Grade4:Module1A:Unit2:Lesson5

ParagraphWriting
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GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

LongTermTargetsAddressed(BasedonNYSP12ELACCLS)
Icanexplainwhatatextsaysusingspecificdetailsfromthetext.(RI.4.1)
Icandeterminethemainideausingspecificdetailsfromthetext.(RI.4.2)
Icanmakeinferencesusingspecificdetailsfromthetext.(RI.4.1)
Icantakenotesandcategorizeinformation.(W.4.8)
Icanwriteaninformative/explanatorytext.(W.4.2)
Icanusethewritingprocesstoproduceclearandcoherentwriting(withsupport).(W.4.5)

SupportingLearningTargets

OngoingAssessment

Icanidentifythemainideaofinformationaltext.

TopicExpansiongraphicorganizerandparagraph
writing(forpage16begunin Lesson3)

Icanidentifydetailsthatsupportthemainideaofinformationaltext.
IcandocumentwhatIlearnabouttheIroquoisbytakingnotes.
Icanmakeinferencesusingspecificdetailsfromthetext.
Icanwriteclearandcompletesentencesfrommynotes.
Icanwriteaninformative/explanatoryparagraphthathasacleartopicsentence,abody,anda
conclusion.

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 1

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

Agenda

TeachingNotes

1. Opening

ReviewFourSquaregraphicorganizersandhowtheyareusedwithexplanatorywriting.Forthepast
fewlessons,studentshavebeenusingthisgraphicorganizertotakenotesasreaders.Today,theywillbe
usingittoplanaswriters.

A. ReviewofLearningTargets(5minutes)
2. WorkTime
A. IntroductiontoParagraphWriting(15minutes)
B. PartnerParagraphWriting(15minutes)

Review: ThinkPairShareprotocol
Thislessonbuildsonstudentsbackgroundknowledgewithplanningandwritingstrongparagraphs
fromUnit1.

C. IndependentParagraphWriting(15minutes)
3. ClosingandAssessment
A. Sharing(5minutes)
B. Debrief(5minutes)
4. Homework

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 2

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

LessonVocabulary

Materials

note,paragraph,topicsentence,
indent,mainidea,supportingdetails,
wampum,political

TheIroquois (bookoneperstudent)
Students completed FourSquaregraphicorganizerforpage24Wampum(fromLesson4)
TeacherssampleFourSquaregraphicorganizerforpages2629andcorrespondingsampleparagraph,writtenon
separatepiecesofchartpaper
Thinlinegreen,blue,andredmarkers(ateacherset,andasetforeverytwostudents)
Students completed FourSquaregraphicorganizerforpage16TheRoleofMenandWomen(fromLesson3)
Linedpaperfor students

Opening

MeetingStudentsNeeds

A.ReviewofLearningTargets(5minutes)
Talkwithstudentsaboutallofthehardworktheyhavebeendoingwiththeirreadingandtheirworkwithgraphic
organizers.Reviewthefirstthreelearningtargets: Icanidentifythemainideaofinformationaltext,Icanidentifydetails
thatsupportthemainideaofinformationaltext,andIcandocumentwhatIlearnaboutatopicbytakingnotes.Ask
studentstoselfassesstheirprogresstowardmeetingthesetargetsusingaFisttoFiveorThumbOMeterprotocol.

Clarifyingthelanguageofthe
learningtargetshelpsstudents
approachthetaskwithaclearer
understandingofthepurposeofthe
lesson.

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 3

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

WorkTime

MeetingStudentsNeeds

A.IntroductiontoParagraphWriting(15minutes)
Askstudentstosharetheirgraphicorganizersfromthedaybeforewiththeirreadingpartner.

ELLlanguageacquisitionis
facilitatedbyinteractingwithnative
speakersofEnglishwhoprovide
modelsoflanguage.

Askforavolunteertotalkthroughtheirpartnersgraphicorganizer,verballydescribing(in fullsentences) themainideaand

supportingdetails.
Pointoutthatwhatthestudenthasjustdoneis tomakeaparagraphoutofthenotesonthegraphicorganizer.
Invitetheclasstoreadthelasttwolearningtargetsaloudwithyou:Icanwriteclearandcompletesentencesfrommy
notes,andIcanwriteaninformative/explanatoryparagraphthathasacleartopicsentence,abody,andaconclusion.
Invitestudentstoidentifywordsinthelearningtargetsthatmightbeconfusing.Asstudentspointoutwords,askfor
clarificationandannotatethelearningtargetwithclarifyingwordsorsynonyms.Forexample:

informative/explanatory=forthepurposeoftellingorexplaining
paragraph=agroupofsentencesthathavethesamemainidea

