students to Think–Pair–Share, and ask: “Knowing the prefix syn means ‘same,’ what might synthesize mean?”

Allow students to wrestle with the question before giving the answer.

Learn

Explain that synthesize is from the roots syn, meaning “same,” and tithenai, which means “put, or place, as in putting parts into a whole.” So, synthesize means “to put similar parts together to express an idea.”

Use this example to model the strategy.

When I read the poem “My Sky,” I can synthesize that “blue car blue car splattered with mud speeding down the road” is going to be important because it is repeated.

When Jack says “and kept on going in such a hurry so fast so many miles to go it couldn’t even stop” it makes me think of Robert Frost’s poem “Stopping by Woods on a Snowy Evening,” when the traveler stops to notice what is important. This driver of the car was too busy, which is why Jack says, “so many miles to go.” Jack is saying the driver is too busy rushing around to notice the important things like Sky getting hit by his car.”

Instruct students to Think–Pair–Share, and ask: “What information can you use to synthesize the evidence that would support the connection between Jack’s feelings and poetry?”

n Synthesizing is like having a light bulb go off in your head about different ideas that work together.

n Jack has some hurt feelings that he has a hard time expressing.

n This book is about Jack wrestling with poetry, and this might be why the author wrote this book. The author might be trying to get students to feel free to express their emotions through poetry.

Pairs discuss: “What information can readers identify about Jack’s feelings and poetry?”

n Jack is hesitant to express himself in poetry. We know Jack has a bad experience losing his dog.

n Jack is brave and shows great heart when he opens up to share his difficult experience through poetry.

Check to ensure students synthesize several pieces of information to elicit a bigger idea, such as the theme of a great heart. Circulate to support students’ ideas.

Land

Students share what they’ve synthesized from the text.

28

Lesson 28: At a Glance

AGENDA

Welcome (4 min.)

Launch (6 min.)

Learn (60 min.)

Read and Organize Text (20 min.)

Conduct a Chalk Talk (15 min.)

Complete Focusing Question Task 3 (25 min.)

Land (4 min.)

Answer the Content Framing Question

Wrap (1 min.)

Assign Homework

Vocabulary Deep Dive: Content Vocabulary: Words That Reflect a Great Heart (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RL.4.1, RL.4.2, RL.4.3

Writing ƒ

W.4.2, W.4.4, W.4.9.a

Speaking and Listening ƒ

SL.4.1, SL.4.4

Language ƒ

L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c ƒ L.4.4.c, L.4.5.c

MATERIALS

Assessment 28A: Focusing Question Task 3

Handout 23A: Fluency Homework

Month Charts (from previous lessons) ƒ

Chalk Talk Charts (from previous lessons)

Chart paper ƒ Sticky notes ƒ Chalk or markers

Learning Goals

Articulate a theme of Love That Dog and how it relates to a change in Jack’s character by writing a well-developed informative paragraph (RL.4.1, RL.4.2, RL.4.3, W.4.2, W.4.4, W.4.9.a, L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

Complete Focusing Question Task 3.

Build connections between words related to a great heart (L.4.4.c, L.4.5.c).

Consult references and generate a bank of content vocabulary words to prepare for performance tasks.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of great heart?

CONTENT FRAMING QUESTION: Lesson 28

Distill: What are the themes of Love That Dog?

CRAFT QUESTION: Lesson 28

Execute: How do I write a well-developed informative paragraph to analyze theme?

In this lesson, students read and reflect on the ending of Love That Dog. They participate in a Chalk Talk to share ideas about how Jack changes from April to June, and then reflect, individually and in pairs, about how these changes relate to larger themes of Love That Dog Finally, students complete Focusing Question Task 3, writing about a theme of Love That Dog and how the author develops that theme by showing how Jack changes over the course of the school year.

Welcome

4 MIN.

Display the following questions:

ƒ Were you surprised to learn from Jack’s poem about what happened to Sky? Why or why not?

ƒ If not, what clues in the book helped you guess what happened to Sky?

Pairs discuss their answers and search for one or two clues in the text that helped them guess what happened to Sky.

Launch

6 MIN.

Invite several volunteers to share their responses to the Welcome task.

n I was not surprised to learn about what happened to Sky. On page 13, Jack writes, “Yes, I used to have a pet. I don’t want to write about it.” That made me think that Sky had died.

n I wondered if Sky had been hit by a car. On page 7, Jack writes, “I don’t want to write about that blue car that had miles to go before it slept, so many miles to go in such a hurry.” When I started reading Jack’s poem, I guessed that the blue car hit Sky.

Post the Focusing Question and Content Framing Question.

Invite a volunteer to share a definition of theme.

Affirm that theme means “a central message of a story or poem.” Remind students that, often, themes deal with ideas that are true for most, if not all, humans and their life experiences.

Ask: “Why is it important as a reader to understand the theme of a story or poem?”

Invite one or two students to share ideas with the class.

n A theme can help you connect more with the story and the characters.

n It can make you think more deeply about your own life and experiences.

n It can help you connect this story to other stories and characters.

Remind students that over the past several lessons they have thought about themes in Love That Dog and in Jack’s poem about Sky. They discussed ways that Jack has changed since the beginning of the school year.

Share that today students will think more deeply about Jack’s changes and how those changes relate to themes of Love That Dog

60 MIN.

Students briefly review Jack’s entries from May 2 through 17 on pages 65–74; then students independently read pages 75–86 of Love That Dog. As they read, students use sticky notes to annotate unknown words and what they notice and wonder.

Scaffold

Pair striving readers with stronger readers and have them read aloud, or pull striving readers into a small group to guide them through reading and annotating the text.

After they read, pairs review Jack’s entries for the months of May and June (pages 65–86) and summarize the most important events in their Response Journal.

Invite a few students to share their ideas; write a summary of events on the class charts as students share.

May

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Jack lets Miss Stretchberry type his words about how hard it is to wait for Walter Dean Myers’s reply.

ƒ He asks her to show him how to use the computer to type.

ƒ He writes “My Sky” about how his dog is killed by the speeding blue car.

ƒ He lets Miss Stretchberry put the poem up with his name on it.

ƒ He worries about making people sad and asks her to make brownies.

ƒ He finds out Mr. Walter Dean Myers is coming to their school.

ƒ The class gets a bulletin board of poems ready for the visit.

ƒ Jack is very excited.

June

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Walter Dean Myers visits.

The day is better than Jack had imagined.

ƒ Jack writes Walter Dean Myers a thank-you, telling him all about what he loves about the visit.

ƒ He gives Walter Dean Myers a copy of his secret poem, “Love That Dog.”

Facilitate a brief whole-group discussion about the significance for Jack of the visit from Walter Dean Myers. Pose the following TDQs one at a time, providing plenty of time for thinking before calling on students to share their ideas.

1 How does Jack feel about Walter Dean Myers and his visit? How do you know? Support your ideas with evidence from pages 80 through 86.

n Jack enjoys the visit, and you can tell that he is really impressed by what Walter Dean Myers says.

n Jack says, “all of the thoughts / in my head / were buzzing” (81), which makes me think that the things Walter Dean Myers says really make Jack think about poetry or writing.

n Jack is thankful for Walter Dean Myers’s visit. He thanks him “a hundred million times” (82).

n Jack admires Walter Dean Myers a lot. I know because Jack writes a poem and tells Walter Dean Myers that he is the one who inspired Jack to write it.

2 Based on the text, what do you think Walter Dean Myers is like?

n He seems friendly because Jack says that Walter Dean Myers is “smile-smile-smiling / all over the place” (82) and that his voice is “friendly and warm” (83).

n Walter Dean Myers seems like a kind person. In the thank-you he writes, Jack says that it felt like Walter Dean Myers was wrapping them up “in a big squeeze” (83) and that he had the “best best BEST / laugh” (83). It seemed like he really enjoyed being with the class.

n Walter Dean Myers isn’t mad at Jack for using his words; he is flattered by it. This also makes him seem friendly.

CONDUCT A CHALK TALK 15 MIN.

Whole Group

Ask students to take out their Response Journal so that they can review the entries from Lessons 19, 21, 23, 24, 25, and 27 and the notes on the Month Charts for September through April.

In today’s Chalk Talk, students will consider the full novel, Love That Dog, and respond in writing to the prompts on these new charts. Remind students that they can refer to their Response Journal notes and the book to support their ideas.

Post charts for the module’s final Chalk Talk.

What skills does Jack gain over the year, from September to June?

How does Jack change as a person over the year, from September to June?

What activities help Jack change, and how?

Which people help Jack change, and how?

Distribute chalk or markers; place additional chalk or markers around the room. Remind students that a Chalk Talk is a silent activity.

Remind students that they may post an original idea, or they can add onto others’ responses with a connecting line to the comment.

TEACHER NOTE As the facilitator, you can observe silently or participate by circling interesting ideas, writing questions about particular comments, and/or drawing lines to connect ideas.

What skills does Jack gain over the year, from September to June?

n He understands the meaning of inspired (51).

n Jack learns to type up his own poems, using keyboarding and spell-check (67).

n He learns he can do things he thought he could not. Earlier he says Miss Stretchberry should not ask him to write about his dog (13), but then he writes “Love That Dog” (86).

n He becomes a poet and knows he writes poetry (85).

How does Jack change as a person over the year, from September to June?

n He becomes more assertive. He tells Miss Stretchberry what he wants and invites Walter Dean Myers to their school (52).

n He becomes braver, too. He writes a letter to Walter Dean Myers, which takes some courage (55).

n He is learning to think of others. He tells Walter Dean Myers he doesn’t have to come if he has too much to do (56–57).

n He opens up about his feelings and Sky’s death. Early in the school year, he didn’t want to write or talk about Sky’s death. By the end, he can write a poem about Sky’s death.

What activities help Jack change, and how?

n Writing poetry helps him think about his feelings. He writes his poem about the death of his dog (68).

Which people help Jack change, and how?

n Miss Stretchberry challenges him. Every time he resists something, she encourages him.

n Walter Dean Myers inspires Jack. Jack shares his favorite original poem with Myers (85).

n From what Jack writes, you can tell that Walter Dean Myers is a model for him for how to be in the world. He likes everything about him!

n This is not really a person, but Jack’s dog helps Jack, too. Even though Sky is gone, he teaches Jack about love, friendship, and loss.

After about eight to ten minutes, reconvene the class.

Display these questions:

ƒ What is one of the most important ways that Jack changes over the school year?

ƒ What causes this change?

Invite students to study the charts with these questions in mind. Then, provide a few minutes for students to jot down answers in their Response Journal.

Remind students that in Lesson 24 they wrote about theme (a paragraph based on Jack’s journal entries through March). They also analyzed possible themes in Jack’s poem about Sky. Share that, next, students will build on their ideas about Jack’s changes and connect them to theme.

Display the following question:

How does the change you identified in Jack relate to a larger theme, or central message, of Love That Dog?

Remind students that the novel develops many different themes; this question has many answers.

Pairs share their ideas, using a sentence frame:

One of the most important ways Jack changes is . This change helps me understand that a theme of Love That Dog is

Differentiation:

Consider having striving students write about single-word themes, or theme buckets, such as courage, possibility, writing, or healing. Encourage stronger students to develop theme statements, such as, “Writing about a sad or difficult experience can help people feel better.” COMPLETE

Individuals

Display the Craft Question: How do I write a well-developed informative paragraph to analyze theme?

