dorothea lange: photographer with a 2 dorothea lange: photographer with a heart session 1 text...
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Mondo Bookshop GRade 4 1
LiTEraCy STaNDarDS aDDrESSED iN ThiS pLaN
KEy iDEa This biography focuses on the life and work of depression-era photojournalist dorothea Lange. some of her photographs have become lasting images of american life during the Great depression.
Written by sara Mcintosh Wooten
dorothea Lange: photographer with a heart
ri.4.1* MaiN FoCUS Key ideas & Details Sessions 1, 2, 3 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers, both explicit and implicit. *standard adapted from another grade
ri.4.4 Craft & Structure sessions 1, 2, 3 determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
ri.4.6* MaiN FoCUS Craft & Structure Sessions 2, 3 Identify author’s point of view about the topic and determine if there is a bias. Distinguish their own point of view and determine if the author’s arguments are fair or unfair. *standard adapted from another grade
ri.4.8 MaiN FoCUS integration of Knowledge & ideas Sessions 2, 3 Explain how an author uses reasons and evidence to support particular points in a text.
ri.4.10 range of reading & Level of Text Complexity By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
SL.4.3 Comprehension & Collaboration sessions 1, 2, 3 identify the reasons and evidence a speaker provides to support particular points.
L.4.4a Vocabulary acquisition & Use additional instruction use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
L.4.4b Vocabulary acquisition & Use sessions 1, 2, additional instruction use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
rF.4.3a Word recognition additional instruction use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
rF.4.4a Fluency session 2 Read grade-level text with purpose and understanding.
W.4.2 Text Types & purposes Writing Task Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.8* research to Build & present Knowledge sessions 1, 2, 3 Recall information from experiences or gather
information from provided sources to answer a question. *standard adapted from another grade
W.4.10 range of Writing Write routinely over extended time frames and
shorter time frames for a range of discipline- specific tasks, purposes, and audiences.
GR_G4_B4_DorotheaLange_LP_R_JO.indd 1 12/17/14 1:50 PM
2 Dorothea Lange: PhotograPher with a heart
Session 1 Text selection: pp. 5–16 Key idea: Text Selection In chapters 1–2, the author states her point of view that Lange is one of the greatest photographers of the twentieth century. Then, she provides details and evidence from Lange’s early years to show how Lange achieved this status.
PrEvIEwIng ThE TExT 5 minutes read the title and author credit with students. Invite students to study the photograph and read the back-cover blurb.
Read the back cover quietly to yourselves. I think it’ll be interesting to find out what Lange means when she says that photography alters or changes life by holding it still. How do you think a photograph might hold life still?
A photograph makes one moment in time permanent.
What did you learn about Lange’s use of photography?
She took pictures of people who were suffering, which helped other people learn about the suffering and maybe do something about it.
rEADIng ThE TExT 10 minutes Explain the learning focus for students. Ask them to read pages 5 through 10. Check to see how they are doing with the application of the focus. Provide support if needed. Then have them read through page 16.
In a biography, the author does not include every detail about a person’s life. They choose what they think are the most important details to relate to readers. Many of the biographical details are stated explicitly or directly. However, the author may have other ideas about the importance of these details that are implicit or suggested. As readers, we may ask and answer questions about both types of ideas to help us understand the text. As we read today, pay close attention to the stated details and to the suggested importance of these details. Who can ask a question about Dorothea’s seventh grade year as the author describes it on page 9?
Why does Dorothea feel like an outsider?
Who can tell us the answer based on explicit text details?
She attends a school with close to 3,000 immigrant students who don’t speak English. She is not able to communicate with the kids at school so she feels like an outsider.
Why is it important that Dorothea knows what it feels like to be an outsider? Who can tell us the answer based on the author’s implicit or suggested ideas?
The back cover says that Dorothea later chooses to photograph examples of human struggle. Maybe her struggles make her interested in the struggles of others.
If you are satisfied that students can apply the focus, set the reading assignment for the session. If you are not, prompt students to return to pages 5 through 10 to read and think through the stated details and their implied importance. Students may not read the entire selection during this session.
Our work as readers today is to think about what the author tells us and why the author chooses to relate these particular details by asking and answering questions. I wonder what other struggles in Dorothea’s early life contribute to her interests as an adult.
LEarNiNg FoCUS ri.4.1*
Students read closely to ask and answer questions to demonstrate understanding of a text, referring to text evidence as the basis for the answers, both implicit and explicit.
ri.4.4 Introduce students to domain-specific vocabulary words: portrait, studio, proofs, and darkroom. Have students draw an image to help them define each word.
When you reach the end of a paragraph, review the explicit details of Dorothea’s life. Then, think about why the author chooses to include these particular details.
Corrective Feedback Have students closely reread the title and first paragraphs to identify explicit and implicit details. Encourage them to silently reread, stopping at key points to think and talk together about their understandings.
GR_G4_B4_DorotheaLange_LP_R_JO.indd 2 12/17/14 1:50 PM
Mondo Bookshop GRade 4 3
DISCuSSIng ThE TExT 10 minutes have students identify important lessons from Dorothea’s early life that may have contributed to her vocation. Tell them to support these lessons with explicit and implicit reasons and evidence from the text.
When you make a point during discussion, be sure to support it with reasons and evidence. In addition to feeling like an outsider, what other important lessons or skills does Dorothea learn during her early life?
She learns to become invisible in a crowd. She walks the dangerous streets of New York City alone at night. She is scared, but she learns to hide her fear behind a blank face.
Why might this skill be important for a photographer?
A news photographer might have to work in dangerous situations. To get good pictures, the photographer wouldn’t want the subjects to be aware of the camera.
Focus on the word photographs on page 9.
Many English words are built from affixes and roots that come from Greek and Latin. By knowing the meanings of common affixes and roots, you can often determine the meanings of unknown words. For example, photo (Greek) means “light,” and graph (Greek) means “write.” What is a photograph?
a picture made by using a camera that writes an image on a light- sensitive surface
Confirm students’ good use of the focus and encourage them to keep it in mind whenever they read biographies.
You did a great job thinking about the relationship between explicit and implicit details. Remember to identify this relationship in other biographies you read.
E-RESOURCEE-RESOURCE Formative assessment: Comprehension using the Quick Start Planner, note this session’s learning focus. Observe each student’s articulation and use of text evidence to evaluate individuals’ effective use of the learning focus.
TEACHER’S CHOICE COMPrEhEnSIOn: ASK AnD AnSwEr QuESTIOnS E-RESOURCEE-RESOURCE Formative assessment have students use the blackline master on page 10 to ask and answer questions about key details in the text. review students’ responses as you evaluate their mastery of the learning focus.
TEACHER’S CHOICE COnSTruCTED rESPOnSE: COLLECT TExT EvIDEnCE E-RESOURCEE-RESOURCE Formative/Summative assessment have students use the blackline master on page 11 as they read. Students will collect details from the text to answer the