Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 25

Taking a Stand: Shiloh

Lesson 25

ELA

Alternate Unit 1

4th Grade

Lesson 25 of 26

The following assessments accompany Alternate Unit 1. For more guidance, see the Summative Assessments and Assessments Accommodations & Modifications Teacher Tools.

Content Assessment

The Content Assessment measures students' understanding of the unit's content knowledge and vocabulary. It should serve as the primary assessment for the unit.

Warm Read Assessment

The Warm Read Assessment measures students' ability to apply the Reading Focus Areas of the unit to comprehend a new text, topically or thematically related to the content of the unit. It may be administered in addition to the Content Assessment.

Fluency Assessment

The Fluency Assessment measures students' oral reading fluency with a passage drawn from one of the unit's core texts. See the Assessing Reading Fluency Teacher Tool for more guidance.

Download Fluency Assessment

Lesson 24

Lesson 26

Lesson Map

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

progress
monitoring

progress
monitoring

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

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

progress
monitoring

progress
monitoring

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

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

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

progress
monitoring

progress
monitoring

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

progress
monitoring

progress
monitoring

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

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

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

4 days

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.

Single Paragraph Outline — Completed on Day 2

Standards

W.4.1W.4.1.aW.4.1.bW.4.4

Day 4 - Revision & Editing

Elaborate on the reasons to show understanding of the text and topic.

Single Paragraph Outline — Completed on Day 2

Standards

L.4.1.fL.4.2.cW.4.4W.4.5

Gauge student understanding of unit content and skills with one of Fishtank's unit assessments.

4 days

Write the next chapter of Shiloh by writing a first-person narrative with a clear narrative sequence.

Day 1 - Planning

Complete a Narrative Brainstorming Graphic Organizer to plan the characters, setting, and events of a story.

Narrative Brainstorming Graphic Organizer

Standards

W.4.3.aW.4.5

Day 2 - Drafting

Orient and engage the reader at the beginning of the story by including descriptive details, sound effects, or questions.

Narrative Brainstorming Graphic Organizer — Completed on Day 1

Standards

L.4.3W.4.3.aW.4.3.d

Day 3 - Drafting

Draft a story, adding details and description to each event.

Narrative Brainstorming Graphic Organizer

Standards

W.4.3.cW.4.3.d

Day 4 - Revision & Editing

Include a character's thoughts and feelings to develop the character and advance the plot.

Standards

L.4.1.fL.4.2.cW.4.3.bW.4.5

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