Advanced Differentiation: Grade 4: Reading Unit 6
|1
Literacy – Grade 4- Unit 6, Reader’s Workshop
Introduction: These small group lesson exemplars and resources for advanced learners ask students to take a
particularly deep dive into narrative mode. Because the common core standards for 4th grade ask students to
“compare and contrast the point of view from which different stories are narrated”, advanced learners will benefit
from practicing more sophisticated analysis and critical thinking around narrative mode. These small group lessons
also encourage students to develop the underlying scholarly habit of ‘intellectual empathy’ as they consider how
narrative mode impacts the reader’s ability to entertain perspectives vastly different from one’s own. These small
group lessons are aligned with the following learning targets from the common core:
6.1
6.2
6.3
I can refer to details and examples in a text when explaining what the text says and when
drawing inferences from the text. 4.1.1.1
I can describe in depth a character, setting, or event in story or drama, drawing on specific
details in the text (eg. a character’s thoughts, words, or actions). 4.1.3.3
I can compare and contrast the point of view from which different stories are narrated, including
the difference between first- and third- person. 4.1.6.6
When and where do I teach these small group sessions?
Advanced differentiation sessions should flow out of core instruction (i.e. after the mini-lesson), and are ideal for use
during guided reading time. When you pull a small group of above grade-level readers, consult these lesson
exemplars, which have been aligned with the core learning targets and provide increased rigor through acceleration,
novelty, depth, and complexity. The sessions should last approximately 10-15 minutes, with additional time for
independent reading and conferring throughout the week. The advanced differentiation small group sessions have
been organized by concurrency with the weeks’ worth of lessons from the core. In general, the sessions can be
taught anytime within the week(s) with which they align. However, it is obviously best if they are part of an
established, consistent schedule for small group work (usually 2-3 times per week in most classrooms).
Advanced Differentiation Resources for Unit 4
(Click on the links to access these resources)
Lesson Exemplars
Be sure to scroll through the agenda of lessons to find links for
advanced differentiation in the column labeled “core
resources” to see how these sessions align with core.
Text
Turquoise Horse
Learning the Game
Mr. Singer’s Nicknames
Hand-Outs:
Rubrics/Assessment:
Lesson #1: Task cards for complex Instruction
Lesson #1: Group Job Cards
Lesson#2: Annotation Bookmarks
Lesson #3 Reader’s Notebook Prompt
Lesson #3 Graphic Organizer: Character Development
Lesson #4 Graphic Organizer: Identifying Narrative Mode
Lesson #4: Reader’s Notebook Prompt
Lesson #5 Graphic organizer: Analyzing character, setting, and
events through third person omniscient mode
Lesson #5: Reader’s Notebook Prompt
Lesson #6: Reader’s Notebook Prompt
Socratic Seminar Preparation Sheet
Dialogical Thinking Organizer
Socratic Seminar Holistic Rubric
Socratic Seminar Analytical Rubric
Advanced Learning Target Checklist
Advanced Differentiation: Grade 4: Reading Unit 6
|2
Lesson Exemplars for Small Group Instruction:
Session #:
1
2
3
4
5
6
7
8
Concurrency
with Core:
Week 1
Lesson #1: Using Complex Instruction to Define Narrative Mode
Week 1
Lesson #2: Intellectual Empathy and First Person View
Week 2
Lesson #3: Character Development and Change
Week 2
Week 3
Week 3
Lesson #4: Identifying Narrative Mode
Lesson #5: Analyzing character, setting, and events through third person
omniscient mode
Lesson #6: Continuing to Examine Narrative Mode
Week 4
Week 4
Lesson #7: Preparing for Seminar
Lesson #8: Socratic Seminar
Advanced Differentiation Small Group Lesson:
Week 1: Taking Notes on Fiction
Lesson
Lesson #1
Duration
1 day
Lesson #2
1 day
Lesson #3
1 day
Lesson #4
1 day
Lesson 5
1 day
Core Reading Learning Target
 I can use a graphic organizer to help me understand
what I read. 4.1.10.10 4.3.0.4a
 I can compare and contrast the point of view from
which different stories are narrated, including the
difference between first- and third- person. 4.1.6.6
 I can use a graphic organizer to help me understand
what I read. 4.1.10.10, 4.3.0.4a
 I can refer to details and examples in a text when
explaining and drawing inferences from the text.
4.1.1.1
 I can identify and analyze the meaning of a
character’s words, thoughts and actions. 4.1.3.3
 I can use a graphic organizer to help me understand
what I read. 4.1.10.10, 4.3.0.4a
 I can refer to details and examples in a text when
explaining and drawing inferences from the text.
4.1.1.1
 I can form opinions and make connections to
understand characters in the text. 4.1.3.3
 I can use a graphic organizer to help me understand
what I read. 4.1.10.10, , 4.3.0.4a
 I can form opinions and make connections to
understand characters in the text. 4.1.3.3
 I can read grade- level text with fluency and
accuracy. 4.3.0.4
 I can use a graphic organizer and explain how it
helps me understand what I read. 4.1.10.10, 4.3.0.4a
Advanced Differentiation Learning
Target
Session #1:
 I can identify different forms of
narrative voice.
 I can categorize narrative voice
under the correct narrative view.
Session#2:
 I can prove with evidence
narrative mode (view and voice)
in a new text.
 I can define intellectual empathy.
 I can practice having intellectual
empathy as a reader.
Advanced Differentiation: Grade 4: Reading Unit 6
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Week 2: Taking Notes on Non- Fiction
Lesson
Duration
Lesson #1
1 day
Lesson #2
1 day
Lesson #3
1 day
Lesson #4
1 day
Lesson #5
1 day
Core Reading Learning Target
 I can use a graphic organizer to help me understand
what I read. 4.2.10.10, 4.3.0.4a
 I can use a graphic organizer to help me understand
what I read. 4.2.10.10, 4.3.0.4a
 I can identify and paraphrase key words and
phrases in a text. 4.2.1.
 I can use a graphic organizer to help me understand
what I read. 4.2.10.10, 4.3.0.4a
 I can identify and paraphrase key words and
phrases in a text. 4.2.1.1
 I can use a graphic organizer to help me understand
what I read. 4.2.10.10, 4.3.0.4a
 I can identify and paraphrase key words and
phrases in a text. 4.2.1.1
 I can read grade- level text with fluency and
accuracy. 4.3.0.4
 I can use a graphic organizer and explain how it
helps me understand what I read. 4.1.10.10,
4.3.0.4.a
 I can identify key ideas and details from the text to
help me understand the text. 4.2.1.1
Advanced Differentiation Learning
Target
Session #3
 I can analyze and describe how
first person view impacts my
capacity for intellectual empathy
 I can relate an author’s use of
first person view to the
development of characters
Session#4:
 I can prove with evidence
narrative mode (voice and view)
in a new text.
 I can relate 3rd person omniscient
voice to my capacity for
intellectual empathy
Week 3: Self-Monitoring
Lesson
Duration
Lesson #1
1 day
Lesson #2
1 day
Lesson #3
1 day
Lesson #4
1 day
Lesson #5
1 day
Core Reading Learning Target
 I can use a concept web to help me understand
what I read. 4.2.10.10, 4.3.0.4.a
 I can refer explicitly to the text when I ask and
answer questions about the text. 4.2.1.1
 I can use key words and phrases to identify specific
information from the text. 4.2.4.4
 I can read grade- level text with fluency and
accuracy. 4.3.0.3
 I can use key words and phrases to monitor my
understanding of the text. 4.2.4.4
 I can use clues to determine the main idea of the
text. 4.2.2.2
 I can explain how the author uses evidence to
support particular points in a text. 4.2.8.8
 I can summarize using key details and evidence
from the text . 4.2.1.1
 I can determine the meaning of key words and
phrases to identify specific information from the
text. 4.2.4.4
 I can use text features (photographs and captions)
to help me understand what I read. 4.2.7.7
 I can use sticky notes to mark key words and
phrases in the text. 4.2.4.1
 I can refer to key ideas and details when I answer
questions and make inferences about the text.
Advanced Differentiation Learning
Target
Session #5:
 I can analyze and prove with
evidence how an author’s use of
narrative mode can influence
the readers’ perspective.
 I can compare and contrast
descriptions of character,
setting, and event between
third person and first person
views.
Session#6:
 I can prove with evidence
narrative mode (voice and view)
in a new text.
o I can relate third person limited
Advanced Differentiation: Grade 4: Reading Unit 6
4.2.1.1
 I can identify reading strategies (self-monitoring,
text features, identifying key words and phrases &
questioning) to help me understand what I read.
4.3.0.4a, 4.2.10.10
|4
to my capacity for intellectual
empathy.
Week 4: Visualizing
Lesson
Lesson #1
Duration
1 day
Lesson #2
1 day
Lesson #3
1 day
Lesson #4
1 day
Lesson #5
1 day
Advanced Differentiation Learning
Target
Core Reading Learning Target
 I can use my prior knowledge to help me visualize
the text. 4.2.10.10, 4.3.0.4.a
 I can refer to details and examples from the text to
explain and draw inferences about the text. 4.2.1.1
 I can explain how the author uses evidence to
support particular points in a text. 4.2.8.8
 I can identify descriptive phrases to help me
visualize the text. 4.3.0.4a
 I can refer to details and examples from the text to
explain and draw inferences about the text. 4.2.1.1
 I can explain how the author uses evidence to
support particular points in a text. 4.2.8.8
 I can explain how visualizing helps me understand
the text. 4.3.0.4a
 I can refer to details and examples from the text to
explain and draw inferences about the text. 4.2.1.1
 I can use a graphic organizer to help me understand
what I read. 4.2.10.10, 4.3.0.4.a
 I can explain how visualizing helps me understand
the text. 4.3.0.4a
 I can explain how the author uses evidence to
support particular points in a text. 4.2.8.8
 I can use a graphic organizer to help me understand
what I read. 4.1.10.10, 4.3.0.4.a
 I can identify reading strategies (visualizing,
identifying details and examples in the text, using
background knowledge) to help me understand
what I read. 4.3.0.4a, 4.2.10.10, 4.3.0.4.a
Sesson#7:


