Fred Master

Title:
Furthering Student Understanding of Major Turning Point in The Rise and Fall of Great Powers Utilizing Four R
Notes
Prior Academic Learning:
Students have learned how to predict and summarize readings in previous activities throughout the unit,
which are skills they will utilize to complete the Four R Notes. Additionally, students have previously learned
how to effectively work in groups to discuss a text.
Misconceptions:
A misconception that could occur with students would be a misunderstanding on how to correctly fill out the
Four R Notes to allow them to make an accurate and effective prediction of the text.
Linkages among prior knowledge, current lesson, and future lessons:
This lesson links to students prior knowledge by channeling students abilities to read, retell, relate, and
respond, while also being able to predict forthcoming events in the novel. This lesson serves to engage the
students more thoroughly with the text at a turning point in the novel. Additionally, it allows students to hone
their skills in summarizing and predicting, which they have previously utilized. For future lessons, this activity
will serve to aid in students remembering an important moment in the story for which they can utilize in later
writings and reading.
Objectives:
By the end of this lesson students will be able to effectively summarize a key moment in the story and respond
to reading in a thoughtful manner.
By the end of this lesson students will be able to effectively write prediction based on the reading and
summaries that they have created.
Key Vocabulary:
Identity, Impact, Influence
Academic Language:
Predict, Retell, Reflect, Analyze, Respond
Materials:
Four R Notes Worksheet, Novel, Writing Utensil, Class Journal
Preparation:
Have copies of Four R Notes worksheet made and waiting on students desks when they arrive.
Procedures:
1) Students come in and I direct them to take their seats and glance at the worksheet that is on their desks
while the class gets settled. (5 min)
2) I then explain worksheet to them telling them to take some time looking back at the previous nights
reading, making note of important points and then retelling what had happened in the form of a summary. I
then tell them they will relate this information with previous readings of the novel and to see if any
connections can be made. Lastly, they will respond to the previous three and discuss how it impacts the
novel. They then begin to work. (30 min)

3) Upon completion, I will then direct the students to take out their class journals and ask them to write a
prediction of how the introduction of Sarah into young Toolys life impacted her in the long term based on
what we know about their relationship from previous readings. (10 min)
4) After, I will explain the next days lesson to the students where we will be utilizing reciprocal teaching.
Students will get into groups and determine who will be assigned to the following roles: Questioner, Clarifier,
Summarizer, and Predictor. Each student will have their role prepared for the next day by completing the
reading for homework. Students can begin reading after delegating roles. (5 min)
Discussion Ideas:
Can discuss impact of events on novel up to this point and share predictions for how we think Toolys life
is/was affected by the introduction of Sarah.
Planned Instructional Supports:
Personal/cultural/community assets:
This lesson is differentiated to suit the needs of my students based on their personal strengths of
learning; I have provided individual, whole-class, and partner work that speaks to all types of learning within
the classroom. Students are able to explore their own ideas on the impact individuals coming into someones
life and how that affects the persons development. They can attribute their reflections to their own lives in
this way. Additionally, students have a way to exercise their skills sufficiently by having a balanced amount of
reading, writing, and speaking.
Grouping strategies:
Since there are 29 students in the classroom, when it comes time to group there will be 6 groups of
four and one group of five (this group will be assigned a second questioner to develop more discussion
questions). I allow the students to choose who they want to work with to ensure that every student has the
least amount of stressors that will deter them from working well; although, I do hold them to respect the
privilege of being able to choose their partners and if they choose to abuse the privilege I would begin to
assign partners. The students will rely on one another to aid the other if someone is struggling, but I will also
be available to aid if needed.
Overview of instructional support language & special education accommodations:
To support my students who are ELL Spanish speakers and my students who utilize mainly AfricanAmerican Vernacular English (AAVE) I will allow them to converse within their groups in the form that allows
for them to express their ideas most clearly to their peers. Additionally, for the writing portions of the lesson,
the students will not be graded for grammar or accuracy; I want them to express their ideas as freely as
possible without being restricted because of language barriers. For my student who is on the Autism
spectrum, he will have a partner picked out before the class begins that he feels most comfortable working
with and to reduce the stress of having to find a partner when it is time to transition. His group will also have
the option of conversing in alternate ways, such as silent written conversations if he feels more inclined to
participate in this way.
Language Accommodations:
I will not require students who utilize AAVE to alter their language within group discussions by avoiding
gentrified and structured English. This will allow them to conceptualize the material better and understand
the context of the information through their own lens of understanding and perspective. It is important to
note, as Alim does, that many well-meaning teachers and scholarsare under the assumption that BL is a
monostyle, i.e., that BL can be described as one style of speaking that is identifiably black (Alim). Students
are aware of style shifting and know that certain language is more appropriate. If I allow my students to think
and organize in their own language, then they will more easily be able to put the finished product in standard
English later on.

