4th Grade Reading - Free Educational videos for Students in K-12 | Lumos Learning

4th Grade Reading - Free Educational videos for Students in k-12


4th Grade Reading - By



Transcript
00:05 we're going to start this morning with reading . So
00:06 I want you to get yourselves ready for learning ,
00:09 get your book boxes , get your thoughtful logs .
00:12 Anything you need to annotate and push your tears in
00:14 and come down to the floor so we can start
00:16 with a mini lesson . Mm We're going to go
00:24 back and look at our reading and are thoughtful logs
00:30 and we're going to talk about character traits . And
00:33 I want you to find in your thoughtful log where
00:36 you've noted something about character traits and I want you
00:39 to read and reflect . Take a moment to read
00:43 and reflect what you know about character traits that we've
00:47 already talked about and share with me . Do you
00:50 have in a ha do you have a uh oh
00:53 I remember this or wait I'm confused about this .
00:56 Let's start by sharing our questions in our ah ha's
01:00 . So look at it for a second adam .
01:03 Well when I was reading back to him and he
01:05 had to do um trades from George Washington socks um
01:10 I had a bunch from my he was humbled because
01:13 he saved Katie without bragging about it . Okay so
01:17 you remember looking back at that fiction piece and finding
01:20 out what kind of traits he had Did anyone else
01:22 have an Aha from there ? I remember when we
01:25 read Snowflake Bentley . Yeah we had to find his
01:29 character traits out of what we were . Okay so
01:32 you remember that activity ? Is anyone still confused about
01:35 character traits ? What's your question ? Oh I'm confused
01:40 on the character treat because I really don't understand how
01:44 to find . Okay well that's what we're gonna practice
01:46 today . You're gonna be the perfect question . We're
01:49 going to practice how to find character traits more today
01:52 because practice makes perfect . Say more we practice the
01:56 more the better we get at it . Okay .
01:58 So I thought well we've read George Washington socks right
02:03 ? And we annotated fiction and we're gonna look at
02:07 another fiction fixed . But there's another kind of text
02:11 that we can use to help us figure out character
02:13 traits and it's not fiction . What do you think
02:16 it is ? Think about all of the schema you
02:19 have from reading ? Think about all the scheme of
02:21 all the activities we've done . What else do you
02:23 think we can use ? Katie ? You could use
02:27 nonfiction because nonfiction often has real people . So it
02:32 would probably help you more . Okay who can elaborate
02:36 on what she started to say non fiction as real
02:38 people but it has more than that . Who can
02:39 elaborate on that for me ? Can you elaborate facts
02:43 about it ? Perfect . It has facts . How
02:46 do we know effect from an opinion really quick ?
02:49 How do we review a difference between a fact and
02:51 opinion Sydney ? Well , um a fact . Everybody
02:55 knows it , but an opinion people can think differently
02:58 , correct . Okay , that's a short way of
03:00 thinking about an opinion is something you think you can't
03:03 necessarily proof . So we're going to look at different
03:06 kinds of text . I'm going to show you some
03:09 primary source documents what our primary source documents back there
03:15 for me . Um They're actually from the real thing
03:19 . So are they from the real thing ? Or
03:21 are they the real thing or are they copy elaborate
03:25 more ? You're on the right track . Um ,
03:28 I think they are the real . Yeah . Usually
03:31 they are the real thing . What are some examples
03:33 of primary sources ? Uh , um some primary resources
03:37 might be if you go back and you look um
03:40 like maybe a newspaper back from maybe back then .
03:43 Okay , so from that time period , an actual
03:46 newspaper , anything else ? A picture ? What kind
03:49 of picture , like a picture of someone like like
03:53 standing there or in like war . What do we
03:56 call that when we're looking at a picture of somebody
03:59 or an event ? It could be a , what
04:03 could it be called ? Secondary source . Well no
04:06 , it's a primary source because it's the actual thing
04:08 from there . Right ? If somebody painted it then
04:10 if we took a picture out of our camera of
04:13 it , it wouldn't become primary source anymore because it's
04:16 not the actual thing . Although it still is primary
04:19 source because you're looking at the actual thing . But
04:21 what do we call a painting of a person ?
04:24 We call a painting of a person griff . No
04:29 , think about it . A portrait . A portrait
04:33 . We're gonna look at a portrait . So we're
04:35 going to study George Washington . We've been doing the
04:38 american revolution and we started our lesson by looking at
04:42 George Washington and who he was with fiction . We
04:45 read the book George Washington socks and we looked at
04:47 the fiction text and today I'm going to show you
04:50 another fiction text . But now we're going to look
04:52 at some nonfiction and primary sources . And we're going
04:54 to wrap up . And your big question , are
04:57 you ready ? You can note this down if you
04:59 need to . Your essential question for today is to
05:01 decide was George Washington a worthy leader ? Or was
05:06 he not a worthy leader ? Okay . And you
05:10 have a paper in there already glued that . Has
05:12 that question on there ? You're summited ? Is on
05:15 there ? Was he a worthy leader or was he
05:18 not ? Do we all have to agree ? No
05:21 , No . We do not all have to agree
05:24 . Do you have to back up what you feel
05:26 with evidence ? Yes . How do you back it
05:30 up with evidence ? What are some ways that you
05:33 can back up with evidence ? You could use some
05:40 of those things and say well and prove it .
