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? StatementOpinionWhat I found out in the text. AgreeDisagree 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 1 What 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 4 How 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? StatementOpinionWhat I found out in the text. AgreeDisagree 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.