Curriculum / ELA / 4th Grade / Unit 5: Believing in Yourself: The Wild Book / Lesson 1
ELA
Unit 5
4th Grade
Lesson 1 of 19
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Describe what life was like in Cuba in 1912.
Resource: Cuba History Timeline
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
What was life like in Cuba in 1912?
An example response to the Target Task at the level of detail expected of the students.
Questions about the text that will help guide the students understanding
What was Cuba like from 1200–1526? Who was in control? What can you infer life was like during the time period? Were all people treated equally?
What was Cuba like from 1530–1878? Who was in control? What can you infer life was like during the time period?
What was Cuba like from 1880–1910? Who was in control? What can you infer life was like during the time period? Were all people treated equally?
What was Cuba like from 1910–1924? Who was in control? What can you infer life was like during the time period? Were all people treated equally?
Suggestions for teachers to help them teach this lesson
The key takeaway for this lesson is that for centuries Cuba was plagued by war, colonization, revolutions, and the unjust treatment of its people, ranging from Native people to enslaved Africans brought to the Caribbean.
The history of Cuba is rich and important. Unfortunately, not all of it can be explored at this time, nor is it all grade-level appropriate.
The purpose of this lesson is to prepare students to understand the context and setting of The Wild Book, a historical fiction text. Do not spend too much time delving into the details of war and colonization. We want students to understand that Fefa and her family were growing up in a time where Cuba was unstable because it was targeted and controlled by many countries. As a result, it became somewhat of a lawless land, which eventually created conditions for kidnapping and ransom notes.
When responding to the Key Questions in this lesson, prompt students to respond literally to what they see in the timeline. If needed, provide additional background gained from your lesson preparation.
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Standards that are practiced daily but are not priority standards of the unit
RI.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
SL.4.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
W.4.9.a — Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").
W.4.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Lesson 2
Explain how the narrator feels about word-blindness.
RL.4.3 RL.4.5
Explain why learning to read is difficult for children with dyslexia and how this connects with the narrator in The Wild Book.
RL.4.3
Writing
Write a paragraph that explains what word-blindness is and how it impacts Fefa's life.
W.4.1 W.4.1.a W.4.1.b W.4.1.c
Analyze how the setting of the story influences the main character.
RL.4.2 RL.4.3
Explain the meaning of lines 11–16 of "Trouble" and how the author develops character.
Describe Fefa's relationship with her family.
RL.4.2
Explain what evidence the author includes to support the idea that the narrator feels safe and what she feels safe from.
Explain what daydreams the narrator is referring to.
Explain why the author calls the last chapter "Courage" and what this signifies.
Writing – 2 days
Identify a theme in The Wild Book and write a paragraph explaining how the theme is shown through the speaker.
RL.4.2 W.4.1 W.4.1.a W.4.1.b W.4.1.c
Discussion
Analyze and debate unit Essential Questions using details and understandings from the entire unit.
SL.4.1 SL.4.1.c SL.4.1.d SL.4.2
Opinion Writing – 4 days
Write a persuasive letter explaining whether or not early screening for dyslexia is important.
RI.4.1 RI.4.9 SL.4.1.a SL.4.1.d W.4.1 W.4.1.a W.4.1.d W.4.5 W.4.8
Analyze how having a learning disability impacts the way Ally sees herself and the way others see her.
Analyze how having a disability impacts the way Melody sees herself and the way others see her.
Analyze how David and Jason's disability impacts Catherine and the way she views them.
Assessment
Narrative Writing – 3 days
Represent unit themes and concepts by participating in a culminating task that requires deep understanding of unit texts.
L.4.1.g W.4.3 W.4.3.a W.4.3.b W.4.3.d
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