I can use multiple sources to prove
how narrative mode can influence
the reader.
I can prepare for Socratic Seminar.
Session#8:


I can discuss and analyze various
authors’ uses of narrative mode
through Socratic Seminar.
I can practice intellectual empathy
toward the views of my fellow
readers. (“I can see how someone
could think of it that way”)
Advanced Differentiation: Grade 4: Reading Unit 6
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Session 1: Using Complex Instruction to Define Narrative Mode
Learning Targets
Aim of Session
Core:
o I can refer to details and examples in a text
when explaining what the text says and when
drawing inferences from the text. 4.1.1.1
o I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and
third- person. 4.1.6.6
 To use complex instruction (i.e. sequenced
task cards) to explore and practice
categorizing elements of narrative mode.
 To build background knowledge of
narrative mode
Advanced Differentiation:
o I can identify different forms of narrative
voice.
o I can categorize narrative voice under the
correct narrative view.
What You’ll Need:
 Task cards for complex instruction
 Group job cards
Advanced Vocabulary



Narrative Mode
Complex
Facilitator
Lesson Snapshot

Introduce the unit to the students: exploring author’s use of narrative voice;
paying special attention to the different ways authors narrate a story, and
think a lot about why they choose to do it the way that they do.
Model the Strategy:



Introduce the concept of narrative mode. Discuss and define together.
Introduce complex instruction and group jobs.
Complete the Job Chart together.
Activate Learning:


Introduce task cards #1-#5
Prompt students to work from the perspective of their job

Remind students that they are taking a deep plunge into narrative mode:
the ways in which authors choose to narrate their texts.
Restate the timeline and expectations and clarify when students should be
working to complete these tasks.
Introduce the Strategy:
Review and Reflect:


Assessment:
Use the Advanced Differentiation Learning Target Checklist to record
formative assessment and track students’ progress/plan for scaffolding or
support during conferring.
Advanced Differentiation: Grade 4: Reading Unit 6
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Lesson #1 Exemplar:
1-2
Min.
Connection: Explain to students how the small group work for this unit will connect with the core
(whole class learning targets from the common core): Welcome to our small group for unit 6,
readers! As you may already know, our whole class is going to be reading with a focus on noticing the
point of view a narrator in a story takes on. We are all also going to continue practicing using details
and evidence to support our inferences, and to describe characters, settings, and actions in fiction.
During this unit, our small group is going to take a deep dive into author’s use of narrative voice; we
are going to pay special attention to the different ways authors narrate a story, and think a lot about
why they choose to do it the way that they do. Today, we’ll take some time just to look at and define
the different ways authors tend to narrate stories. I’m going to turn most of this learning and work
over to you, so I hope you brought your intellectual reasoning in full force!
Engage and Educate: Introduce students to the concept of Narrative Mode: Readers, have you
noticed that authors have different ways of telling stories? Sometimes, the author is telling us in their
own voice exactly what happened; at other times, one of the characters in the story talks the whole
time and tells us what happened. Why do authors do this? Why not always tells stories with the same
sort of voice? Discuss.
Say, Today, I’m going to introduce to you to several different terms for the ways authors narrate a
text. We call all these ways of narrating “the narrative mode”. What do you think that phrase means,
“narrative mode”? Discuss, define.
Say, In narrative mode there are two different elements: there’s the narrative view, and the narrative
voice. What do you think the difference might be? Discuss, define.
5
min.
Introduce the complex instruction: Now before I go on and on and lecture to you about all these
different categories, I’d rather have you use what you know and what you’ve read to define them!
We’re going to practice some group work today and throughout some of our time during this week in
reader’s workshop. I’m going to ask you to work as a group to complete these tasks before our next
small group meeting on _______. To do this successfully, we each need to have a simple group job.
We’ll all do the work of the tasks themselves, but with our group jobs, we’ll be able to pay attention
to certain aspects of working together that might be important. I’ll tell you the jobs, and you tell me
how you might need to think and act in order to accomplish this. Create a chart and fill it in with
students’ suggestions, like this:
Job Title
Time Prompter
Your job is to help your group
make sure they complete all the
tasks by the deadline (1-3 people)
Facilitator:
Your job is to make sure that the
team has a plan to accomplish
each of the tasks. Check in with
everyone so they know what to
do. (1-3 people)
Note Prompter:
Make sure each group member
How you’d need to think:
Actions you’d need to take:
Advanced Differentiation: Grade 4: Reading Unit 6
|7
is collecting and recording
information to complete the
tasks. Bring the completed
written work of all members to
our next small group session (1-3
people)
Ask students to choose a job or use a democratic system (e.g., Person with fewest letters in first
name gets job #1, Person with most letters gets job #2, person in the middle gets job #3, etc.)
Activate Learning: Introduce students to the task cards #1-5 and ask them to discuss their plan for
completing these tasks before the next small group session. Prompt students to work from the
perspective of their group jobs:
5-10
min.
Time prompter(s), have you considered how much time it might take to complete each of these
tasks? When will you work on these (during reader’s workshop)? How much time might you need to
devote to each task?
Facilitators, what sorts of things will your group need to complete these tasks? Think about books in
our classroom and school where you can search for this information. Who will do what? Will you
divide up the tasks or approach them together?
Note prompters: What information needs to be recorded? How will you help your group make sure
they record the necessary information to complete all the tasks, including task 5?
Give students time to study the task cards, plan, and work out some details.
1-2
min.
Link: Remind students that they are taking a deep plunge into narrative mode: the ways in which
authors choose to narrate their texts. Readers, remember that we are looking very deeply at the
ways in which authors choose to narrate their stories; all of this is called “the narrative mode”. At
pour next session, I’ll be excitedly waiting to hear you teach me everything you know about narrative
mode, the voice and view of different forms of narration in stories.
Closing/Assessment: Restate the timeline and expectations and clarify when students should be
working to complete these tasks.
Time
Varie
s
Conferring throughout the week: Find time for some quick check-ins with students over the next
few days as they work to complete their tasks, reread familiar books from your classroom library,
media center, or from fiction books students are currently reading (i.e. self-selected). The tasks
ask students to analyze and infer similarities and differences in the structure of different narrative
modes, then to find examples of narrative voice in other books. You should make sure that
students are thinking deeply about the elements of each narrative voice and view. Encourage
students to examine many elements that reveal the narrative mode, including:
 Pronouns-- Is the author using “I”, “he”, “you” as they narrate?
 How can you tell when a first person voice is unreliable? How does the author
communicate an unreliable voice to you? (if students struggle with this, revisit an old
primary grades favorite: The True Story of the Three Little Pigs by John Scieszka:
http://classroom.leanderisd.org/users/1158/8th%20Grade%20Three%20Little%20Pigs%20Story.
pdf)
 Who is telling the story? The author-as-narrator or a character? Which character? The main
Advanced Differentiation: Grade 4: Reading Unit 6
|8
character or a secondary character? How can you tell?
 What details of Hansel and Gretel change from omniscient to limited to objective? What
details go away? What does this tell us about the voice?
 What can the omniscient voice do that the objective voice can’t do? What can the
omniscient voice do that the limited voice can’t do?
 What do you think the words “omniscient”, “limited” and “objective” mean in this
context? Does it matter?
Advanced Differentiation: Grade 4: Reading Unit 6
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Lesson #1: Task cards for complex Instruction
Task 1:
First Person View
Task 2:
First Person Voices
 Through whose eyes do we see the
story? What are the elements of 1st
person view? Analyze the following
passage and describe why it
represents 1st person view.
 Whose voice is telling the story? Find
at least one example of each:
I sit in Sweet
Daddy's
chair,
placed firmly
I sit in Sweet
Daddy's
chair,
on theplaced
door tofirmly
the on
Hidey-Hole,
inthe
which
the door to
all our Hidey-Hole,
livestock now
sleepallexcept
for the
in which
our
chickens
livestock
-- roosting
now sleep
in theexcept
loft. Goblins
for
the chickens
-- rooftop.
roosting inOur
the loft.
have settled
on the
Goblins
have
settled
on
the
chickens are clucking up a fuss. Other
rooftop.
Our chickens
areacross the
Goblins
pace back
and forth
clucking
up
a
fuss.
Other
Goblins
front porch. I hear the floorboards
pace back and forth across the
squeak.
front porch. I hear the floorboards
-Fromsqueak.
Magpie Gabbard and the Quest for
the Buried Moon by Sally Keehn
 Find an example of first person view
from another text. Write a quote
from it and justify your selection by
explaining how and why it
represents first person view.
Main character voice: The main
character of the story also tells the story
from their perspective.
Secondary character voice: A character
other than the main tells the story from
his/her perspective.
Unreliable voice: Someone is telling the
story as they understand it. However, the
reader knows that they can’t be trusted
to tell the whole truth.
 Write a quote from each example
and justify your selections by
explaining how and why they
represent each first person voice.
Advanced Differentiation: Grade 4: Reading Unit 6
| 10
Lesson #1: Task cards for complex Instruction
Task 3:
Third Person View
 Through whose eyes do we see the
story? What are the elements of 3rd
person view? Analyze the following
passage and describe why it
represents 3rd person view.
Harry didn't have to do his homework
under the blankets by flashlight
anymore; now he could sit in the
bright sunshine outside Florean
Fortescue's Ice Cream Parlor finishing
all his essays with occasional help from
Florean Fortescue himself, who, apart
from knowing a great deal about
medieval witch burnings, gave Harry
free sundaes every half an hour.
-From Harry Potter and the Prisoner
of Azkaban by J.K.Rowling
 Find an example of third person view
from another text. Write a quote
from it and justify your selection by
explaining how and why it
represents third person view.
Task 4:
Third Person Voices
 Whose view is emphasized in the
story? Analyze these examples to
explain.
Third Person Omniscient:
Hansel walked ahead of Gretel; after all, he
knew he belonged in the front because
Gretel was just a girl. Gretel dropped
breadcrumbs behind her as she went,
knowing that her bumbling brother couldn’t
be counted on to find his way home from
the outhouse, let alone from the middle of
the woods.
Third Person Limited:
Hansel walked ahead of Gretel. Gretel
dropped breadcrumbs behind her as she
went, knowing that her bumbling brother
couldn’t be counted on to find his way
home from the outhouse, let alone from the
middle of the woods.
Third Person Objective:
Hansel walked ahead of Gretel. Gretel
dropped breadcrumbs behind her as she
went. Ahead of them, an old witch waited.
Advanced Differentiation: Grade 4: Reading Unit 6
Lesson #1: Task cards for complex Instruction
Task 5:
Putting it all together!
 Now that you have defined first
and third person view, and first
and third person voice, work
together as a group to create
a poster or chart that shows
and explains all of these
elements. Get ready to present
this chart to your teacher at
your next small group session!
 Title your poster or chart:
Narrative Mode
| 11
Advanced Differentiation: Grade 4: Reading Unit 6
| 12
Lesson #1: Group Job Cards
Time Prompter
Facilitator
Note Prompter
• Make sure each of
your group
members complete
all the tasks by the
deadline
• Make sure that the
team has a plan to
accomplish each of
the tasks.
• Check in with
everyone so they
know what to do.
• Make sure each
group member is
collecting and
recording
information to
complete the tasks.
• Bring the
completed written
work of all members
to our next small
group session.
Advanced Differentiation: Grade 4: Reading Unit 6
| 13
Session 2: Intellectual Empathy and First Person View
Learning Targets
Aim of Session
Core:
o I can refer to details and examples in a text
when explaining what the text says and when
drawing inferences from the text. 4.1.1.1
o I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and
third- person. 4.1.6.6
 To use evidence in the text to identify
narrative mode (view and voice)
 To develop an understanding of intellectual
empathy by noticing one’s experience as a
reader
Advanced Differentiation:
o I can prove with evidence narrative mode
(view and voice) in a new text.
o I can define intellectual empathy.
o I can practice having intellectual empathy as a
reader.
What You’ll Need:
Advanced Vocabulary
 Copy of text: Learning the Game by Francisco
Jimenez
 Annotation Bookmarks