Distribute Assessment 28A. Ask a volunteer to read aloud the purpose, introduction, and task. Briefly review the success criteria; invite and answer any questions.

TEACHER NOTE

Post the Informative Paragraph Template (see Lesson 5) and remind students to use it to help them

Encourage students to refer to the Month Charts and Chalk Talk Charts, as well as their notes and previous writing about theme and Jack’s changes.

Students complete Focusing Question Task 3.

Extension:

After they complete their paragraphs, students use the Checklist for Success at the bottom of Assessment 28A to review and self-assess their paragraphs.

Scaffold:

Consider working with a small group of writers who need the most support, especially those who struggled with writing paragraphs about theme and Jack’s changes in Lessons 24 and 25. Model how you compose a focus statement about theme. Then, provide support as students develop their own focus statements, continuing this process for a supporting point, evidence and elaboration sentences, and a conclusion. Or, decide upon the strongest theme as a small group, and collaboratively write a focus statement; then provide support as students develop the rest of their paragraphs.

Land4 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Distill: What are the themes of Love That Dog?

Distribute a sticky note to each student.

Display the Content Framing Question in the center of the board or on a piece of chart paper. Invite each student to record a theme on a sticky note and post it around the Content Framing Question.

Read aloud, or invite volunteers to read aloud, some of the themes students articulated from Love That Dog

ASSIGN HOMEWORK

Have students prepare for their fluency performance in Lesson 30 by using the poem they have been practicing for their fluency homework. Encourage students to practice reciting their poem in front of a parent, guardian, or trusted peer, using the Student Performance Checklist on Handout 23A to check for the qualities of fluent reading.

Analyze

Context and Alignment

Students respond to Focusing Question Task 3 by writing an informative paragraph to articulate a theme of Love That Dog and how it relates to a change in Jack over the course of the school year. See Appendix C for a sample student response to this task. Use the Checklist for Success on Assessment 28A to analyze students’ writing and check for the following success criteria: ƒ

Includes an introduction that provides context. ƒ

Includes a focus statement that states a theme of Love That Dog ƒ

Provides one supporting point that describes a change in Jack and tells how that change relates to the theme. ƒ

Provides evidence that shows the change in Jack. ƒ Elaborates on how the evidence relates to the theme. ƒ

Closes with a concluding statement that connects back to the theme. ƒ

Includes a pair of adjectives, ordered correctly. ƒ

Uses correct capitalization and punctuation.

Next Steps

Look for general trends or gaps in students’ writing to address in lessons leading up to the EOM Task. Consider developing mini-lessons around targeted writing skills, such as writing a strong focus statement, elaborating upon evidence to explain its importance, or writing a strong conclusion that reinforces the big idea.

Lesson 28 Deep Dive: Vocabulary

Content Vocabulary: Words That Reflect a Great Heart

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Time: 15 min.

Text: Love That Dog, Sharon Creech

Vocabulary Learning Goal: Build connections between words related to a great heart (L.4.4.c, L.4.5.c).

Launch

This Deep Dive examines words students have been discussing throughout this module in preparation for the EOM Task. Students will use their Vocabulary Journal to capture a variety of adjectives in this lesson for reference.

Instruct students to create a Graffiti Wall to respond to the following prompt:

Write all the words you can think of that describe a person with a figurative great heart.

n Sympathetic, courageous, selfless, kind, honorable.

Learn

Students use a thesaurus to look up synonyms for the words on the Graffiti Wall. Students create a page in their Vocabulary Journal titled “Great Heart Words” and then create a list of words (or word clusters) to build a word bank for the EOM Task.

n Sympathetic: kind, compassionate, understanding, sensitive.

n Courageous: brave, bold, daring, fearless.

n Selfless: self-sacrificing, giving.

n Honorable: noble.

The same could be done for the literal heart, although it will be less extensive. Students can refer back to the diagram of the heart if needed as a reference.

Instruct students to Mix and Mingle to compare and share the word lists they generated. Students add any new words they learn from other students to their own Vocabulary Journal.

Students write any words that need clarifying on sticky notes and resolve in small groups. Students look up unknown words in dictionaries and clarify meanings.

Land

Remind students that it is important to always expand your vocabulary by looking up synonyms, examples, quotations, sayings, and so on. The more words writers know, the better able they are to express their ideas precisely.

Lesson 29

Lesson 29: At a Glance

AGENDA

Welcome (10 min.)

Read with Expression

Launch (5 min.)

Learn (50 min.)

Review What Figurative Great Heart Means (10 min.)

Gather Evidence (25 min.)

Express Knowledge (15 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Vocabulary Assessment 1 (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.2, RL.4.3

Writing ƒ W.4.8

Language ƒ L.4.4 ƒ L.4.6

MATERIALS ƒ

Handout 29A: Evidence Organizer for Love That Dog ƒ

Assessment 29A: Vocabulary Assessment 1 ƒ

Chart paper ƒ

Markers ƒ

Half-sheets of writing paper

Learning Goals

Gather and record evidence to support the point that Jack, Miss Stretchberry, or Mr. Walter Dean Myers shows figurative great heart in Love That Dog (RL.4.3, W.4.8).

Complete an evidence organizer to support that a character in Love That Dog shows figurative great heart.

Summarize learning from reading Love That Dog into knowledge statements (RL.4.2, RL.4.3, W.4.8).

Reflect on learning, and organize statements for entry into Knowledge Journal.

Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

Complete Vocabulary Assessment 1.

Prepare

FOCUSING QUESTION: Lessons 18–29

How do the characters in Love That Dog show characteristics of a figurative great heart?

CONTENT FRAMING QUESTION: Lesson 29

Know: How does Love That Dog build my knowledge?

CRAFT QUESTION: Lesson 29

Execute: How do I use evidence to show what I know about Love That Dog?

Students gather and record evidence to support how Jack, Miss Stretchberry, or Mr. Walter Dean Myers shows figurative great heart. Collaborative groups work to brainstorm a list of all they have learned about Love That Dog. Then students summarize the learning from the text in their Knowledge Journal.

Welcome

10 MIN.

READ WITH EXPRESSION

Display the following directions:

ƒ Choose a section of Love That Dog to read with expression.

p Pages 75-76.

p Pages 82–85.

ƒ Practice reading it a few times with your best expression.

ƒ Present it to a partner.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Students refer to their Response Journal to review the themes they identified in Love That Dog in the previous lesson. Invite volunteers to share their ideas with the class.

Inform students that today’s lesson has two goals: to gather evidence that shows how Jack, Miss Stretchberry, or Mr. Walter Dean Myers has figurative great heart, and to summarize all the knowledge students learned from Love That Dog.

50 MIN.

REVIEW WHAT FIGURATIVE GREAT HEART MEANS

Whole Group

10 MIN.

Have students think back to the biographies they read earlier in the module and the painting of Dr. Gross. Encourage students to refer to their Knowledge Journal to review what they discussed and learned.

Instruct them to Think–Pair–Share, and ask: “What traits did we learn show a great heart, figuratively?”

n Some people show great heart because they work hard to help others. They are generous.

n Some people show compassion for others; they care about people. They are heroic.

n People who are creative, such as artists or musicians, sometimes show great heart, especially when they have to show courage to be innovative or to break into a field.

n People who persevere and are determined to overcome a challenge or get better at something show great heart. They are courageous.

Ask students to brainstorm a list of traits that demonstrate figurative great heart, and post it for reference in the remaining lessons:

n Courageous.

n Generous.

n Compassionate. n Brave. n Heroic.

n Noble.

Small Groups

Label corners of the room with signs, one each for “Jack,” “Miss Stretchberry,” and “Mr. Walter Dean Myers.” Have students stand close to the sign of the character they feel shows figurative great heart in Love That Dog

Give students a few minutes to discuss within their corners why they chose the character they did.

Organize students into small groups of no more than four who all chose the same character, and distribute Handout 29A.

Small groups gather three pieces of textual evidence and use the evidence organizer to explain how the evidence demonstrates how and why their character shows figurative great heart in the story.

Allow groups to work for fifteen minutes, and then discuss the information on the handout as a whole group. See the exemplars on the following pages for appropriate evidence and explanations for each character.

Differentiation

Name Date Class

Handout 29 A: Evidence Organizer for Love That Dog Directions: Complete this organizer with information from Love That Dog How does a character in Love That Dog show characteristics of great heart (generous, courageous, heroic, noble)? Character Context

Source

Evidence

Elaboration/Explanation

What is the source of the evidence? List title and page number.

List details from the text. Quote or paraphrase.

Explain or give more information about what the details mean or make you think Page 1 of 2

If needed, choose one character and model how to think through a piece of evidence for that character by filling in one of the rows of the Evidence Organizer Chart.

How does a character in Love That Dog show characteristics of great heart (generous, couragous, heroic, noble)?

Character Jack

Context Evidence Source Elaboration/Explanation

In my own words

What is the source of the evidence? List title and page number.

ƒ When a student writes the tree poem.

ƒ Wants the teacher to compliment another student’s work; wants to be sure he knows it is a poem and that it is a really good poem.

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Love That Dog, page 41.

Explain or give more information about what the details mean or make you think.

ƒ Generous with his complimentary attitude toward others.

ƒ After his teacher reads “Love That Dog.”

ƒ Writes a poem about his dog, describing all he loves about him—his wagging tail, smiling, jumping, slobber.

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Pages 46–47. ƒ Courageous because he was afraid to admit he had a dog earlier; now he is writing about him in detail.

ƒ Courageous in a different way—as a poet—willing to take risks in his writing to create this beautiful, honest poem.

ƒ In May when he writes poem.

ƒ Writes another poem about Sky, tells of the events leading to his death.

ƒ Pages 68–72. ƒ Courageous because he walks into the sadness that is deep inside of him; he tells about the death of this pet.

How does a character in Love That Dog show characteristics of great heart (generous, couragous, heroic, noble)?

Character Miss Stretchberry

Context Evidence Source Elaboration/Explanation

ƒ When Jack writes his two blue-car poems.

ƒ Types up poems on blue paper.

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Posts on a yellow board.

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Love That Dog, page 11.

ƒ Generous with her time and support to make Jack’s work look great.

ƒ When Jack thinks the teacher should write the letter.

ƒ Insists the letter should be written by Jack.

ƒ Pages 53–54. ƒ Heroic as a teacher— challenges her students to take risks to learn new things.

ƒ When Jack writes his letter. ƒ Makes brownies for the class. ƒ Pages 58, 85. ƒ Generous with her time and money to make brownies for the class and host a visit from Mr. Myers.

How does a character in Love That Dog show characteristics of great heart (generous, couragous, heroic, noble)?

Character: Walter Dean Myers

Context Evidence Source Elaboration/Explanation

ƒ When Mr. Myers visits. ƒ Reads poems. ƒ Laughs. ƒ Answers every question. ƒ Is flattered that someone used his words.

ƒ Love That Dog, pages 82–85.

ƒ Generous with his time; reads all of the poems written by the students. ƒ Generous with his compliments, his friendliness, his patience.

EXPRESS KNOWLEDGE 15 MIN.

Small Groups

Students privately reflect and make notes in their Response Journal about what they learned from reading and studying Love That Dog and poetry. Then they share ideas and record the group’s list in their Response Journal. Students include page numbers to identify the location of the knowledge in the book, if appropriate.

