Curriculum / ELA / 4th Grade / Unit 6: Heart and Soul: The Story of America and African Americans / Lesson 10
ELA
Unit 6
4th Grade
Lesson 10 of 25
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Explain why the chapter was titled "Lincoln’s War" and if Lincoln’s actions helped or hurt the conditions for enslaved people.
Book: Heart and Soul: The Story of America and African Americans by Kadir Nelson — Chapter 4
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Why was the chapter titled "Lincoln’s War"? Did Lincoln’s actions help or hurt the conditions for enslaved people? Explain using details from the text and the illustrations.
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Questions about the text that will help guide the students understanding
Why does the author start by describing the beauty of the South? Was the South beautiful for everyone? Explain why or why not using specific details from the text.
On page 30, what does the description of reaching the "boiling point" mean? Why had the relationship reached a "boiling point"? What happened afterwards?
What does it mean to "long" to do something? Why did enslaved people long to be in the fight? What had to happen before they were allowed to fight?
What was the Emancipation Proclamation? How was it received? Why?
Read the sentence from page 34. "It was a day that many folks thought would never come." Why is the word never in italics? What did many think would never come? Why?
On page 37, What does the author mean that "The jamboree didn't last long"? Explain.
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Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
union
n.
(p. 30)
the group of northern states that supported the federal government during the American Civil War and wanted to abolish slavery
confederacy
the group of southern states that separated themselves from the U.S. during the American Civil War because they wanted to keep slavery
tense
adj.
showing or causing nervousness
"boiling point"
phrase
to reach a limit in patience or temper, after which one loses control of one's emotions or actions
gossip
to talk about the personal lives of other people
longed
v.
(p. 34)
really wanting something or to do something
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RI.4.3 — Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
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.
RI.4.8 — Explain how an author uses reasons and evidence to support particular points in a text.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
Standards that are practiced daily but are not priority standards of the unit
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from 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.4.10 — 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.
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze and discuss unit essential questions by stating a claim and supporting the claim with details from multiple sources.
Explain who is speaking in the prologue and why the author would choose to write this way.
Standards
RI.4.6RI.4.8
Explain the significance of the statement: "It should have been a proud moment for everybody, but, honey, we didn’t have much to celebrate." (p. 13)
RI.4.3RI.4.5RI.4.7RI.4.8
Explain how the author uses details and illustrations to build a deeper understanding of slavery.
RI.4.7RI.4.8
Analyze what evidence the author includes to support the statement that abolitionists "lit a fire inside many a slave to take their freedom."
RI.4.3RI.4.7RI.4.8
Explain where Frederick Douglass found his inspiration and drive.
RI.4.3RI.4.5RI.4.8
Analyze the details an author includes to support a quote by Harriet Tubman.
RI.4.3RI.4.8
Explain the significance of the quote "Harriet Tubman’s name will never lose its distinction."
2 days
Write a multiple-paragraph essay about how courageous individuals create and drive change.
W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.2.dW.4.2.e
Explain the events that led up to the South being ready for a fight.
RI.4.3RI.4.5RI.4.7
RI.4.3RI.4.7RI.4.8SL.4.1
RI.4.9SL.4.1SL.4.4W.4.9
Write a multiple-paragraph essay to answer a unit essential question.
Defend how Reconstruction was supported by segregationist beliefs.
Explain what life was like on the frontier for Buffalo Soldiers and freed Black people.
Explain what effect the Great Migration had on the lives of African Americans and the challenges they faced in their new communities.
Describe the progress African Americans made in the early twentieth century.
Describe how the experience of fighting in World War II changed the people who returned home and how it changed the country.
Explain why the author titles the chapter "Black Innovation."
RI.4.8
Explain how Jim Crow was dying.
Explain why the author titles the last chapter "Revolution" and why what happened was a revolution.
RI.4.3RI.4.8SL.4.1
Explain the significance of the final quote in Heart and Soul.
Debate and discuss unit Essential Questions.
Write a multiple-paragraph essay to answer a unit Essential Question.
6 days
Research and present about an African American leader.
RI.4.3RI.4.5RI.4.7RI.4.8SL.4.1SL.4.4SL.4.5W.4.2W.4.2.aW.4.2.bW.4.2.cW.4.2.dW.4.2.eW.4.7W.4.8W.4.9
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