unit 4 ela weekly lesson outline - bridges to...

ELA Unit 4 Outline Bridges to Academic Success Draft to NYCDOE, June 2013 1

Unit 4 ELA

Weekly Lesson Outline

7 Weeks= 35 Lessons


Week 1: ENGAGE, INTRODUCE ESSENTIAL QUESTION & BUILD BACKGROUND

FOCUS QUESTION

(EQ) What makes heroes1 and sheroes? How do they make a difference?

(FQ) What was segregation in U.S. history?

OVERVIEW

Heroes can found in likely and unlikely places, throughout history and today. Heroes can be famous or people in our

everyday lives such as family members, friends, people in our community and school. Men, women and young

people can be heroes, as well as total strangers. This first week, students will analyze photos, artwork, film and song to

define the concept ‘hero’ and ‘shero’ and to identify the qualities that they possess. Students will zoom in on heroes in

the context of ‘rights2’ as they examine and define the historical time period of segregation. Students will make

predictions about how ‘segregation’ and ‘heroes’ might be connected.

1 Students will have been introduced to ‘hero’ as a concept in Unit 3 Social Studies, with both Taino and African resistance to colonizers. 2 In Unit 4 Social Studies, ‘human rights’ is the central concept that drives the unit. Students will define and list human rights in Week 1 of that unit as they are introduced to the essential questions, ‘Why are human rights important? How can we protect the rights of all people?’ ELA teachers should make frequent connections to Social Studies throughout the unit, and vice versa. This will be an important discussion in team meeting.



TEXT

Non-Print Central: Print Supplementary

Shaka Zulu Pickney by Tarrus Riley

(music video about African ancestors

as heroes)

http://www.youtube.com/

watch?v=yv0yeJWiSTQ

Segregation Images

(included in student materials)

Week 1 LEA Text - Segregation

No supplementary text this week

VOCABULARY

Central Concepts

Tier 3/ Tier 2

General Academic Words

Tier 2

Everyday Words

Tier 1 Each concept gets full notebook page in the

‘Word Study’ book.

Each word is logged in ‘General Academic

Vocabulary’ section of vocabulary binder.

Each word is in Weekly glossary to be put into

subject section of vocabulary binder.

hero-shero

segregation equal, unequal, fair, unfair, rights

Verbs: violate, treat

Adjectives: brave/ courageous

Verbs: help, save, give, fight, protect,

work hard

http://www.youtube.com/watch?+yv0yeJWiSTQ

http://www.youtube.com/watch?+yv0yeJWiSTQ



Lesson Objectives Lesson Summary

1 CO: Identify actions and qualities of heroes.

LO: Describe heroes using actions and

adjectives, ‘A hero/ shero__________.’

See-Think-Wonder & Hero/ Shero Concept Map

Each group will label and analyze a picture using see-think-wonder.

Groups will share and class will use these to create a concept map for

‘hero and shero.’ Students will then be introduced to the essential question

and respond.

2 CO: Identify heroes in the video.

LO: Observe, infer, and ask questions using

‘I see_____. I think______.’ and WH questions.

Music Video: Shakka Zulu PIckney

Watch the video clip which that shows ancestors as heroes. Process video

using See-Think-Wonder and add to hero concept map.

3 CO: Explain why something is unfair.

LO: Justify using ‘because.’

Zoom in on Heroes During Segregation

Simulate a separation of students based on a physical characteristic and

give one group candy and not the others. Process and name this as

students name this as unfair, unequal etc, Let students know they will study

two heroes during a time in US history where things were very unequal.

Find out what they know about US history. Through a gallery walk, student

will look at images that show segregation in the US. Describe using LEA

and entitle ‘segregation.’ Introduce the focus question.

4 CO: Identify characteristics of segregation.

LO: Define segregation.

Segregation Concept Map

Read the LEA text for fluency practice in partners. Revisit the weekly focus

question and define ‘segregation’ in a concept map. Ask students to

predict how heroes and segregation might be connected. Show a few

pictures of ‘heroes and sheroes’ that resisted segregation for students to

describe and add to concept map.