05:43 Like you could show where you saw it or you
05:46 could tell where you saw what you're saying . Like
05:49 if I said the sky is blue , I would
05:52 have to show you the sky . Okay , so
05:54 you have to prove it . You have to use
05:56 something to show . So I want to read to
05:59 you . We started a book George Washington . Our
06:02 founding father . Does it look like fiction or nonfiction
06:06 ? Oh , Oh Adam says realistic fiction . And
06:13 Katie says historical fiction . So as I finished the
06:15 last few pages , I want you to decide .
06:18 You've got to pick a side . Is it historical
06:20 ? Is it realistic ? Which one doesn't belong to
06:22 more ? Okay , can you wait , can you
06:24 hold your question till I'm done ? We left off
06:26 . Mhm . And there's a picture in the book
06:35 . Do you think this is very accurate ? Or
06:37 is it hard for us to know ? It's hard
06:40 for us to know . We're gonna have to have
06:42 more knowledge to figure it out . So at age
06:45 27 I married Martha , a widow and mother of
06:49 two Children , Patsy and Jackie . I had no
06:52 Children of my own . My principles were clear .
06:55 The lesson plan was straightforward . The rules of civility
06:59 had been a part of me since I copied them
07:01 when I was 15 . They sustained me through the
07:04 birth of our nation . There's some tough vocabulary here
07:08 . There's some tough vocabulary in your thoughtful logs where
07:11 it says powerful words and phrases . If you notice
07:15 any powerful words or phrases the author used in his
07:18 craft , write them down what makes a word powerful
07:23 . Oh what makes the word powerful ? It stands
07:30 out . Makes you feel something okay . Mhm .
07:37 My principles were clear . That stands out to me
07:41 . That tells me that he knew what he wanted
07:45 . What ? Mhm . When Virginia and the other
07:49 cont . When Virginia and the other colonies began the
07:51 great debate for independence . I was there . I
07:54 wore my uniform to the Sessions of Congress . I
07:57 was unanimously selected as commander in chief of our armies
08:01 . I devoted myself solely to american union and patriotism
08:08 . Why do you think we colored our portrait of
08:11 George Washington , red or blue ? And your thoughtful
08:13 logs . When you look at your thoughtful logs ,
08:15 you have to choose red or blue . Why did
08:17 we color it red or blue ? Maybe ? Because
08:22 um there's a good sign and a bad side .
08:25 Maybe if you didn't think he was a good leader
08:28 , then you what color it ren if you did
08:31 think it was a good lord of the nude color
08:33 . That's very interesting because that's not what I was
08:35 thinking at all . And I like that perspective .
08:37 What do you I like his perspective . He used
08:40 his scheme and came up with a different perspective .
08:43 What do you think was my teacher mind perspective when
08:46 I decided to have you color it red and blue
08:48 Sydney . Because those are the colors of America and
08:53 he was our link . So I was thinking more
08:56 symbolism . I was trying to use a symbol to
08:59 give you that . Okay , hold your questions .
09:01 Let me finish . I remember the advice of my
09:04 youth , I kept my promise . I was the
09:07 first soldier commissioned by my country . I remained in
09:10 the army and did not return home until each battle
09:13 was won . Darkness and defeat . Success and uncertainty
09:17 , but never despair . The virtue of my men
09:22 and the nobility of our cause would ultimately bring our
09:25 reward . God was an active agent in all that
09:28 we were attempting , mm Our prayers were answered .
09:33 This wonderful revolution was one and those who would treat
09:37 us as slaves were forced from our shores . But
09:40 the end was just the beginning . The new nation
09:43 was weak . We had national character to establish the
09:48 country , needed to defend liberty and provide for representative
09:52 government . The preservation of the sacred fire of liberty
09:55 and the destiny of the republic model of government were
09:58 staked on this experiment . A constitutional convention was called
10:02 . I was unanimously chosen as president . We began
10:07 our task . What was their task ? That was
10:11 a hard piece of text to understand . What was
10:13 their task ? What was their task ? Their task
10:16 was to create a new nation . And so that
10:18 I could be instead of just nothing . But maybe
10:22 make it stronger , make it stronger . Right ?
10:24 They wanted to make a nation of stronger . Do
10:25 they wanted George Washington have visions ? You think ?
10:29 Do you think he had dreams about it ? Well
10:32 , I want you to look . We're gonna look
10:34 at how we annotate text and then I'm gonna send
10:37 you off to be a historian . Okay . I
10:40 want you to be a historian . So close your
10:42 eyes and put yourselves in the mindset . You are
10:43 no longer fourth grade students . You are now historians
10:47 . Which means you have to talk like a historian
10:49 . You have to act like a historian . You
10:51 have to role play being a historian . Okay .
