Week 1 - 11/5
Weeks 2/3 - 11/12
Week 4 - 11/26
Week 5 - 12/3
Week 6 - 12/10
Week 7 - 12/17
Week 8 - 1/7
Week 9 - 1/14
Week 10 - 1/22
Week 11 - 1/28
Researching to Build Knowledge and Teaching Others: Interdependent Roles in Colonial Times
Students learn about what life was like in Colonial America. They go on to study the many roles people played in a colonial settlement and how necessary their interdependence was for survival. Students select one role to explore more deeply through various forms of nonfiction texts. With an emphasis on making inferences, summarizing informational text, basic research (note-taking and pulling together information from a variety of texts), this module will foster students’ abilities to synthesize information from multiple sources and integrate research into their writing. At the end of the module, students participate in several critique experiences during the revision process as they write a research-based narrative that vividly describes an event in a colonist’s life.
ANet Alignment: Informational-Historical reading is heavily addressed in the module and aligns well to A2. The writing is aligned, as A2 assesses W.4.3, and students write a historical narrative in Unit 3. Poetry is included in the linked passage, so consider supplementing with poetry during whole or small group time, as poetry is not included in the module. Recommendation: The A2 interim assessment has linked literary passages. This module includes historical fiction mentor texts in Unit 3. By leveraging these fictional mentor texts, teachers will address RL standards, even when lessons seem to be primarily addressing writing standards.
Consider the following to bring this module to life: Field trip to Naper Settlement!
This is a great way to bring the module to life by visiting a colonial town that reenacts colonial life; students will get to live as colonists for the day and even visit some of the tradespeople they've studied, such as a blacksmith. Consider going to Naper Settlement before the module and then repeating some of the elements in class through costume, making butter, etc. These Jamestown simulations could also be used:
If your school has an art teacher or arts partnership, consider collaborating to support high-quality illustrations for the historical fiction performance task (e.g., drawings, paintings, prints), the book may contain illustrations and artistic layout as well. The “publication” of the book should be celebrated with an event that brings outside community members into the classroom, for whom students will both describe their narratives and reflect on their learning. Students might present their writing to an authentic audience of younger students in the school to share their learning about colonial life. Also consider posting on privatized social media.
2: R.I.4.1, R.I.4.4, R.I.4.6
3: R.I.4.1, R.I.4.4, R.I.4.6
4: R.I.4.1, R.I.4.7
Consider posting the "Guiding Questions and Big Ideas" (found on pg. 2 of the overview) somewhere prominent in the classroom and refering to them throughout the module. Consider compiling all student sheets into a comprehensive journal for the module, and decide in advance where and how to store them. If you are doing community building activities during Morning Meeting or Closing Circle, you could connect the skill of "inference" to activities such as "Two Truths and a Lie" or "Guess Who."
Instructional Protocol: Think-Pair-Share
Allow students to discover the topic through this inquiry-based lesson rather than telling them that the module is about Colonial America. Prepare an enlarged I Notice/I Wonder chart for each group.
Instructional Protocol: Think-Pair-Share
Prepare vocabulary notebooks in advance. Do not explain the John Allen primary source in advance-- allow students to discover as historians and detectives. Emphasize that the vocabulary notebook will be used for important words only (topical, frequently found).
Instructional Protocol: Cold Call/No Opt Out (Equity Sticks)
If you haven't already built out this strategy completely in your classroom, ake the time here to practice and reinforce Cold Call/No Opt Out during the Equity Sticks portion. This will help build a culture of equity and high expectation throughout the day, not just during the module lessons. Launch the Vocabulary Strategies anchor chart in this lesson, which will be important as students will do a lot of work with vocabulary in upcoming lessons. The use of highlighers will be very helpful here. The personal inventory items could be brought in for an "About Me Box" community builder.
Lesson 4: THIS LESSON IS MISSING
5: R.I.4.1, R.I.4.4, R.I.4.7
6: R.I.4.1, R.I.4.9
7: RI.4.1 RI.4.9 W.4.2 W.4.5 W.4.8 L.4.4
8: R.I.4.1, R.I.4.9
Lesson 5, Mid-Unit 1 Assessment
Item # 4
This is a close reading lesson. The first read could be done with partners to support all learners. Emphasize going back to the text so that students do not over-rely on images.
This is the Mid-Unit 1 Assessment. Item #4 serves as the biweekly 1 assessment and will assess RI.4., RI.4.7. You can use the student sample response and short answer rubric for scoring. You may choose to keep charts on display while students take the assessment.
Make sure to preserve the graphic organizers which will be needed for Lessons 7&9. Prepare for clear modeling so that students can be successful in the gradual release. Look at lesson notes for support with strategic partnering/support.
Prepare the model paragraph in advance. When adding pages to the vocabulary notebooks, reinforce the criteria of words to add.
