Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 24

Taking a Stand: Shiloh

Lesson 24: Day 3 - Drafting

ELA

Alternate Unit 1

4th Grade

Lesson 24 of 26

Lesson Overview

Objective

Begin opinion writing by clearly stating the topic, opinion, and hooking the reader with a question.
When drafting from a plan, expand supporting details into complete sentences.

Readings and Materials

Book: Shiloh by Phyllis Reynolds Naylor

Lesson Notes

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Rubric: Single Point Opinion Writing Rubric (G4, Alt U1, L24)

Lesson Notes

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Resource: Single Paragraph Outline — Completed on Day 2

Lesson Notes

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Lesson Map

Lesson

Build background knowledge on topics covered in Shiloh by debating and analyzing the questions posed on the back of the book.

Materials

Shiloh — Back of the book

Standards

RL.4.3

Lesson

Explain how Marty knows Shiloh is hurting.

Materials

Shiloh — Ch. 1

Standards

RL.4.3

Lesson

Use specific details to describe a character, setting, or event in detail.

Materials

Shiloh — Ch. 2

Standards

RL.4.3

Lesson

Explain the significance of the quotation at the end of Chapter 3 and what it shows about Marty.

Materials

Shiloh — Ch. 3

Standards

RL.4.3

Lesson

Language

Recognize and correct sentence fragments by identifying the subject and the predicate.

Materials

Sentence/Fragment Cards (G4, Alt U1, L5) — Cards should be cut so that there is a set for each pair of students

Standards

L.4.1.f

Lesson

Describe what promise Marty makes to Shiloh and predict whether he will be able to keep it or not.

Materials

Shiloh — Ch. 4

Standards

L.4.1.fRL.4.3

Lesson

Discussion

Describe Marty by using specific details to describe a character, setting, or event in detail.

Materials

Shiloh — Ch. 1-4

Standards

RL.4.3SL.4.1SL.4.1.aSL.4.1.bSL.4.1.c

Lesson

Summarize important events to explain the significance of the statement "Judd is sure studying me hard. So is Dad."

Materials

Shiloh — Ch. 5

Standards

L.4.1.fRL.4.2RL.4.3

Lesson

Analyze how Marty shows courage in his interactions with Judd Travers.

Materials

Shiloh — Ch. 6

Standards

L.4.1.fRL.4.3

Lesson

Describe how Marty is changing.

Materials

Shiloh — Ch. 7

Standards

L.4.1.fRL.4.3

Lesson

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.

Materials

Shiloh — Ch. 8

Standards

L.4.1.fRL.4.3

Lesson

Writing

Use details from a text to describe a character.

Materials

Character Description Recording Sheet 1 (G4, Alt U1, L12)

Standards

W.4.1.aW.4.1.b

Lesson

Language

Recognize and correct run-on sentences using a comma and a coordinating conjunction.

Materials

Run-On Sentence Cards (G4, Alt U1, L13)

Standards

L.4.1.fL.4.2.c

Lesson

Explain what the statement at the end of Chapter 9 shows about Marty and why he feels that way.

Materials

Shiloh — Ch. 9

Standards

L.4.1.fL.4.2.cRL.4.3

Lesson

Summarize the chapter to analyze why Marty feels optimistic.

Materials

Shiloh — Ch. 10

Standards

L.4.2.cRL.4.3

Lesson

Discussion

Defend if Marty should be taking a stand against what he believes is an injustice.

Materials

Shiloh

Standards

RL.4.3SL.4.1SL.4.1.aSL.4.1.bSL.4.1.cSL.4.2

Lesson

Describe how Marty's family feels about Shiloh, and why their feelings changed.

Materials

Shiloh — Ch. 11

Standards

L.4.1.fL.4.2.cRL.4.3

Lesson

Describe the interaction between Judd Travers and Marty's family.

Materials

Shiloh — Ch. 12

Standards

L.4.1.fL.4.2.aL.4.2.cRL.4.3

Lesson

Predict what Marty and Judd will do next.

Materials

Shiloh — Ch. 13

Standards

L.4.1.fL.4.2.cRL.4.3

Lesson

Explain what bargain Marty makes with Judd, and evaluate whether or not it is a good deal.

Materials

Shiloh — Ch. 14

Standards

L.4.1.fL.4.2.cRL.4.3SL.4.1.aSL.4.1.bSL.4.1.c

Lesson

Describe in what ways Marty opens his eyes.

Materials

Shiloh — Ch. 15

Standards

L.4.1.fL.4.2.cRL.4.3

Lesson

Writing

Overview

Plan a paragraph that describes Marty.

Day 1 - Brainstorming

Use details from a text to describe a character.

Materials

Single Paragraph Outline
Character Description Recording Sheet 2 (G4, Alt U1, L22)

Standards

W.4.1.bW.4.4

Day 2 - Drafting

Complete a Single Paragraph Outline to plan a paragraph.

Materials

Character Description Recording Sheet 2 (G4, Alt U1, L22)
Single Paragraph Outline

Standards

W.4.1.aW.4.1.b

Lesson

Discussion

Analyze and debate if Marty made the right decision and how his values influenced his decision-making by stating an opinion and supporting the opinion with details from the text and unit.

Materials

Shiloh

Standards

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

Lesson

Writing

4 days

Overview

Write an opinion piece that defends whether or not Marty is no better than Judd Travers by using evidence throughout the text.

Day 1 - Brainstorming

Brainstorm evidence for both sides and decide which side has stronger support for the opinion.

Materials

Opinion Writing Brainstorm Note-taker (G4, Alt U1, L24)

Standards

W.4.1.aW.4.1.bW.4.9

Day 2 - Planning

Plan for a paragraph that includes a topic sentence, supporting details, and a conclusion using a Single Paragraph Outline.

Materials

Opinion Writing Brainstorm Note-taker (G4, Alt U1, L24) — Completed on Day 1
Single Paragraph Outline

Standards

W.4.1.aW.4.1.bW.4.9

Day 3 - Drafting

Begin opinion writing by clearly stating the topic, opinion, and hooking the reader with a question. When drafting from a plan, expand supporting details into complete sentences.

Materials