10:55 And just turn yourself to look at the active board
10:59 . Mhm . And let's look at this piece of
11:02 text . And would you like to drive our technology
11:07 for us today ? Okay . So grab a pen
11:10 and grab everything else you need . We've read George
11:14 Washington socks while we're waiting for anna to let the
11:17 technology come up . She's going to get to annotate
11:19 on the desktop . What does annotate mean ? What
11:24 does annotate mean ? What's good about what does annotate
11:28 me To note something down to note something down to
11:31 show what's in your mind ? Okay ? Because can
11:36 I dig through your brains ? Not physically ? That'd
11:40 be kind of gross . But can I dig through
11:42 your brains through your thoughtful locks if you annotate ?
11:44 Right , So it's your job to prove to me
11:49 that you understand what I'm asking you to do ?
11:51 Okay , so click on annotate over desktop on the
11:54 left side . I want you to read this text
11:58 . Okay . I want you to read this text
12:03 as I read it and then I want to pick
12:05 one . We're not gonna do the whole thing ,
12:07 but I want to set an example of one thing
12:09 . We can annotate to show . What kind of
12:13 character do we think George Washington had ? Does character
12:16 mean emotion ? What do you think ? Yes ,
12:23 it could . Does character mean emotion ? Well ,
12:26 a character trait is like how you are and that's
12:29 how you act . And it can sometimes be an
12:33 emotion . Can are they linked ? Yes . So
12:36 our emotion words . Good clue words . Yes .
12:39 So let's look up here and see if we can
12:41 infer a character trait . Okay . We do not
12:45 know it . We have to infer it . What
12:46 do we use to infer our background , our background
12:51 knowledge , we have to use our schema and we
12:53 have to use the words together . Okay , Do
12:57 you want to read it to yourself or you want
12:58 me to read it out loud ? Okay , matt
13:01 was so overcome with relief that he was unable to
13:03 talk , even though he had wanted to call to
13:06 Katie and let her know that he was there as
13:08 he stood staring from the old rowboat . Matt couldn't
13:11 take his eyes off the man who had rescued her
13:14 . He was a tall , imposing figure , in
13:16 a blue and buff uniform . Matt had the strange
13:19 feeling that he knew that man , for his figure
13:22 was unmistakable , with his white hair rolled on the
13:25 sides tied in the back with the ribbon . His
13:28 face was strong and proud . It was the face
13:31 of a leader , the face of a determined man
13:34 . His eyes stared straight into mats as if one
13:37 commander had recognized another . It took all of matt's
13:41 courage to speak . My sister , Is she all
13:45 right ? The child's alive ? No harm will come
13:48 to her . Who are you ? Matt stammered General
13:52 George Washington ! Leader of the Continental troops , came
13:55 the firm reply . This is some kind of joke
13:58 , right bat ! Mumbled . The general was not
14:01 smiling , however , as the wind lashed the freezing
14:04 rain and snow all about them . Who can share
14:07 an annotation that anna should make ? Let's have an
14:10 a drive and who can share ? I want you
14:12 to talk to anna and tell her , and you
14:14 have to show her evidence to use meaningful conversation ,
14:17 look on the board and use meaningful conversation about something
14:21 that you think where it says um General George Washington
14:26 , leader of the Continental troops , came the firm
14:29 reply , where it's just plain you're thinking well ,
14:33 when it says firm reply , um it makes it
14:36 look like um General George Washington is not somebody who
14:41 was like , silly and nice . It's like he's
14:43 somebody who's serious and needs to do business . Okay
14:46 , so go ahead and annotate that for us .
14:48 Have you ever had an experience that tells you why
14:51 something is firm ? Has anyone ever been firm with
14:57 you ? When has someone been firm with you ?
15:02 And I don't clean my room ? They get really
15:04 angry and they speak . Who does that ? My
15:07 mom and dad . Okay . Is that a file
15:08 folder in your brain ? Do you all have a
15:11 file folder If someone being firm at home ? Yeah
15:14 . So you can relate to this , right ?
15:16 So you're going to work in groups and you're going
15:19 to look at various pieces of text and primary source
15:24 and your goal today ? Your objective is to come
15:28 up with four character traits for George Washington . Will
15:32 you make a note why he said that right on
15:35 the side ? Pick a color and write the note
15:37 . Pick a different Yeah , You had to positive
15:40 and two negative traits . Okay , you need to
15:45 come up with two positive and two negative traits that
15:47 you think George Washington had . That would help decide
15:52 whether he's a good leader or not . A good
15:54 leader and that's what you're going to end up doing
15:59 . Where do you think your resources are on that
16:02 motor ? Okay , there on Ed moto . Is
16:05 there anywhere else you can go for resources outside what
16:08 I give you the books up there ? Okay ,
16:11 you can use any of the historical fiction , realistic
16:14 fiction text up . There may be some of the
16:17 primary sources that we have in our social heavy spokes
16:20 on the I wonder . Yeah , that's a very
16:21 good conclusion . I bet your social studies books has
16:23 some primary sources . That you can go and look
16:26 . What would you use in your social studies book
16:28 to find that primary source . Would you just start
16:30 flipping through the pages ? No . Would you just
16:33 start flipping through the pages ? Well first so you're
16:36 gonna go to like them table of contents . You
16:39 could go to the table of contents and what's on
16:40 the opposite end of the book that you could go
16:42 to as well . The index . So you can
16:44 go to the table of context or the index and
16:47 you have to have some keywords . Right Okay .
