Benchmark, Grade 4, unit 3, week 2, mini lesson 1
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"Being in and Seeing Nature: The Writing of John Burroughs"
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Benchmark, Grade 4, unit 3, week 2, mini lesson 1
- 1. Build Knowledge and Integrate Ideas BUILD & REFLECT UNIT 3, WEEK 2, LESSON 1 (10 MIN.)
- 2. Build Knowledge and Integrate Ideas I will be able to: Reflect on and share my knowledge about observing nature. Take part in collaborative conversations with peers. Paraphrase and summarize my partner’s ideas. Share what I learned from previous readings.
- 3. Engage Thinking Please turn to Build, Reflect, Write on page 11 of your Texts for Close Reading. In this unit, our primary knowledge goal is to develop a deeper understanding about nature and the ways in which observations of nature can be shared with others.
- 4. Engage Thinking The week before our break we read two selections about nature. One was a literary nonfiction piece by John Burroughs, the other a work of fiction by Willa Carter, both about observing nature. This week, we will read about the writing of John Burroughs, who spent most of his life observing and writing about observing nature.
- 5. Turn and Talk to Share Knowledge After we discuss the two following questions, I will call on you to summarize or paraphrase what your partner learned from last week’s writings. Be sure to listen carefully to your partner and ask clarifying questions as needed so that you can accurately summarize your partner’s ideas.
- 6. Turn and Talk to Share Knowledge A. What new content knowledge and insights did you learn from last week’s reading? B. How do these ideas affect your thinking about the Essential Question?
Editor's Notes
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.
- Ask students to access the Unit 1 opener in their texts or on their devices. Read aloud the question. Explain that for each unit of study this year, they will encounter a question like this. Point out that an essential question does not have on simple answer. It encourages students to think deeply about the topic. As they read and listen to selections, they will keep this question in mind, and they will add to and revise their ideas.