GRADE 4 Module 3B Unit 2 - CA BOCES

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New York State Common CoreEnglish Language ArtsCurriculumGRADE 4 Module 3BUnit 2Student Workbook

Divided Loyalties:Reader’s GuideName:Date:Act I, Scenes 1 and 2Summary NotesSummary Notes: Act I, Scene 1Summary Notes: Act I, Scene So:Then:Then:Summary of Act I, Scenes 1 and 21

Act I, Scenes 1 and 2:Character AnalysisCharacterActionRobert BartonWilliam BartonMary Barton2Perspective on the AmericanRevolution

Act I, Scenes 1 and 2:Fluency NotesSelfAssessmentI read aloud with purpose and understanding.YesSomewhatNoI read aloud with accuracy, appropriate rate, and expression.YesSomewhatNo3

Act I, Scene 3:Summary NotesSummary Notes: Act I, Scene 3Somebody:In:Wanted:But:So:Then:Summary of Act I, Scenes 34

Declaration of Independence Close Reading Note-Catcher: Lesson 3Focus Question: What does this excerpt from the Declaration of Independence mean?“ whenever any Form of Government becomes destructive of these ends, itis the Right of the People to alter or to abolish it, and to institute newGovernment .”Glossaryabolish verb /uh-bol-ish/: to officially end or stop somethingalter verb /al-ter/: to change somethingdestructive adjective /de-struk-tive/: causing a lot of damage or harmgovernment noun /gov-ern-ment/: the group of people who control or make decisions for a country,state, city, etc.institute verb /in-stuh-toot/: to begin or create something, such as a new law, rule, or systemright noun /rite/: something that a person is or should be morally or legally allowed to have, get, ordoRead the line from the excerptbelow, and then answer thequestions to the right.Use the glossary to find the meanings of the following words: government destructive“ whenever any Form ofGovernment becomesdestructive of these ends .”Write what this line means in your own words:Read the line from the excerptbelow, and then answer thequestions to the right.What group of people were the writers talking about?“ it is the Right of the Peopleto alter or to abolish it .”Use the glossary to find the meanings of the following words: alter abolishThe excerpt says “to alter or to abolish it”. What does “it” refer to?5

Write what this line means in your own words:Read the line from the excerptbelow, and then answer thequestions to the right.“ and to institute newGovernment .”What is a synonym for institute?Which group wants to institute a new government? How do youknow?Write what this line means in your own words:Write what this excerpt from the Declaration of Independence means in your own words:6

Act I, Scenes 1-3:Preparing for a Literary DiscussionDiscussion Question:Read the following line from the Declaration of Independence:“ whenever any Form of Government becomes destructive of these ends, it is the Right of the Peopleto alter or to abolish it, and to institute new Government .”In your opinion, what would the characters in Divided Loyalties think of this line? Would they agreewith the ideas in this excerpt? Why or why not?Preparation: Look back in Act I of Divided Loyalties to find evidence that helps you answer thediscussion question.7

Act I, Scenes 1-3:Preparing for a Literary DiscussionCharacterOpinionHe wouldwith this excerpt.I think this would be his or her opinionbecause He supports the . Iknow this because he says things like: Robert Barton He wouldwith this excerpt.He supports the . Iknow this because he says things like: William Barton She wouldwith this excerpt.She supports the . Iknow this because she says things like: Mrs. Smith He wouldwith this excerpt.He supports the . Iknow this because he says things like: Mr. Lawson8

Act I, Scene 1-3:Literary Discussion Notes and GoalsMy Literary Discussion Notes: Ideas and QuestionsMy teacher’s feedback:My goals for the next literary discussion:9

Act II, Scene 1:Fluency NotesSelfAssessmentI read aloud with purpose and understanding.YesSomewhatNoI read aloud with accuracy, appropriate rate, and expression.YesSomewhatNo10

Act II, Scenes 2 and 3:Summary NotesSummary Notes: Act II, Scene 2Summary Notes: Act II, Scene So:Then:Then:Summary of Act II, Scenes 2 and 311

