4th Grade Reading

Reading and Character Traits

Key Concepts: Character traits, fiction, nonfiction, primary sources, secondary sources, annotation, inference, schema, historical fiction, realistic fiction, evidence, evaluation, perspective, collaboration, communication, critical thinking, worthy leader.

Introduction

The lesson focuses on teaching students how to identify and analyze character traits, particularly in the context of historical figures like George Washington. The lesson uses a combination of fiction and nonfiction texts, including primary source documents, to help students develop their analytical skills and critical thinking. The central question guiding the lesson is: "Was George Washington a worthy leader or was he not a worthy leader?"

Review of Character Traits

The lesson begins with a review of character traits, drawing on students' prior experiences with texts like "George Washington's Socks" and "Snowflake Bentley." Students share their "aha" moments and address any confusion they have about identifying character traits.

• Example: Adam recalls identifying George Washington as "humble" in "George Washington's Socks" because he saved Katie without bragging.
• A student expresses confusion about how to find character traits, which the teacher addresses as the focus of the lesson.

Nonfiction and Primary Sources

The teacher introduces the idea of using nonfiction texts and primary source documents to determine character traits.

• Key Point: Nonfiction provides facts about real people, while primary sources are "the real thing" from a specific time period.
• Examples of Primary Sources: Newspapers from the time period, portraits (paintings of people).
• Fact vs. Opinion: A fact is something that can be proven, while an opinion is something people can think differently about.

Essential Question and Evidence

The essential question for the lesson is introduced: "Was George Washington a worthy leader or was he not a worthy leader?" Students are told they must back up their opinions with evidence.

• Teacher: "You have to prove it. You have to use something to show."
• Example: A student explains that to prove "the sky is blue," you would have to show someone the sky.

Analyzing Fiction Text

The teacher reads aloud from a book about George Washington, prompting students to consider whether it is historical fiction or realistic fiction.

• Teacher: "My principles were clear." - This is identified as a powerful phrase that indicates George Washington knew what he wanted.
• Students are asked why they colored their portraits of George Washington red or blue in their thoughtful logs, with the teacher explaining it was meant to symbolize the colors of America.

Annotating Text and Inferring Character Traits

The teacher models how to annotate text to infer character traits, using a passage from "George Washington's Socks."

• Annotation: Noting down thoughts and ideas to show understanding.
• Inference: Using background knowledge (schema) and the words in the text to understand something that is not explicitly stated.
• Example: The phrase "firm reply" is annotated to suggest that George Washington was serious and business-like.

Group Work and Historical Analysis

Students work in groups to analyze various texts and primary sources to identify four character traits of George Washington (two positive and two negative).

• Objective: To come up with four character traits for George Washington that would help decide whether he's a good leader or not a good leader.
• Resources: Edmodo, historical fiction/realistic fiction texts, social studies books, dictionary.com, teacher's website.
• Thinking Like a Historian: Students are encouraged to "talk like a historian" and "act like a historian."
• Key Questions for Historians: How do we evaluate the evidence?

Evaluating Sources and Collaboration

Students are reminded to evaluate their sources and engage in meaningful conversations with their group members.

• Teacher: "Well here in this evidence it says this word means..."
• Example: Students debate whether George Washington's actions demonstrate "courageousness" or "perseverance."
• Evaluating Sources: Students discuss the importance of cross-checking information from the internet with reliable sources like social studies textbooks.

Analyzing Primary Sources (Portraits)

The teacher guides students to analyze portraits of George Washington as primary sources.

• Evidence from Portraits: Facial features, posture, attire.
• Example: Students note that George Washington's posture in a painting suggests he is determined and ready to fight.

Considering Different Perspectives

Students are encouraged to consider different perspectives, including those of the British and neutral parties like the Quakers.

• Student: "If you're a Patriot you're gonna make the British look so bad and make the Americans look so good. If it's British it's gonna be the total opposite. But if you're neutral it's gonna be how it is."
• Teacher: "Don't get zoned in on just one perspective. You've got to look at you're evaluating. When a judge decides something they have to listen to everything."

Pulse Point and Wrap-Up

The lesson concludes with a "pulse point" where students wrap up their current thoughts and edit their writing, preparing to continue the activity later.

Conclusion

The lesson effectively combines reading comprehension, critical thinking, and historical analysis to help students understand character traits and evaluate historical figures. By using a variety of sources and encouraging collaboration and debate, the teacher fosters a deeper understanding of George Washington and the complexities of historical interpretation. The emphasis on evaluating sources and considering different perspectives promotes a nuanced and critical approach to learning about history.