Intellectual Empathy
Narration
Lesson Snapshot
Introduce the Strategy:
Model the Strategy:
Talk Together:
Review and Reflect:
Assessment:


Have students share their chart or poster.
Discuss and define intellectual empathy



Introduce the text: Learning the Game by Francisco Jimenez
Begin reading together and identify the narrative mode.
As you read aloud, model intellectual empathy. Identify details that support
intellectual empathy.


Continue reading
Pause and prompt students to notice intellectual empathy

Remind students that today they practiced using intellectual empathy to
think about the narrator in a first person view story

Assign students the task of now rereading and annotating the story to
notice the key details, significant language, and connections.
Use the Advanced Differentiation Learning Target Checklist to record
formative assessment and track students’ progress/plan for scaffolding or
support during conferring.

Advanced Differentiation: Grade 4: Reading Unit 6
| 14
Lesson #2 Exemplar:
Connection: Begin by inviting students to share their chart or poster and to teach you all about
narrative mode. Give them time to share their understanding, examples, and ideas. Take a
moment to clarify any confusion at this point if necessary. Then congratulate students on their
collaborative skills in completing the tasks!
1-2
Min.
Introduce the learning targets for the day: Readers, that was excellent! You now have a really solid
understanding of what these narrative modes are. Now you are ready to start finding them in texts
and to think deeply about them. As we plunge into this work, I’m also going to introduce to you and
ask you to think deeply about another intellectual trait we can develop together as scholars: this trait
is called intellectual empathy. And it’s a lot like the trait we practiced during unit 3: Fair-mindedness.
But with intellectual empathy, you are purposefully choosing to view the world through eyes
different than your own life experience. Do you think authors have to do this when they are narrating
stories? How? Why? Discuss.
*Note: You may also wish to briefly look up and define the word empathy and place its definition
somewhere handy. This is not absolutely necessary as students will continue to hear and
experience its definition throughout these small group lessons.
Engage and Educate: Introduce to students the new text they will be studying: Learning the Game
by Francisco Jimenez. Explain that as you read this text, you will be asking them to identify the
narrative view and voice the author is using, as well as the ways in which they can practice
intellectual empathy as readers, and how an author helps one to do this.
Say, Before we begin practicing intellectual empathy as readers, let’s take a moment to identify the
narrative mode the author is doing. This is a short story and so we can probably accomplish this task
within the first page or so. Sometimes in longer books, like novels, it can take a little more time or be
a bit more complex. But for our purposes, a close reading of the first page should do the trick.
5
min.
Read the first page together (e.g., take turns reading aloud, etc.). Pause and ask students to now
go back and reread. Ask them to use their definition and examples for narrative modes to identify
which it is in this story. Have them turn and tell a partner. Ask students to share their thoughts.
Ask, What evidence do you have that the narrative view is (first person) and the narrative voice is
(main character)? Discuss.
Model/Guide: Say, Now that we’ve established the narrative view and voice, let’s shift our focus to
intellectual empathy. As I read, I always pay attention to how much I am able to see the world
through the narrator’s eyes. Intellectual empathy is about looking through eyes that see the world
differently than I do. We practice this in our small group all the time. However, today, I want you
to start asking yourself, ‘How well am I able to see the world through the narrators eyes? What is
the author doing to support my intellectual empathy?”
Begin reading and pause on the second page of the story (p. 88 on the PDF). Who feels as if they
can see the world through Panchito’s eyes right now? What does it look like to him? Turn and tell a
partner. Ask students to share.
Ask, What are they key details in this text that are allowing you to see the world through
Panchito’s eyes? How is the author using the first person view to help you? Discuss. Model by
thinking aloud if students struggle: I notice that the author tell us Panchito’s thoughts. Down
Advanced Differentiation: Grade 4: Reading Unit 6
| 15
here toward the bottom of the page, Panchito narrates with, “I wanted to forget about the next
133 days.” I also notice that the author is showing us through Panchito’s narration exactly how he
feels, like with this detail: “As I added the number of days, I started to get a headache. Looking out
the window I said to myself, ‘One-hundred-thirty-two more days after tomorrow.’ What does he
mean by ‘132 more days after tomorrow’? How does hearing his thoughts like this help us to
practice intellectual empathy? Again, discuss.
Activate Learning: Continue to read the story together and pause to prompt students’ noticings
about their experience of intellectual empathy. The point here is to draw awareness to how and
when students are most able to see the world through the narrator’s eyes and to reason about
the author’s strategies for creating a sense of empathy. After this session, students will reread the
short story and practice a close read while annotating for the elements the author uses to
facilitate intellectual empathy in the reader.
Some good places to prompt this inquiry are:
5-10
min.
p. 89 (top half): “As Carlos was giving orders, I saw Manuelito standing by one of the garbage
cans. During every game, he stood by himself on the sidelines because Carlos would not let him
play.” Ask, Why does the narrator share this detail? What does this reveal about the way he sees the
world? Why does the author include this information? How does this support your ability to practice
intellectual empathy?
p. 89 (bottom third): “When I saw him putting on his work clothes, I remembered we were going
to work, and not to school. My shoulders felt heavy.” Why is the last detail included? What is the
narrator showing us about his experience and worldview? How does this support your ability to
practice intellectual empathy?
p. 90 (bottom; referring to the whole page): What is your view of Gabriel through Panchito’s eyes?
How might the narrator feel about Gabriel? What details in the text make you think so? If you try to
practice intellectual empathy, at this point how would you say the world looks to Panchito, the
narrator?
1-2
min.
Link: Remind students that today they practiced using intellectual empathy to think about the
narrator in a first person view story. Say, Just as our whole class is comparing and contrasting
different points of view in narration, so to will we! Today we got our start identifying and thinking
about first person view and how the author uses details to help us practice intellectual empathy. We
are able to see the world through our narrator’s eyes best when we consciously practice intellectual
empathy and take note of the key details and significant language an author uses. Next time we will
pay special attention to the way the author develops the character using this voice and view from the
beginning to the end of the story.
Closing/Assessment: Assign students the task of now rereading and annotating the story to notice
the key details, significant language, and connections. As you practice a close reading of this story, I
want you to ask yourself: How is the author affecting my ability to experience intellectual empathy?
What details is he using? What significant language is he using? Use your annotation symbols to
notice and mark these elements whenever you notice that you are able to experience intellectual
empathy for the main character or others.
If necessary, remind students of the annotation bookmarks from the common core toolkit (the
Advanced Differentiation: Grade 4: Reading Unit 6
| 16
whole class should be using these for various lessons by now, so it should be familiar, but as
always scaffold as necessary).
*Use the Advanced Differentiation Learning Target Checklist to record formative assessment and
track students’ progress/plan for scaffolding or support during conferring.
Independent Reading and Conferring:
Support students as they practice a close reading of this new text. Find a few moments to confer
with them and ask:
Time
Varies
 How is the annotation going? What are you noticing about the key details (etc.) that the
author is using? How do they affect your ability to practice intellectual empathy?
 Are there parts of this text where it becomes more difficult to practice intellectual empathy?
Tell me about it. What do you think is missing from this part that makes it difficult to see the
world clearly through the narrator’s eyes?
 How do you know when you are really seeing the worldview of the narrator?
 Have you thought at all about how to practice intellectual empathy for some of the other
characters in the story? How do you think Gabriel sees the world? What details make you think
that? How about the contratista? How might he see the world? If you saw the world his way,
would you act in the same way he did, or differently?
Advanced Differentiation: Grade 4: Reading Unit 6
| 17
Annotating
Intellectual Empathy
Annotating
Intellectual Empathy
Annotating
Intellectual Empathy
How does the author use