Declaration of Independence Close Reading Note-Catcher: Lesson 6Focus Question: What does this excerpt from the Declaration of Independence mean?“The history of the present King of Great Britain is a history of repeatedinjuries and usurpations, all having in direct object the establishment of anabsolute Tyranny over these States.”Glossaryabsolute adjective /ab-so-lute/: complete and total; having unlimited powerestablishment noun /es-tab-lish-ment/: beginning or creatinghistory noun /his-to-ry/: events of the past; the established recordinjuries noun /in-jur-ies/: harm or damage; an act or event that causes someone or something to nolonger be fully healthy or in good conditionobject noun /ob-ject/: the goal or end of an effort or activitypresent adjective /pres-ent/: not past or future; existing or happening nowtyranny noun /tyr-an-ny/: a government in which all power belongs to one personusurpations noun/u-surp-a-tions/: to take and keep (something, such as power) in a forceful orviolent way and especially without the right to do soRead the line from theexcerpt below, and thenanswer the questions tothe right.“ the history of thepresent King of GreatBritain. ”What does the word “history” mean?What is a synonym for “present” as used in the context of this line?Write what this line means in your own words:12

Declaration of Independence Close Reading Note-Catcher: Lesson 6Read the line from theexcerpt below, and thenanswer the questions tothe right.Use the glossary to find the meaning of the following word: usurpationsWhat is a synonym for “repeated”?“ is a history of repeatedThe excerpt says “repeated injuries and usurpations.” What are someinjuries andexamples of the repeated injuries and usurpations by the King?usurpations .”Write what this line means in your own words:Read the line from theexcerpt below, and thenanswer the questions tothe right.“ all having in directobject .”Use the glossary to find the meanings of the following word: objectThe excerpt says “all having in direct object.” What does “all” refer to?Write what this line means in your own words:13

Declaration of Independence Close Reading Note-Catcher: Lesson 6Read the line from theexcerpt below, and thenanswer the questions tothe right.“ the establishment ofan absolute Tyranny overthese States.”Use the glossary to find the meanings of the following words: establishment tyrannyThe excerpt says “over these States.” What do “these States” refer to?Write what this line means in your own words:Write what this excerpt from the Declaration of Independence means in your own words:14

Act II, Scenes 2 and 3:Preparing for a Literary DiscussionDiscussion Question:Read the following line from the Declaration of Independence:“The history of the present King of Great Britain is a history of repeated injuries and usurpations, allhaving in direct object the establishment of an absolute Tyranny over these States.”In your opinion, what would the characters in Divided Loyalties think of this line? Would they agreewith the ideas in this excerpt? Why or why not?Preparation: Look back in Acts I and II of Divided Loyalties to find evidence that helps you answerthe discussion question.CharacterOpinionI think this would be his orher opinion because He wouldwith thisexcerpt.He supports the.I know this because he saysthings like: She wouldwith thisexcerpt.She supports the.I know this because she saysthings like: William BartonAbigail Barton 15

Act II, Scenes 2 and 3:Preparing for a Literary DiscussionCharacterOpinionHe wouldwith thisexcerpt.SoldierI think this would be his orher opinion because He supports the.I know this because he saysthings like: 16

Act II, Scenes 2 and 3:Literary Discussion Notes and GoalsMy Literary Discussion Notes: Ideas and QuestionsMy teacher’s feedback:My goals for the next literary discussion:17

Act II, Scene 3:Fluency NotesSelfAssessmentI read aloud with purpose and understanding.YesSomewhatNoI read aloud with accuracy, appropriate rate, and expression.YesSomewhatNoI used context clues to confirm or self-correct word recognition andunderstanding, rereading as necessary.YesSomewhatNo18

Act III, Scene 1:Summary NotesSummary Notes: Act III, Scene 1Somebody:In:Wanted:But:So:Then:Summary of Act III, Scenes 119

Act I, Scene 1–Act III, Scene 1:Story MapAct I, Scene 1Act I, Scene 2Act I, Scene 3Act II, Scene 1Act II, Scene 2Act II, Scene 3Act III, Scene 120

Act I, Scene 1–Act III, Scene 1:SummaryDirections: Summarize what you what you have read so far in Divided Loyalties (Act I-Act III,Scene1).21

Act III, Scenes 2 and 3:Summary NotesSummary Notes: Act III, Scene 2Summary Notes: Act III, Scene So:Then:Then:Summary of Act III, Scenes 2 and 3Write a brief sentence that summarizes the epilogue:22

Declaration of Independence Close Reading Note-Catcher: Lesson 9Focus Question: What does this excerpt from the Declaration of Independence mean?“We, therefore, solemnly publish and declare, That these United Coloniesare, and of Right ought to be Free and Independent States.”Glossarydeclare verb /de-clare/: to say or state something in an official or public wayfree adjective /free/: not controlled by anotherindependent adjective /in-de-pen-dent/: not controlled by othersought verb /ot/: to fulfill a moral obligation; dutypublish verb /pub-lish/: to prepare or produce writingsolemnly adverb /sol-emn-ly/: seriously or formallystates noun /states/: a unit of a nation under one governmenttherefore adverb /there-for/: for that reason; because of thatListen as your teacherreads the quote aloud.What do you think this line means? Share your ideas with a partner.Read the line from theexcerpt below, and thenanswer the questions tothe right.Use the glossary to find the meanings of the following words: therefore declareWrite what this line means in your own words:“We, therefore, solemnly publish anddeclare .”23