Instructional Protocol: This or That (not in Appendix, but described in Work Time C).
9: RI.4.1 RI.4.4 RI.4.9
1: R.I.4.1, R.I.4.2, R.I.4.7
2: R.I.4.1, W.4.2, W.4.10
3: R.I.4.1, W.4.2, W.4.10
End of Unit Assessment
Lesson 9, End-Unit Assessment
RI.4.1, RI.4.4, RI.4..9
This is the End-of-Unit 1 Assessment.Item #6 will serve as the biweekly assessment and will assess RI.4.9.
Remind students that they are building background knowledge on trades and do not need to know the meaning over every word they encounter. You can let students know they will be working on expert groups during this unit, but the group they work in for this lesson is not that expert group yet.
Lessons 2-4 follow a sequence of learning about trades then applying for one to research. Read all 3 lessons in advance to understand how they build and connect. To increase a sense of purpose and choice, let students know that they will choose expert groups based on trades they are interested in, so they will need to learn a bit about each trade.
The group writing activity for the Help Wanted Ad should maintain the same group that worked together in Lesson 2. Remind students that being active listeners during the presentations will help them choose the trade to research that is the most interesting to them. Display the Help Wanted Ads for Lesson 4.
4: W.4.4 W.4.10 L.4.6
5: R.I.4.1, R.I.4.2, W.4.7
6: R.I.4.1, W.4.7
7: R.I.4.1, W.4.2
BOY MAP Window Opens 9/4
Refer students back to the research and writing they completed in Module 1. Work toward equity of voice and modeling the writer's thought process during the shared writing portion of the lesson.
Students will return to this text in Lesson 6, so the main point here is for them to get the gist. Work Time B is important because the categories will guide research throughout the unit, so ensure that students come up with good categories. If their categories are different than the suggested ones, you will need to make the task cards for Lesson 6 match those categories.
Instructional Protocol: Concentric Circles
Utilize Lesson 7 as a learning task instead of as an assessment. Suggest having students work in partnerships to complete the graphic organizer and then independently write a short response to the inference question during small group/independent time. Prepare expert groups in advance of the following week-- it is recommended to keep groups small (3 or 4 students per group).
8: R.I.4.2, R.I.4.4, W.4.7
10: R.I.4.1, W.4.7, W.4.8
13: R.I.4.9, R.I.4.2, W.4.8, W.4.2, W.4.10
Summary Paragraph during Work Time (under the graphic organizer): Write a summary paragraph about apprentices in colonial times.
Note: Lesson 12 has been omitted.
Make sure to save all student notes and graphic organizers as they will need them for future lessons.
This lesson launches the expert groups and research that will serve as a foundation for the writing in Unit 3.
Lessons 9 &12 are omitted, but can be part of a center activity as they are reviewing skills taught in previous lessons. If Lesson 12 is done in small groups, students will need access to the Internet, or have access to the downloaded podcasts. If technology is not available or preferred, students could use texts on colonial trades at their level from the Recommended Texts list for Unit 2.
Consider preparing a more scaffolded note-catcher in advance (see Unit 1, Lesson 6 for an example of this type of scaffolding). Emphasize equity and balance in collaboration within expert groups.
Download the podcast in advance. The podcast is about 15 minutes total. But in this lesson, students listen through only 6:11. To support students with their listening practice, this 6-minute segment is played once for students to get the gist. Then (in both Parts B and C of Work Time), students listen again to these same 6 minutes, but broken into two shorter 3-minute chunks.
This lesson is the first of two lessons that build up to students’ Apprentice Wanted ads. Be sure that students understand that in this lesson, they are practicing with the wheelwright what they will eventually write about for their own trade. The summary paragraph (written independently instead of with a partner as the lesson indicates) will serve as the biweekly assessment and will assess RI.4.2. This will help you see where students will need more support throughout their research and writing of the trades they chose.
14: R.I.4.9, W.4.2, W.4.9, W.4.10
15: R.I.4.2, R.I. 4.4, R.I. 4.9
Students will need all their notes on their selected trade (the Colonial Trade Research note-catchers from Lessons 8 and 12 and their Summary graphic organizer from the previous lesson). Prepare the model paragraph in advance.
This is the End of Unit Assessment-- utilize as a learning task instead of as an assessment. Lesson 15 addresses R.I. 4.9.
Instructional Protocol: Hosted Gallery Walk
Prepare string, chart paper, and markers in advance.
Lesson 3 / 4
Lesson 5 / 6
1: R.L.4.1, W.4.3, W.4.9
2: W.4.3, W.4.8
3: W.4.2, W.4.3
4: W.4.2, W.4.3, W.4.4
5: W.4.2, W.4.3, W.4.9
Students begin working with historical fiction this week, starting with reading a series of mentor texts (texts written by real authors that students examine in order to see strong examples of writing craft). Consider how to organize and store materials, as students will need to refer to these texts throughout the upcoming lessons.