Remind students to use the codes they created earlier in the module to identify each category of knowledge (such as a capital ‘W’ in a circle for World). Encourage students to identify one or more pieces of knowledge for each category.

Knowledge of the World Knowledge of Ideas Knowledge of Skills

ƒ We can learn about other people’s lives through the poems they write.

ƒ Poetry can help us understand and share different points of view and understand ourselves.

ƒ There are greathearted people all around us.

ƒ The deeper meanings of poems are universal.

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People can have figurative great heart when they are courageous and compassionate.

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Elements of poetry include rhythm, rhyme, and imagery.

We can write a summary that tells what happens in a poem or story.

ƒ

People who have figurative great heart make a difference in the world.

ƒ We all have to overcome challenges at some point in our lives.

We can write an informative paragraph that includes evidence about what happens or why something happens in a story.

ƒ We can revise ideas in an informative paragraph.

Post six charts around the room, and label two for each type of knowledge: World, Ideas, and Skills.

Provide markers and instruct students to move around the room, writing their knowledge statements on the proper charts. To manage the movement of the groups, you may want to divide the class in half and assign each group to a set of charts. Allow ten minutes for groups to record their knowledge statements on the charts.

Students return to their seats and open their Knowledge Journal to the section about world knowledge. Move the two charts with this information to the front of the room for all students to see. Analyze the knowledge statements with students. Through consensus and discussion, determine the most meaningful and important statements to record in the journal. Mark these with stars or rewrite them on the board. Give students time to record these statements in their journal.

Repeat the process with the charts for the other two categories.

Know: How does Love That Dog build my knowledge?

Students reflect on the Content Framing Question and write their thoughts in their Response Journal.

n Love That Dog built my knowledge in many ways. I learned a great deal about poetry that I never knew before. I also met some characters with great heart and experienced what that was like. I also know more about how to read stories and identify their themes.

ASSIGN HOMEWORK

Rehearse selected poems for reading in the next lesson.

Analyze

Context and Alignment

Analyze the evidence organizers for accurate evidence gathered to explain how Jack, Miss Stretchberry, or Mr. Walter Dean Myers shows figurative great heart (RL.4.3, W.4.8). Use the exemplar in the lesson to guide your assessment. Minimally, students should identify and explain two pieces of evidence in the evidence organizer. Ensure that the evidence organizer is accurate because students will use it in the Socratic Seminar and to write a multiparagraph essay at the end of the module.

Also read students’ reflections about the learning they did in this part of the module. Make note of which students have difficulty articulating the knowledge gained in the lessons. These students will need more support to review the main concepts in Love That Dog.

Next Steps

Plan to work with students in the next lesson whose evidence and explanations are lacking in accuracy or detail. You may need to model the thought process for determining appropriate evidence and then model how to explain its importance to answer the Focusing Question.

Lesson 29 Deep Dive: Vocabulary

Vocabulary Assessment 1

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Time: 15 min.

Texts: All module texts

ƒ Vocabulary Learning Goal: Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

Launch

Review the following protocol before administering the Vocabulary Assessment:

Sentence-level vocabulary assessment is a straightforward, quick method for assessing students’ word knowledge, including concrete and abstract words as well as morphemes.

ƒ When administering Vocabulary Assessment 1, spend a few minutes introducing students to this type of assessment. Specifically, let students know that this is not a test of their reading or writing abilities. Therefore, if they cannot read a word, they should ask you to pronounce it. Additionally, if they need help writing or spelling a certain word, they may ask for your assistance.

ƒ Review the directions at the top of the assessment with students. Students simply read a sentence containing the word (or word part) to be assessed and respond with a brief definition. (Complete sentences are not necessary.)

ƒ When assessing students’ work, remember to focus on whether the written definition demonstrates students’ understanding of the word, not their writing or conventions skills.

Learn

Students complete Assessment 29A: Vocabulary Assessment 1. Land

Collect Vocabulary Assessment 1.

See Appendix C for a sample answer key.

Students will complete Vocabulary Assessment 2 in the next lesson.

Lesson 30

What does it mean to have a great heart, literally and figuratively?

“Heart to Heart,” Rita Dove (http://witeng.link/0786)

poems

Lesson 30: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.) Learn (55 min.)

Complete New-Read Assessment 2 (30 min.)

Perform Poems (25 min.)

Land (5 min.)

Answer the Content Framing Question

Wrap (5 min.)

Assign Homework

Vocabulary Deep Dive: Vocabulary Assessment 2 (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.1, RL.4.2, RL.4.5

Writing ƒ W.4.8

Speaking and Listening ƒ SL.4.1

Language ƒ

L.4.2.b, L.4.5.a, L.4.5.b ƒ L.4.6

MATERIALS

Learning Goals

Analyze Rita Dove’s poem “Heart to Heart” in a New-Read Assessment to summarize and demonstrate understanding of the poem and its elements (RL.4.1, RL.4.2, RL.4.5, L.4.2.b, L.4.5.a).

Complete New-Read Assessment 2.

Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

Complete Vocabulary Assessment 2.

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Assessment 30A: New-Read Assessment 2 ƒ

Handout 30A: Poetry Performance Exit Ticket ƒ

Assessment 30B: Vocabulary Assessment 2

Prepare

FOCUSING QUESTION: Lessons 30–32

What does it mean to have a great heart, literally and figuratively?

CONTENT FRAMING QUESTION: Lesson 30

Reveal: What does a deeper exploration of its elements and language reveal about the poem “Heart to Heart”?

For New-Read Assessment 2, students read and analyze Rita Dove’s poem “Heart to Heart” to demonstrate their understanding of the poem and of poetic elements and language. Then they participate in a poetry performance by sharing the poems they practiced for their fluency homework.

Welcome5 MIN.

Display this list of expressions about the heart. ƒ

My cousin is a sweetheart. ƒ

That melts my heart. ƒ

My heart turned over. ƒ

He has a broken heart. ƒ Harden your heart. ƒ

You have the key to my heart. ƒ

You wear your heart on your sleeve. ƒ

You love him from the bottom of your heart.

Ask students to choose three expressions and explain the meaning of each in their Response Journal.

Alternate Activity:

In pairs, students choose three expressions and discuss the meanings of each. Students may discuss more than three as time allows.

Launch

5 MIN.

Display the word idiom and its definition: “an expression or phrase, the meaning of which cannot be determined by the literal meaning of the words alone.” Affirm that these heart expressions are idioms.

Invite a few students to explain the meanings of several of these heart idioms.

Then, post the Focusing Question and Content Framing Question.

Explain that students will apply their learning to the poem “Heart to Heart” for a New-Read Assessment. Then students will perform their poems.

55 MIN. COMPLETE

Individuals

Distribute Assessment 30A.

Answer any clarifying questions about the task.

Students work independently to complete the assessment.

Assessment 30A: New-Read Assessment 2

Directions: Read the poem “Heart to Heart” by Rita Dove http://witeng.link/0786). Then, answer the questions.

1. How is this poem different from prose? a. It ends each line with a rhyming word. b. It repeats a refrain or a chorus. c. It uses line breaks to emphasize ideas. d. It explores a main idea or topic.

2. How can you tell when a new stanza starts? a. Each stanza ends with a period. b. Each stanza makes a complete sentence. c. A rhyming word ends each stanza. d. A line break with a blank line separates each stanza.

3. What is the focus of the first stanza? a. Dove shares her own feelings. b. Dove tells what a heart cannot do. c. Dove describes what a heart looks like. d. Dove lists what a heart does in the body.

4. Which is the best summary of this poem’s purpose? a. to ask a question and give an answer b. to describe a place or a scene c. to discuss an idea d. to tell a story

© Great Minds PBC

PERFORM POEMS

Whole Group

25 MIN.

Set the stage for the poetry performances. Gather students as an audience to a shared classroom space (e.g., a morning meeting, carpet, or mini-lesson space).

Remind students of shared norms for being a respectful audience.

Instruct students to Think–Pair–Share, and ask: “How can we actively listen as our classmates share their poems?”

n We can concentrate on their words.

n We can keep a friendly expression on our faces.

n We can look at them and turn our bodies to face them.

n We can stay silent while they share.

n We can show we appreciate their performance by clapping at the end.

n We can give thoughtful feedback.

Jot down and display a list of rules for active listening during the presentations.

Scaffold:

Before students perform their poems, pair students and provide time for them to briefly discuss their chosen poems. Encourage students to practice any tricky parts with their partners.

Invite students to perform the poems they have been practicing for fluency homework.

Extension:

As time permits at the end of each performance, students may ask for feedback on their performances. Students should first share stars—specific, positive feedback—and then stairs—specific, constructive feedback.

After everyone has a chance to share, distribute Handout 30A. Students self-assess their performance.

ANSWER THE CONTENT FRAMING QUESTION

Return to the poem “Heart to Heart.” Display the poem (http://witeng.link/0786) and pose the Content Framing Question: What does a deeper exploration of its elements and language reveal about the poem “Heart to Heart”?

Display the module’s Essential Question: What does it mean to have a great heart, literally and figuratively?

Ask students to discuss with a partner whether the poem suggests that the heart is a literal, physical object only—or whether the heart has meaning beyond its role as a life-giving organ in the body.

Call on a few students to share their ideas.

Wrap

5 MIN.

ASSIGN HOMEWORK

Students choose three heart idioms—different from the three they explained in the Welcome activity— that Dove references in “Heart to Heart” and explain their meanings. Students may also choose to illustrate the figurative meaning of their chosen idioms. ƒ

My cousin is a sweetheart. ƒ

That melts my heart. ƒ My heart turned over. ƒ He has a broken heart. ƒ Harden your heart. ƒ

You have the key to my heart. ƒ You wear your heart on your sleeve. ƒ

You love him from the bottom of your heart.

Analyze

Context and Alignment

The goal of this New-Read Assessment is to determine students’ ability to read and understand the language and elements of poetry; this assessment measures students’ skill with the following:

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Identifying the major elements of poetry (what makes a poem a poem?) and referring to the structural elements of poems (RL.4.5).

Referencing textual evidence and punctuating it correctly (RL.4.1, L.4.2.b).

Explaining the meaning of a metaphor in context (L.4.5.a).

In addition, the New-Read Assessment can provide insight into how students perform with the kinds of items often found in statewide assessments in Grades 3–8. To evaluate student performance, see the Answer Key and Sample Responses in Appendix C.

Next Steps

Analyze student performance to identify any common gaps or misunderstandings.

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If students struggled with analysis of Rita Dove’s poem “Heart to Heart,” consider taking a pause point to close read and analyze this poem—its elements and meaning—in the whole group. This may include, as an introduction to L.4.5.b, discussion of all the different heart idioms that Dove includes.

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To build students’ skill in analyzing the language and elements of poetry, continue to read and discuss poems. You may want to start a “Poem a Day” activity and invite students to bring a poem each day to share aloud. In discussion, reinforce vocabulary terms (e.g., rhyme, verse, meter, stanza, line, repetition, imagery, pattern).

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If students have difficulty with the format of the items, have them practice with multiplechoice items as quick comprehension checks for texts that the class is reading.