5 CO: Review key concepts.

LO: Explain and define concepts.

Review & Assess

After review of concepts and language, students will complete a learning

log for the week’s assessment.

Week 1 Assessments Week 1 Outcomes

Learning Log TBD

Observation checklist TBD


Week 2: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #1: Jackie Robinson

FOCUS QUESTION

What made Jackie Robinson a hero? How did he make a difference?

OVERVIEW

Week 2 introduces Jackie Robinson through film and vocabulary. Jackie Robinson was an American baseball legend

whose role as the first African American in major league baseball was a turning point in the history of sports and civil

rights. He broke the color barrier when he signed a contract with the Dodgers, at a time when only whites people

played in the major leagues.

His biography narrates his life from childhood to death, highlighting the key events that shaped his life and the qualities

that led him to make great changes in American history. Students will learn about and narrate Jackie Robinson’s life

this week, and analyze the actions that made him a hero who made a difference. Jackie persevered through the

racial discrimination and became a hero and legend, inspiring many more athletes for years to come.3

3 Warm-ups for this unit should be heavily focused on identifying main idea and detail, using familiar pieces of text. Students started learning this skill in Unit 3 across classes, and the goal is mastery by the end of the year. Frequent practice with paragraphs will move students toward this goal.



TEXT

Non-Print Print: Central Print: Supplementary

Clips from the film 42

Jackie Robinson

(see text list in unit plan)

Any from supplementary list

VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







justice-injustice

racial discrimination

Nouns: barrier4

Verbs: integrate, threaten

Adjectives: determined

Nouns: sports, coach, fans, games,

manager, contract

Verbs: watch, play, join, meet, break

4 Students will also review ‘obstacle’ from Unit 3.




6 CO: Use evidence from words and pictures

to predict a story.

LO: Predict and justify using ‘I predict that

Jackie Robinson_______ because I

see________________.’

Week 1 Assessment Feedback & Before Reading

After reviewing the Week 1 assessment feedback, students will contribute

what they know about ‘baseball’ to a semantic map. They will analyze a

picture of an all white baseball team before integration alongside a photo

of the Yankees today using see-think-wonder. Students will be introduced

to Jackie Robinson, and translate the tier 1 glossary, and make predictions

about how Jackie Robinson was hero and how he made a difference.

7 CO: Identify how Jackie Robinson was a

hero.


Before Reading: Film Clips from 42

Students will watch clips of the movie and describe using LEA, confirming or

rejecting their predictions from yesterday.

8 CO: Identify how Jackie was a hero and the

difference he made in history.

LO: Retell and respond to text using partner-

read-retell.

During Reading #1: Read Aloud & Retell & Respond5

After reviewing the features of a biography, students will follow the teacher

read aloud and model, and will process text using partner read/listen-retell-

respond. Students have used this routine several times since Unit 2, so it

should be quite familiar.

9 CO: Identify how Jackie was a hero and the


LO: Ask questions about text using WH

words.

During Read #2: Partner Read, Retell & Respond

Students will reread the same text, now using the same reading routine with

a partner.6 Pairs will retell what is happening and generate new questions.

Student questions will be included in tomorrow’s review and assessment.

5 Partner Read-Retell is a Bridges ‘power method’ and described in detail in the Teacher’s Guide. 6 By Unit 4, if students can decode text with enough accuracy, then can continue with the text in Lesson 9, instead of starting from the beginning.


10 CO: Answer questions about the text.

LO: Discuss answers with partner and

respond to questions in writing.

After Reading: Answer Text Questions Orally (review) & In Writing (assess)

Students will use the Hot Seat to ask questions to ‘Jackie Robinson’ and to

say if they agree or disagree with Jackie’s responses. 7 Questions will come

both from the teacher and students in their partner work from yesterday.

Students will then write their responses to the questions independently,

which will count as the weekly written assessment.