Allstudentsdevelopingacademic
languagewillbenefitfromdirect
instructionofacademicvocabulary.
VisualscanhelpELLsandother
studentscomprehendquestionsand
discussions.Chartmainpointsin
answersandpostallquestions
askedtostudents.

topicsentence=thesentencethatcontains themainidea
body=severalsentencesthatcontainsupportingdetailsandtellmoreaboutthemainidea
conclusion=asentencethatendstheparagraph
Rereadthelearningtargetusingtheclarifyingwordsandcheckforunderstandingwithstudents.
Readaloudpages2629ofTheIroquois asstudentsfollowalongintheirtext.
Discusswithstudentsthemeaningof politicalbyteachingthempolis,theGreekwordmeaningcity. Political hastodowith
thingsimportantincitiesorsocieties.AlsoaskstudentstoThinkPairShare:WhywouldsomeIroquoischoosetofightfor
theAmericanorBritishsideduringtheRevolution?Askstudentstosupporttheirideaswithspecificdetailsfromother
sectionsofthetext(e.g.,theywantedtocontinuetotradewithonesideoranother,orthattheywereangrywithonesideor
anotherforbringingdiseases).
Postasample FourSquaregraphicorganizer(ForWriting)forthissectionofthetext.Askstudentstocheckyour
thinking.Thenpostacorrespondingparagraphthatyouhavewrittenonchartpapertoillustrateturningthatsectionofthe
readingintonotes,thenintoaparagraph.
Pointouttostudentsthatthegraphicorganizerissimilartothosetheycreatedthedaybefore,andtheparagraphisvery
similartotheparagraphnarratedbythestudentvolunteer.Readaloudoraskastudenttoreadaloudyoursample
paragraph.
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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 4

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

WorkTime(continued)

MeetingStudentsNeeds

Usingagreenmarker,underlinethemainideastatementinthegraphicorganizer.Askstudentstofindthesentenceinthe
paragraphthatcorrespondstothispartofthegraphicorganizer(thefirstsentence).Underlinethefirstsentencewithgreen,
andtellstudentsthatitisthetopicsentence oftheparagraph.Underlinetopicsentenceinthelearningtargetwithgreen
aswell.Pointouttostudentsthatthefirstsentenceofaparagraphisindentedonthepage.
Usingabluemarker,underlineeachofthe detailsinthegraphicorganizer.Askstudentstofindthesentencesinthe
paragraphthatcorrespondtothispartofthegraphicorganizers.Underlinethesesentencesinblueandtellstudentsthat
thesesentencesmakeupthebodyoftheparagraph.Underlinethewordbodyinthelearningtargetinblueaswell.
Usingaredmarker,underlinethestatementinthegraphicorganizerthattellswhatwasimportanttotheIroquois.Ask
studentstofindthesentenceintheparagraphthatcorrespondstothispartofthegraphicorganizer(thelastsentence).
Underlinethelastsentenceinredandtellstudentsthatitistheconclusionoftheparagraph.Underlineconclusioninthe
learningtargetinredaswell.
B.PartnerParagraph Writing(15minutes)
Directstudentsattentiontotheir FourSquaregraphicorganizers fromLessons3and4.Connectthistothewriting
processbypointingoutthattheyhavegatherednotesforaparagraphand thegraphicorganizer willhelpthemplantheir
writing. Nowtheywilldrafttheirparagraphs.Usingthe ThinkPairShareprotocol,askstudentstowriteasentence ona
pieceofpaper thatconveysthemainideaasnotedinthefirstboxofthegraphicorganizer,thentosharetheirsentencewith
theirpartner.Remindthemtoindenttheirfirstsentence.Leadawholeclassinsharingofsentences,recordingsampleson
theboardandreviewingthecharacteristicsofgoodtopicsentences.Askstudentstorevisetheirsentencesifnecessaryand
underline theirtopicsentenceingreen.
Repeatthisprocess, askingstudentstowritethreesentencesforthebodyoftheirparagraphusingthesupportingdetails
theynotedintheboxesoftheirgraphicorganizer.Pointouttothemthatthesesentencescontinueafterthetopicsentence
anddonoteachstartontheirownline.Refertothesampleparagraphasamodel.Afterstudentsshareandrevisethebody
oftheirparagraph,askthemtounderlinethosesentencesinblue.
Repeatthisprocessaskingstudentstowriteaconcludingsentencefortheirparagraphusingthelastboxoftheirgraphic
organizer.Upuntilthispoint,theyhavetakennotesonthemainideaandsupportingdetailsthislastbox(inthelower
righthandcorner),willincludeaconclusionsentencethatpullsthewholeparagraphtogether.Pointouttothemthatthis
sentencealsocontinuesaftertheprevioussentence,anddoesnotstartonitsownline.Refertothesampleparagraphasa
model. Ifnecessary,provideotherexamplesofconclusionstatements(possiblyfrom The Iroquois bookorotherexamples).
Afterstudentsshareandrevisetheconclusionoftheirparagraph,askthemtounderlineitinblue.