Lesson 30 Deep Dive: Vocabulary

Vocabulary Assessment 2

Time: 15 min. ƒ

Texts: All module texts ƒ Vocabulary Learning Goal: Demonstrate knowledge of module content vocabulary by defining words in context (L.4.6).

Launch

Distribute Assessment 30B.

Review the directions with students.

If needed, review the protocol for vocabulary assessment listed in Lesson 29.

Learn

Students complete Assessment 30B.

Land

Collect Vocabulary Assessment 2.

See Appendix C for a sample answer key.

When assessing students’ work, remember to focus on whether the written definition demonstrates students’ understanding of the word, not on their writing or conventions skills. Evaluate assessment results to see which module words need to be reviewed or retaught.

Lesson 31

QUESTION: LESSONS 30-32 What does it mean to have a great heart, literally and figuratively?

Lesson 31: At a Glance

AGENDA

Welcome (5 min.)

Discuss Great Heart Launch (5 min.)

Learn (50 min.)

Gather Evidence (10 min.)

Participate in a Socratic Seminar (40 min.)

Land (10 min.)

Assess Participation in the Socratic Seminar

Wrap (5 min.)

Assign Homework

Style and Conventions Deep Dive: Style and Conventions Checklist (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

RL.4.1, RI.4.1, RI.4.9

Speaking and Listening ƒ

SL.4.1, SL.4.6

Language ƒ

L.4.5 ƒ L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c

MATERIALS

Handout 31A: Socratic Seminar Self-Assessment

Handout 31B: Style and Conventions Checklist

Evidence organizers (from previous lessons)

Grade 4 Speaking and Listening Rubric

Chart paper

Markers

Learning Goals

Synthesize evidence from multiple texts in a Socratic Seminar (RL.4.1, RI.4.1, RI.4.9).

Cite textual evidence to support statements about what it means to have a great heart, literally and figuratively (RL.4.1, RI.4.1, SL.4.1).

Complete Handout 31A: Socratic Seminar SelfAssessment.

Demonstrate understanding of punctuation usage with quotations and in compound sentences; capitalization; and adjective order (L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

Write sentences demonstrating understanding of identified style and convention skills.

Prepare

FOCUSING QUESTION: Lessons 30–32

What does it mean to have a great heart, literally and figuratively?

CONTENT FRAMING QUESTION: Lesson 31

Know: How do the module texts build my knowledge about a great heart, both literal and figurative?

CRAFT QUESTION: Lesson 31

Excel: How do I synthesize evidence to answer the Focusing Question in a Socratic Seminar?

Students have been learning how the words great heart can have both a literal and a figurative meaning. They read texts that use great heart either literally or figuratively. In this lesson, students participate in a Socratic Seminar that assesses their ability to orally synthesize evidence from the texts to answer the Focusing Question. In the next lesson, students begin a culminating writing assignment to synthesize the evidence from those texts. Lessons 31 and 32 may take three days for students to complete.

Welcome

5 MIN.

DISCUSS GREAT HEART

Have students work in pairs to discuss what it means to have a literal great heart, and what it means to have a figurative great heart.

Launch

5 MIN.

Post the Focusing Question, Content Framing Question, and Craft Question.

Students Choral Read the Craft Question.

Ask a student to share how a Socratic Seminar helps us learn.

Ask another student to share one thing he or she remembers about a Socratic Seminar.

Share that there are participant roles and expectations for the Socratic Seminar.

Review the discussion rules from the previous Socratic Seminar, focusing on those rules that would be most helpful in light of students’ performance in that Socratic Seminar.

Learn50 MIN.

GATHER EVIDENCE 10 MIN.

Pairs

Post the following list of questions, and have pairs gather relevant evidence from their evidence organizers and module texts. Explain that students should annotate their evidence organizers and/or module texts with the number of the question the evidence relates to.

1 What does it mean to have “a great heart”?

2 What is the literal meaning of heart?

3 What is the figurative meaning of heart?

Post the following chart to guide students in their review of the texts:

Text Key Ideas

Quotations from Dr. Barnard and Confucius There is a difference between the literal and figurative use of the word heart

Quotations from individuals about heart Many famous people have spoken about the literal and the figurative heart.

Biographies of Clara Barton, Helen Keller, and Anne Frank The biographies of these women show that they possessed a figurative great heart because they were generous, courageous, and/ or heroic.

The Circulatory Story

Love That Dog

The literal heart is a muscle and an important part of the circulatory system.

There are many examples of the figurative great heart, including in the characters of Jack, Walter Dean Myers, and Miss Stretchberry.

PARTICIPATE IN A SOCRATIC SEMINAR 40 MIN.

Whole Group

Remind students that during the seminar they should incorporate vocabulary words learned throughout the module. Set the expectation that each student should use at least two of these words during the class. Give students credit only if words are used correctly and strategically to develop or enhance their ability to communicate clearly about the content.

Facilitate a discussion of the Focusing Question, using these follow-up questions as needed: ƒ

What piece of evidence was the most helpful in demonstrating the meaning of great heart? ƒ

What does it mean to have a great heart, literally? ƒ

What does it mean to have a great heart, figuratively? ƒ

How might a person have a great heart, both literally and figuratively? Explain.

10 MIN.

ASSESS PARTICIPATION IN THE SOCRATIC SEMINAR

Distribute Handout 31A.

Students use Handout 31A to self-assess their participation in the Socratic Seminar using the following scale:

A (I always did that.)

S (I sometimes did that.)

N (I’ll do that next time but I did not do that now.)

Circulate as students complete the self-evaluation and provide clarification as needed. Pause after students complete each row so they may Think–Pair–Share on the following question: “Which letter did I give myself, and why?”

Students perform a Whip Around to share one goal for the next Socratic Seminar. Then collect the students’ self-assessments and retain them to reference before the next Socratic Seminar.

ASSIGN HOMEWORK

Have students sort and gather their evidence for responding to the EOM Task in the next class.

Analyze

Context and Alignment

The goal of the Socratic Seminar is to have students discuss evidence from the module texts that support what it means to have a great heart, both literally and figuratively (SL.4.1, SL.4.6). Use the Grade 4 Speaking and Listening Rubric to assess students’ participation in the Socratic Seminar. The most important skill to evaluate in each student’s participation is the ability to connect their comments to other students’ statements.

Next Steps

Before the next lesson, work directly with students who struggled with identifying textual evidence to support what it means to have a great heart, either literally or figuratively.

Before conducting the next Socratic Seminar, consider working in a small group with students who struggled with making connections to other students’ comments.

Lesson 31 Deep Dive: Style and Conventions

Style and Conventions Checklist

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Time: 15 min.

Texts: None

Style and Conventions Learning Goal: Demonstrate understanding of punctuation usage with quotations and in compound sentences; capitalization; and adjective order (L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 31 Excel: How do I improve the use of Module 1 Language skills in context?

Students use Handout 31B to self-assess while completing the EOM Task.

Distribute the checklist to each student.

Give students a few minutes to read the Style and the Conventions sections of the checklist silently.

Instruct students to Think–Pair–Share, and ask: “What language skills do you notice on the checklist?”

Style

n I use simple and compound sentences.

n I use vocabulary words that are appropriate to the topic.

n I order adjectives correctly.

Conventions

n I use correct capitalization.

n I use correct punctuation with compound sentences.

n I use correct punctuation when quoting a speaker.

n I use correct punctuation when citing a text.

Ask: “After reading the checklist, how do you think this will be used to assess language skills in the writing task?”

n I will check the skills off and correct them in the performance task. Then, you will do the same in the “Teacher” column.

TEACHER NOTE

Take time to explain what you will look for in each of the categories on the checklist.

Create seven groups—one for each Style and Conventions item on the checklist. Give each group a sheet of chart paper to write their item from the checklist.

Students work together to write a sentence demonstrating the assigned checklist skill.

Each group shares its responses with the class.

TEXTS WIT & WISDOM®

FOCUSING QUESTION: LESSONS 30-32

21 3 5 6 7 15 2611 19 309 17 2813 2421 328 16 2712 2320 3110 18 2914 25224

Lesson 32

Lesson 32: At a Glance

AGENDA

Welcome (5 min.)

Launch (5 min.) Learn (55 min.)

Prepare for the EOM Task (10 min.)

Complete the EOM Task (45 min.)

Land (5 min.)

Answer the Content Framing Question Wrap (5 min.)

Preview the Next Module Style and Conventions Deep Dive: Edit for Style and Conventions (15 min.)

STANDARDS ADDRESSED

The full text of ELA Standards can be found in the Module Overview.

Reading

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RL.4.1, RI.4.1

Writing

ƒ W.4.2, W.4.4, W.4.9

Language

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L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c

MATERIALS

Handout 17A: Evidence Organizer for The Circulatory Story

Handout 29A: Evidence Organizer for Love That Dog ƒ Assessment 32A: End-of-Module Task ƒ

Handout 32A: End-of-Module Task Evidence Organizer (optional) ƒ

Handout 32B: Essay Planner for the End-of-Module Task (optional) ƒ Handout 31B: Style and Conventions Checklist ƒ

Grade 4 Informative Writing Rubric

Learning Goals

Write an informative essay with evidence from the module’s core texts that tells what it means to have a great heart, literally and figuratively (RL.4.1, RI.4.1, W.4.2, W.4.4, W.4.9, L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

Complete the EOM Task.

Demonstrate understanding of gradeappropriate style and conventions (L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

Use Handout 31B to revise EOM Task responses.

Prepare

FOCUSING QUESTION: Lessons 30–32

What does it mean to have a great heart, literally and figuratively?

CONTENT FRAMING QUESTION: Lesson 32

Know: How do the module texts build my knowledge about a great heart, both literal and figurative?

CRAFT QUESTION: Lesson 32

Execute: How do I use my informative writing skills to respond to the End-of-Module Task?

In Grade 4 Module 1, students studied how the words great heart can have a literal or figurative meaning. They read texts that capture what it means to have a figurative or a literal great heart. In this lesson, students complete the EOM Task to answer the module’s Essential Question, writing an informative essay in which they synthesize textual evidence—gathered throughout the module in evidence organizers—and explain what it means to have a great heart, literally and figuratively.

Welcome

5 MIN.

Students make a T-chart in their Response Journal, labeling the left column “Literal” and the right column “Figurative.” Then they reflect and jot down notes on what it means to have a literal great heart and a figurative great heart.

Launch

5 MIN.

Post the Focusing Question and Content Framing Question.

Students Choral Read the Focusing Question. Remind students that they have been considering this question throughout the module through a variety of texts.

Invite students to share ideas from the T-charts they created in the Welcome activity. Explain that today students will respond to the EOM Task to express what they have learned about having a great heart, literally and figuratively.

55 MIN.

PREPARE FOR THE EOM TASK 10 MIN.

Small Groups

Distribute or display Assessment 32A. Provide time for students to review the task and any clarifying questions.

Have students gather the following materials:

ƒ The Circulatory Story, Mary K. Corcoran, Illustrations, Jef Czekaj ƒ Love That Dog, Sharon Creech ƒ

Evidence Organizer Charts (Handouts 17A and 29A)

Have small groups spend five minutes discussing the main ideas and sharing textual evidence that they want to address and include in their responses.

Scaffold

Name Date Class

Assessment 32A: End-of-Module Task

Purpose: This task will give you the chance to express your understanding of the module’s Essential Question: “What does it mean to have a great heart, literally and figuratively?” You will demonstrate what you learned in an informative essay that uses text evidence.

