Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 21
ELA
Alternate Unit 1
4th Grade
Lesson 21 of 27
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Explain what bargain Marty makes with Judd, and evaluate whether it is a good deal.
Book: Shiloh by Phyllis Reynolds Naylor — Ch. 14
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
What bargain does Marty make with Judd? Based on everything you know about Judd, did Marty make a good deal? Defend why or why not.
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Questions about the text that will help guide the students understanding
Read the sentence from page 113: "I know he wasn't out shooting rabbits and happened to get close to a doe instead, because he doesn't have his hounds with him; Judd Travers had gone out that morning with the clear intention of getting himself a deer." What is an intention? How does Marty know that it was Judd's intention to get a deer?
On page 114 Marty says, "standing next to Judd Travers, I feel taller than I really am." Why does Marty feel taller than he really is? How does this influence his actions?
What is blackmail? Is Marty blackmailing Judd Travers?
How does the author show that Marty is acting bravely?
Why does Marty say, "I begin to see now I'm no better than Judd Travers - willing to look the other way to get something I want?" Is Marty behaving better than Judd Travers? Why or why not?
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
bargain
n.
(p. 115)
something bought or sold for a good price
blackmail
v.
saying you will tell secret information about something or someone if they don't do what you want
edgy
adj.
(p. 118)
tense
intention
(p. 113)
an aim or purpose
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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).
SL.4.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
SL.4.1.b — Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1.c — Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
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.
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.4.6 — Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.
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
Defend in what ways Marty opened his eyes.
Build background on Shiloh by debating and analyzing the questions posed on the back of the book.
Standards
RL.4.3
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.
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.
RL.4.3SL.4.1.aSL.4.1.bSL.4.1.c
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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