The ELL Spanish speaking students will be allowed to use the language that feels most comfortable for them
during group work in order to allow them to express their ideas most thoroughly. It is important to hear these
students voices as well, because they bring their own viewpoints and experiences to the classroom. This is
elaborated in Guidelines for ELA Instructional Materials Development from Stanford University: they do
bring a range of linguistic resourcesthat can be used to engage deeply with the kinds of instruction called
forEffective instruction for ELLs capitalizes on students resources in order to facilitate access to the
standardspromotes the continued expansion of ELLs linguistic repertoires (Guidelines for ELA
Instructional Materials Development). This implementation will help the ELL students practice and expand
their command on the language, while helping the non-ELL expand their experience with cultures other than
their own. They will be challenged and encourage to practice using English, but slight deviations in dialect and
language will never be held against them. Additionally, their writing will not be graded for grammar or
spelling at this time.
Special Education Accommodations:
For my student with Autism, I will first consult with his IEP to determine specifically what is required for him
within the classroom. After consulting his IEP I would also refer to standard practices that are often followed
when working with students who have Autism, as suggested by Colorado State Universitys Dr. Temple
Grandin. Dr. Grandin suggests limiting verbal instructions as the student can have issues remember the
sequence. To combat this I can provide a visual schedule of what we are doing that particular day in class. It is
also important to limit stressors, such as loud noises and quick shifts from activity to activity. Familiarity is
also important to maintain for the student. By having a partner selected before class, the transition into group
work will flow much more fluidly. If an aid is available for the student, I will work with them to ensure the best
strategies for the student are followed. (Grandin)
Assessments:
Alignment with each objective:
The completion of the Four R Notes worksheet will act as a formal assessment to measure my
students understanding of the text and their ability to summarize, connect, and reflect on the text. Their
classroom journal prediction will act as a formal assessment on my students ability to effectively predict
future events in plot by employing what they have previously read to do. Interactions in group and discussion
will be informally assessed for proper discussion techniques and commenting.
Evidence of student understanding:
Student understanding will be evident in their ability to correctly fill out the Four R Notes worksheet
and their ability reflect and respond thoughtfully based on what they have provided. An appropriate
prediction will show evidence that students have understanding on how the plot is developing in the novel
and how the events in this section will impact the characters later.
Student feedback:
Students will receive immediate feedback during whole-class discussions, which includes positive
reinforcement and encouragement to further develop thoughts. Additionally, students will receive feedback
on the work they submit that follows the guidelines of positive reinforcement and encouragement for
improvement or development.
Extension Ideas:
This lesson could be extended by allowing students to share reflections and predictions. It could also be
extended to allow for in class reading time.
References:

Alim, H. Samy. "Hearing What's Not Said and Missing What Is: Black Language in White Public
Space." Intercultural Discourse and Communication: The Essential Readings. Ed. Scott Kiesling and
Christina Paulson. Malden, MA: Blackwell Pub., 2005. 194. Print.
Grandin, Temple. "Teaching Tips for Children and Adults with Autism." Indiana Institute on Disability and
Community. Indiana University, Dec. 2002. Web. 04 Dec. 2014.
<http://www.iidc.indiana.edu/?pageId=601>.
Guidelines for ELA Instructional Materials Development. Rep. Stanford University, 24 Nov. 2012. Web. 15
Sept. 2014.
<http://ell.stanford.edu/sites/default/files/Guidelines%20for%20ELA%20Instructional%20Materials%2
0Development.pdf>.
Illinois Professional Teaching Standards:
Knowledge Indicator:
The competent teacher understands the cognitive processes associated with various kinds of learning
(e.g., critical and creative thinking, problem-structuring and problem-solving, invention, memorization, and
recall) and ensures attention to these learning processes so that students can master content standards. This
standard is met by incorporating a number of different cognitive tasks for students to develop new
understandings and viewpoints about the novel. This is accomplished through the Four R Notes and
prediction exercise.
Performance Indicator:
The competent teacher engages students in the processes of critical thinking and inquiry and addresses
standards of evidence of the disciplines. This standard is met by developing a process of reflection through
summarization and then responding to said reflection. Predicting skills are also built up by being reflective and
respondent to new information.
Common Core English Language Arts Standards:
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. This standard is represented by engaging students in the
task of completing the Four R notes, where they are required to summarize and then reflect and respond on
what they have summarized. Development of the plot is a key component of reflecting.
CC.9-10.R.L.5 Craft and Structure: Analyze how an authors choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as
mystery, tension, or surprise. This standard is met by requiring students to predict events in a novel that is
non-sequential and much is known about certain characters already. Will also be represented in the
reflections of students in Four R notes.