significant language, key
details, or turning points in
the story to help you see
the world clearly through
the narrator’s eyes?
How does the author use
significant language, key
details, or turning points in
the story to help you see
the world clearly through
the narrator’s eyes?
How does the author use
significant language, key
details, or turning points in
the story to help you see
the world clearly through
the narrator’s eyes?
Significant
Language
Significant
Language
Significant
Language
Key Details
Key Details
Key Details
Turning Points
Turning Points
Turning Points
Connections
Connections
Connections
Advanced Differentiation: Grade 4: Reading Unit 6
| 18
Advanced Differentiation: Grade 4: Reading Unit 6
| 19
Session 3: Character Development and Change
Learning Targets
Aim of Session
Core:
o
I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text. 4.1.1.1
I can describe in depth a character, setting, or
event in story or drama, drawing on specific
details in the text (eg. a character’s thoughts,
words, or actions). 4.1.3.3
I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and thirdperson. 4.1.6.6
o
o
 To develop understanding of an author’s
purposeful use of narrative mode to affect
the reader
 To begin to analyze the relationship
between narrative mode and character
development in fiction
Advanced Differentiation:
o I can analyze and describe how first person
view impacts my capacity for intellectual
empathy
o I can relate an author’s use of first person
view to the development of characters
What You’ll Need:




Advanced Vocabulary
Text: The Learning Game
Lesson #3 Reader’s Notebook Prompt
Students’ annotated texts
Graphic Organizer: Character Development


Significant
Character Development
Lesson Snapshot
Introduce the Strategy:
Model the Strategy:
Talk Together:
Review and Reflect:
Assessment:


Have students share their annotation work.
Connect today’s learning target to the work of the whole class.


Begin discussion on character development.
Have students chart ideas by creating a diagram together of how characters
develop.
Read aloud and model thinking by focusing on parts of the story where the main
character of the story goes through a change


Continue to read this section and pause to prompt students inferences and
analysis:

Point out to students the connection between the small group and the core once
more

Assign students a final reader’s notebook response on this text. Ask them to use
the card/sheet to help prompt their thinking and stay on topic.
Use the advanced differentiation learning target checklist to record observations
from today’s sessions and/or to assess student’s mastery of learning targets

Advanced Differentiation: Grade 4: Reading Unit 6
| 20
Lesson #3 Exemplar:
Connection: Invite students to share their annotation work with Learning the Game. Say, Let’s
start by hearing from each other about your close read. You thought about the significant language,
connections and key details that helped you best to see the world through Panchito’s eyes. Choose
one annotation mark at a point you found significant. How did that element help you see through the
narrator’s eyes the best? Discuss.
1-2
Min.
Then connect today’s learning to the work of the whole class: Readers, today we are going to
continue exploring first person view and character voice. As a class, we have been practicing
describing characters and other story elements. We’ve been paying attention to the details authors
use for effective description. Well today in our small group, we are also going to think about
characters. Only today, we are really going to focus in on first person view. We’ll ask ourselves, how
does the author’s use of first person view affect the way a character develops? How does first person
view affect the way we see other, secondary characters? And of course, we’ll continue to notice our
ability to practice intellectual empathy for these characters’ perspectives.
Engage and Educate: Begin with a conversation about character development. Chart out students
ideas by making a diagram together of how characters develop (see example): Readers, what does
it mean when we say “character development”? How do characters develop in stories? Prompt
students toward thinking about the element of change in character development: Does a character
end up in the same state that they are in at the end of a story? What things happen that affect
characters in stories? How do those things impact a character, what is the result on the character of
those things happening? Are there patterns in the ways that all authors develop characters (do
characters always change)? Etc. Then say, Let’s return to our story , ‘Learning the Game’ and think
now about how first person view affects the way we see a character develop.
5
min.
Model/Guide: Say, I’m going to focus on a few parts of this story where I really think the main
character of the story goes through a change. Does anyone have any ideas where that might be? If
students struggle, think aloud: Hmm, let me ask myself a question about this: I wonder what
event happen in this story that really makes Panchito see the world differently and think about his
life in a different way. Was it when he started summer vacation and had to pick strawberries with
his family? Naw, I don’t think so—he did that every summer, so that was nothing new to him. Was
it when he met that guy Gabriel, whom he ended up really liking? Was it when he saw Gabriel get
hurt by that mean guy, the contratista? That seemed like an important part. I’m going to zoom in
on that and see if that was apoint that really develops Panchito’s character.
Read aloud from this part of the story (starting at the bottom of page 92.). Pause at the top of
page 92 and model thinking about first person view: This not only seems like a turning point for
Gabriel, something that changes his life, but also for Panchito. But Panchito is narrating the story.
We see the world through his eyes. What important details does Panchito describe about Gabriel
as a character at this moment? Discuss, modeling rereading and thinking aloud if students
struggle: I notice the words, ‘with a painful look in his face’. I can really see this kind, strong man
with that look-- can you see it, too? I wonder why our narrator, Panchito would be especially
focused on that painful look. How might that look have made Panchito feel? What does it tell us
about Panchito’s view that he saw this look? Discuss.
Advanced Differentiation: Grade 4: Reading Unit 6
| 21
Activate Learning: Continue to read this section and pause to prompt students inferences and
analysis:
‘Don’t do that, pleas,” Gabriel said, “I have a family to feed.’ Ask, why does Gabriel say this to the
contratista? What does this tell us about the way that Gabriel sees the world at this moment? Why
does our narrator include this detail? How does this affect your ability to practice intellectual
empathy?
5-10
min.
“I felt scared. I had not seen men fight before. My mouth felt dry and my hands began to shake. I
had not seen men fight before.” Ask, Why does our narrator, Panchito, include these details for us?
What is he trying to communicate about the way he saw the world at this time? Why would that be
important? What is the author showing us through Panchito at this moment? What is the author
communicating about how Panchito changed? How does this affect your ability to practice
intellectual empathy?
Ask, Why does the author include this fight seen? Is the author telling the reader that people should
fight if they have a problem? Is the author showing us something important about Panchito here? Is
the author showing us something about a theme he wants to explore through this story? Etc.
Finally, ask, How does this fight seen develop the character of Panchito? How does he change as a
result? How does first person view best communicate this character change? Can you give us some
examples?
1-2
min.
Link: Point out to students the connection between the small group and the core once more:
Readers, great work today! We had a rich conversation about how the character of Panchito develops
as a result of this scene. We also thought about how the author’s use of first person view and
character voice best communicates the change in Panchito. Our whole class is practicing describing
characters using details from the text. You have done the same thing today, only you’ve also thought
about how narrative mode affects the way we see a character. It’s very interesting to ask ourselves,
How do I see the character changing differently when they are the one telling the story? How do
authors use first person view to show a character changing? We’ll keep exploring author’s use of
narrative mode to explore characters, settings, and events in stories next time.
Closing/Assessment: Assign students a final reader’s notebook response on this text. Ask them to
use the card to help prompt their thinking and stay on topic.
You may also wish to assign the reading for the next session so students are better prepared to
begin closer analysis of narrative mode: Mr. Singer’s Nickname (link)
Use the advanced differentiation learning target checklist to record observations from today’s
sessions and/or to assess student’s mastery of learning targets based on this assignment.
Time
Varies
Independent Reading and Conferring: Encourage students to transfer these analytical skills to
their self-selected texts. As student read fiction of their own choosing ask them to identify the
narrative mode and to analyze the author’s use of it as a means for expressing character
development. Use these prompts:


Tell me about the story/book you’re reading. What is the narrative mode? How can you tell?
What specific details reveal narrative mode the best?
Have you thought about how the main character in this story develops? How does he/she
Advanced Differentiation: Grade 4: Reading Unit 6

| 22
change as the story goes? What events cause the change in the character? How do you know
that the character is changing—what details reveal this? Do other characters change as well?
Which ones develop? How can you tell?
How is the author using the narrative mode to show the change? Do you think this is the best
narrative mode for showing how this character develops? Why or why not? What would it be
like if the author used a different narrative mode?
Advanced Differentiation: Grade 4: Reading Unit 6
Lesson #3: Reader’s Notebook Prompt
How did Panchito change over the course of the story?
Consider the following questions when you write your response:
 How does first person view affect how we (the reader) see other characters
in the story?
 How did the author’s use of first person view affect the way we see
Panchito develop throughout the story? Give examples and cite evidence.
 How did the author’s use of main character voice affect the way we see
other character’s develop? Give examples/cite evidence
Lesson #3: Reader’s Notebook Prompt
How did Panchito change over the course of the story?
Consider the following questions when you write your response:
 How does first person view affect how we (the reader) see other characters
in the story?
 How did the author’s use of first person view affect the way we see
Panchito develop throughout the story? Give examples and cite evidence.
 How did the author’s use of main character voice affect the way we see
other character’s develop? Give examples/cite evidence
| 23
Advanced Differentiation: Grade 4: Reading Unit 6
| 24
Ending state:
Beginning state:
Why the character changed:
What things happened that affected the character in this story?
How the character changed:
How do those things impact the character?
1
Graphic organizer adapted from: http://www.readwritethink.org/files/resources/lesson_images/lesson858/change.pdf
Advanced Differentiation: Grade 4: Reading Unit 6
| 25
Session 4:
Learning Targets
Aim of Session
Core:
o I can refer to details and examples in a text
when explaining what the text says and when
drawing inferences from the text. 4.1.1.1
o I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and
third- person. 4.1.6.6
 Develop understanding and awareness of
how 3rd person omniscient text impacts the
reader’s experience
 Use text-based evidence to determine
narrative mode of a new text
Advanced Differentiation:
o I can prove with evidence narrative mode
(voice and view) in a new text.
o I can relate 3rd person omniscient voice to my
capacity for intellectual empathy
What You’ll Need:
Advanced Vocabulary
 Text: Mr. Singer’s Nicknames
 Graphic organizer: Identifying Narrative Mode
 Lesson #4: Reader’s notebook prompt

omniscient voice
Lesson Snapshot
Introduce the Strategy:

Introduce the new text for the session: Mr. Singer’s Nicknames by James
Kruss.


Review the chart of narrative modes from session 1.
Model the graphic organizer for identifying narrative mode and recording
text-based evidence to support the narrative view and voice identified.
Read together and ask students to turn and talk about evidence to support
narrative view from this page.
Model the Strategy:

Talk Together:


Guide students to think about the narrative voice
Record students’ thoughts and text-based evidence

Remind students that today they found text-based evidence to support and
identify the narrative mode of this text as third person voice, omniscient
view.

Assign students the readers’ notebook response prompt and use the
Advanced Differentiation Learning Target Checklist to record noticings from
this session as well as students’ performance on the readers’ notebook
response.
Review and Reflect:
Assessment:
Advanced Differentiation: Grade 4: Reading Unit 6
| 26
Lesson #4 Exemplar:
1-2
Min.
Connection: Remind students of the small groups focus on intellectual empathy and introduce
the new text and focus for the session: Readers, I hope you are excited to delve into a new text and
a new narrative mode. We are going to continue to think about and notice our ability to practice
intellectual empathy. We will continue to ask ourselves, How am I best able to see the world through
a different set of eyes? And what is the author doing to make this possible for me? Today we will look
at a completely different narrative mode by examining the story, Mr. Singer’s Nicknames by James
Kruss.
Engage and Educate: Review the chart of narrative modes which students created after session 1.
If students have already read the text (as assigned at the end of the last session), skip the model
and work together on the organizer to identify text-based evidence that shows narrative view and
voice. Otherwise, model and guide this process.
Model/Guide: Show students the graphic organizer for identifying narrative mode and
recording text-based evidence to support the narrative view and voice identified. Place it under
the document camera and discuss what goes in its different parts. Then practice reading
together.
5
min.
Say, Let’s start at the beginning of this story and pause as we go to see if we identify narrative
view and voice. Pause after the first page and say, Readers, I’m definitely noticing some
important details about narrative view right now. At this point, who does it sound like is telling
this story? How can you tell? Discuss and then think aloud about a specific detail that shows third
person view: You know what? As I read back across this first page, I’m noticing a detail that is not
present at all. There isn’t a single place on this page where I see the word “I” except in the
dialogue. We never read anything like, ‘When I was 10 years old, I got on a ship…’ Instead, there
are lots of descriptions of the other people: ‘On its deck stood two gentlemen talking…’ And ‘The
other one was small and thin…’ It sounds like the author is narrating. This tells me it might be a
first person view. Model writing this down.
Read another page. Then ask students to turn and talk about evidence to support narrative
view from this page. Is it third person? Or do we have evidence to show it is first person?
Record their ideas on the model graphic organizer.
Activate Learning: Now guide students to think about the narrative voice—this is a bit trickier, so
you may need to spend some additional time redefining omniscient, limited, and objective
(referring to the examples on the task cards from session 1) and asking, What was the evidence in
these (Hansel and Gretel) examples that showed the difference in narrative voice?
5-10
min.
Read the third page of the story now (p.105) and pause to prompt thinking about narrative voice:
So if we know that in third person, we can have an omniscient voice where we hear more than one
characters’ thoughts, do you think there is any evidence of this narrative voice so far? What is it?
Then ask, If third person limited means we can hear thoughts of only one character, do you see
any evidence of this narrative voice?
Read another page aloud and then pause to ask, What evidence are you seeing now of narrative
voice? Do you see any evidence that this story is told through third person objective voice? Do we
Advanced Differentiation: Grade 4: Reading Unit 6
| 27
hear no characters’ thoughts (objective), one character’s’ thoughts (limited), or many characters’
thoughts (omniscient)? Turn and tell your partner what you think and where you see evidence.
Continue recording students’ thoughts and text-based evidence throughout.
Finally, connect this text-based analysis to the theme of intellectual empathy by asking, Through
whose eyes is the author showing us the world of the story? Why do you think so?
1-2
min.
Link: Remind students that today they found text-based evidence to support and identify the
narrative mode of this text as third person voice, omniscient view. Point out that way can put
voice and view together to say “third person omniscient”. Tell them that at the next small group
session, we will continue to analyze this text more deeply and to think about the ways in which
the author uses third person omniscient to affect our thoughts and feelings about the story.
Closing/Assessment: Assign students the readers’ notebook response prompt and use the
Advanced Differentiation Learning Target Checklist to record noticings from this session as well as
students’ performance on the readers’ notebook response.
Independent Reading and Conferring: Continue to support students’ ability to identify narrative
mode by prompting them around their self-selected texts/books (using fiction):