Declaration of Independence Close Reading Note-Catcher: Lesson 9Read the line from theexcerpt below, and thenanswer the questions tothe right.“That these UnitedColonies are, and of Rightought to be .”Read the line from theexcerpt below, and thenanswer the questions tothe right.What does it mean when we say that something “ought to be?”The excerpt says “that these United Colonies ” What colonies areunited?Write what this line means in your own words:What does “independent” mean?Who do the colonies want to be independent of?“ Free and IndependentStates.”Write what this line means in your own words:Write what this excerpt from the Declaration of Independence means in your own words:24

Declaration of Independence—What the Declaration SaysThe Declaration of Independence is divided into four parts. The first part is an introduction. It stateswhy the Continental Congress drew up the Declaration.The second section is a declaration of rights. The most famous lines were in the opening sentences:“We hold these truths to be self-evident, that all men are created equal” and that they have “certainunalienable rights” (rights they can never give up) to “life, liberty, and the pursuit of happiness.” Thissection also said that governments are formed to secure these rights. Therefore, if a government actswithout the consent of the governed (as Parliament did), the people have a right to disobey thatgovernment and set up a new one.The third section charges King George III with violations of American rights. He was accused of tryingto establish “an absolute tyranny” over the colonies. He had approved laws punishing the colonists fortrying to protect their rights. And he then made war against them.These charges were more than an attack on the king. They were also an attack on the idea thatAmericans should ever be ruled by kings. Americans deserved a different kind of government. Thatgovernment would not rely on the orders of a distant king. It would rely only on the consent of thepeople.The fourth part of the Declaration explained what Congress was now going to do. American efforts toresolve their differences with Britain peacefully had failed. War had begun. Therefore,the Declaration concluded, “these united colonies are, and of right ought to be, free and independentstates.”One of the most quoted phrases of the Declaration of Independence is the one that says “all men arecreated equal.” Thomas Jefferson wrote these words. When he wrote them, he meant that whiteAmerican people had the same rights to liberty and self-government as the British people. He was notreferring to the 500,000 slaves in the colonies. Jefferson himself owned many slaves. So did othermembers of the Congress, especially those from the South. Still, the phrase “all men are createdequal” has come to mean “all people.”"Declaration of Independence." The New Book of Knowledge. Grolier Online, 2014, Web 29 Jan. 2014.25

Mid-Unit 2 Assessment:Reading and Answering Questions about Divided LoyaltiesName:Date:Long-Term Learning Targets Assessed:I can explain what a text says using specific details from the text. (RL.4.1)I can make inferences using specific details from text. (RL.4.1)I can use literary terms to describe parts of a story, poem, or drama (e.g., verse, rhythm, meter, castsof characters, settings, descriptions, dialogue, stage directions). (RL.4.5)I can compare and contrast different narrators’ points of view. (RL.4.6)I can use context to help me to determine what a word or phrase means. (L.4.4a)I can use resource materials (glossaries, dictionaries, thesauruses) to help me determine thepronunciation and meaning of key words and phrases. (L.4.4c)Directions: Read Act II, Scene 1 of Divided Loyalties for gist. Then, reread Act I and Act II, Scene 1and use them to answer the questions that follow.1. How do Robert and William feel about each other at the end of Act II, Scene 1? Use details andexamples from the text to support your answer.2. In Act I, Scene 2 the text says, “William: You don’t have to support the rebellion” (p. 16).26

Mid-Unit 2 Assessment:Reading and Answering Questions about Divided Loyaltiesa. Write the definition of the word rebellion as used in the context of this sentence on the lines below:b. Explain the strategy you used to determine the meaning of rebellion on the lines below:3. In Act II, Scene 1 the text says, “Robert: Washington’s ragtag band can never defeat the British”(p. 28). What is the meaning of the word defeat as used in the context of this sentence?a. winb. beatc. victoryd. lose4. Which line from the text best supports your answer for Question 3?a. “General Washington is leading the Continental Army, Father. He is a fine leader.”b. “Well, he may be a fine leader, but he has not won any battles.”c. “Speeches and pamphlets are fine, William, but soldiers win a war.”d. “The rebels will not beat the British.”27