Introduction: Throughout the module, you thought about how people show a figurative great heart and what makes a literal great heart. You studied many texts to learn what makes a great heart.

Task: Write a four-paragraph informative essay that tells what it means to have a great heart, literally and figuratively. Write for an audience who has studied the topic as you have.

Develop your ideas with evidence from the module’s two core texts, The Circulatory Story by Mary K. Corcoran and Love That Dog by Sharon Creech, and the Evidence

Organizer Charts (Handout 17A and Handout 29A).

Checklist for Success

Your informative essay should include the following:

An introduction that presents the topic and provides context.

A clear focus statement that includes the two points you will explain in your essay.

Two supporting paragraphs—one that explains a literal great heart and one that explains a figurative great heart.

In each supporting paragraph, evidence from the text to support the focus.

In each supporting paragraph, elaboration to explain how the evidence supports the focus.

A concluding statement that reinforces and reflects on your focus statement.

Specific and appropriate vocabulary. Correct capitalization and punctuation. (Be sure to punctuate any quotations correctly!)

If time allows, you may want to extend the number of days for this EOM Task response. ƒ

EOM Task Lesson 1—Students review the EOM Task prompt and gather and record evidence. ƒ

EOM Task Lesson 2—Students plan for each part of their EOM Task responses and engage in oral rehearsal with peers. ƒ

EOM Task Lesson 3—Students draft their four-paragraph informative EOM Task responses. ƒ

EOM Task Lesson 4—Students use a checklist to self- or peer-evaluate and revise or edit for a final draft.

If an extended writing process is possible, you may want to use the optional handouts connected with this lesson: ƒ

Handout 32A: End-of-Module Task Evidence Organizer ƒ

Handout 32B: Essay Planner for the End-of-Module Task

Individuals

Students complete the EOM Task.

Scaffold

Display an Informative Essay Template, and remind students to use it to help them structure their ideas as they write their EOM Task responses.

Informative Essay Template

RED Introduction

Catch your reader’s attention, establish the topic, and set the context.

GREEN Focus statement State your big idea, including two points you will explain in your essay. (Readers should be able to tell from this statement where you are going with the topic.)

YELLOW Point 1 State a point that proves your big idea.

YELLOW Evidence Cite evidence to support Point 1.

YELLOW Elaboration Explain how the evidence relates to Point 1.

BLUE Point 2 State another point that proves your big idea.

BLUE Evidence Cite evidence to support Point 2.

BLUE Elaboration Explain how the evidence relates to Point 2.

GREEN Concluding statement Connect your point(s) back to your big idea.

Refer to the parts of the informative essay as you guide students through the writing process.

Before students begin writing, remind them that their first sentence should provide some context and introduce the topic; the first sentence sets the stage.

Scaffold

If students have difficulty, ask: “How can you let your reader know you are about to write about a great heart?” Share an example (e.g., “Having a great heart can mean two very different things depending on who is talking.”) and/or provide a sentence frame.

Scaffold

If students are ready and if time allows, share that the first job of a writer is to catch the attention of the reader in the introduction with a hook statement. Share the following techniques and examples for hook statements:

ƒ Ask a question: “What is a great heart?” Or, “Have you ever wondered what people mean when they say, ‘He has such a great heart’?”

ƒ Share details: “A literal great heart might mean your heart beats 60–100 beats a minute, but a figurative great heart might mean you do countless little acts of kindness, courage, and generosity every day.”

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Tell a story: “If you ask a doctor what you need to have a great heart, they’ll probably talk about diet and exercise, but if you ask your wise old grandfather, he will probably give you a different answer.”

Individually or in pairs, students brainstorm ways to revise their introduction statements to better hook their readers.

Next, instruct students to write a focus statement that includes the two points they will make in their essay—what it means to have a literal great heart, and what it means to have a figurative great heart. Students check their focus to make sure it includes these two points.

Scaffold

To help struggling writers generate ideas, provide a sentence frame such as the following: Having a great heart can mean , but it can also mean .

Then, have students develop their two supporting paragraphs. Remind students that the first supporting paragraph should develop the first point from their focus statement, using evidence and elaboration. The second supporting paragraph should develop the second point from their focus statement, using evidence and elaboration.

Scaffold

Provide sentence frames to structure students’ work with the supporting paragraphs.

First, a great heart can be a (literal/figurative) great heart. One way that a person can have a (literal/figurative) great heart is (evidence from the core text). This evidence from (core text) is important because it shows that

A great heart can also be a (literal/figurative) great heart. One way that a heart can be a (literal/figurative) heart is (evidence from the core text). This evidence from (core text) is important because it shows that

Remind students when they finish their supporting paragraphs that they need to end with a concluding statement.

Scaffold

If students need prompting, ask: “How can you remind your reader about your important ideas?” Share an example (“Making sure your heart is both a great literal heart and a great figurative heart is the way to live a happy and healthy life.”) Provide a sentence frame:

Remembering that you can have both a literal great heart and a figurative great heart is important because .

5 MIN.

ANSWER THE CONTENT FRAMING QUESTION

Know: How do the module texts build my knowledge about a great heart, both literal and figurative?

Do a Whip Around to have students share what they will do to ensure that they have both a literal and figurative great heart.

Wrap5 MIN.

PREVIEW THE NEXT MODULE

Congratulate students on completing Module 1!

Share that in the next module, students will read about individuals in extreme settings. They will explore the relationship between nature and humankind by considering how people respond to and survive in extreme environments. Additionally, students will continue to build their informative writing skills and develop their storytelling skills through narrative writing practice.

Analyze

Context and Alignment

In this lesson, students independently draft an informative essay for the EOM Task, building off the module’s texts, discussions, and learning activities. The goal of this assessment is to determine how well students synthesize evidence from literary and informational texts to write an informative essay (RL.4.1, RI.4.1, W.4.2). Check for the following success criteria: ƒ

An introduction that establishes the topic and provides context. ƒ

A clear focus statement that references both the literal and the figurative great heart. ƒ

A supporting paragraph on the literal great heart that includes the following:

p Evidence from The Circulatory Story to support the paragraph’s focus.

p Elaboration to explain how the evidence supports the focus. ƒ

A supporting paragraph on the figurative great heart that includes the following:

p Evidence from Love That Dog to support the paragraph’s focus.

p Elaboration to explain how the evidence supports the focus. ƒ

A concluding statement that reinforces and reflects on the focus statement. ƒ

Specific and appropriate vocabulary. ƒ

Correct capitalization and punctuation, including quotations.

In addition, use the annotated sample student response, as well as the rubric in Appendix C, to evaluate students’ writing. (Note that the rubric for informative writing reflects end-of-year expectations for Grade 4 students. Students will likely not show mastery of all skills.)

Next Steps

Before moving on to the next module, make sure all students understand the basic structure and purpose of the sections of an informative essay. Use the information you gather about students’ strengths and weaknesses to inform seating charts, small groups, and the skills you will prioritize in future instruction, particularly in Modules 2 and 4, which also focus on informative writing.

Lesson 32 Deep Dive: Style and Conventions

Edit for Style and Conventions

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Time: 15 min.

Text: Student-generated responses to the EOM Task

ƒ Style and Conventions Learning Goal: Demonstrate understanding of grade-appropriate style and conventions (L.4.1.d, L.4.2.a, L.4.2.b, L.4.2.c).

STYLE AND CONVENTIONS CRAFT QUESTION: Lesson 32

Excel: How do I improve my use of Module 1 language skills in the context of my End-ofModule Task response?

Launch

Post the Style and Conventions Craft Question.

Display Handout 31B.

Give students a few minutes to review the Style and Conventions Checklist.

Instruct students to Think–Pair–Share, and ask: “What language skills do you notice on the checklist?”

Style

n I use simple and compound sentences.

n I use vocabulary words that are appropriate to the topic.

n I order adjectives correctly.

Conventions

n I use correct capitalization.

n I use correct punctuation with compound sentences.

n I use correct punctuation when quoting a speaker.

n I use correct punctuation when citing a text.

Ask: “After reading the checklist, how do you think this can be used to assess language skills in the writing task?”

n I can check the skills off and correct any errors in my draft. Then, the teacher can do the same in the “Teacher” column.

TEACHER NOTE Take time to explicitly explain what you will look for in each category on the checklist.

Provide time for students to read their EOM Task responses using the checklist to guide their review. Remind students that they may not find examples of each element in every essay.

Alternate Activity

Assign each student a partner. Tell partners to switch EOM Task responses and review the partner’s response against the Style and Conventions Checklist. Tell students to add a column labeled “Peer” (to the left of the column labeled “Self”) to their partner’s Handout 31B.

Land

Students revise their EOM Task responses.

TEACHER NOTE

For students who worked with a partner, encourage partners to give verbal feedback and explanations if students do not understand why an error is noted.

Appendix A: Text Complexity

Great Minds® carefully selects content-rich, complex module texts. Module texts, especially the core texts, must be appropriately challenging so that students develop their literacy skills and progress toward meeting Anchor Standard for Reading 10 by year’s end. Great Minds evaluates each core module text using quantitative and qualitative criteria outlined in both the Common Core State Standards (CCSS) (http://witeng.link/0483) and the updated CCSS Appendix A guidance on text complexity (http://witeng.link/0093).

This Appendix provides text complexity details for each core text in order of appearance in the module. The analysis supports teachers and administrators in understanding the texts’ richness and complexity and the module’s knowledge building and goals. Alongside the Family Tip Sheets, this information can also support conversations with families about texts.

For ideas to support multilingual learners, see the Wit & Wisdom® Multilingual Learner Resource.

Core Module Texts

Title and Author The Circulatory Story, Mary K. Corcoran

Description of Text This book combines informational text with comic illustrations by Jef Czekaj to explain the basics of the circulatory system—the systemic, pulmonary, and coronary circuits. Readers follow a red blood cell on its journey through the body and in the process learn how the body combats disease, performs gas exchanges, and fights plaque in the arteries.

Complexity Ratings

Quantitative: 850L

Qualitative:

Meaning/Purpose: While the narrative is straightforward, it provides a complex account of interrelating systems in the human body.

Structure: The narrative is structured as a journey through the inside of the human body. Several sections employ repeated structure (e.g., the book’s introduction and conclusion and the text regarding the immune system and fighting plaque) while shifting perspective. Detailed illustrations include diagrams and figurative cartoons that illustrate and add to the information in the text.

Language: Heavy use of domain-specific vocabulary, as well as many similes and metaphors used to explain scientific concepts, may challenge students. However, some vocabulary and figurative language is supported with in-text explanations and illustrations.

Knowledge Demands: The book demands nuanced knowledge of the human body; some jokes use potentially unfamiliar cultural references.

Text-Reader-Task Considerations

The text is full of rich, scientific information about the heart and the circulatory system. Students unfamiliar with the anatomy of the human body will have a steeper learning curve but will be supported in their comprehension through active listening work, sequenced questions, explicit instruction to identify main ideas and details, and their study of morphology and content-area vocabulary.

Rationale for Placement

In Grade 4, students are ready to dive deeper into literal and figurative uses of language. Integrated work with literary and informational texts—alongside rich examples of poetry—sets the stage for Grade 4 students’ deepening understanding of text structures and genres.

