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 â Write opinion pieces on topics or texts, supporting a view with reasons and information; W 8 â 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 â Draw evidence from literary or informational texts to support analysis, reflection, and research).
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