Curriculum / ELA / 4th Grade / Alternate Unit 1: Taking a Stand: Shiloh / Lesson 1
ELA
Alternate Unit 1
4th Grade
Lesson 1 of 27
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Build background on Shiloh by debating and analyzing the questions posed on the back of the book.
Book: Shiloh by Phyllis Reynolds Naylor — Back of the book
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Phyllis Reynolds Naylor previews the book Shiloh by asking the question, “What is the right thing to do when a dog is being abused – and belongs to someone else? What about when that someone else owns a gun?” Based on your own experiences, how would you answer these questions?
Based on the book preview, how do you think the main character will answer these questions?
An example response to the Target Task at the level of detail expected of the students.
Literary terms, text-based vocabulary, idioms and word parts to be taught with the text
mission
n.
a task or job that has been given
abused
v.
when a person with power treats someone or something with less power in a harsh or harmful way
courage
being able to do something when it is difficult
mistreated
treated badly
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RL.4.3 — 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).
Standards that are practiced daily but are not priority standards of the unit
L.4.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.b — Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
L.4.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
RF.4.3 — Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.4 — Read with sufficient accuracy and fluency to support comprehension.
RL.4.1 — Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.4.10 — 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
RL.4.3
Explain how Marty knew Shiloh was hurting.
Describe why Marty was feeling so upset by using specific details to describe a character, setting or event in detail.
Explain the significance of the quotation at the end of chapter 3 and what it shows about Marty.
Discussion
Describe where Shiloh takes place and compare and contrast Friendly, West Virginia, with where you live by using specific details from the text to describe setting in depth.
RL.4.3 SL.4.1 SL.4.1.a SL.4.1.b SL.4.1.c
Describe what promise Marty makes to Shiloh and if he will be able to keep it or not.
Discussion & Writing
Describe Marty by using specific details to describe a character, setting, or event in detail.
Writing
Writers make their sentences better and more informative by adding more details.
L.4.1.e L.4.1.f L.4.3.a
Explain the significance of the statement “Judd is sure studying me hard. So is Dad.”
Describe why Phyllis Reynolds Naylor wrote Shiloh in first-person point of view.
RL.4.3 RL.4.6 W.4.1 W.4.1.a W.4.1.b W.4.1.d
Analyze how Marty shows courage in his interactions with Judd Travers.
Describe how Marty is changing.
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.
Describe Marty.
L.4.3.c RL.4.3 SL.4.1 W.4.1 W.4.1.a W.4.1.b
Explain what the statement at the end of chapter 9 shows about Marty and why he feels that way.
Analyze why Marty thinks that he still has time and whether this is the right decision.
Defend if Marty should be taking a stand against what he believes is an injustice and if he is doing it the most effective way.
RL.4.3 SL.4.1 SL.4.1.a SL.4.1.b SL.4.1.c SL.4.2
Describe how Marty’s family feels about Shiloh, and why their feelings changed.
Describe the interaction between Judd Travers and Marty’s family.
Predict what Marty and Judd will do next.
Explain what bargain Marty makes with Judd, and evaluate whether it is a good deal.
RL.4.3 SL.4.1.a SL.4.1.b SL.4.1.c
Defend in what ways Marty opened his eyes.
Discussion & Writing – 2 days
Describe Marty by using specific details to describe character, setting, or event in detail.
L.4.1 RL.4.3 SL.4.1 W.4.1 W.4.1.a W.4.1.b W.4.1.d
Analyze and debate if Marty made the right decision and how his values influenced his decision making by stating a claim and supporting the claim with details from the text and unit.
L.4.3.c SL.4.1 SL.4.1.a SL.4.1.b SL.4.1.c SL.4.2 W.4.1 W.4.1.a W.4.1.b W.4.1.d
Opinion Writing – 4 days
Write an opinion piece that defends whether or not Marty is no better than Judd Travers by using evidence throughout the text.
L.4.2.a L.4.2.d SL.4.1.a W.4.1 W.4.1.a W.4.1.b W.4.1.c W.4.5 W.4.9
Assessment
Narrative Writing – 4 days
Write the next chapter of Shiloh by writing a first-person narrative with a clear narrative sequence.
L.4.1.e L.4.2.d W.4.3 W.4.3.a W.4.3.b W.4.3.c
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