Unit 1: Taking a Stand: Shiloh
Lesson 18 of 26
Describe how Marty’s family feels about Shiloh, and why their feelings changed.
Book: Shiloh by Phyllis Reynolds Naylor — Ch. 11
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Describe how Marty’s family feels about Shiloh now. Have their feelings changed? Explain why or why not.
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
Marty says there are "so many things going wrong, it's hard to remember anything going right." Why does Marty say this?
Describe how Marty is feeling in the first part of the chapter. What descriptive details does the author include to help the reader better understand how Marty is feeling?
At first, Marty doesn't have very much enthusiasm about seeing David. Why does this change?
What promise does Marty make to Doc Murphy? Why?
At the end of the chapter Marty states, "the more I know I can't give him up. I won't." Despite all the trouble Marty has caused, has he learned a lesson? Defend why or why not.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
to repeatedly annoy or bother someone
makes a high-pitched noise
Enhanced Lesson Plan
— 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
— 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.
— Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
— Know and apply grade-level phonics and word analysis skills in decoding words.
— Read with sufficient accuracy and fluency to support comprehension.
— Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
— 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.
— 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).
— 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.
— 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.
— Draw evidence from literary or informational texts to support analysis, reflection, and research.
Build background on Shiloh by debating and analyzing the questions posed on the back of the book.
Explain how Marty knew Shiloh was hurting.
Describe why Marty was feeling so upset by using specific details to describe a character, setting or event in detail.
Explain the significance of the quotation at the end of chapter 3 and what it shows about Marty.
Describe where Shiloh takes place and compare and contrast Friendly, West Virginia, with where you live by using specific details from the text to describe setting in depth.
Describe what promises Marty makes to Shiloh and if they are a good idea or bad idea.
Discussion & Writing
Describe Marty by using specific details to describe a character, setting, or event in detail.
Writers make their sentences better and more informative by adding more details.
Explain the significance of the statement “Judd is sure studying me hard. So is Dad.”
Describe why Phyllis Reynolds Naylor wrote Shiloh in first-person point of view.
Analyze how Marty shows courage in his interactions with Judd Travers.
Describe how Marty is changing.
Explain why Marty is feeling “as happy right then as you can get in your whole life” and what happens right afterwards to change the way he is feeling.
Explain what the statement at the end of chapter 9 shows about Marty and why he feels that way.
Analyze why Marty thinks that he still has time and whether this is the right decision.
Defend if Marty should be taking a stand against what he believes is an injustice and if he is doing it the most effective way.
Describe the interaction between Judd Travers and Marty’s family.
Predict what Marty and Judd will do next.
Explain what bargain Marty makes with Judd, and evaluate whether it is a good deal.
Defend in what ways Marty opened his eyes.
Discussion & Writing – 2 days
Describe Marty by using specific details to describe character, setting, or event in detail.
Analyze and debate if Marty made the right decision and how his values influenced his decision making by stating a claim and supporting the claim with details from the text and unit.
Narrative Writing – 5 days
Write the next chapter of Shiloh by writing a first-person narrative with a clear narrative sequence.
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