Mid-Unit 2 Assessment:Reading and Answering Questions about Divided Loyalties5. Examine the following except from Divided Loyalties. On the lines, label which part of a dramaeach arrow points to. (RL 4.5)Act IThe SettingBurlington, New Jersey, 1776Scene 3Outside the Bartons’ storeRobert: William! Come here please!Crowd Member 4: So, Robert Barton, subject of Great Britain, how do you plead? Are you still loyalto the British crown?Robert: I am. We have only one ruler here, and it is King George III.Crowd Member 4: He is guilty as charged.Crowd: Tar and feather the traitor! Tar and feathers for him! Get that tar good and hot.William: (Enter William with a gun) Leave my father alone! He’s a good man. He has paid his taxesand given most of you credit in his store. He has stood by you in hard times. Leave him alone, or I’ll beforced to use this gun.6. In a drama, what is the purpose of stage directions? (RL.4.5)a. Stage directions give more details about the setting.b. Stage directions tell what the characters say.c. Stage directions tell the characters how to move or say things.d. Stage directions tell how the drama is divided into parts.28

Tracking My Progress, Mid-Unit 2Name:Date:Learning target: I can make inferences about characters in Divided Loyalties using evidence fromthe text.1. The target in my own words is:2. How am I doing? Circle one.I need more help to learn thisI understand some of this3. The evidence to support my self-assessment is:29I am on my way!

Tracking My Progress, Mid-Unit 2Name:Date:Learning target: I can describe the parts of a drama.1. The target in my own words is:2. How am I doing? Circle one.I need more help to learn thisI understand some of this3. The evidence to support my self-assessment is:30I am on my way!

Tracking My Progress, Mid-Unit 2Name:Date:Learning target: I can explain the difference between first-person and third-person point of view.1. The target in my own words is:2. How am I doing? Circle one.I need more help to learn thisI understand some of this3. The evidence to support my self-assessment is:31I am on my way!

Tracking My Progress, Mid-Unit 2Name:Date:Learning target: I can find the meanings of unfamiliar words to help me better understand DividedLoyalties.1. The target in my own words is:2. How am I doing? Circle one.I need more help to learn thisI understand some of this3. The evidence to support my self-assessment is:32I am on my way!

Divided Loyalties Timeline CardsApril 1775Mrs. Smith refuses to shop at theBartons’ store.April 1775An angry crowd asks Robert Bartonto support the Patriots. He refuses.April 1775William Barton defends his father’schoice to support the British.December 1776Abigail and William sneak out to aSons of Liberty meeting.33

Divided Loyalties Timeline CardsDecember 1776Abigail volunteers to spy on theBritish. William joins the Patriotarmy.December 1776William fights in the Battle ofTrenton.November 1777Robert and Mary Barton decide tomove their family to New York.34

End of Unit 2 Assessment, Part I:Conducting a Literary DiscussionName:Date:Long-Term Learning Targets Assessed:I can make inferences using specific details from text. (RL.4.1)I can describe a story's character, setting, or events using specific details from the text. (RL.4.3)I can effectively engage in discussions with diverse partners about 4th grade topics and texts. (SL.4.1)Discussion Question:Read the following line from the Declaration of Independence:“We, therefore, solemnly publish and declare, That these United Colonies are, and of Right ought tobe Free and Independent States.”In your opinion, what would the characters in Divided Loyalties think of this line? Would they agreewith the ideas in this excerpt? Why or why not?Preparation: Look back in Divided Loyalties to find evidence to helps you answer the discussionquestion.35

End of Unit 2 Assessment, Part I:Conducting a Literary DiscussionCharacterOpinionI think this would be his or her opinionbecause He wouldwith this excerpt.He supports the . Iknow this because he says things like: She wouldwith this excerpt.She supports the . Iknow this because she says things like: William BartonAbigail Barton He wouldwith this excerpt.He supports the . Iknow this because he says things like: Soldier 36

End of Unit 2 Assessment, Part I:Literary Discussion Notes and GoalsMy Literary Discussion Notes: Ideas and QuestionsMy teacher’s feedback:My goals for the next literary discussion:37

End of Unit 2 Assessment, Part I:Conducting a Literary Discussion(Answers, for Teacher Reference)Name:Date:Long-Term Learning Targets Assessed:I can make inferences using specific details from text. (RL.4.1)I can describe a story’s character, set

Act I, Scene 1 Act I, Scene 2 Act I, Scene 3 Act II, Scene 1 Act II, Scene 2 Act II, Scene 3 Act III, Scene 1 20. Act I, Scene 1–Act III, Scene 1: Summary . Directions: Summarize what you what you have read so far in Divided Loyalties (Act I-Act III, Scene1). 21. Act III, Scenes 2 and 3:

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