Learning Log- Question Responses TBD

Oral Retell of Text TBD


7 If working as a whole class on oral questions and responses, you can use the Hot Seat activity.


Week 3: PRESENTATIONS & WRITING Case Study #1: Jackie Robinson

FOCUS QUESTION

What made Jackie Robinson a hero? How did he make a difference?

OVERVIEW

In Week 3, students will prepare a short presentation in response to the focus questions, using claim and evidence. By

Unit 4, groups will be expected to generate their own claims and they can choose how they want present their

evidence (drawings, tableaux, role-play, etc). As part of the discussion following presentations, the teacher should be

probing students with challenging questions about Jackie Robinson. Students should understand that although

biography is non-fiction, and Jackie Robinson is not a character in a story, we use the same lenses to analyze ‘real’

people as we do for ‘imagined’ ones. With both Anansi and Jackie, we think about who they are, their experiences,

their motivations, their internal responses and actions, and what their actions reveal about their character. Jackie

Robinson is more three-dimensional that Anansi, so we are able to talk about him as a person with more depth.

After the two lessons of preparing and presenting, students will write a summary of biography. Since biography

combines narrative and informational elements (with sequence and cause-effect) the summary will use the story

organizer. Since Unit 2, students have used graphic organizers to summarize orally and in writing. By Unit 4, most

students should be working independently, or supported by partner talk. The writing is independent, although the

teacher might work directly with ‘new to print’ students who will summarize using LEA.


Week 3: PRESENTATIONS & WRITING Case Study #1: Jackie Robinson

TEXT

Non-Print Print: Central Print: Supplementary

Any additional clips from 42

Jackie Robinson



VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







legend

Nouns: obstacles

Verbs: persevere

Adjectives: talented, determined

Any new tier 1 words students learn this

week will come from the words they need

to express their ideas in the presentations

and summary.


Week 3: GROUP PRESENTATIONS & WRITING Case Study #1: Jackie Robinson Lesson Objectives Lesson Summary

11 CO: Make a claim and select evidence from

text that supports a claim.

LO: Reread the text to find evidence.

Week 2 Assessment Feedback & Groups Prepare Presentations

After reviewing their Week 2 assessments and outcomes, groups will

generate their own claim in response to the essential questions and find

evidence from the text to support. Students also need to add a

conclusion statement to their presentation.

12 CO: Show and explain text evidence for the

claim in an oral presentation.

LO: Audience evaluates using ‘The evidence

supports/ does not support the claim

because_____________.’

Groups Present

Groups will use the warm up to practice and then each group will present.

The class will evaluate whether or not the evidence supported the claim.

13 CO: Summarize Jackie Robinson’s biography.

LO: Say and write key words in a graphic

organizer and retell orally with a partner.

Writing: Graphic Organizer with Key Words & Oral Summary

Students will ‘map’ the Jackie Robinson story using the story organizer,

because this allows for both narrative and cause and effect.

14 CO: Summarize Jackie Robinson’s biography.

LO: Write a summary paragraph that shows

narrative and cause-effect.

Writing: Summary Paragraph

Students will individually write their paragraphs, following the oral rehearsal

yesterday. Students will submit their paragraphs for teacher review.

15 CO: Create written summary of a story from a

graphic organizer.

LO: Write a narrative summary paragraph

using glossary vocabulary and sequence

words.

Revise Summary Paragraphs

The teacher will conduct a mini-lesson on an element of writing that shows

need, based on his/ her review of student work. Following the mini-lesson,

students will revise their paragraphs.

NOTE: Students needs to identify a hero or shero who has made a

difference in their life. Interview questions will be generated next week.


Paragraph presentation TBD

Revised Written Summary TBD

Letter to Jackie Robinson (should be completed as

homework this week)

TBD



Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges

FOCUS QUESTION

What made Ruby Bridges a shero? How did she make a difference?

