Jen Morrissey

Grade 4 Lesson: Annotating and Key Details

Stage 1 – Desired Results

Goals…
 CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
 (Working towards) CCSS.ELA-LITERACY.W.4.8
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.
 Processes, Rules, and Laws CIV 4.1 Illustrate historical and contemporary means of
changing society.

Essential Question:
 Why did the South view laws concerning slavery and civil rights differently from other
parts of the country?

Students will know… Students will be able

 (ELA) Annotating is a skill that can be used to summarize a to…
text or resource  Find key ideas in
 (SS) That emancipation is the act of freeing an individual an informational
 (SS) Lincoln’s views of how blacks and African Americans text
and how they shifted after the Civil War  Annotate an
 (SS) That the Emancipation Proclamation was issued as a informational
way to hurt the South’s economy and military during the text with
Civil War questions, key
ideas, and
connections

Stage 2 – Assessment Evidence

(Potential) Performance Task: Evidence:
 Social Studies and ELA interdisciplinary performance task  Students’
annotations of
Goal: The goal is to create a historical-fiction mock interview to the final page of
highlight experiences from the perspectives of the Union and the their NewsELA
Confederacy just after President Lincoln issued the Emancipation article
Proclamation.  Observations of
students
Role: Students will be:
 A Confederate soldier
 A Union soldier
 A slave in the South
 A freed slave in the North
  A journalist

Audience: The target audience is a fourth-grade class.

Situation: Students need to demonstrate how the Emancipation

Proclamation (E.P.) impacted:
 The South’s economy and military
 The North’s military
 The life of a slave (freed prior to the E.P.)
 The life of a slave (freed after the E.P.)

Product/ Performance/ Purpose: Students need to create an in-

person mock interview (scripted) or a video presentation (e.g. using
iMovie) that shows:
 How the E.P. impacted the lives of the Confederacy, the
Union, and blacks

Standards/ Criteria for Success: Students’ interview should:

 Contain accurate and credible information
 Include key details from the article 5 Things You May Not
Know About Lincoln, Slavery and Emancipation
 Show understandings of multiple perspectives

Stage 3 – Learning Plan

 Whole-class mini lesson:
o What is annotating?
o Why do we annotate?
o Annotating symbols

 “I do” – Model how to annotate using the first few paragraphs of 5 Things You May
Not Know About Lincoln, Slavery and Emancipation

 “We do” – As a class, continue to annotate the introduction of the article.

o Ask for student reasoning for why some pieces of information are important
o Because our goal is to summarize, how can we write a 1-2 sentence summary
for this section of the article?

 “You do” – Students will independently annotate the final portion of the NewsELA
article. Early finishers can begin to weave their key details into a brief summary in a
similar way to how the whole class did in the “We do” portion of the lesson

 Closing circle – Review 6 reasons why we annotate

o If time, brainstorm different ways we could use annotating to summarize
information
o E.x. The “highlights” of a sports game, retelling a story, etc.
Plan Moving Forward:
Personalized Learning Groups: Informational Text
Group 1 Group 2 Group 3 Group 4
Focus Including relevant Including relevant Including relevant Sequencing details
and accurate and accurate and accurate accurately (flow
information information information chart thinking-
map)
Scaffolding with a Scaffolding with a Scaffolding with a
thinking map – thinking map – thinking map –
main idea and main idea and relevant details
details details
Student John B Chelsea B Derek J Alanna B
s Marcus F Timothy B Justin J William R
Trevor L Ariel C Jacob N Mila A
Deepak S Davian G Rudy B Ella B
Giada S Jexiel G Kyla D
Mikhail L Javier N Mia L
Bella N Dhrubi M
Gabriella S Lily N
Conventions:

Many students struggled with conventions

during the American Revolution Summary.
To teach this explicitly, I would tie ELA and
SS into morning meeting with several mini-
lessons to review spelling, capitalization,
capital letters, punctuation, verb-agreement,
etc.

Deer Fantastic Forth Graders,

Yesturday we revewed how two

annotate a text? we red about the
emancipation proclamation and it’s
impact on the sivil War the Maine idea
of the text is ________. too detales
to suport this our

1.

2.

Lets hav a lerning filled day

Today

♥ miss Morrissey