Relevance/Rationale: Modeling provides a clear vision of the expectation for students. Teacher may model by (How do the strategies notice white squares on the why the background is purpley saying: “I picture,” or “I wonder employed meet students’ blue.” needs?) TUESDAY Module 1 / Lesson 2: Solving the EngageNY Mystery: What’s That Symbol? module #/ lesson # / lesson title Long-term Targets: I can explain what a text says using specific details from the text. (RL.4.1) (Common Core I can engage effectively in a collaborative discussion. (SL.4.1) standards addressed) Supporting target(s) I can notice new ideas and wonder about the lives of people long ago. (These are daily targets. What I can answer questions using specific details from a text. will students know and be able I can demonstrate what I know by contributing to discussions to do as a result of this lesson?) Agenda 1. Opening (Activities / Tasks) A. Engaging the Reader: Mystery Activity (10 minutes) 2. Work Time A. Continuing to Read about the Iroquois (30 minutes) B. Starting the to (10 minutes) “Things Tell Tim” Anchor Chart 3. Closing and Assessment A. Debrief (10 minutes) (Really) Great Law of by (one per Resources/ Materials: “The Peace” Cynthia O’Brien (What texts, digital resources, & student): full article (pages 38–39) materials will be used in this by organizers (begun in Lesson 1) Students’ 12″ 18″ construction paper graphic lesson?) A blank anchor chart entitled Things to Tell Tim. Relevance/Rationale: Graphic organizers provide the necessary scaffolding especially critical for learners with lower (How do the strategies levels of language proficiency and/or learning, and they engage students more actively. employed meet students’ needs?) WEDNESDAY EngageNY Module 1 / Lesson 3: Practicing Reading Closely: Section 1 of the Great Law of Peace
Relevance/Rationale: (How do the strategies employed meet students’ needs?) Modeling provides a clear vision of the expectation for students. Teacher may model by saying: “I notice white squares on the picture,” or “I wonder why the background is purpley blue.” TUESDAY EngageNY module #/ lesson # / lesson title Module 1 / Lesson 2: Solving the Mystery: What’s That Symbol? Long-term Targets: (Common Core standards addressed) I can explain what a text says using specific details from the text. (RL.4.1) I can engage effectively in a collaborative discussion. (SL.4.1) Supporting target(s) (These are daily targets. What will students know and be able to do as a result of this lesson?) I can notice new ideas and wonder about the lives of people long ago. I can answer questions using specific details from a text. I can demonstrate what I know by contributing to discussions Agenda (Activities / Tasks) 1. Opening A. Engaging the Reader: Mystery Activity (10 minutes) 2. Work Time A. Continuing to Read about the Iroquois (30 minutes) B. Starting the “Things to Tell Tim” Anchor Chart (10 minutes) 3. Closing and Assessment A. Debrief (10 minutes) Resources/ Materials: (What texts, digital resources, & materials will be used in this lesson?) “The (Really) Great Law of Peace” by Cynthia O’Brien (one per student): full article (pages 38–39) Students’ 12″ by 18″ construction paper graphic organizers (begun in Lesson 1) A blank anchor chart entitled Things to Tell Tim. Relevance/Rationale: (How do the strategies employed meet students’ needs?) Graphic organizers provide the necessary scaffolding especially critical for learners with lower levels of language proficiency and/or learning, and they engage students more actively. WEDNESDAY EngageNY Module 1 / Lesson 3: Practicing Reading Closely: Section 1 of the Great Law of Peace
Fourth%20grade%20ELA%20Module%201%20Lessons%201-5.docx