OVERVIEW

Ruby Bridges was the first African American child to attend an all-white elementary school in the south. In 1960, six

African American children were chosen to integrate formerly segregated schools in New Orleans, Louisiana. When she

was six years old, Ruby marched alone into a New Orleans school. She was protected by marshals, but everyday she

walked amidst the screams and protestors of white community members who opposed the school integration. For

one year, Ruby was taught alone in a classroom by the only white teacher who did not refuse to teach her.

Today, the legacy of Ruby Bridges is remembered and celebrated. She is a symbol of strength and courage, and a

testament to the power of young people to stand up and make a difference. Ruby Bridges’ courage and persistence

paved the way for the waves of school integration to follow.

Note: There is a long list of additional ‘hero-shero’ texts listed in the unit plan. Students with more literacy should

choose and read an additional text independently this week. Any students who complete a book can present a

summary of the story to the class during warm ups. Any additional hero qualities that this person has can be added to

the hero-shero concept map.


Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges

TEXT

Non-Print Print: Central Print Supplementary

Norman Rockwell painting of Ruby

Bridges http://ametia.files.wordpress.com/ 2011/07/the-problem-we-all-live-with.jpg

Clips from Ruby Bridges film

Ruby Bridges



VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







Civil Rights Movement

Nouns: chaos

Verbs: protest, refuse, inspire

Adjectives: isolated

Nouns: neighborhood, painting, marshal,

signs

Verbs: yell, block

Adjectives: alone, kind, cruel, violent

http://ametia.files.wordpress.com/




Week 4: EXPERIENCE to ORAL LANGUAGE to PRINT Case Study #2: Ruby Bridges Lesson Objectives Lesson Summary

16 CO: Use evidence from words and pictures

to predict a story.

LO: Predict and justify using ‘I predict that

Jackie Robinson_______ because I

see________________.’

Week 3 Assessment Feedback & Before Reading

After reviewing the Week 3 assessment feedback, students will analyze the

Norman Rockwell painting of Ruby Bridges using See-Think-Wonder.

Students will be introduced to Ruby, translate the tier 1 glossary words, and

make predictions about how she was a hero and how she made a

difference.

17 CO: Identify how Ruby was a shero.


Before Reading: Film Clips from 42

Students will watch clips of the movie and describe using LEA, confirming or

rejecting their predictions from yesterday.

18 CO: Identify how Ruby was a shero and the


LO: Retell and respond to text using

partner-read-retell.

During Reading #1: Read Aloud & Retell & Respond8

After reviewing the features of a biography, students will follow the teacher

read aloud and model, and will process text using partner read/listen-retell-

respond. Students have used this routine several times since Unit 2, so it

should be quite familiar.

19 CO: Identify how Ruby was a shero and the

difference she made in history.

LO: Ask questions about text using WH

words.

During Read #2: Partner Read, Retell & Respond

Students will reread the same text, now using the same reading routine with

a partner.9 Pairs will retell what is happening and generate new questions.

Student questions will be included in tomorrow’s review and assessment.

20 CO: Answer questions about the text.

LO: Discuss answers with partner and

respond to questions in writing.

After Reading: Answer Text Questions Orally (review) & In Writing (assess)

Students will use the hot seat to ask questions to ‘Ruby’ and to say if they

agree or disagree with Ruby’s responses. 10 Questions will come both from

the teacher and students in their partner work from yesterday. Students will

then write their responses to the questions independently, which will count

as the weekly written assessment.


Learning Log- Question Responses TBD

Oral Retell of Text TBD


8 Partner Read-Retell is a Bridges ‘power method’ and described in detail in the Teacher’s Guide. 9 By Unit 4, if students can decode text with enough accuracy, then can continue with the text in Lesson 9, instead of starting from the beginning. 10 If working as a whole class on oral questions and responses, you can use the Hot Seat activity.


Week 5: PRESENTATIONS & WRITING Case Study #2: Ruby Bridges

FOCUS QUESTION

What made Ruby Bridges a shero? How did she make a difference?

