Curriculum / ELA / 4th Grade / Unit 5: Learning Differently: Joey Pigza Swallowed the Key (2020) / Lesson 2
ELA
Unit 5
4th Grade
Lesson 2 of 23
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Lesson Notes
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Describe how the author characterizes Joey and how the author develops the characterization.
Book: Joey Pigza Swallowed the Key by Jack Gantos — Ch. 1
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does the author characterize Joey? How does the author develop that characterization?
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Questions about the text that will help guide the students understanding
Whose point of view is the chapter told from? How does that influence what the reader sees and hears?
Why does Joey say that after lunch was nothing but trouble for him? Based on the details from the chapter, is Joey "causing trouble"?
Describe Joey and Mrs. Maxy's relationship.
The author includes lots of figurative language to help a reader better understand Joey. Identify two or three pieces of figurative language and explain why the author chose to include them.
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Suggestions for teachers to help them teach this lesson
The key for the Target Task is that the author characterizes Joey by showing his actions—using a lot of descriptive detail so that a reader is able to relate and connect to him. Students should also notice that the text is written in a first-person point of view, so the reader gets to experience and see things from Joey's perspective. This understanding is incredibly important, especially as Joey becomes an unreliable narrator.
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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.
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Describe how Joey's mom and grandma deal with Joey and how their actions impact Joey's behavior.
Explain what ADHD is and how having ADHD can influence a person's life.
Standards
RL.4.3
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.
Write a multiple paragraph essay to answer a unit Essential Question.
W.4.1W.4.1.aW.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.4.3RL.4.6
Analyze and compare Joey and Mrs. Maxy's perspectives and what they both need in order to change their perspectives.
RL.4.6SL.4.1SL.4.3W.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.
Explain how Joey's mom deals with his suspension and how her actions impact Joey's behavior and thoughts.
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.4.2RL.4.3
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.4.2SL.4.1W.4.1W.4.1.aW.4.1.d
Analyze and debate unit Essential Questions.
RL.4.2SL.4.1SL.4.3
L.4.1L.4.2W.4.1W.4.1.aW.4.1.d
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
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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