Title and Author Love That Dog, Sharon Creech

Description of Text Love That Dog depicts an event that will be familiar to many children—the loss of a beloved pet—by requiring readers to infer conclusions about events that are too painful, at first, for the narrator to discuss openly. He finally begins to come to terms with his pain through poetry.

Complexity Ratings

Quantitative: 1010L

Qualitative:

Meaning/Purpose: This literary text is written in the form of a journal interspersed with the narrator’s poetry. The text provides students with an opportunity to compare poetry and prose and to examine the structure and organization of poetry.

Structure: The narrative is structured as a journal, interspersed with poetry, written by a boy named Jack.

Language: The poetic language in this text provides students with an opportunity to explore rich vocabulary and a unique text structure.

Knowledge Demands: This book features multiple layers of meaning as the narrator’s relationship with poetry evolves. It also involves complex references to poems that the narrator reads in his class. Understanding the narrator’s mood requires students to understand what the narrator is reading.

Text-Reader-Task Considerations

Rationale for Placement

Students will likely find it easy to connect to the experiences of the narrator of Love That Dog as the first-person journal entries build that sense of connection. As students continue to read the book, they summarize what happens each month in ongoing evidence organizers, allowing them to clearly track the arc of Jack’s development as a writer and his experiences in class with his teacher, Miss Stretchberry.

Students begin Grade 4 by reading a wide range of text types of varying complexity. In this first module, students develop an understanding of the difference between the literal and figurative uses of words, specifically the words heart and greathearted and more largely the varied uses of figurative and poetic language they encounter in Love That Dog. These nuanced and abstract concepts prepare Grade 4 students to understand and analyze complex ideas, such as the struggle to survive in extreme settings, the causes and consequences of war, and the origin and purpose of myths across cultures, later in the year.

Appendix B: Vocabulary

Wit & Wisdom focuses on teaching and learning words from texts. Students develop an awareness of how words are built, how they function within sentences, and how word choice affects meaning and reveals an author’s purpose.

The purpose of vocabulary study in Wit & Wisdom is to achieve the following three key student outcomes:

ƒ Improve comprehension of complex texts.

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Increase students’ knowledge of words and word parts (including affixes, Latin or Greek roots, and so on).

Increase students’ ability to solve for unknown words on their own.

To achieve these outcomes, vocabulary study in Wit & Wisdom emphasizes the following three categories of vocabulary words:

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Content Vocabulary Necessary for understanding a central idea of the domain-specific text and/ or module topic.

Academic Vocabulary “High-priority” words that can be used across disciplines and are likely to be encountered in other texts. These words are often abstract and have multiple meanings, so they may be unfamilar to students with limited vocabularies.

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Text-Critical Vocabulary Words and phrases that are essential to students’ understanding of a particular text or excerpt.

Vocabulary study in Wit & Wisdom will occur within the following types of instruction:

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Core 75-min. daily lessons Vocabulary study that is essential to understanding the text. Instructional strategies are explicitly introduced and practiced during vocabulary instruction and put into practice during a reading of a text.

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Vocabulary Deep Dives Vocabulary instruction and practice that advances students’ knowledge of high-value words and word-solving strategies, focusing on aspects such as abstract or multiple meanings, connotation, relationships across words, and morphology.

Vocabulary learning is assessed indirectly through application, and directly through two-question assessments (Kindergarten–Grade 2) and sentence assessments (Grades 3-8).

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Indirect Assessment Students are expected to use and incorporate words from the following list into their academic discourse, through speaking and listening (during Socratic Seminars) and writing (during formal writing tasks, such as the EOM Task).

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Direct Assessment Students’ word knowledge is evaluated directly through definition assessments. Assessment words are selected because of their importance to the module’s content as well as their relevance and transferability to other texts and subject areas.

Teachers should make this list of assessed words available to students. (List of assessment words can also be broken down into smaller word banks for ease of use.)

Module Word List

The following is a complete list of all words taught and practiced in the module. Those that are assessed, directly or indirectly, are indicated.

Lesson Number Word ContentSpecific Academic Text Critical Teaching Strategy Assessment

1, 1DD heart 

1, 2 literal 

Teacher-provided definition DD; FQT All lessons; Socratic Seminars; NRA; EOM

Teacher-provided definition; categorization

Direct Assessment; FQT Lessons 7–17; Socratic Seminar Lesson 16; NRA; EOM

1, 2 figurative 

Teacher-provided definition; categorization

1 infinitely 

1 transplant 

1 devour 

1DD, 3, 28DD, 29

courageous  

1DD cardiac 

3DD, 4, 6 greathearted 

DD; FQT Lessons 1–6: Socratic Seminar; Direct Assessment; NRA; EOM

Teacher-provided definition; annotating Direct Assessment

Teacher-provided definition; annotating Direct Assessment

Teacher-provided definition; annotating Direct Assessment

Relationship mapping; shades of meaning

Relationship mapping, morphology

Direct Assessment

Direct Assessment

Frayer Model All lessons; Direct Assessment Lesson 4

6 composition  Visual Art Glossary 6 chiaroscuro  Visual Art Glossary

7DD circulatory, circular 

Morphology Direct Assessment; Direct Assessment in DD

7 component  Teacher-provided definition; illustrate

7 hemoglobin  Teacher-provided definition; illustrate

7 transport  Teacher-provided definition; illustrate Direct Assessment

7 cell  Teacher-provided definition; illustrate

7 plasma  Teacher-provided definition; illustrate

7 pericardium  Teacher-provided definition; illustrate

7, 8, 12 concentrate  Teacher-provided definition Direct Assessment

8DD chamber  Morphology Direct Assessment; Direct assessment in DD

9 figurative language  Teacher-provided definition Direct Assessment: Evidence Organizer Chart

9, 14 simile  Teacher-provided definition

9, 14 metaphor  Teacher-provided definition

9DD, 10 septum atrium ventricle chamber mitral valve aortic valve

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Vocabulary Strategies: context clues and illustrations, references

Oral Summary in Lesson 10; Direct Assessment (valve)

19 inferring, inference 

20 structure 

Teacher-provided definition, applying understanding

Teacher-provided definition, applying understanding

Direct Assessment

Teacher-provided definition, applying understanding

24 alliteration 

24, 27 theme 

27DD synthesize 

28DD sympathetic 

28DD, 29 courageous 

28DD selfless 

28DD honorable 

Teacher-provided definition, applying understanding

Teacher-provided definition, applying understanding

FQT Lessons 18—29

Morphology, applying understanding Direct Assessment; EOM

Shades of meaning Direct Assessment

Shades of meaning Direct Assessment

Shades of meaning

Shades of meaning Direct Assessment

Words to Know

Understanding vocabulary and building background knowledge are essential for students’ comprehension of complex text. Wit & Wisdom students study topics for an extended period of time, building background knowledge. However, students may need additional support with unfamiliar vocabulary to access complex text.

The words listed here may pose a challenge to student comprehension. Provide definitions or a glossary for these challenging words so that students will comprehend complex text. Use a free resource such as Wordsmyth http://witeng.link/glossary to generate glossaries for students.

Clara Barton Biography

independent

relief

organization

international

lobby

educator

collected

distributed

wounded

autocratic Helen Keller Biography

mission

tutor

strict

braille

translated

dozens

civilian

exceptional

potential

Anne Frank Biography

ƒ persecution

hiding

victim

diverse

outskirts

society

sanctions

economy

political

circumstances

emigration

immigrated

inquisitive

The Circulatory Story, Mary K. Corcoran; Illustrations, Jef Czekaj

component

hemoglobin

transport

cell

system

equivalent

branch

pressure

released

reaction

tract

contract

circuit

exchanged

coronary

Love That Dog, Sharon Creech

ƒ wheelbarrow ƒ glazed ƒ harness ƒ symmetry ƒ pasture ƒ fetch ƒ typed ƒ shelter ƒ publisher ƒ company ƒ honored ƒ assaulting ƒ inspired

Appendix C: Answer Keys, Rubrics, and Sample Responses

TABLE OF CONTENTS

Assessment 5A: Focusing Question Task 1 Sample Response

Handout 12B: Capitalization Practice Answer Key

Handout 13B: Commas before Conjunctions Practice Answer Key

Assessment 14A: New-Read Assessment 1 Answer Key

Handout 14A: Compound Sentences Answer Key

Handout 16B: Heart Diagram Answer Key

Assessment 17A: Focusing Question Task 2 Sample Response

Assessment 28A: Focusing Question Task 3 Sample Response

Assessment 29A: Vocabulary Assessment 1 Answer Key

Assessment 30A: New-Read Assessment 2 Answer Key and Sample Responses

Assessment 30B: Vocabulary Assessment 2 Answer Key

Assessment 32A: End-of-Module Task Annotated Sample Response

Socratic Seminar Tracking Chart

Grade 4 Speaking and Listening Rubric

Grade 4 Informative Writing Rubric

Assessment 5A: Focusing Question Task 1 Sample Response

Helen Keller said, “The best and most beautiful things in the world cannot be seen or touched—they must be felt with the heart.” Helen Keller showed great heart because she was heroic, never gave up when things were hard, and was generous in helping others despite her own challenges. Helen Keller was heroic. She went to college and traveled all over the world even though she could not see or hear. This shows how brave she was. Keller was also generous. She not only worked to make her life better but also worked for equal treatment of people who are blind and deaf and raised money for many organizations. In her heart, she felt it was important to help others. Helen Keller was a great woman who showed great heart in all the things she accomplished.

Handout 12B: Capitalization Practice Answer Key

Directions: Read the following paragraph. If a word should be capitalized, draw two underlines under the first letter. Then, rewrite the word above the sentence.

Grand Central Station is a train station in New York City, New York. It was built in the early 1900s to bring people into New York to work, shop, and play. The structure is technically called Grand Central Terminal. In addition, it has been an art gallery and host to musical performances. The elegance of the architecture makes it a stunning sight for visitors every day. It is a beautiful and majestic landmark in New York New York City is known as “the city that never sleeps,” a quote from a song by Frank Sinatra titled “New York, New York.” The city continues to bustle with activity, thanks in part to Grand Central Terminal!

Handout 13B: Commas before Conjunctions Practice Answer Key

Directions: Read both sentences and rewrite them as a compound sentence by adding a comma and a conjunction (and, or, or but).

1 The heart will beat faster if you exercise. It will beat slower when you stop. Compound sentence: The heart will beat faster if you exercise, but it will beat slower when you stop.

2 People like to exercise to have a healthy heart. Some are more serious about exercise than others.

Compound sentence: People like to exercise to have a healthy heart, but some are more serious about exercise than others.

3 Jennifer wants to join the volleyball team. Jennifer wants to join the basketball team. Compound sentence: Jennifer wants to join the volleyball team, or the basketball team. [“and” is also an acceptable conjunction for this answer]

4 Mom will pick up Kanasha after school. She will pick up Tyrone after Kanasha. Compound sentence: Mom will pick up Kanasha after school, and she will pick up Tyrone after Kanasha.

Assessment 14A: New-Read Assessment 1 Answer Key

Multiple-Choice Answer

Relevant Standards

1 RI.4.4 L.4.4.a 2 RI.4.3 3 RI.4.2 4 RI.4.7 G4 M1 Appendix C: Answer Keys, Rubrics, and Sample ResponsesWIT & WISDOM® 395

Handout 14A: Compound Sentences Answer Key

Directions: Combine two sentences into one compound sentence using a comma and the conjunction and, or, or but

1 Exercise is important in having a healthy heart. Some people don’t take care of themselves.

Exercise is important in having a healthy heart, but some people don’t take care of themselves.