OVERVIEW

In Week 3, students will prepare a short presentation in response to the focus questions, using claim and evidence. By

Unit 4, groups will be expected to generate their own claims and they can choose how they want present their

evidence (drawings, tableaux, role-play, etc). As part of the discussion following presentations, the teacher should be

probing students with challenging questions about Ruby Bridges. Like we studied Jackie, and like we study characters

in fiction, students will analyze Ruby, her inner resources, her actions and the consequences of these actions, both for

her life and for history. After the two lessons of preparing and presenting, students will write a summary. This week the

summary will focus on comparing and contrasting.



TEXT

Non-Print Print: Central Print :Supplementary

Clips from Ruby Bridges film

Ruby Bridges



VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







symbol

Nouns: cost, benefit

Verbs: persevere, sacrifice, ignore

Verbs: give up, keep going




21 CO: Make a claim and select evidence

from text that supports a claim.

LO: Reread the text to find evidence.

Week 2 Assessment Feedback & Groups Prepare Presentations

After reviewing their Week 2 assessments and outcomes, groups will

generate their own claim in response to the essential questions and find

evidence from the text to support. Students also need to add a

conclusion statement to their presentation.

22 CO: Show and explain text evidence for the

claim in an oral presentation.

LO: Audience evaluates using ‘The

evidence supports/ does not support the

claim because_____________.’

Groups Present

Groups will use the warm up to practice and then each group will

present. The class will evaluate whether or not the evidence supported

the claim.

23 CO: Compare Jackie and Ruby as heroes.

LO: Organize key ideas in a graphic

organizer.

Writing: Graphic Organizer with Key Words & Oral Summary

Instead of writing a biography summary this week, students will use a

Venn diagram to map, say and write a compare and contrast summary

about Jackie Robinson and Ruby Bridges. Students will use the graphic

organizer to write two paragraphs, one about similarities and the other

about differences.

24 CO: Summarize similarities and differences

between Jackie and Ruby.

LO: Write two summary paragraphs that

shows compare and contrast.

Writing: Summary Paragraph

Students will individually write their paragraphs, following the oral

rehearsal yesterday. Students will submit their paragraphs for teacher

review.

25 CO: Identify questions to ask a hero or shero

in your own life.

LO: List interview questions as a class and

role-play interviews.

Interview Questions & Role-Play

The class will generate a list of questions they will ask their hero or shero in

preparation for their project next week. Students will practice

interviewing each other in a role play, then spend the rest of the time

translating questions into home language, if this will be the language of

their interview. Students will need to conduct the interview over the

weekend.



Paragraph presentation TBD

Revised Written Summary TBD

Letter to Ruby Bridges (should be completed as

homework this week)

TBD



Week 6: CREATIVE PROJECTS & PRESENTATIONS

FOCUS QUESTION

What makes heroes and sheroes? How do they make a difference?

OVERVIEW

In the final week, students will write their biographies and digitize their projects. Students have already selected a hero

or shero in their lives, and have conducted an interview that has either been audio recorded or recorded in writing.

Students will spend three days this week drafting their biography writing using the writing process, and two days

digitizing their projects. Students may draft their writing by using computers or writing by hand.

The biography-writing template is included in student materials, which shows the parts that students need to write.

Sections will include: Key life events and a timeline (which will come from interview notes), the actions and the qualities

that make this person a hero or shero, and a claim-evidence paragraph about how this person has made a difference

in your life.

A student guide for digitizing the project is included in student materials as well. This will require taking pieces of the

biography and representing it using images, words and sound, including students audio recorded voices as well as

sections of the interview that may have been recorded. The goal is to create a one- to two-minute digital presentation

of the biography. Students will not type their entire biography to present.



TEXT


Because students are writing the biographies this week, they are not reading any additional text. They will read their

interview notes in order to create the ‘life’ section of the biography.

VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







There are no new tier 3 words this week.