16:49 I would like for you to work with your scamper
16:52 groups on this activity . Okay . So we're gonna
16:56 move around the room , you're gonna settle into a
16:58 position and you're going to work with your scamper groups
17:00 on the desktops there . Up if you need dictionary
17:04 dot com to look up a word there's websites .
17:07 Can you go to my website Do you think I
17:10 have links up there ? Do you think that link
17:13 can take you to another link ? But it's really
17:16 different to read a website , isn't it ? So
17:18 be very careful and mindful of what you're reading on
17:20 the website where you're clicking ? Okay . So can
17:23 I get you guys to move into your scamper groups
17:25 ? Take all the materials you need and scamper four
17:30 character traits for me about George Washington , four people
17:36 5 4321 positive to positive to negative on this picture
17:54 . So she put it is it's like asking and
18:03 then you like so we could do was he was
18:11 furious with and then we could put a we shouldn't
18:16 put like words that we think he is like on
18:19 another page , like this page and then like C
18:23 which we could make a list of them like we
18:25 did on our scamper and then see which ones are
18:27 the best anything about . Can I get your attention
19:01 for 1/2 ? Thank you anna for looking Nathan .
19:06 Can I get your attention for one second . On
19:08 the active board . I put a link to think
19:10 like a historian did you ask ? Did you note
19:13 some questions you have to ask yourself if you're thinking
19:15 like a historian , what kind of questions do we
19:18 need to ask yourself ? What frame of mind do
19:20 we need to put ourselves in Lauren ? What was
19:23 one of our questions ? Um , how do we
19:29 ? Right . And what does evaluate mean we're doing
19:34 what with it ? Okay . We're judging the evidence
19:38 . Is it good ? Is it bad ? Are
19:40 you experts at it ? Mm No you need life
19:43 experience but can you work on the road towards being
19:46 an expert ? Yeah . So we have to evaluate
19:49 . Now . I've put the questions up there if
19:51 you need it , but you have to think like
19:53 a historian . So do I hear you saying ?
19:55 Hey dude , I think this no . What do
19:59 I hear you saying ? You know what kind of
20:02 conversation a meaningful conversation you're saying ? Well here in
20:06 this evidence it says this word means okay . You
20:12 need to have meaningful conversation that takes practice . Okay
20:15 . Go ahead . But don't we want to get
20:39 on a motive to where she put all the links
20:42 . I think it's a good thing . Social studies
21:10 . I think we should first thing biography she was
21:20 talking about from the from the White House . I
21:28 think the french were not writing like sentences on you
21:42 already thought he was because he thought to think once
21:53 in the french war and then he didn't fight in
21:56 the war anymore . And then after that I think
22:05 a good thing we could do for him that I'm
22:07 going to put on my list is probably helpful because
22:11 he helped the whole army . Like he kept helping
22:14 in the army . And do people want to go
22:17 in the army ? No , but they have to
22:19 to protect the country . I'm going to dot com
22:22 . Another word for helpful . Like any stronger better
22:26 word going to the source . It's all the way
22:30 up his statues described as a great white ghost .
22:36 Why ? Because that trees are cold black . So
22:43 they're like trees and then the statues in the middle
22:46 and it's like really dark . So you're inferring that
22:49 the great white ghost must be the statue between at
22:53 dark time at nighttime . Okay . And what is
22:57 that going to do ? Tell you about his character
22:58 trait . That is what makes him brave just by
23:04 being a white statue between two . Well , because
23:09 there's a statue of and so just the fact that
23:13 he has a statue a leading . Okay , so
23:24 he must have been a leader . He was important
23:26 enough to have a statue . If you read on
23:28 will you be able to find more evidence ? Keep
23:30 reading . Let's keep reading . Keep looking . I
23:33 think he was independently here . It says the american
23:37 people were strongly independent . They wanted to do things
23:40 for themselves . So since drink Washington was the leader
23:44 , he must have been independent . He wanted to
23:46 be independent from England . Okay , so he wanted
23:49 a more independent . You think he was independent ?
