Planning for Reader’s Workshop

Week of: 2.11.19

Learning Goals: How will I know what they have learned?

2.C.1. Evaluate how various perspectives of Marylanders can Assessment:
cause compromise and/or conflict

RI.4.5 Describe overall structure of events, ideas, concepts, Write an essay that states a claim/idea about the
or information in a text or part of a text.
Boston Massacre. Be sure to include evidence
RI.4.9 Integrate information from two texts on the same from the text to support your response.
topic in order to write or speak about the subject
knowledgeably.
Anchor Chart:
W.4.2 Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.

DAY 1 and DAY 2: Good readers evaluate

various perspectives of Marylanders in
order to identify conflicts.

DAY 3: Good readers integrate information

in order to formulate ideas.

DAY 4: Good readers use text evidence

and reasoning in order to support a claim.

DAY 5: Good readers communicate

effectively in order to defend their thinking.

EQs
● How does the structure support the author’s
purpose?
● How do I synthesize information from different
sources to support my claim?
● What factors influence how the audience
perceives the speaker and the message?
● How do I support my claim?

What do my 2/13 DAY 1: Introduce the topic we will be focus on is the events leading
students need me up to the American Revolution in 1775. Inform students that I will read
to model? aloud a text (pg 48-49) and while reading they should focus on conflicts
that are happening. Students will record their notes in their spiral (make
web with conflicts in the colonies in the center).

2/14 DAY 2: Review what we read yesterday, how would we describe the
relationship between the British and the colonists? Inform students that
 today we are going to read about a historical event called The Boston
Massacre. Allow share out what do think of when you hear the word
Massacre? If needed look up definition. While reading allowed students
should be focusing on adding to their web of conflicts. Read aloud “The
Boston Massacre” (Liberty Book) stopping to share out thoughts.

2/19 DAY 3: Show Assessment and unpack so that students understand

they need to state a claim/idea about the Boston Massacre. Generate
claims/ideas we can make as a class about this event (Colonists are
innocent. They are both guilty. This wasn’t truly a massacre. The British
were trying to control the colonist) Introduce strategy page 255 9.6
Consistently Ask, “How Do I Know?” While reading allowed, model
how to use this strategy by pulling out details that match my claim. Make
anchor chart (Writing Claims & Ideas) and Evidence Part of Anchor Chart

2/20 DAY 4: Still using the strategy, we will focus on modeling

explaining how that detail connects to the main idea. Reasoning Part of
Anchor Chart

Claim: Both the

colonists and British
soldiers caused the
Boston Massacre
Detail Explain
(Text (connecti
evidence) on)

Why does my
evidence support my
claim?

2/21 DAY 5: Model how to write assessment piece (shared writing)

What do my 2/13 DAY 1: Close Reading Passage of French and Indian War. Pass out
students need to and students will glue into their spirals. Complete shared reading and
practice with me answer question: what was the goal of most countries during the mid
using a grade 1700s? Continue to add to conflicts in the colonies web.
level text?
2/15 DAY 2: Read aloud “The Wigmaker’s Boy and the Boston
Massacre” stopping periodically to track thinking. Focus on structure of
the text and the author’s purpose. Discuss: What is a massacre? Was it
 truly a massacre?

2/19 DAY 3: Each student should come up with a claim (allow them to
work in groups with common claim/idea). Reread Wigmaker text pulling
out text evidence to match that idea/claim.

2/20 DAY 4: Using their 2 text evidences, explain how those details
connect to their claim/idea.

2/22 DAY 5: Group Response to defend their common claim/idea. Peer

edit/grade
What do I need to Through conferencing:
look for/coach as ● Discuss and coach students on book choices that are best for them
students read
their own texts? ● Stop and think about what you are reading, while you are reading
● Reread text for:
● Comprehension
● Clarity
● Fluency
● Check to be sure students are effectively responding to their text.

What do I need to ● Share Thinking/ Post it Note Reactions

celebrate students
doing ● While you read independently, be ready to share: What were you
independently? thinking as you read? Share your tracks of thinking with us? What did
the author want you to learn?