Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 2
ELA
Alternate Unit 1
4th Grade
Lesson 2 of 27
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Lesson Notes
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Explain how Marty knew Shiloh was hurting.
Book: Shiloh by Phyllis Reynolds Naylor — Ch. 1
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
On page 8, Marty thinks, "don't have to mark a dog to hurt him." Explain what this means and why Marty thinks this about Shiloh.
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Questions about the text that will help guide the students understanding
What evidence does the author include to show how Marty feels about animals?
What evidence does the author include to show how Shiloh is feeling and why?
Describe how Shiloh changes over the course of the chapter. What causes the change?
Assess student understanding and monitor progress toward this lesson's objective with an Exit Ticket.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
cringe
v.
(p. 4)
a face or body movement showing disgust or embarrassment
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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.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
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.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
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.4.10 — 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.
Next
Describe why Marty was feeling so upset by using specific details to describe a character, setting or event in detail.
Build background on Shiloh by debating and analyzing the questions posed on the back of the book.
Standards
RL.4.3
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.
RL.4.3SL.4.1SL.4.1.aSL.4.1.bSL.4.1.c
Describe what promise Marty makes to Shiloh and if he will be able to keep it or not.
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.
L.4.1.eL.4.1.fL.4.3.a
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.
RL.4.3RL.4.6W.4.1W.4.1.aW.4.1.bW.4.1.d
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.
Describe Marty.
L.4.3.cRL.4.3SL.4.1W.4.1W.4.1.aW.4.1.b
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.
RL.4.3SL.4.1SL.4.1.aSL.4.1.bSL.4.1.cSL.4.2
Describe how Marty’s family feels about Shiloh, and why their feelings changed.
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.
RL.4.3SL.4.1.aSL.4.1.bSL.4.1.c
Defend in what ways Marty opened his eyes.
2 days
Describe Marty by using specific details to describe character, setting, or event in detail.
L.4.1RL.4.3SL.4.1W.4.1W.4.1.aW.4.1.bW.4.1.d
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.
L.4.3.cSL.4.1SL.4.1.aSL.4.1.bSL.4.1.cSL.4.2W.4.1W.4.1.aW.4.1.bW.4.1.d
4 days
Write an opinion piece that defends whether or not Marty is no better than Judd Travers by using evidence throughout the text.
L.4.2.aL.4.2.dSL.4.1.aW.4.1W.4.1.aW.4.1.bW.4.1.cW.4.5W.4.9
Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.
Write the next chapter of Shiloh by writing a first-person narrative with a clear narrative sequence.
L.4.1.eL.4.2.dW.4.3W.4.3.aW.4.3.bW.4.3.c
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