Signal Words and phrases

Narrate: When he/ she was young,

At 15 years old, three years later, one

day, then, after

Cause and effect: because, so, since,

therefore, consequently, as a result

Elaborate: for example, also, in addition,

furthermore

There are no new tier 1 words this week,

although students will learn new tier 1

words as they ‘fish for’ words as they write.




26 CO: Show how someone in your life is a hero

or shero.

LO: Write a first draft of a biography.

Biography Writing: Draft 1

Following a model, students will write their first drafts.


or shero.

LO: Revise writing to develop ideas more

and to use a wider range of vocabulary.

Biography Writing: Revision Mini-Lesson & Draft 2

Following a mini-lesson, students revise their writing by developing ideas

and expanding word choice.


or shero.

LO: Edit writing to make it clear to other

readers.

Biography Writing: Edit Mini-Lesson & Draft 3

Following a mini-lesson, students will edit their writing for periods, capitals,

spelling, handwriting and formatting. This will be the final draft that

students will submit at the end of the week.


or shero.

LO: Combine images, text, and sound into a

digital presentation.

Digitize Project

Follow student guide.


or shero.

LO: Combine images, text, and sound into a

digital presentation.

Digitize Project

Follow student guide. It is important that teachers combine all

presentations into one folder so there is no time wasted between

presentations next week.


Written Biography TBD



Week 7: CLAIM-EVIDENCE RESPONSE TO THE ESSENTIAL QUESTION

FOCUS QUESTION

What makes heroes and sheroes? How do they make a difference?

OVERVIEW

The tasks for the final week are student presentations and claim-evidence writing in the form of letters. Students will

submit their final biography writing on in the first lesson. Teachers should have combined all digital projects into one

folder on the smart board computer.

The class will listen to and watch the each biography presentation. Each student will come to the front of the room

and ‘play’ their presentation. Following each presentation, each student will write a comment on a strip of paper, and

a few comments will be shared. The strips will be collected and given to the presenter, so he / she can read

everyone’s thoughts on the presentation. Following the last presentation, the class will reflect on what they saw and

heard, what they learned, and how they felt during the presentation.

For the rest of the week, student will work on their claim-evidence writing, which will take the form of a letter to their

hero or shero. The directions for the writing are included in student materials.



TEXT


Because students are writing their claim-evidence letters this week they are not reading any additional text. They will need to go

back into texts read, as well as the biographies they just wrote, to find evidence to support their claim.

VOCABULARY

Central Concepts

Tier 3/ Tier 2


Tier 2

Everyday Words







There are no new tier 3 words this week.

Signal Words and phrases

Narrate: When he/ she was young,

At 15 years old, three years later, one

day, then, after

Cause and effect: because, so, since,

therefore, consequently, as a result

Elaborate: for example, also, in addition,

furthermore

There are no new tier 1 words this week,

although students will learn new tier 1

words as they ‘fish for’ words for their as

they write.





or shero.

LO: Present to the class.

Biography Presentations

All student digital presentations will be played, followed by feedback to

students. (See Week 7 overview)

32 CO: State the qualities of heroes and she-

roes and how they make a difference.

LO: Make a claim in response to the unit

essential question using ‘Heroes and she-roes

are _________ and make a difference by

_______.’

Generate Own Claim

Students will evaluate claims in sample paragraphs an generate their own

claim for their letter.

33 CO Select the strongest claim and identify

evidence to support the claim.

LO:: Justify how evidence supports the claim.

Select Evidence to Support a Claim

Students will select their evidence.

34 CO: Develop evidence to support a claim.

LO: Introduce and explain evidence using

signal words and ‘(text) says “_____________.”

This means _____________________.’

Develop Evidence

Students will develop their evidence.

35 CO: Identify criteria for a strong paragraph

conclusion.

LO: Write a conclusion to a paragraph that

connects the evidence to the claim.

Develop Conclusion & Write Draft 1

Students will write their letters.


Biography Presentations TBD

Claim-Evidence Paragraph TBD


unit 4 ela weekly lesson outline - bridges to...

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