2 Eating fruits and vegetables in a healthy diet is important. They make you feel better.

Eating fruits and vegetables in a healthy diet is important, and they make you feel better.

3 To get fit, you can exercise at home by yourself. Some people would rather exercise with a group of people.

To get fit, you can exercise at home by yourself, or some people would rather exercise with a group of people.

4 Restaurants have healthy choices on their menus.

You have to really study them to know which foods are healthy.

Restaurants have healthy choices on their menus, but you have to really study them to know which foods are healthy.

Handout 16B: Heart Diagram Answer Key

Directions: Label the heart diagram with the words listed below. Use The Circulatory Story, pages 9–11, as a reference.

Right atrium: 5

Left atrium: 11

Right ventricle: 7

Left ventricle: 14

Mitral valve: 12

Aortic valve: 13

Tricuspid valve: 6

Pulmonary veins: 4, 10

Pulmonary arteries: 3, 9

Aorta: 1

Superior vena cava: 2

Inferior vena cava: 8

Assessment 17A: Focusing Question Task 2 Sample Response

When people talk about a literal great heart, they mean our actual, beating hearts in our bodies. A literal great heart is a strong, healthy muscle that functions properly. A healthy heart has clear arteries. When plaque builds up in arteries, it can block blood flow to the heart. It is important to eat healthy foods and exercise to keep arteries clear. A strong heart also has parts that work well and do their job. For example, a strong mitral valve keeps blood flowing in the right direction. If parts such as the mitral valve did not work well, the heart would not be able to do its important job in the body. A literal great heart is important for your good health, so take care of your heart and it will take care of you!

Assessment 28A: Focusing Question Task 3 Sample Response

Have you ever written about something sad or confusing that happened in your life? How did writing make you feel? One theme of Love That Dog by Sharon Creech is that writing can help us sort out and understand our feelings. In Love That Dog, Jack learns that writing about the death of his dog, Sky, is more healing than painful. When Jack’s teacher, Miss Stretchberry, first asks him to write about a pet in November, he says, “I used to have a pet. / I don’t want to write about it” (13). Later in the year, Jack opens up and writes about the day he got his dog, Sky, and a poem about Sky, inspired by Walter Dean Myers. Finally, in May, Jack writes a poem called “My Sky” about how a speeding car hit and killed Sky. At first Jack thought that writing about Sky would be too hard. As Jack learns about poetry, he begins to open up and write about Sky. He realizes that writing poems about Sky helps him understand his feelings. He can still be sad about Sky, but he can also think about the good memories he has of his dog. The story of Jack and his dog Sky helps us understand the theme that writing can help us better understand our feelings.

Assessment 29A: Vocabulary Assessment 1 Answer Key

TEACHER NOTE

The sample responses below are examples only. Answers will vary, as each definition can be written in different ways. Check for definitions that are specific enough that they define the word and do not simply provide a more general synonym that can work in the context of the sentence. (For example, students should define the circulatory system as “the system of blood traveling through the body” or “the connected parts that move blood through the human body” and not as “the body’s blood” or “the connected parts” in the sentence: “The doctor brought a model of the circulatory system to school.”)

1. Sandra was courageous during the great storm.

Answer: brave

2. It is important to concentrate when you work.

Answer: pay attention to

3. All who knew her agreed she was an honorable person.

Answer: worthy of respect

4. The doctor brought a model of the circulatory system to school.

Answer: the system of blood traveling through the body

5. Dad built a circular swing in the backyard.

Answer: having a round shape like a circle

6. The machine had two chambers

Answer: open spaces, like in rooms

7. Greeks believed in immortal gods in this world.

Answer: unable to die

8. He received an anonymous letter.

Answer: writing that is unsigned by the writer

9. We studied synonyms this week in our language lesson.

Answer: words with the same meaning

10. Mr. Jones inferred from Kim’s excuse that she had other plans.

Answer: concluded, based on evidence

11. He went to the cardiac unit of the hospital.

Answer: related to the heart

12. We will synthesize all of the requests and come up with a plan.

Answer: blend together and create one new idea

Assessment 30A: New-Read Assessment 2 Answer Key and Sample Responses

Multiple-Choice Answer

Relevant Standards

1 c RL.4.5

2 d RL.4.5

3 b RL.4.5

4 c RL.4.2

5 a L.4.5.a

6 a L.4.2.b

Sample Response

7 Students should include these elements in their responses:

ƒ Identify the poem as a lyric poem.

ƒ Include an evidence/elaboration statement to explain.

“Heart to Heart” is a lyric poem because Dove tells her ideas about the heart. She thinks the heart is just a part of your body. She does not have a conversation or tell a story.

8 Students should include these elements in their responses:

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State that the poem describes a literal heart or both.

ƒ Include textual evidence that supports this idea.

Most of the poem is about a literal heart. Much of the poem tells that the heart is not the center of all feelings as people often say. For example, Dove writes, “it can’t feel / pain” and it is “just a thick clutch / of muscle.”

Note: Stronger readers may recognize that the poem ends with a twist, however:

Dove writes about the figurative heart at the end, though. She writes, “it’s all yours, now—” to show she will give her heart to the person she loves.

Relevant Standards

RL.4.5

RL.4.1, L.4.2.b

Rubrics,

Assessment 30B: Vocabulary Assessment 2 Answer Key

TEACHER

NOTE

The sample responses below are examples only. Answers will vary, as each definition can be written in different ways. Check for definitions that are specific enough that they define the word and do not simply provide a more general synonym that can work in the context of the sentence. (For example, in Vocabulary Assessment 1, students should have defined the circulatory system as “the system of blood traveling through the body” or “the connected parts that move blood through the human body” and not as “the body’s blood” or “the connected parts” in the sentence: “The doctor brought a model of the circulatory system to school.”)

1. She was infinitely better at bowling than I was.

Answer: to the extreme degree

2. When an organ in a person’s body stops working, a doctor might try to transplant it with an organ from another person.

Answer: move from one place to another

3. After a long morning hike, we devoured our lunch.

Answer: ate quickly

4. The teacher gave the literal meaning of the word heart.

Answer: word for word; actual or usual

5. We then discussed the figurative meaning of heart.

Answer: saying one thing but meaning something else or something more

6. She gave me a sympathetic look when I told her I had been sick.

Answer: concerned, caring

7. Does that word rhyme with fame?

Answer: have the same ending sound

8. We need to find a way to transport the package.

Answer: to move from one place to another

9. The meter of the poem reminded her of a horse running.

Answer: rhythm

10. The valve was not working properly, which caused a problem.

Answer: a part that opens and closes as fluids flow through it

11. The crowd was enjoying the rhythm of the music.

Answer: beat

12. Poets often use imagery to get their ideas across.

Answer: a style of writing that creates mental pictures

Assessment 32A: End-of-Module Task Annotated Sample Response

If you ask what it means to have a great heart at a doctor’s office, you will get an answer about the literal heart. If you ask what it means to have a great heart at an awards ceremony for “The Parent of the Year,” you will get a figurative answer. Depending on where you are and what you are talking about, the phrase great heart can mean two very different things. Having a great heart can mean having a strong physical heart that keeps someone alive, but it can also mean being a generous, caring, brave, or heroic person.

A literal great heart is a strong and healthy muscle. Just like exercise makes leg muscles stronger, exercise makes the heart muscle stronger. As the book The Circulatory Story explains, a healthy heart is essential for life. When the heart is strong, it supplies your body with what it needs through the continual flow of blood. Your blood supplies your body with oxygen, nutrients, and water. The literal heart is an important part of the circulatory system. A great literal heart is one that beats strongly.

Whether you have a literal great heart, you can always live a life that shows a figurative great heart. In the book Love That Dog, Walter Dean Myers shows great heart to Jack. For example, Myers visits Jack’s school and reads his poems with his “best best BEST / voice” (83), which seemed to reach out to the students and wrap them “all up / in a big squeeze” (83). Myers is generous to give his time to the students in Jack’s class. Myers’ generosity and kindness show his great heart.

Having a great heart is essential to life. A literal great heart might help you to live long enough to meet your great-grandchildren. A figurative great heart makes your time on earth better for you and for all of those around you.

Content knowledge: The essay demonstrates students’ understanding of the following: ƒ

The phrase a great heart ƒ

The distinction between the literal and figurative meaning. ƒ

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W.4.2.a Introduces the topic clearly. W.4.4 Addresses the task and engages the audience directly with an introductory hook.

L.4.2.a Uses correct capitalization at the beginning of sentences and for book titles.

W.4.2.a, W.4.2.b Groups related information in paragraphs that develop the topic with evidence and elaboration.

RI.4.1, W.4.9.b Refers to textual evidence to support ideas.

RL.4.1, W.4.9.a Includes quotations from the text to support ideas.

L.4.2.b Punctuates quotations correctly.

W.4.2.e Closes with a concluding statement.

The ideas in the core informational text, The Circulatory Story, and, specifically, the book’s facts about a literal great heart.

The core literary text, Love That Dog, and how the novel develops the idea of a figurative great heart.

Reading

Listening

Builds on Previous Speaker (+)

Initiates Idea (+)

Insightful (+)

Redundant (–)

Cites Text (+) G4 M1 Appendix C: Answer Keys, Rubrics, and Sample ResponsesWIT & WISDOM® 407 This page may be reproduced for classroom use only.

Notes Number of comments (tally)

Faces Speaker (+) 11 12 13 14 15 16 17 18 © 2023 Great Minds PBC

Irrelevant (–)

1 (Does not yet meet expectations)

2 (Partially meets expectations)

ƒ Does not yet pose questions about key details. ƒ Does not yet respond to questions about key details. ƒ Does not request more information. ƒ Does not connect information.

Poses questions about key details. ƒ Responds to questions about key details. ƒ Sometimes requests more information. ƒ Sometimes connects information.

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3 (Meets expectations)

Poses clarifying questions about main ideas and key details. ƒ Responds to clarifying questions about main ideas and key details. ƒ Requests more information to clear up confusion. ƒ Organizes relevant and related information.

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ƒ Poses clarifying and probing questions about main ideas and key details. ƒ Responds to clarifying and probing questions about main ideas and key details. ƒ Requests elaboration to further understanding. ƒ Organizes relevant and related information to strong effect.

Structure

Does not yet report on topics and texts using details. ƒ Does not recount stories and experiences. ƒ Does not yet respond to points in conversations. ƒ Does not yet paraphrase what is read or heard. ƒ Does not prepare for discussions.

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ƒ Reports on topics and texts using details. ƒ Recounts stories and experiences with some facts and details. ƒ Responds to points in conversations. ƒ Tries to paraphrase what is read or heard. ƒ Reads text for discussions.

Reports on topics and texts using relevant and descriptive details. ƒ Recounts stories and experiences with appropriate facts and relevant details. ƒ Responds to points and reasons in conversations. ƒ Paraphrases what is read or heard. ƒ Prepares in advance for discussions.