Time
Varies



What narrative mode is this author writing in?
What evidence of the narrative view do you have?
What evidence of the narrative voice do you have? Were you ever unsure of what the narrative
mode was? If so, why? How did you clear it up?
What is the best evidence in a story for determining narrative mode?
How soon can you tell what the narrative voice is in a story? On the first page? Or do you have
had to read more deeply into the story before you can be certain? (Scaffold: Think about Mr.
Singer’s Nicknames. Could we tell the narrative voice (omniscient) on the very first page? How far
did we have to read before we were certain that we could hear many characters’ thoughts and
therefore the voice was omniscient)?
Does the narrative mode ever switch in the middle of a story? Where have you seen that?
Advanced Differentiation: Grade 4: Reading Unit 6
Lesson #4: Reader’s Notebook Prompt
Thinking about intellectual empathy and third person omniscient...
Consider the following questions when you write your response:
 Through whose eyes do we see the world of the story?
 How does the author use the third person omniscient mode to make
you see the world of the story?
 Give examples and cite evidence to support your ideas.
Lesson #4: Reader’s Notebook Prompt
Thinking about intellectual empathy and third person omniscient...
Consider the following questions when you write your response:
 Through whose eyes do we see the world of the story?
 How does the author use the third person omniscient mode to make
you see the world of the story?
 Give examples and cite evidence to support your ideas.
| 28
Advanced Differentiation: Grade 4: Reading Unit 6
Important detail
from text:
Narrative mode:
• 1st Person
| 29
Evidence from text
to support narrative
mode:
• .
• 3rd Person
Important detail
from text:
Narrative mode:
• 1st Person
• 3rd Person
Evidence from text
to support narrative
mode:
• .
Advanced Differentiation: Grade 4: Reading Unit 6
Important detail
from text:
Narrative mode:
• 1st Person
| 30
Evidence from text
to support narrative
mode:
• .
• 3rd Person
Important detail
from text:
Narrative mode:
• 1st Person
• 3rd Person
Evidence from text
to support narrative
mode:
• .
Advanced Differentiation: Grade 4: Reading Unit 6
| 31
Session 5: Analyzing character, setting, and events through third person omniscient mode
Learning Targets
Core:
o
o
o
Aim of Session

I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text. 4.1.1.1
I can describe in depth a character, setting, or event
in story or drama, drawing on specific details in the
text (eg. a character’s thoughts, words, or actions).
4.1.3.3
I can compare and contrast the point of view from
which different stories are narrated, including the
difference between first- and third- person. 4.1.6.6
To deepen understanding of the narrative
mode as a tool for manipulating reader’s
experience
 To use text-based evidence to make reasoned
judgments about how narrative mode
influences the reader
 To compare and contrast character, setting
and event descriptions between tenses
Advanced Differentiation:
o I can analyze and prove with evidence how an
author’s use of narrative mode can influence the
readers’ perspective.
o I can compare and contrast descriptions of
character, setting, and event between third person
and first person views.
What You’ll Need:
Advanced Vocabulary
 Text: Mr. Singer’s Nicknames
 Graphic organizer: Analyzing character, setting, and
events through third person omniscient mode
 Lesson #5: Reader’s notebook prompt

third-person omniscient
Lesson Snapshot
Introduce the Strategy:
Model the Strategy:
Talk Together:


Have students share their reader’s response prompt from lesson #4
Introduce the topic for today by asking the students to think about: How is the
author using narrative mode to influence me?

Model the graphic organizer for analyzing character, setting, and events through
third person omniscient mode

Continue to complete the graphic organizer, focusing on characters, events, and
setting

Remind students that today they spent time analyzing how an author describes
character, setting, and events from the third person omniscient mode to affect the
way the reader sees the story.

Assign students the reader’s notebook response that asks them to choose one
story element (character, setting, or events) and compare and contrast the way
the author influences the reader by using the third or first person view.
Use the Advanced differentiation learning target checklist to assess students’
performance on this assignment.
Review and Reflect:
Assessment:

Advanced Differentiation: Grade 4: Reading Unit 6
| 32
Lesson #5 Exemplar:
1-2
Min.
Connection: Remind students of the work they did in the small group last time: Readers, last time
we met we studied the details in the story Mr. Singer’s Nicknames, which allowed us to identify the
narrative mode. You all did some additional reading and thinking about whose eye’s we are seeing
the story through? Tells us your thoughts about this. What did you write about in reader’s
notebooks? Let students share, then follow up by asking, Do you think third person omniscient
mode is always a telling of the story through an author’s eyes (culture’s eyes, kind of person’s eyes, of
whatever students discussed)? Can we make a generalization about third person omniscient mode?
Maybe we could say, “In the third person omniscient mode, we are always seeing the story
through…” Discuss.
Then say, Today, we are going to think a bit more about this third person omniscient mode. We are
going to ask ourselves, How is the author using this narrative mode to influence me? In other words,
how is the author trying to manipulate or control my understanding of character, events, and setting
in the story by using the third person omniscient mode?
Engage and Educate: Show students the graphic organizer for analyzing character, setting, and
events through third person omniscient mode. Say, Let’s use this organizer today to think about
how the author is using this narrative mode to affect us. We know that in intellectual empathy, we
are trying to see the world through eyes different than our own. However, sometimes as readers we
also have to ask ourselves, how is an author trying to make me see the world differently than my own
view? Authors use narrative mode to help control our experience in this way.
5
min.
Place the graphic organizer under a document camera or simply have students gather around.
Begin reading the story from the beginning and then pause to analyze how the author is using
narrative mode to influence the reader: Readers, I’m noticing on this first page the author is
describing the characters in a very specific way. I can tell that he really wants us to see these men as
being rather silly. So here is some evidence that makes me think that. The third-person omniscient
narration describes, ‘One of them was stout and tall… the other one was small and thin.’ I think he
wants them to look silly together so he’s describing them as being completely opposites. Record the
quotes and the inference on the graphic organizer. Then ask students, Do you agree or disagree
with me? Does the author want us to think of the characters as silly? Can you find additional
evidence? Give students a moment to talk to a partner and find evidence for their ideas.
Activate Learning: Continue reading and prompting:
5-10
min.
Characters: Ask, What other characters does the author want us to see in a certain way? Does the
author want to influence our view of certain characters? How does he use the third person omniscient
voice to do this? (Example: The narrator describes Widow Broders on p.109. The author uses the
omniscient voice to show us her thoughts, ‘She had made up her mind to see that Mr. Singer got
used to fish.’ The author wants us to see that the islanders are clever and determined, while Mr.
Singer is even more of a fool).
Events: Ask, How does the author want us to view the events of this story? Is he trying to manipulate
us into feeling a certain way about them? Can you find an event in the story that you think the author
is trying to cause us to see in a certain way? How does he want us to see it? What is your evidence of
this? (Example: p107. When Mr. Singer arrives at the island and the islanders actually line up to
“raz” or tease him. The author wants us to see that Mr. Singer doesn’t have a chance at avoiding a
Advanced Differentiation: Grade 4: Reading Unit 6
| 33
nickname. The author is trying to make us laugh.)
Setting: Ask, Can you find evidence that the author wants us to the setting of Helgoland in a certain
way? How is he trying to influence your view of it? Give a text-based example. (Example: The author
wants us to see how very small the island is. He shows us this on p.110 by describing how Mr.
Singer took a short walk and met 14 people connected with his insurance business; each time he
went through the long and complicated procedure of shaking their hands, etc. The author uses
the omniscient view to explain that, “The other people only shook hands when they left for the
mainland or came back from there. Otherwise, they just said ‘Hello’ or ‘Hoi’ when they met
someone.’)
1-2
min.
Link: Remind students that today they spent time analyzing how an author describes character,
setting, and events from the third person omniscient mode to affect the way the reader sees the
story. Tell them they will need to spend a little more time thinking about this on their own, but
that at the next session, they will examine a third text with yet another narrative mode and begin
thinking about the various ways that
Closing/Assessment: Assign students the reader’s notebook response that asks them to choose
one story element (character, setting, or events) and compare and contrast the way the author
influences the reader by using the third or first person view. Use the Advanced differentiation
learning target checklist to assess students’ performance on this assignment.
Independent Reading and Conferring: Help students transfer the skills from today’s session by
asking them to think about how an author uses narrative mode to influence the reader’s view of
the story around students’ self-selected texts. Use these prompts:
Time
Varies