Copyright2014byNYSED,AlbanyNY.AllRightsReserved.

Whendiscussionofcomplex
contentisrequired,consider
partneringanELLwithastudent
whospeaksthesamelanguage.This
canletstudentshavemore
meaningfuldiscussionsandclarify
pointsintheirlanguage.
ForELLs,considerprovidingextra
timefortasksandanswering
questionsinclassdiscussions.ELLs
oftenneedmoretimetoprocessand
translateinformation.ELLsreceive
extendedtimeasan
accommodationonNYState
assessments.

NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 5

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

WorkTime(continued)

MeetingStudentsNeeds

C.IndependentParagraphWriting(15minutes)
DistributetheFourSquaregraphicorganizersfromtheThe RoleofMenandWomensectionofthetext(page16),which
studentscreatedinLesson3.Invitestudentstorefertothemodelonthechartpaperandtotheparagraphtheyjustcreated.
Havethemwriteatopicsentence,body,andconclusionbasedonthenotesintheirgraphicorganizer.Circulatearoundthe
roomandobservestudentswritingtoensurethattheyarewritingeffectiveparagraphs.Offersupportandguidancewhere
necessary.

Provideanchorchartsforprocesses
suchasHowtowriteaparagraph.
Thiswouldincludequestionwords
withnonlinguisticrepresentations
(e.g.,mapfor where,clockfor
when).
Forstudentsneedingadditional
support,considerofferinga
sentenceframeorstarter,oracloze
sentencetoassistwithlanguage
production andprovidetherequired
structure.

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 6

GRADE4:MODULE1A:UNIT2:LESSON5
CapturingMainIdeasandDetails:
HowLifeisChangingforTheIroquois

ClosingandAssessment

MeetingStudentsNeeds

A.Sharing(5minutes)
Inviteafewstudentstosharetheirparagraphsaloud,andaskotherstoidentifythecharacteristicsofgoodparagraphs
evidentinstudentsamples.

ELLlanguageacquisitionis
facilitatedbyinteractingwithnative
speakersofEnglishwhoprovide
modelsoflanguage.

B.Debrief(5minutes)
Whatchallengesdidyoufaceinturningyournotesintoclearandcompletesentences?Whatstrategiesdid youuseto
overcomethosechallenges?UseaThumbOMetertoascertainhowstudentsfeelabouttheirsuccesswithmeetingthe
targetIcanwriteanexplanatory/informativetext.

Homework

MeetingStudentsNeeds

Readpages39to42in TheIroquois.ThinkabouthowtheIroquoiskeeptheirtraditionsalive.
Inaddition,chooseindependentreadingmaterialfromtheRecommendedTextslistforUnit2orcontinuereading Eagle
Song.
Note:Ifyouareconcernedaboutyourstudentscompletingthereadingassignmentathome,plananadditionalreading
periodlaterinthedayorfirstthinginthemorning.Allstudentsshouldcometoexpectthattheywillusesomeofthefree
timeduringthedayrightbeforeorafterlunch,duringdowntimebetweenothertasks,astheyentertheclassroominthe
morningorjustbeforedismissalastimeforreading.Thisreadingisprereadingdonotexpectstudentstofully
comprehendthetextontheirown,buttofamiliarizethemselveswithitandmakeasmuchmeaningastheycan.Inaddition,
studentslikelytoneedadditionalsupportshouldprereadthisnovelathomeorduringinterventionorothersupportperiods
withtheESLorSpecialEducationteacher.Prereadingwillallowstudentstospendclassperiodsrereadingandfocusingon
evidence.

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 7

Grade4:Module1A:Unit2:Lesson5
SupplementalMaterials
ThisworkislicensedunderaCreativeCommonsAttributionNonCommercialShareAlike3.0UnportedLicense.
Exemptthirdpartycontentisindicatedbythefooter:(nameofcopyrightholder).UsedbypermissionandnotsubjecttoCreativeCommonslicense.

ThisworkislicensedunderaCreativeCommonsAttributionNonCommercialShareAlike3.0UnportedLicense.
Exemptthirdpartycontentisindicatedbythefooter:(nameofcopyrightholder).UsedbypermissionandnotsubjecttoCreativeCommonslicense.

GRADE4:MODULE1A:UNIT2:LESSON5
ParagraphWriting

FourSquareGraphicOrganizer(ForWriting)
Firstsupportingdetail:

Second supportingdetail:

TopicSentence:
Thirdsupportingdetail:

ConclusionStatement:

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NYSCommonCoreELACurriculum G4:M1A:U2:L5 June2014 9