NAME: Lanell Claire Stanton TITLE: Patriot or Pirate DATE: 10/13/10

LESSON FOCUS (Guided Reading, Language, Comprehension) Circle ONE.

English Language Arts Standard:

Grade 4: Writing 2.0 Writing Applications 2.2(b) write responses to literature: support judgments
through references to both text and prior knowledge. Reading 2.0 Reading comprehension 2.5
compare and contrast information on the same topic after reading several passages or articles.

English Language Development Standard:

Grade 3-5 reading: Reading Comprehension: Early Intermediate Level: Orally identify examples
of fact and opinion in familiar texts read aloud.

MATERIALS:
Sir Francis Drake text, overhead projector, whiteboard, vis-à-vis marker, positive and negative
discovery sheets for students, and an overhead copy for the teacher. 24”x16” construction paper,
glue, scissors, markers, colored pencils, pictures of Drake drawn as a patriot and as a pirate.
Treasure box filled with chocolate gold coins and costume jewelry.

CONTENT OBJECTIVE:
After reading the text and discussing the importance of good note taking strategies and reviewing
persuasive arguments, all students will identify and list the positives and negatives of Drake’s
voyage, in their think-square share groups, using the positive/negative notes discovery sheet, and
independently write their persuasive arguments based on their notes and discussion.

CONNECTION:
Since we already read the text about Drake, what are your opinions of him? Was he a good or
bad person? Would you consider him a patriot or a pirate? Who can explain what a patriot is?
How about a pirate? –Have treasure chest with chocolate gold coins and costume jewelry on
desk.

TEACHING STRATEGIES:
Ask students about their knowledge of note taking strategies and explain why they are important.
–better comprehension.
o Demonstrate folding line paper in half to help divide, compare, and contrast notes.
o Ask students about their knowledge of patriots and pirates.
o Reintroduce text and ask if students though Drake was a patriot or pirate.
o Pass out worksheet and explain that students will list positive and negatives about Drake
and his voyage by finding examples from the text.
o Model the process of locating a positive and negative in the text and write it down on the
overhead projector so students can see and copy it down on their discovery sheets.
o Break students into their think-square-share groups and have them locate five more
positive and negatives from the text.
o Have students pick a side (patriot/pirate) and have them defend their choice within their
groups by using examples from the text and their notes.
 o Have students independently write a persuasive argument on whether Drake was a patriot
or pirate.
o Explain that these rough drafts of their persuasive arguments will be used for their Drake
art project.

QUESTIONS:
o What is your opinion about Drake based on your reading of the text?
o Was Drake a patriot? Why?
o Was Drake a pirate? Why?
o Can he be both? Why?
o Can one aspect be both positive and negative? How?
o Why are good note taking strategies important for comprehension?

STUDENT PRACTICE:
o Write down positive and negative aspects on the discovery sheet while the teacher
models and explains the assignment.
o Use text and work in think-square-share groups to come up with five more positive and
negative aspects to fill in discovery sheet.
o Discuss whether or not you thought Drake was a pirate or a patriot, and defend your
argument with examples from the text.
o Use discovery sheet notes to organize and write a persuasive argument on whether or not
Drake was a patriot or a pirate.
o Prepare rough draft on Drake to be used in Drake art project.

LANGUAGE DEVELOPMENT STRATEGIES:

o Modeling – Teacher will model how to find information in the text to fill out discovery
sheet.
o Increased verbal interaction – Students will work in heterogenes groups of four ro
complete discovery sheet, and then will discuss whether or not they thought Drake was a
patriot or pirate.