What is the narrative mode of this book you are reading? How can you tell?
How is the author using this narrative mode to influence the way you see characters? Can you give
me an example? How might you see that character differently if it were expressed through a
different narrative mode?
How is the author using narrative mode to influence the way you see the setting?
Advanced Differentiation: Grade 4: Reading Unit 6
Lesson #5: Reader’s Notebook Prompt
 Choose one story element (character, setting, or events) to focus
on.
 Compare and contrast the way the author influences the reader
by using the third or first person view.
 Give examples and cite evidence to support your ideas.
Lesson #5: Reader’s Notebook Prompt
 Choose one story element (character, setting, or events) to focus
on.
 Compare and contrast the way the author influences the reader
by using the third or first person view.
 Give examples and cite evidence to support your ideas.
| 34
Advanced Differentiation: Grade 4: Reading Unit 6
| 35
Advanced Differentiation: Grade 4: Reading Unit 6
| 36
Session 6: Continuing to Examine Narrative Mode
Learning Targets
Aim of Session
Core:
o I can refer to details and examples in a text
when explaining what the text says and when
drawing inferences from the text. 4.1.1.1
o I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and
third- person. 4.1.6.6
 To use text-based evidence to identify
narrative mode
 To observe, describe and analyze how
narrative mode impacts the experience of
the reader
Advanced Differentiation:
o I can prove with evidence narrative mode
(voice and view) in a new text.
o I can relate third person limited to my
capacity for intellectual empathy.
What You’ll Need:
Advanced Vocabulary
 Text: Turquoise Horse, Learning the Game
and Mr. Singer’s Nicknames
 Graphic organizer from session 3 (optional)
 Lesson #6: Reader’s Notebook Prompt


narrative mode
intellectual empathy
Lesson Snapshot

Introduce the Strategy:

Ask students to share noticings from the reader’s notebook response
prompt from lesson #5.
Introduce today’s learning targets.


Introduce the new text: Turquoise Horse.
Begin reading aloud and model identifying the narrative mode and evidence
to support.

Prompt students to consider how the narration supports intellectual
empathy.
Review and Reflect:

Review today’s learning target
Assessment:


Assign students the reader’s notebook response prompt for session #6
Use the Advanced differentiation learning target checklist to assess
students’ performance.
Model the Strategy:
Talk Together:
Advanced Differentiation: Grade 4: Reading Unit 6
| 37
Lesson #6 Exemplar:
1-2
Min.
Connection: Ask students to share noticings from the reader’s notebook response prompt:
Readers, as you were thinking about the narrative mode used in Learning the Game and Mr. Singer’s
Nicknames, what did you discover about how the author influences the reader? Did you think that the
author can more easily influence the reader using first or third person? Did you think the author can
better describe character using first or third person view? Or omniscient or character voice? How
about setting, events? Which narrative mode has the most power for influencing the reader? Discuss
students’ ideas.
Introduce today’s learning targets: Today we will continue our practicing of using intellectual
empathy to see the world through different eyes, and to be aware of how authors try to get us to do
this through the narrative mode. We’ll read a new story and identify the narrative mode again. Today
as we read, I’m going to ask you to think about and notice how the narrator describes character,
setting, and events to increase your sense of intellectual empathy.
Engage and Educate: Introduce the new text, Turquoise Horse. Tell students that this text will
give us a chance to examine a completely different narrative mode. Review students’ charts of
narrative mode and ask, So what sort of evidence should we be looking for to identify narrative
mode of this text as we go?
Model/Guide: Begin reading the text aloud and pause after two pages (bottom of page 27).
Ask, Readers, do you think we have enough evidence at this point to consider the narrative mode?
Discuss and then prompt students to identify evidence that could show the narrative mode.
Ask:
5
min.
What sorts of pronouns are being used in the narration (I, you, he, she, we, etc.)?
Whose head can we go inside of (whose thoughts do we hear)?
Whose eyes might the author want us to see this story through?
Together, identify the narrative mode and evidence to support the conclusion. Use the graphic
organizer from session 3 again if necessary.
Activate Learning: Prompt students to begin considering how the narration supports intellectual
empathy. Say, As we continue to read, I want you to think about how the author is using third person
limited mode to influence the way we view the characters, setting, and events? How is the author
showing us the world through Lisa’s eyes? Is there another pair of eyes that the author also wants us
to see the world through? If so, whose? As we read, we’ll pause and think about this together.
5-10
min.
Good places to pause and discuss include:


P. 27, “Lisa liked to watch her father work…” What sorts of descriptions does the author use to
show us Lisa’s father? Through whose eyes are we seeing him? How can you tell? What significant
details does the author include? Why?
P.28, “Lisa knew that her father was not ignoring her… He was, she knew, thinking deeply
about what she had told him.” Why does the author tell us these thoughts of Lisa’s? What is he
Advanced Differentiation: Grade 4: Reading Unit 6


1-2
min.
| 38
trying to make us readers think about Lisa, about her father? How is he using the third person
limited to influence us?
P. 29, “Lisa nodded. In rainy times, such soft eroded places sang full throated with tumbling
water. If you were not careful, when the water ran at its fullest, you could be swept to your
death. Why do you think the author describes the setting this way? Through whose eyes does the
author want us to see this setting and these specific details of it? How can you tell?
P.31, Bottom of the page: Why does the author describe Lisa’s dreams to us? What might he be
trying to make us think or feel about Lisa? About Lisa’s father?
Link: Say, Readers, today we began to analyze a third narrative mode: Third person limited. We are
limited to the thoughts and feelings of the main character Lisa, but she is not the one telling the
story. When we meet again, we are going to think about all three of these texts and different
narrative modes. We are going to compare the pros and cons of narrative modes and think about
how authors use them for different purposes. In the meantime, I want you to spend more time with
this story, Turquois Horse, and to think a bit more about the third person limited mode.
Closing/Assessment: Assign students the reader’s notebook response prompt. Students can also
be directed to use the bookmark (see session 2) to annotate the text of Turquois Horse for
additional practice and support in answering the readers’ notebook response prompt.
Independent Reading and Conferring: Prepare to student to synthesize the analysis around these
three narrative modes by conferring with them about current and past books and comparing and
contrasting authors’ use of narrative mode to influence readers’ perspectives:

Time
Varies


What is the narrative mode of this book? What was the narrative mode of the last book you
read? How are they similar/different? How did the two different narrative modes affect you
as a reader? Can you give me an example?
Have you read a book in first person with a main character voice this year? What was it
about? How was it similar to the book you are reading now? Which character were you able
to empathize with the most? Do you think either narrative mode helped you to do this
more?
If you think of those two books, which characters’ eyes are the hardest to see through? Did
the narrative mode have anything to do with that? Why or why don’t you think so?
Advanced Differentiation: Grade 4: Reading Unit 6
Lesson #6: Reader’s Notebook Prompt
 Why did the author Gerald Huasman use the third person limited
mode to write the story Turquoise Horse?
 How does the third person limited mode affect your ability to
practice intellectual empathy?
 Give examples from the text and cite evidence to support your
ideas.
Lesson #6: Reader’s Notebook Prompt
 Why did the author Gerald Huasman use the third person limited
mode to write the story Turquoise Horse?
 How does the third person limited mode affect your ability to
practice intellectual empathy?
 Give examples from the text and cite evidence to support your
ideas.
| 39
Advanced Differentiation: Grade 4: Reading Unit 6
| 40
Session 7: Preparing for Seminar
Learning Targets
Core:
o
o
o
Aim of Session

I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text. 4.1.1.1
I can describe in depth a character, setting, or event in
story or drama, drawing on specific details in the text
(eg. a character’s thoughts, words, or actions). 4.1.3.3
I can compare and contrast the point of view from which
different stories are narrated, including the difference
between first- and third- person. 4.1.6.6
To synthesize analysis of narrative mode
by stating an assertion about its use in
works of fiction
 To collect text-based evidence from
multiple sources to support the
assertion
Advanced Differentiation:
o I can use multiple sources to prove how narrative mode
can influence the reader.
o I can prepare for Socratic Seminar.
What You’ll Need:
Advanced Vocabulary
 Socratic Seminar preparation sheet
 Dialogical thinking organizer
 Text: Turquoise Horse, Learning the Game and Mr.
Singer’s Nicknames
Lesson Snapshot

Begin by telling the students that today they will take into account many of the
texts they have read throughout the unit, as well as texts they have read on their
own. This will be an opportunity to bring together evidence from many, many
sources, which will give students the opportunity to substantiate their claims.