23:51 Like he was driven to fight for that ? Okay
23:54 , well think about that . That's a lot of
23:55 words independent driven . You've got to pick and choose
23:59 . Remember you're a judge , you have to evaluate
24:01 yourself and say what is the proof ? Where's the
24:05 proof is the proof of the pudding ? Where's the
24:08 proof ? Look for the proof ? Okay . And
24:13 will it help if you collaborate and communicate with each
24:16 other ? Right So you need to collaborate and communicate
24:20 with each other and think critically . So I want
24:23 you to communicate . You have to talk to each
24:24 other and collaborate and share ideas . Okay . And
24:27 I'm gonna come back and check in in just a
24:28 minute . Okay . Okay . Yes George thing from
24:40 the George Washington socks you put on that Microsoft word
24:44 . Yes . Kind of wants to look at the
24:47 thing if you want to you can go take over
24:50 , it's right down there . It's a word document
24:51 . You have control of your learning so just go
24:54 click on it . We couldn't put like like what
25:02 I was thinking about when she was reading it when
25:04 she was asking us the questions later saying General George
25:10 Washington leader of an old troops we consider is your
25:15 list of character traits and feelings that you guys are
25:17 looking to reference . There's a difference between character traits
25:21 and feelings . You've got to evaluate the word you're
25:25 looking at . Okay . I thought when he was
25:27 kind of saying in this sentence , I thought he
25:30 was kind of like he was kind of being determined
25:35 and kind of like standing up for himself . Like
25:37 trying to like sound proud and trying to sound like
25:42 a really strong leader because he was like general of
25:46 he was saying general and he was like saying his
25:48 troops and stuff so getting away that could be arrogant
25:52 because he was like thinking all about himself . Yeah
25:57 , he's kind of leader of the Yeah , he
26:01 was kind of being like like ceding his whole thing
26:04 , his whole profile of him and he was like
26:08 standing up in front of everybody and he was wearing
26:12 fancy clothes . Oh yeah , that's what they were
26:15 back then . He was wearing fancy clothes . Yeah
26:19 , that's what they were back then . But it's
26:21 a fancy way . True . So he was kind
26:25 of like not trying to stand out and be ahead
26:29 of everybody . I think we should . So do
26:36 you agree with this statement when you evaluate that on
26:40 Wicki answers now , Wicky answers digital knowledge , right
26:44 . And we don't know who put it out there
26:46 . So we have to evaluate the source . How
26:50 do we check other sources to cross check ? Because
26:52 just because you look on the internet and find that
26:54 source does not mean it's 100% true , right ?
26:57 So help critically . Let's collaborate , collaborate together .
27:02 Because he was so great to keep fighting and going
27:06 out . Okay , so you do think he was
27:08 brave ? I remember seeing something in a book .
27:12 He was brave because they called him , he didn't
27:15 volunteer . They called him to be the commander of
27:19 the Continental Army . Then after he went home to
27:21 try a peaceful life . But they called him back
27:24 to be president and that up to . But how
27:27 do we evaluate this source and how good the sources
27:30 ? What can we do to evaluate to judge whether
27:32 or not this person who put on the internet that
27:35 these are the traits of George Washington are good .
27:38 Where else can we look to back it up ?
27:40 Your website ? Okay . We can go to websites
27:45 . Can we use our social studies textbook ? Okay
27:48 . So we need to find some other evidence to
27:50 back it up before we just take their word .
27:52 Because what if it's just a really big fan of
27:54 George Washington ? What if he's just a really big
27:58 fan and he decided to put all this good stuff
28:00 out there , which sounds nice , but it may
28:02 not be true . So I want you to go
28:04 look at some other sources and see if you can
28:06 find some other sources that say the same thing and
28:09 judge whether it was worthy of using it . Okay
28:13 , what are we doing over here ? What kind
28:20 of traits are you looking for ? Because I've already
28:24 found some good , what are some positive traits that
28:27 you have found ? I found I found that he
28:30 was courageous . And what evidence do you have to
28:33 prove that he was courageous ? He was courageous because
28:37 everyone was discouraged , kept on fighting . Because I
28:44 saw that went on when they first lost . They
28:47 tried to get on bunker hill . Okay , so
28:50 you're saying he's courageous , severe in uh , he's
28:53 debating with you . Is that courageous or perseverance ?
28:56 So we have to to dilemmas . Here . One
28:59 is we have to decide which character trait we actually
29:03 want to define it as and the other is was
29:05 this a good source ? Did you evaluate that social
29:07 studies book ? Is a real source ? How is
29:09 it a worthy source ? Yeah . Okay . So
29:15 we know that the people who wrote this text were
29:17 real , they were educated and they were historians and
29:20 professors . So this is a good source . If
29:22 we have looked it up on Wikipedia , would it
29:24 have been a good source ? We probably needed more
29:26 . Could have been right . So we've got to
29:30 cross check . So you have a good source but
29:33 you guys have to debate is it courageous or perseverance
29:35 ? Which one is it ? You're gonna have to
29:39 collaborate and talk to each other . You've got to
29:41 say state your side and you might come to a
29:44 meeting of the minds and decided it's kind of both
29:47 depending on the situation , we'll talk to your teammate
29:49 , talk to him sometimes if you're since the british
29:55 was really really really strong so it just means you're
30:07 brave enough to do what you have to do .
30:10 You think you think thay I'm going to give you
30:37 a 5 to 10 minutes , we're gonna take a
30:39 pulse point , so start wrapping up just where you
30:42 kinda at , which you've got so far , okay
30:47 , scroll down and Jamie is pulling up a portrait
30:49 that's a primary source . That's good and it's kind
30:53 of hard to look at when you're looking at the
30:54 computer and you might , if you're looking at a
30:56 portrait as a primary source , there are no words
30:59 on that portrait . What evidence can you get off
31:02 of a portrait ? Two oh back there , talk
31:08 loudly for me . What evidence can you get Bella
31:10 off a portrait from like how that person is looking
31:15 , how they're looking , Get more detailed how they're
31:17 looking Henry up here when he was back in time
31:24 . Okay . But more than just looking what are
31:26 we looking for ? Specifically ? How they are looking
31:29 ? We want something a little more . You look
31:31 at his face features . If you look serious or
31:35 so something on his face . Could I mean if
31:37 I look at you and I just go , how
31:40 do I look ? You really want to do that
31:43 ? You really want to do that right ? You
31:46 have to look at your face features . And can
31:48 you also look at your posture , your statue and
31:52 how you are ? How about how you're dressed ?
