Curriculum / ELA / 4th Grade / Alternate Unit 5: Learning Differently: Joey Pigza Swallowed the Key / Lesson 12
ELA
Alternate Unit 5
4th Grade
Lesson 12 of 23
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Explain how Joey's mom deals with his suspension and how her actions impact Joey's behavior and thoughts.
Book: Joey Pigza Swallowed the Key by Jack Gantos — Ch. 8
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
How does Joey's mom deal with his suspension? How do her actions impact Joey's behavior and thoughts?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
How does Joey's mom respond in the principal's office? What do her actions show about her?
What does it mean if something is a blessing in disguise? Why does Mrs. Jarzab think going to the special education center is a blessing? Do Joey and his mom agree? Why?
Read the quote from page 81. "I realized she was mad at me too. And suddenly it was as if my heart was as uncontrollable as my legs....But maybe she had given up on me too." Why does Joey think that everyone is giving up on him?
What advice does Joey's mom give him? Why?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Suggestions for teachers to help them teach this lesson
In this chapter, Joey is suspended and plans are discussed about sending him to a special education center. There are two things to preview with students. One is why kids are suspended and what the goal of suspension is. The other is what special education centers are and why they can help students, and are not always threatening places like Joey perceives them to be.
On page 82, Joey shares the different names that he has been called because of his disability. For more context on how to talk about ableist language, read No Joking Matter: Words and Disability from Learning for Justice.
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RL.4.3 — Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).
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.
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
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.
RL.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.4 — Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
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.
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.
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.
Lesson 11
Lesson 13
Explain what ADHD is and how having ADHD can influence a person's life.
RL.4.3
Describe how the author characterizes Joey and how the author develops the characterization.
Describe how Joey's mom and grandma deal with Joey and how their actions impact Joey's behavior.
Describe how Mrs. Maxy deals with Joey and how her actions impact Joey's behavior.
Describe how Joey's visit to the special education class impacts his attitude about himself and if that was the school's intention.
Writing
Write a multiple paragraph essay to answer a unit Essential Question.
W.4.1 W.4.1.a W.4.1.d
Explain what Joey thinks is "normal" and if there really is such a thing as "normal."
Explain if Joey and Mrs. Maxy have the same perspective about what happened on the field trip and why.
RL.4.3 RL.4.6
Discussion
Analyze and compare Joey and Mrs. Maxy's perspectives and what they both need in order to change their perspectives.
RL.4.6 SL.4.1 SL.4.3 W.4.1
Write a multiple paragraph essay to show understanding of a text.
Explain what Joey's response to the scissors incident reveals about him as a character.
Predict if Joey will be able to follow Mom's advice at his new school and if his luck has really changed.
Explain how Mr. Ed deals with Joey and how his actions impact Joey's behavior and views about himself.
Explain how all the advice Joey gets makes him feel about himself.
Explain how Joey's mom earned her forgiveness and proved she can be a good parent.
Explain why Joey's mom doesn't think that Joey should meet his dad and if she is right.
Explain how Joey changed and what he learned about himself and life.
RL.4.2 RL.4.3
Discussion & Writing
Analyze what the author is trying to teach and the themes of the story by stating a claim and writing a well-structured essay to support the claim.
RL.4.2 SL.4.1 W.4.1 W.4.1.a W.4.1.d
Analyze and debate unit Essential Questions.
RL.4.2 SL.4.1 SL.4.3
L.4.1 L.4.2 W.4.1 W.4.1.a W.4.1.d
Assessment
Narrative Writing – 4 days
Write the next chapter of the book by using dialogue, description, concrete words and phrases, and sensory details to convey experiences and events precisely.
W.4.3
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