Standard:
Check In
RL 4.6
RL 4.6 Compare and contrast the point of view from which different stories are narrated,
including the difference between first- and third-person narrations.
Turn and Talk with Socratic Questioning
During close reading, interactive read aloud, and guided reading instruction, select texts that share a
subject or themes such as (biographies, newspaper accounts, and historical fiction) but are written from
a different perspective (point of view: first and second hand information.) Have students turn and talk
about how characters, events, ideas, and concepts are similar between texts. Think about the similarities
and differences in perspectives about the same subject. Use questions and prompts such as:




What does the author want the reader to understand about this text?
How can we track the ideas, events, and themes found across multiple texts?
Can two different perspectives of the same event vary? Why?
What is the author emphasizing mostly in the firsthand account? What is the author emphasizing
in the secondhand account?

What big ideas and messages keep repeating in the text? How does that help me draw conclusions
about themes in the text?
Where else have you noticed similar themes?
Can you tell me how the character is feeling in this part of the story? Explain why the character is
feeling this way. How does that help you understand more about the theme in the story? What
does it tell you about how cultures change and why?
What role does culture play in understanding the characters in this book?
Describe the evidence of culture in this book. Is there one culture or multiple cultures
represented? How do you know?
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Reading Response Journal
Use a two-column response to keep track of the evidence of the events, ideas, themes, and concepts in
each text. Think about the similarities and differences in perspectives about the same subject.
Evidence in text 1
Evidence in text 2
What is the author emphasizing mostly in the firsthand account? What is the
author emphasizing in the secondhand account?
Check In
RL 4.6
Stop and Jot
Interactive Read Aloud Strategy
Reading Response Journal
After identifying the structure of a piece have students stop and label evidence in the document that
provide clues to the credibility of the source.
For example, is it a first person account? Does the author use I, we, and myself when describing an
event? Does the text include any credible evidence such as dates, letterhead, symbols, or photographs?
Provide opportunities in the reading to stop and jot their thinking about how they are using the structure
to help them better understand the text.
Close Reading using Informational Evidence Lens
Lesson Plan Example:
Week 4
Transcontinental Railroad Video – Westward Expansion
http://www.history.com/topics/westward-expansion
Students will also need access to close reading passages from weeks 1-3.
Week
English
Spanish
Week 1
Becoming a Melting Pot
Una mezcla de culturas
Week 2
The Growing US pages 2-5
Los Estados Unidos Crecen pages 2-5
Week 3
For Purple Mountains Majesties
Instructional
Focus (Standard
and Focus):
RI 4.4, L4.4a-c
Academic
Vocabulary in
context. Use
reference material
to confirm word
meaning.
Instructional
Focus (Standard
and Focus):
RI 4.1, SL 4.2
Referring to details
and examples in
text, paraphrase
portions of text
read aloud or
media sources.
Instructional Focus
(Standard and Focus):
RI 4.7
Interpreting Information
Instructional Focus
(Standard and
Focus):
W4.1 RI 4.7
Opinion Writing
How does the
information
contribute to the
understanding of the
text
Introduce Text
Vocabulary
Development
Close Reading
1. Read through a
lens.
Identify Genre:
Text Structure:
Read Aloud and
scaffold
vocabulary.
(Intentionally plan
this lesson based
on the Language
Standards and
Vocabulary,
student needs and
the text you’ve
selected.)
Vocabulary in the
Replay the video
looking for
Close Reading
2.Look For Patterns
3.Developing a new
understanding
Replay video
Look for Patterns
In small groups reread the
passage and the evidence
from yesterday.
Have students work in
pairs and find which pieces
of evidence fit together.
Assessment
Narrative or
Expository Writing
Task
Teacher will pose an
open-ended
question for
students to respond
to in written form.
Role of
Transcontinental
Railroad in
Growth of the
West.
Have students
highlight text
evidence.
Chart student
responses in the
Chart the patterns you find
in the second column of
your anchor chart.
Developing a new
This may be an
opportunity to
encourage students
to respond using
technology.
Students will work
on this task
Instructional
Focus (Standard
and Focus):
W4.8, W4.9
Gathering
relevant
information in the
text. Explain how
authors use
reasons to
support text.
Assessment
Narrative or
Expository
Writing Task
Model how to use
the PARCC
Literary Response
Rubric so
students can
assess their
writing with a
partner.
Model identifying
1 or 2 areas that
students could
improve in their
response based
Check In
RL 4.6
video:
Make a list
Replay video
looking for clues
for meaning of
words.
KIM See reference
below.
Key Info Me
wor rma mo
d
tion ry
Clu
e
Confirm meaning
using reference
materials.
first column of an
anchor chart.
understanding
Review anchor chart
evidence and patterns.
Turn and Talk about
noticing’s.
Oral Synthesis in small
groups:
Statement using
sentence frame: – First I
was thinking ______ now I
am thinking _____
because….
Share out students
Synthesis with whole
group.
independently, using
evidence from the
text.
Open Ended
Question:
Compare the video
and 1 of your close
reading texts from
this unit. Provide
examples of how
the geography
affected the growth
of the west.
on the rubric.
Have students get
in groups of four
and share their
Open Ended
Responses to the
prompt. Students
will provide 1-2
things the writer
could do to
improve their
response.
Students should
spend 10 minutes
revising their
responses to the
open-ended
question based on
the feedback they
received.
Share 2-3 revised
responses with
the whole class.