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GRADE 4 Common Core Standards
CCSS 2 Determine a theme of a story… from details in the text.
CCSS 4 Determine the meaning of words and phrases as they are used in a text.
CCSS 5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Eleven by Sandra Cisneros
QTEL Exemplar
TASKS:
• Quick Write• Extended Anticipatory Guide
Elven
Preparing Learners
Preparing Learners Goals
■ Activate prior relevant knowledge
■ Focus attention on key concepts■ Introduce key vocabulary in
context
Preparing Learners
Quick Write
Think of a time when you were in a situation where you felt powerless or without control?
What happened? How did you feel?
Preparing Learners
Extended Anticipatory Guide
1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason.
2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided.Directions Part 1: Read the following
statements and decide whether you agree or not. Explain your opinion.
I agree/disagree because …
Directions Part 2: After you have read “Eleven,” what evidence in the text supports or does not support the statement in Part 1? Does the evidence make you change your mind?
Statement Opinion What I found out in the text.Agree Disagree
1. Children should always obey or listen to adults.
2. Grown-ups never make mistakes.
3. Peoples’ actions and words affect others.
4. Older people are wiser than young people.
5. It’s important for people to express their thoughts and feelings.
Eleven
Interacting with Text
TASKS:
• Listening with a Focus
• Simile Note Taker
Interacting with Text Goals
■ Deconstruct the text■ Interact■ Reconstruct the text
Interacting with Texts:
Listening with a Focus
Chunk 1What is Rachel thinking ? What evidence in the text supports your thinking?
(Rachel) is thinking _____
(She) is also thinking _____
(Rachel) is thinking _____ and ____
I think this because in the text it says, “____”
Interacting with Texts:
Listening with a Focus
Chunk 2 What does Mrs. Price do, and how does Rachel react? How does Rachel feel about the situation? What evidence in the text supports your thinking?
(Mrs. Price) _____
(Rachel) _____
I think (Rachel) feels ____ because ___
Interacting with Texts:
Listening with a Focus
Chunk 3 What does Mrs. Price do, and how does Rachel react? How does Rachel feel about the situation? What evidence in the text supports your thinking?
(Mrs. Price) _____
(Rachel) _____
I think (Rachel) feels ____ because ___
Interacting with Texts:
Listening with a Focus
Chunk 4How does Rachel respond when the true owner of the sweater is revealed? How does Rachel feel about the situation? What evidence in the text supports your thinking?
(Rachel) _____
(Rachel) feels _____ because ____
Interacting with Texts:
Simile Note Taker
1. Each partnership will be assigned one simile from the text.
2. The partnerships work together and each person fills out the Simile Note Taker.
3. Each dyad shares their thinking with the table group and contributes to a class chart representing the similes in the book.
Eleven
Extending Understanding
TASKS:
• Collaborative Poster• Collaborative Dialogue• Extended Anticipatory Guide
Extending Understanding Goals
■ Apply new learning■ Re-present the text■ Take a critical stance■ Evaluate
Extending Understanding
Collaborative Poster
1. Think independently about how to best represent the spirit of the text on a collaborative poster.
2. With your group, plan and create your poster, reaching consensus on:• One image• Two quotes from the text• One original phrase Use the Collaborative Poster Rubric to clarify expectations
3. Each person uses a different color marker for his/her work to promote equity in participation.
4. Each person signs the poster and participates in sharing the collaborative poster with the class.
Extending Understanding
Collaborative Dialogue
1. Students will work in dyads to represent one key moment in the text.
2. Partners write the dialogue that takes place at that specific moment in the text.
3. Each person keeps his/her own script and refers to the rubric for clarity of expectations.
4. Each dyad presents their Collaborative Dialogue.
5. Class discusses common threads and differences between all the presentations.
Extending Understanding
Extended Anticipatory Guide
1. Think independently about the 5 statements and mark whether you agree or disagree. Be prepared to provide a reason.
2. Take turns explaining why you agree or disagree with each statement, using the formulaic expression provided.Directions Par 1: Read the following
statements and decide whether you agree or not. Explain your opinion.
I agree/disagree because …
Directions Part 2: After you have read “Eleven,” what evidence in the text supports or does not support the statement in Part 1? Does the evidence make you change your mind?
Statement Opinion What I found out in the text.Agree Disagree
1. Children should always obey or listen to adults.
2. Grown-ups never make mistakes.
3. Peoples’ actions and words affect others.
4. Older people are wiser than young people.
5. It’s important for people to express their thoughts and feelings.
Task Analysis
Each group will be assigned a different task to analyze using the Task Reflection Sheet.
Steps:1. Individually think about your response.2. Discuss ideas with your group.3. Write the group’s response on the organizer.4. Share out with the class.5. Write down other groups’ information.