31:54 Yeah . Can you infer how someone is by looking
31:58 at all these tiny examples . So you never thought
32:01 of a picture as a source for evidence . That's
32:05 why there's some paintings that I pulled off the Library
32:07 of Congress and put them there . So look at
32:09 some of those paintings and see how they portray George
32:13 Washington . Okay . Five minutes pulse point . You're
32:16 not gonna wrap up today , but get as far
32:17 as you can . Yeah , you can go get
32:21 it . You may look at the George book ,
32:23 tha tha tha tha check in with think think ,
33:26 think , think , think , think somebody standing like
33:42 that versus standing with his hands in his pockets .
33:48 He's determined , he's ready thing . So is that
33:55 part of character traits ? Okay . So could you
33:57 make an annotation in your thoughtful log that in the
34:00 picture crossing the Delaware George Washington stands like he's determined
34:04 and ready to fight . Go make that notation .
34:06 Good job . I think you can do better than
34:14 that more than I say elevated higher . Let's go
34:20 higher than forceful thing . So I think he looks
34:38 like that . Tell me what that look means .
34:41 Thank you . Look serious . And the portrait explain
34:45 descriptive words thing . His eyes were staring straight ahead
34:54 . You're right . And his mouth . So you
34:58 can get down to details like main idea and details
35:00 . You can get down to the mouth and the
35:02 eyes . So he does look firm like your mom
35:05 when you're in trouble at home , make sure you're
35:10 annotating . I gotta thinker here . So first one
35:16 I've heard today so far , she said she and
35:20 Emma came up with , I think we should look
35:21 at some of this from the british point of view
35:24 and what they thought of George Washington to did I
35:27 say you had to only look at it from our
35:29 side . No one put those parameters . So now
35:33 you can go back and see . Maybe let's look
35:35 at some of the things the british thought maybe there's
35:37 some primary sources out there and they write about George
35:41 Washington . Okay . Don't wait for me to give
35:43 it to you , go looking for it . Go
35:45 hunt for it . I'm who would be neutral at
35:56 that time way . What Quakers ? Because then they
36:03 don't really have a side . So they're going to
36:05 say the real part . So that if you're a
36:08 patriot , you're gonna look the british look so bad
36:10 and make the americans look so good and if it's
36:14 a british , it's going to be the total opposite
36:15 . Okay . But if you're neutral is going to
36:17 be how it is . Okay . So do you
36:19 have to do only what I give you and what
36:20 I say ? No . Go beyond that . Is
36:23 that thinking like a historian , do historians to indiana
36:27 jones father when he was a professional and he was
36:29 a historian , he was digging for history . What
36:31 did he do ? He kept digging , kept digging
36:34 . Okay , so you're gonna keep digging . That's
36:37 why we got this book because it's from a perspective
36:39 of the british and the car . That's right .
36:41 We read that George versus George , the King versus
36:44 George and it was from both perspectives when we read
36:47 it , so we can use that . Don't get
36:49 zoned in on just one perspective , you've got to
36:51 look at , you're evaluating when a judge decides something
36:55 , they have to listen to everything . Okay ,
36:58 two minutes and we've got to take a pulse point
37:00 . So whatever thought is in your brain , I
37:03 need you to wrap that one up and tied up
37:05 . Don't leave a loose end and then you will
37:07 get to continue this . But right now just tie
37:10 up that last loose end , annotate that last sentence
37:12 . And when you're looking at it , this is
37:14 the time that you need to glance back and edit
37:18 your writing . You need to glance back and make
37:20 sure you have the correct grammar and punctuation and you're
37:22 using academic vocabulary because we're going to look at that
37:27 two minutes real is maybe because all the stuff we've
37:30 learned about the Revolutionary War , if it's like if
37:34 it sounds right anyway and it's also it works out
37:39 like how we learned it and maybe it might be
37:42 right . So you need to teach her how to
37:45 evaluate she wants to know how you can tell it's
37:47 real or not real and you can like you know
37:50 it's real or not real because it's like if you
37:54 tell me if this is real or not , George
37:56 George the third , like the king was happy when
38:00 the americans won the war , is that true or
38:02 not ? Not good ? So you can kind of
38:06 look at what it's asking you and if you think
38:09 that it's like , like what I just said and
38:12 you think it's not true , then it probably isn't
38:14 because we know that they were on two different opposite
38:17 sides . You have to use kind of like your
38:19 background knowledge and what you like have learned about George
38:25 Washington and what we've been learning about the revolutionary .
38:30 I think we should . Is that a strong sentence
38:34 that she found evidence in the text ? Yes .
