Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 23
ELA
Alternate Unit 1
4th Grade
Lesson 23 of 27
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Describe Marty by using specific details to describe character, setting, or event in detail.
Book: Shiloh by Phyllis Reynolds Naylor — Ch. 9-15
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
Descibe Marty. Use details from the entire text to revise your initial theories about Marty.
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L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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 — 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.4.1 — Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W.4.1.a — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
W.4.1.b — Provide reasons that are supported by facts and details.
W.4.1.d — Provide a concluding statement or section related to the opinion presented.
Standards that are practiced daily but are not priority standards of the unit
L.4.1.c — Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
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).
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.
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.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1—3 above.)
W.4.5 — With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
W.4.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
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
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.
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.
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
L.4.1RL.4.3SL.4.1W.4.1W.4.1.aW.4.1.bW.4.1.d
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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