Taking a Stand: Shiloh

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

Shiloh — Back of the book

Standards

RL.4.3

Explain how Marty knows Shiloh is hurting.

Shiloh — Ch. 1

Standards

RL.4.3

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

Shiloh — Ch. 2

Standards

RL.4.3

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

Shiloh — Ch. 3

Standards

RL.4.3

Language

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

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

Standards

L.4.1.f

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

Shiloh — Ch. 4

Standards

L.4.1.fRL.4.3

Discussion

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

Shiloh — Ch. 1-4

Standards

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

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

Shiloh — Ch. 5

Standards

L.4.1.fRL.4.2RL.4.3

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

Shiloh — Ch. 6

Standards

L.4.1.fRL.4.3

Describe how Marty is changing.

Shiloh — Ch. 7

Standards

L.4.1.fRL.4.3

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.

Shiloh — Ch. 8

Standards

L.4.1.fRL.4.3

Writing

Use details from a text to describe a character.

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

Standards

W.4.1.aW.4.1.b

Language

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

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

Standards

L.4.1.fL.4.2.c

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

Shiloh — Ch. 9

Standards

L.4.1.fL.4.2.cRL.4.3

Summarize the chapter to analyze why Marty feels optimistic.

Shiloh — Ch. 10

Standards

L.4.2.cRL.4.3

Discussion

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

Shiloh

Standards

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.

Shiloh — Ch. 11

Standards

L.4.1.fL.4.2.cRL.4.3

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

Shiloh — Ch. 12

Standards

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

Predict what Marty and Judd will do next.

Shiloh — Ch. 13

Standards

L.4.1.fL.4.2.cRL.4.3

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

Shiloh — Ch. 14

Standards

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

Describe in what ways Marty opens his eyes.

Shiloh — Ch. 15

Standards

L.4.1.fL.4.2.cRL.4.3

Writing

Overview

Plan a paragraph that describes Marty.

Day 1 - Brainstorming

Use details from a text to describe a character.

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.

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

Standards

W.4.1.aW.4.1.b

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.

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

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.

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.

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.