Module Lessons / Grade 4: Module 1: Unit 1: Lesson 1

Infer the Topic Resources

Teacher Directions: Post the following resources around the room in large writing on chart paper to make them easy to see.

1. / So much depends
upon
a blue car
splattered with mud
speeding down the road.
Creech, S. Love That Dog. New York: Harper Collins, 2001. Print.
2. / I have a little shadow that goes in and out with me,
And what can be the use of him is more than I can see.
He is very, very like me from the heels up to the head;
And I see him jump before me, when I jump into my bed.
Stevenson, R.L. “My Shadow.” Poems Every Child Should Know. New York: Doubleday, Doran and Co., 1904. Project Gutenberg. Web. 21 Mar, 2016. <
3. / Slowly she grew—till she filled the night,
And shone
On her throne
In the sky alone,
A matchless, wonderful silvery light,
Radiant and lovely, the queen of the night.
Macdonald, G. “The Wind and the Moon.” Poems Every Child Should Know. New York: Doubleday, Doran and Co., 1904. Project Gutenberg. Web. 21 Mar, 2016. <
4. / Maybe you could
copy it too
and hang it on the wall
in our class
where we can see it
when we are sitting
at our desks
doing our stuff.
Creech, S. Love That Dog. New York: Harper Collins, 2001. Print.
5. / Up from the meadows rich with corn,
Clear in the cool September morn,
The clustered spires of Frederick stand
Green-walled by the hills of Maryland.
Roundabout them orchards sweep,
Apple and peach tree fruited deep,
Whittier, J. “Barbara Frietchie.” Poems Every Child Should Know. New York: Doubleday, Doran and Co., 1904. Project Gutenberg. Web. 21 Mar, 2016. <
6. / I am sorry
I took the book home
without asking.
I only got
one spot
on it.
Creech, S. Love That Dog. New York: Harper Collins, 2001. Print.
7. / (A page of A River of Words—for example, the page beginning “Poetry suited Willie”)
Bryant, J. A River of Words. Grand Rapids, Michigan: Eerdmans Books for Young Readers, 2008. Print.

Directions for Infer the Topic

  1. Choose a resource to start at. Take your I Notice/I Wonder Note-catcher: Inferring the Topic with you.
  2. Look carefully at the resource. Be respectful of others who might be looking at the same thing. Record what you notice (what you see) and what you wonder (questions) on your note-catcher (3 minutes)
  3. When instructed, find a partner who looked at a difference resource. Describe your resource and share your notices and wonders. Explain what you think you are going to be learning about in this module (2 minutes).
  4. When instructed, stay with your partner and together find another pair. Share your notices and wonders, and what you think you are going to be learning about in this module (3 minutes).
  5. On your own, choose a new resource and repeat steps 2–4.

I Notice/I Wonder Note-catcher:

Inferring the Topic

RL.4.1, W 4.8

Name: ______ Date: ______

What do you think you will be learning about in this module?

I Notice
(things I see) / I Wonder
(questions I have)

Discussion Norms Anchor Chart

(Example for Teacher Reference)
SL.4.1

  • I listen carefully and wait my turn to speak (I do not interrupt).
  • I ask questions to better understand what people are saying.
  • I make comments that contribute to the discussion.
  • I respond to questions to help people better understand what I am saying and to build on the discussion.
  • I stay on topic.
  • I link my ideas to those of others.
  • I speak in complete sentences.
  • I assume positive intent.

Discussion Norms Anchor Chart
Cue / Response
Expand a response
  • “Can you say more about that?”
  • “Can you give an example?”
  • “I’m interested in what you said about ______. Can you tell me more?”
  • “Can you give us more details about ______?”
  • “How did you come to that conclusion? What made you think that?”
  • “What did you learn/do you hope to learn from ______? Why?”
/
  • “Sure, I think that ______.”
  • “OK. One example is ______.”

Clarify a response
  • “So, do you mean _____?”
  • “I’m not sure I understand ______. Can you clarify?”
  • “Could you say that again? I’m not sure I understand.”
/
  • “Yes, you’ve got it.”
  • “No, sorry, that’s not what I mean. I mean _____.”

/ | Language Arts Curriculum / 1