38:37 As discouraged as Washington was . He was not prepared
38:40 to accept defeat . Not yet . Does that prove
38:42 he was a determined person ? So did she think
38:45 like a historian and find evidence to prove her character
38:48 trait ? She says she did right . What's your
38:51 other one ? And then I got caring because in
38:55 the book George George Washington or uh founding father ,
39:01 it says that he dropped out of school when he
39:03 was 15 because he wanted to help his family because
39:07 I think his father died and then , so he
39:10 needed to help . How does that make him caring
39:13 ? Uh , he had , he had to go
39:17 out , uh , if he wasn't caring , what
39:20 would he have done , maybe He would have stayed
39:22 in , how do you know that somebody who does
39:27 that is caring ? What experiences do you have him
39:31 ? Have you ever seen anyone be caring ? How
39:35 what do they do when they're caring ? Do they
39:38 give up something when you give something up ? You're
39:44 sacrificing ? Is that , is was that what he
39:47 was ultimately doing ? So you have evidence from the
39:50 text to prove that he was caring , good job
39:56 . Hey , five 43 two one . We're going
40:03 to continue this at some point . But what I'd
40:05 like , ladies and gentlemen , leave your , bring
40:07 your thoughtful logs in a pencil only and let's take
40:10 a pulse point and wrap this up . Let's come
40:12 over here , back on the floor . Just leave
40:15 it , come down here and let's take a pulse
40:20 point of where we're at . Okay . First pulse
40:25 point , thumbs up , thumbs down . How are
40:27 we feeling ? Okay . Looking at our self evaluation
40:32 scale on the board , how many you feel ?
40:34 You've moved further to the right ? How many of
40:39 you feel ? You're stuck ? Yeah , no one
40:42 stuck . Okay , So you're trying to get to
40:45 expert . So we have back here , Katie Nate
40:48 Evan and Canaan , you stuck your sticky notes up
40:51 here and you're saying to me , you're experts ,
40:53 Are you guys still feeling like you're experts ? You
40:56 still feel like you're experts , you can defend things
40:59 , you can prove it to me , and if
41:00 I ask you anything , you'll be able to do
41:02 this for me . Okay , Good confidence . So
41:04 then I can start assessing you guys . Right ?
41:06 Okay , raise your hand . If you think I
41:08 need to add my sticky note there , I'm ready
41:10 to be assessed . Okay raised . And if you're
41:12 like maybe a little bit more practice . Okay .
41:16 So we're going to have a few more days to
41:18 do this . But you need to , what is
41:20 your ultimate goal As a student ? Get on to
41:23 try and get that objective . You gotta get that
41:25 is your way to tell me . It's gotta I'm
41:28 ready . You can test me . I'm ready to
41:31 take this assessment . I know what I've got to
41:33 do . Okay so make sure you're getting up there
41:35 . I walked around and took some notes . What
41:39 do you see in this picture ? Pictures , pictures
41:42 . Okay . Why did miss got evaluate why I
41:46 think this is evidence to show me . My students
41:51 were determined to do my task . Yeah , proved
41:55 . Did I evaluate my evidence ? Yeah . Sorry
42:01 , did I make it small ? Yeah . Okay
42:03 . Here evaluate my evidence . Emma , what do
42:05 you see ? Well I see that they're looking things
42:11 up about the war in the social studies book .
42:14 Okay . Does that mean that this is good evidence
42:17 for a teacher to evaluate what their students are doing
42:20 anna ? Well it's well we have technology and you
42:25 put up all that . Maybe they said let's go
42:28 a little bit more back and it was edited instead
42:30 of websites . There you go . And okay regime
42:34 if you were in the group that worked on this
42:36 in the back table . Okay . What discussion did
42:39 we have ? I want you to share your discussion
42:41 with the class about why you evaluated the social studies
42:45 book was a good source Youtube talk to the class
42:48 for me it was edited by a lot of professors
42:52 and stuff and it wasn't just like written by any
42:54 person who just wanted to type something wrecked . And
42:58 what character traits did we come up with today ?
43:00 Let's share one or two are character traits . Let's
43:02 get back to our character traits . Okay , Who
43:04 can tell me ? And I want you to have
43:06 meaningful conversation . So you need to explain it to
43:09 me having meaningful conversation and think like a historians ,
43:13 you need to sound like a historian Jose me is
43:17 based on what I read . He was construct your
43:19 whole sentence Again , pick a , pick a stem
43:23 based on what I read , imposing would be a
43:27 character trait , positive or negative negative because he was
43:31 controlling over his troops . But if he wasn't controlling
43:35 that he wouldn't be caring about . Okay . So
43:37 they kind of had to work together at the week
43:38 together . He had to be imposing , which was
43:41 negative , but it can be used positively because if
43:44 he wasn't , he couldn't be caring who has one
43:46 more that we can kind of tell me use a
43:49 stem , show me the evidence , show me the
43:51 money , show me the evidence . Okay . According
43:59 to a picture I looked at it said that well
44:03 it shown it showed him like standing strong , like
44:09 standing up tall and proud when all of the other
44:13 , like all of the , the troops are at
44:16 work kind of just like they looked like they were
44:20 , they just like they kind of looked like they
44:22 were going to complain and so what was the character
44:25 trait you think that describes ? Well , like I
44:28 couldn't really find a something that exact word . Yes
44:32 . Let's help her . Who can help her looking
44:36 at our list of character traits , she said he
44:38 was standing strong . I'm thinking of a word .