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Reports thoroughly on topics and texts using relevant and descriptive details. ƒ Recounts stories and experiences with appropriate facts and relevant details. ƒ Responds to and provides points and reasons in conversations. ƒ Precisely paraphrases what is read or heard. ƒ Prepares thoroughly in advance for discussions and draws extensively on that preparation.

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Development

ƒ Uses drawings to add detail to spoken descriptions. ƒ Expresses ideas and feelings clearly. ƒ Varies inflection to express meaning. ƒ Speaks formally in academic conversations.

ƒ Uses drawings to strengthen spoken descriptions. ƒ Expresses ideas and feelings with clarity and expression. ƒ Varies inflection to express meaning and engage audience. ƒ Varies formality of speech to context.

Style

ƒ Does not use drawings. ƒ Does not express ideas and feelings. ƒ Does not yet use inflection. ƒ Does not yet speak formally. G4 M1 Appendix C: Answer Keys, Rubrics, and Sample Responses WIT & WISDOM® 408 This page may be reproduced for classroom use only.

1 (Does not yet meet expectations)

ƒ Does not yet speak audibly or clearly. ƒ Does not yet speak in complete sentences. ƒ Speaks too fast or too slow.

2 (Partially meets expectations)

ƒ Speaks audibly or clearly. ƒ Speaks in complete sentences. ƒ Sometimes speaks at an understandable pace.

ƒ Does not yet speak in conversations. ƒ Follows few, if any, agreed-upon rules for conversations. ƒ Rarely, if ever, links comments to comments of others. ƒ Does not yet indicate agreement or disagreement. ƒ Contributions do not yet indicate compliance. ƒ Does not yet create audio recordings of stories or poems.

ƒ Speaks in conversations. ƒ Follows agreed-upon rules for conversations or carries out roles. ƒ Sometimes links comments to comments of others. ƒ Indicates agreement and/or disagreement. ƒ Contributions indicate compliance. ƒ Creates audio recordings of stories or poems.

Sometimes tracks speakers. ƒ Attentive in a structured conversation for less than 20 minutes. ƒ Does not yet give the speaker cues.

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ƒ Tracks speakers. ƒ Attentive in a structured conversation for at least 20 minutes. ƒ Sometimes gives the speaker cues.

3 (Meets expectations)

ƒ Speaks audibly and clearly. ƒ Speaks in coherent sentences. ƒ Speaks at an understandable pace.

and Listening Rubric 4 (Exceeds expectations)

ƒ Expresses clearly with effective volume. ƒ Speaks in coherent and complex sentences. ƒ Paces speech dynamically for meaning.

Conventions

ƒ Comments contribute to discussion. ƒ Follows norms for conversations and carries out roles. ƒ Links comments to comments of others. ƒ Agrees and disagrees respectfully. ƒ Contributions indicate engagement. ƒ Creates engaging audio recordings of fluently read stories or poems.

ƒ Comments contribute significantly to discussion. ƒ Upholds norms for conversations for self and others and carries out roles. ƒ Links comments to comments of others effectively. ƒ Agrees and disagrees respectfully and strategically. ƒ Contributions indicate curiosity. ƒ Creates expressive and engaging audio recordings of fluently read stories or poems.

Process

ƒ Eye contact and body language demonstrate attention. ƒ Attentive in a structured conversation for at least 30 minutes. ƒ Cues the speaker with gestures and/ or facial expressions.

Facial expressions and body language demonstrate curiosity. ƒ Attentive in a structured conversation for as long as needed. ƒ Listens actively and cues the speaker with gestures and facial expressions.

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Listening

1 (Does not yet meet expectations)

Does not respond to prompt; off-topic. ƒ Piece lacks focus on topic. ƒ Does not introduce topic. ƒ Ideas are unrelated and disorganized. ƒ Does not provide a conclusion. ƒ Does not use transitions to link ideas.

ƒ

2 (Partially meets expectations)

ƒ Responds to some elements of prompt. ƒ Often departs from focus on topic. ƒ Introduces topic in an incomplete or unclear way. ƒ Ideas are somewhat organized but may be unrelated or lumped together. ƒ Provides a conclusion that is incomplete or may not relate to the explanation. ƒ Inconsistently or inappropriately uses transitions to link ideas.

ƒ Does not use evidence from text(s). ƒ Does not elaborate upon evidence.

Develops topic with evidence from texts(s). ƒ Elaborates upon evidence vaguely or superficially.

ƒ

Sentence patterns are basic and repetitive. ƒ Uses limited vocabulary inappropriate to the content. ƒ Writing is inappropriate to audience.

ƒ

Varies sentence patterns occasionally. ƒ Uses general vocabulary with a few domain-specific words. ƒ Writing is appropriate to audience.

ƒ

3 (Meets expectations)

Responds to all elements of prompt. ƒ Maintains focus throughout piece with occasional departures/ ƒ Introduces topic clearly. ƒ Organizes related information into paragraphs and sections/ ƒ Provides a conclusion that relates to the explanation. ƒ Uses transitions to link ideas within categories.

ƒ

4 (Exceeds expectations)

Develops topic with evidence from text(s) that is related to the topic. ƒ Elaborates upon evidence with explanation or analysis.

Varies sentence patterns. ƒ Uses domain-specific vocabulary. ƒ Writing is appropriate to audience.

ƒ

Responds thoroughly to all elements of prompt. ƒ Maintains focus throughout piece. ƒ Introduces topic clearly and thoroughly. ƒ Organizes related information effectively into paragraphs and sections. ƒ Provides a strong conclusion that relates to and expands on the explanation. ƒ Skillfully uses transitions to link ideas within categories.

ƒ

Structure

ƒ

Develops topic with a variety of evidence from text(s) that is closely related to the topic. ƒ Elaborates upon evidence thoroughly with accurate analysis. ƒ

Development

Uses precise language and domain-specific vocabulary. ƒ Writing shows exceptional awareness and skill in addressing audience’s needs.

ƒ

Style

1 (Does not yet meet expectations)

Does not show command of grammar, mechanics, spelling, and usage; errors significantly interfere with overall meaning, and writing is difficult to follow.

ƒ

2 (Partially meets expectations)

ƒ Shows inconsistent command of grammar, mechanics, spelling, and usage; some errors interfere with meaning.

Rubric

3 (Meets expectations)

Shows consistent command of grammar, mechanics, spelling, and usage; occasional errors do not significantly interfere with meaning.

ƒ

4 (Exceeds expectations)

Shows strong command of grammar, mechanics, spelling, and usage; errors are few.

ƒ

Conventions

Appendix D: Volume of Reading

Students may select from these recommended titles that support the module content or themes. These texts can be used as part of small-group instruction or as part of an independent and/or choice reading program. Volume of Reading Reflection Questions for these texts can be found in the back of the Student Edition.

Biographies

(690L) Clara and Davie, Patricia Polacco* ƒ

(960L) Who Was Clara Barton? Stephanie Spinner ƒ

(820L) Tiny Stitches: Life of Medical Pioneer Vivien Thomas, Gwendolyn Hooks

Historical Accounts

(780L) Sergeant Reckless: The True Story of the Little Horse Who Became a Hero, Patricia McCormick ƒ

(1030L) Phineas Gage: A Gruesome but True Story about Brain Science, John Fleischman ƒ

(1170) Breakthrough!: How Three People Saved “Blue Babies” and Changed Medicine Forever, Jim Murphy* ƒ

(720L) The Heart: The Circulatory System and More, Seymour Simon Novels ƒ

(570L) The One and Only Ivan, Katherine Applegate ƒ

(780L) Katerina’s Wish, Jeannie Mobley* ƒ

(NP) Locomotion, Jacqueline Woodson *This title is currently out of print.

Appendix E: Works Cited

Aboutkidshealth. “Exploring the Heart—the Circulatory System!” YouTube, 3 Feb. 2014, www.youtube.com/watch?v=-s5iCoCaofc.

“Anne Frank.” Britannica Kids, Encyclopedia Britannica, 2020. kids.britannica.com /kids/article/Anne-Frank/384645#248339-toc.

Biography.com Editors. “Clara Barton Biography.” A&E Television Networks, April 2, 2014. www.biography.com/activist/clara-barton.

Biography.com Editors. “Confucius Biography.” A&E Television Networks, April 2, 2014. www.biography.com/scholar/confucius.

Blake, William. “The Tyger.” Poetry Foundation, www.poetryfoundation.org/poems/43687/the-tyger.

Corcoran, Mary K., and Jef Czekaj. The Circulatory Story. Charlesbridge Publishing, 2010.

Creech, Sharon. Love That Dog. HarperTrophy, 2003.

DeAngelis, Gina and Audrey DeAngelis, “Breaking Through.” From “Helen Keller: Against All Odds,” Cobblestone Magazine, March 2017, 2-7.

Dove, Rita. “Heart to Heart.” Poets.org, Academy of American Poets, poets.org/poem/heart-heart. drolly00. “Gallery Walk.” YouTube, 27 Oct. 2014, www.youtube.com/watch?v=pSt5echeRrM.

Eakins, Thomas. Portrait of Dr. Samuel D. Gross (the Gross Clinic). Philadelphia Museum of Art, www.philamuseum.org/collection/object/299524.

Epler, Percy H. The Life of Clara Barton. 1915. The Macmillan Company, 1917.

Friedman, Norman. “Not ‘e.e. cummings’.” Spring: The Journal of the E.E. Cummings Society, vol. 1, no. 1, Oct. 1992, faculty.gvsu.edu/websterm/cummings/caps.htm.

Frost, Robert. “Stopping by Woods on a Snowy Evening.” Poetry Foundation, www.poetryfoundation.org/poems/42891/stopping-by-woods-on-a-snowy-evening.

Frost, Robert. “The Pasture.” Poetry Foundation, www.poetryfoundation.org/poems/44270/the-pasture. HealthshareSA. “Dr Chris Barnard—Biography.” YouTube, 6 Aug. 2014, www.youtube.com/watch?v=qPQOoMS9Vnc

JonneyeTV. “Grand Central Station.” YouTube, 17 Nov. 2010, www.youtube.com/watch?v=ZpHRp-WgQ0w.

Myers, Walter Dean. “Love That Boy.” PoemHunter.com, 12 Aug. 2014, www.poemhunter.com/best -poems/walter-dean-myers/love-that-boy/

New York City Subway Map. MTA, Metropolitan Transportation Authority, 2022, new.mta.info /map/5256.

Williams, William Carlos. “The Red Wheelbarrow.” The Collected Poems: Volume I, 1909–1939. 1938. New Directions Publishing Corp.

CREDITS

Great Minds® has made every effort to obtain permission for the reprinting of all copyrighted material. If any owner of copyrighted material is not acknowledged herein, please contact Great Minds® for proper acknowledgment in all future editions and reprints of this module.

ƒ All material from the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Copyright © 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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All images are used under license from Shutterstock.com unless otherwise noted.

The Painted Essay® is used by permission of Diana Leddy.

Lesson 18: “The Red Wheelbarrow” by William Carlos Williams, from THE COLLECTED POEMS: VOLUME I, 1909-1939, copyright © 1938 by New Directions Publishing Corp. Reprinted by permission of New Directions Publishing Corp.

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For updated credit information, please visit http://witeng.link/credits.

ACKNOWLEDGMENTS

Great Minds® Staff

The following writers, editors, reviewers, and support staff contributed to the development of this curriculum.

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