Do not put a title on the chart at the opening of the lesson; rather, let students discover the elements of the genre.
Students will need their research materials from Units 1 and 2 to create a character profile for their performance task narrative. The PARCC rubric is included in this lesson for your reference, but co-creating the rubric with students will highly increase their ownership and understanding of the learning targets. Work Time C is independent practice so could be completed at another time of the day if more time is needed in class to co-construct the rubric.
Lesson 3 & 4: Consolidate these lessons, providing time for Lesson 4's Work Time D, which can be done independently, during centers or other independent work time. Prepare the modeling carefully in advance, using the Four Square model as a reference. Prepare modeling in advance, with attention to going back to vocabulary notes to incorporate vocabulary for historical accuracy.
Lesson 5 & 6: Consolidate these two lessons.
8: W.4.3, W.4.5
9: R.L.4.1, W.4.3, L.4.2
10: W.4.3, L.4.2
Lesson 7 omitted, however can be made part of small group/partner work.
Consider using the workshop model when working with historical fiction mentor texts to support small group instruction. Continually refer back to the mentor texts to support students with their revisions. Prepare different colored pencils for daily revisions. Collect and read students' drafts to determine where conferences would be helpful. Consider securing computers for Lesson 10 if you have not used them yet.
Work Time C includes 25 minutes of independent writing. If you chose to do this portion during another time of day, make sure to post the steps for revising anchor chart, provide colored pencils, and confer with students who need additional support.
In this lesson students examine mentor texts to learn how dialogue is used to show characters' thoughts and feelings. They then practice planning for where to add dialogue to the wheelwright narrative model. Finally they plan for adding dialogue to their own narratives. Though this lesson does not produce the actual revisions, it is an important step in revision, and makes a strong connection between the reading and writing standards addressed in this module.
This lesson build on Lesson 9, adding on the layer of conventions of dialogue. Plan your modeling in advance so that students will be set up for success when they are released to revise their own drafts. If students have not used computers to word process the draft up until this point, this writing of the second draft would be a good time to switch to typed drafts. It will save time during the publishing portion and give students the needed opportunity to practice word processing.
11: W.4.3, W.4.5
12: W.4.3, W.4.5
You will continue following a workshop model during this week, and will continue working with mentor texts, so ensure that students have access to those texts in their folders. Students will also add to the rubric as they learn new craft elements of the Historical Fiction genre. Take the time you need to become familiar with the mentor texts so that you can fluidly reference them during the craft writing (revision) lessons and conferences this week.
Create the "Bold Beginnings" anchor chart in advance. Prepare for students to share revisions in same-trade triads.
This lesson follows the same structure as Lesson 11. Remind students that when they revise they do not need to rewrite the entire narrative. Continue to have students meet in same-trade triads and to add to the rubric.
Instructional Protocol: Peer Critique
Bring back the Peer Critique protocol anchor chart from Module 1 Lesson 7, or create a new one and use the Appendix to reteach this protocol.
Remember that even though these are writing lessons, they are still addressing the reading standards this module addressed and that will be assessed on ANet. The writer/reader connection is very strong during peer critique; make these connections explicit where you see fit.
14: L.4.1, L.4.2, L.4.3
15: L.4.1, L.4.2, L.4.3, W.4.3
16: W.4.2, W.4.3, W.4.9
End of Unit Assessment
ANET Window opens
W.4.2.b, W.4.3, W.4..9
Instructional Protocol: Chalk Talk
To prepare for Lesson 15: Give draft feedback only on edits that pertain to the conventions edited in class. Review students’ exit tickets to determine if any students need further support before publishing. Type up the Historical Fiction Narrative Rubric anchor chart using the template below and make a copy for each student. If you haven't given stuents access to word processing yet, consider doing so for the final published copy, though you will have to build in additional time for this.
It is highly recommended that students use a computer to word process their final drafts, however, if that is not possible, consider modifying this lesson to use standard print dictionaries and focus on students using neat handwriting to create a published copy of their narratives. Remind students that they will be sharing the narrative with an audience, thus setting the purpose for a polished copy with correct conventions. Teach students to use the online dictionary tools. Encourage students to look back over their rubric as well as their editing notes, and to check (proofread) one final time.
In this lesson students engage in a writers' celebration to share their performance task narratives and complete an assessment where they write a new on-demand historical fiction narrative from a prompt. Invite others to the celebration if possible to make this a communal celebration, and create a festive mood. Students will have just taken ANet, so if you do not want to use the on-demand writing as an assessment at this point, consider using your time to build out the celebration and save the on-demand writing assessment for later in the year to see how students have retained narrative writing skills.