44:40 Can you tell positive ? Like it's just burning in
44:44 my mind . May be determined . We're proud ,
44:47 Right . Do you think one of those would fit
44:50 ? And did she have evidence ? Yeah . A
44:53 leader . Okay , one last one before we stopped
44:56 so that we can Henry . What did you find
45:00 ? Show me the evidence . You've got to use
45:02 a stem based on me and my group Red persevered
45:08 . He was being persevered at Valley forge . He
45:13 was persevering . We had perseverance . Everybody had rags
45:17 . What's your evidence ? That Valley forge ? One
45:21 christmas when everybody had rags on their feet and they
45:24 were walking and there was blood on the ground and
45:27 all that . They he's your kept on going with
45:34 . So at Valley Forge when they had rags on
45:36 their feet and they were bleeding on the ground and
45:37 they just kept going . Does that show perseverance ?
45:39 Is that let's evaluate that evidence we know in a
45:44 history book , it said at Valley Forge , they
45:46 had blood on their feet . They wrapped it up
45:48 and they kept going . Is that good evidence ?
45:52 Anna says no . Anyone else disagree . Yeah .
45:59 A little . What do you think ? I disagree
46:05 ? Because why is that good evidence ? A I
46:11 don't , I disagree because I think we're talking about
46:14 George Washington , not the troops , but maybe it
46:18 could have been right because maybe George Washington ordered them
46:20 to keep on going . So he was setting an
46:22 example . But is that a fact ? Did that
46:26 happen ? I don't know . Do they have evidence
46:33 to prove that the troops had to wear rags and
46:36 keep going ? So that's going to be your next
46:40 task . As we go forward , you've got to
46:42 finish your two traits and I want you to find
46:45 one piece of evidence from history that you're not sure
46:49 . But you think might be right , okay .
46:51 And you're going to look at it and so what
46:53 you're gonna do is going forward , you're going to
46:56 finish evaluating sources and inferring good traits and bad traits
47:01 . And what is the final question you have to
47:03 be able to answer and write a paragraph on for
47:08 me ? What is it you have to be able
47:09 to tell me ? Was George Washington a good leader
47:14 or not ? Was he a good leader ? Was
47:16 he not ? And why ? And you have to
47:18 write ? Okay . I want you to take one
47:20 last glance at your writing and make sure that you
47:22 have edited it and revised it and your notes .
47:25 Make sure that you have used good vocabulary , good
47:28 capitals and grammar . Everything you write should be written
47:31 as well as possible . when I was writing ,
47:36 like , I know we had to do the word
47:37 , what do you mean by what you're gonna right
47:39 at the end , Remember that sheet we stuck in
47:41 our thoughtful logs that you're summited and you're going to
47:43 write a paragraph telling me you have to decide ultimately
47:47 . Anyone here think he was not a good leader
47:49 so far . Kind of , you know , like
47:54 when Nathan said that um like the troops that they
48:00 were fighting and um it was them that the photos
48:04 on the ground and it wasn't really about George Washington
48:06 , George Washington was still fighting to just because like
48:10 , he's not in the like , yes , because
48:13 he's the leader doesn't mean he can't , he doesn't
48:15 fight . I think I'm inferring that Brandon is going
48:17 to be on George Washington's side , Why am I
48:19 inferring that Brandon is going to be on George Washington's
48:22 side ? What did he just do that ? I'm
48:25 inferring I'm using what I know as a teacher to
48:28 say . Oh he's talking about what Nathan said ,
48:31 that it wasn't about George Washington . And what did
48:33 he just say ? Yeah , it was . So
48:36 am I , can I infer that he's gonna take
48:38 his side ? Is that pretty good inference to make
48:41 Pretty good ? Okay , take one last glance .
48:46 Okay , hold your questions what Henry said . What
48:51 did Henry said when Henry said about what he was
48:54 talking about ? I think that's good evidence because at
48:59 20 you can use like your background knowledge because you
49:03 knew that the colonists were kind of poor and they
49:06 had rags and stuff . So maybe George Washington ,
49:10 tell them tell told them to keep on going ,
49:13 so maybe like that so they have to be poor
49:18 anymore so they can get their money and freedom .
49:21 So you think knowing what the life of a colonist
49:24 was helps us determined that that was good evidence .
49:27 That's a good task there . You can do that
49:29 . Absolutely . Okay , last thing Katie , because
49:31 we've got to go , I kind of have a
49:33 helpful tip for the class . She has a helpful
49:35 tip . Look at her . Here we go .
49:36 Great . I love that . Okay , so you
49:39 know how you were talking about getting the british ?
49:42 Do you point to the loyalists to ? Well ,
49:45 it would be interesting to also get the neutrals because
49:48 their judgment isn't clouded by what other people tell them
49:51 to believe . Which is what I don't think the
49:54 Quakers . Yeah . Okay . I'd like you to
49:56 put your stuff in your book boxes and get yourselves
49:58 wrapped up . Okay .
Summarizer

DESCRIPTION:

4th grade reading lesson on using artifacts/primary sources to infer character traits of a person from history. Aligned to MA Curriculum Frameworks ELA Standard: RL 3 -- describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (W 1 – Write opinion pieces on topics or texts, supporting a view with reasons and information; W 8 – Recall relevant information from experiences or gather relevant information from print and digital sources, take notes and categorize information, and provide a list of sources; W 9 – Draw evidence from literary or informational texts to support analysis, reflection, and research).

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