Share the Socratic Seminar Preparation Sheet and model using this graphic
organizer.

Continue to prompt students to help find evidence for your model student. Ask
students to find additional evidence in the text The Turquoise Horse as well as
counter examples in the other texts.
Give students a moment to work alone or with a partner, and then have them
share their ideas and evidence.
Model or have a student model adding evidence to the example organizer using
correct citation format.
Introduce the Strategy:
Model the Strategy:
Talk Together:



Remind students that today they practiced taking a stance on the opening
question and finding evidence to back their idea up, but that now they must do the
real work to prepare for Socratic Seminar.


Socratic Seminar preparation sheet
Assess students’ ability to cite text-based evidence from multiple sources and
record observations on the Advanced Differentiation Learning Target Checklist.
Review and Reflect:
Assessment:
Advanced Differentiation: Grade 4: Reading Unit 6
| 41
Lesson #7 Exemplar:
1-2
Min.
Connection: Tell students that today they will take into account many of the texts they have read
throughout the unit, as well as texts they have read on their own. This will be an opportunity to
bring together evidence from many, many sources, which will give students the opportunity to
substantiate their claims. Say, Today we will study our opening question for Socratic Seminar and
think about many different texts we have read where we could find evidence. I’ll be asking you to find
at least two separate text-based pieces of evidence from each of three stories we read. But you can
also look to your own stories to provide evidence as well.
Engage and Educate: Introduce the opening question for Socratic Seminar. Say, Readers, at our
next and final session, we’ll be wrapping up the unit with our Socratic Seminar as always. This time,
I’m going to ask you a very broad opening question:
Which narrative mode is best for describing character, setting, and events to the reader?
Ask students to turn and tell a partner their initial reaction to the opening question.
Model: Show students the graphic organizer for preparing for Socratic Seminar. Say, In order to
prepare my response for the Socratic Seminar, I need to find lots of evidence that proves my
assertion. My evidence can both positively show by example why my assertion is true, but I can
also find examples and evidence that show how other narrative modes are not as strong. Let me
show you.
Ask a student to share a narrative mode they are thinking they will take a stance on. Use that
students’ idea to model: So Mohammed is going to take the stance that third person subjective
mode is the best for describing character, setting, and events to the reader. Let’s use the organizer
and all of our texts to help us collect evidence to support Mohammed.
5
min.
Model writing Mohammed’s stance at the top of the page. Then say, I know I have to find
evidence from all three texts, plus any other books I’ve read myself this year. But you know I’m
thinking I’d like to start by looking for evidence in The Turquois Horse because I know that was in
third-person limited. I think it will be easiest to start there.
Place this text under a document camera or have students gather round. Begin thinking aloud
and looking for evidence: I can think of lots of places where we really got to see deeply into Lisa’s
thoughts and understand her as a character. Maybe a good place to start looking for evidence is
when she was really upset and worried about John Arrowsmith turning her poem into a song.
Do you remember that part? Let’s see if we can find that part and find some evidence to support
our assertion.
Take a moment to let students scan and find this section of the story. Then ask them, Is there
any evidence in this part of the text that shows how and why this narrative mode is best for
describing character?
Think aloud if students need extra support, I notice this part here at the bottom of page 36
where we really get to hear Lisa’s thoughts. “The day passed slowly for Lisa. She could hear what
people said to her, but they seemed to speak from such a distance, and their voices were almost
inaudible. She was waiting, waiting for the moment when he would walk into the room and sing
her song.’ I think this evidence really shows Lisa as a character, because we can hear her thoughts,
Advanced Differentiation: Grade 4: Reading Unit 6
| 42
he really get to know her as a character. We can tell that she is sensitive. Model writing this down
on the organizer and using correct citation formatting.
Activate Learning: Continue to prompt students to help find evidence for your model student. Ask
students to find additional evidence in the text The Turquoise Horse as well as counter examples in
the other texts.
Say, Who can find evidence from this text that the other characters are also described clearly in this
narrative mode? How about evidence of the setting being describe clearly? Or the events?
5-10
min.
Ask, Who can find evidence in Mr. Singer’s Nicknames that shows an example proving third person
omniscient has less clear descriptions of character, setting or events than a third person limited
texts?
Also ask, Ask, Who can find evidence in Learning the Game that shows an example proving first
person has less clear descriptions of character, setting or events than a third person limited texts?
Give students a moment to work alone or with a partner, and then have them share their ideas
and evidence. Again, model or have a student model adding evidence to the example organizer
using correct citation format.
1-2
min.
Link: Remind students that today they practiced taking a stance on the opening question and
finding evidence to back their idea up, but that now they must do the real work to prepare for
Socratic Seminar: Readers, I’ve given you a tall order for our Socratic Seminar this month! But I know
you are up to the challenge. Take the next few days to gather up as much evidence as possible that
the narrative mode you have taken a stance on is the best for providing clear descriptions of
character, setting, and events. A sustaining question related to intellectual empathy is also on your
organizer. If you feel you have uncovered substantial evidence from all three stories we read together
and some of your own, you can move on to prepare for the sustaining question as well.
Closing/Assessment: Pass out the Socratic Seminar preparation form and make sure students are
clear on the timeline and expectations. Assess students’ ability to cite text-based evidence from
multiple sources and record observations on the Advanced Differentiation Learning Target
Checklist.
Advanced Differentiation: Grade 4: Reading Unit 6
Name ________________________________________________
| 43
Date: ________________________
Opening Question: Which narrative mode best describes character, setting and events to
the reader?
My evidence and examples that prove and counter:
Prove
Counter
Supporting Question: Which narrative mode best supports an author’s ability to practice
intellectual empathy?
Advanced Differentiation: Grade 4: Reading Unit 6
| 44
Other sustaining questions (optional):
1. Which narrative mode best supports a reader’s ability to practice intellectual empathy?
2. What are the benefits/burdens of first person view? Third person view? Main character voice?
Omniscient voice? Limited voice? Etc.
3. What is the purpose of third person view? 1st person view? Main character voice? Omniscient/limited
voice? Etc. Why do authors choose the narrative mode they do?
4. What assumptions do we form as readers when reading a first person view story? What
assumptions do we form as readers when reading a third person view?
5. What points of view are easiest to express in first person view? Third person view? Main character
voice? Omniscient or limited voice?
Advanced Differentiation: Grade 4: Reading Unit 6
Assertions
that could
oppose
mine:
| 45
Questions
that could
challenge my
assertion:
My assertion about which
narrative mode best
describes character,
setting and events to the
reader:
Question I
would ask to
challenge
this
assertion:
Evidence I
can respond
with:
Advanced Differentiation: Grade 4: Reading Unit 6
| 46
Session 8: Socratic Seminar
Learning Targets
Core:
o
o
o
Aim of Session
I can refer to details and examples in a text when
explaining what the text says and when drawing
inferences from the text. 4.1.1.1
I can describe in depth a character, setting, or
event in story or drama, drawing on specific
details in the text (eg. a character’s thoughts,
words, or actions). 4.1.3.3
I can compare and contrast the point of view
from which different stories are narrated,
including the difference between first- and thirdperson. 4.1.6.6
 To actively practice intellectual empathy
through Socratic Seminar
 To synthesize understanding and interpretation
of use of narrative mode through Socratic
Seminar
 To reflect on one’s capacity for intellectual
empathy as a result of Socratic Seminar.
Advanced Differentiation:
o I can discuss and analyze various authors’ uses of
narrative mode through Socratic Seminar.
o I can practice intellectual empathy toward the
views of my fellow readers. (“I can see how
someone could think of it that way”)
What You’ll Need:
Advanced Vocabulary
 Socratic Seminar Reflection Sheet
 Socratic Seminar Holistic Rubric
 Socratic Seminar Analytical Rubric
Lesson Snapshot

Welcome students to seminar and explain that today is an opportunity for
students to share their stance on narrative mode and back up their ideas with
evidence from many stories.

Invite students to begin by writing down their goal for today’s seminar. Ask
them to set a specific goal around intellectual empathy
Review your rules and guidelines for Socratic Seminar.
Introduce the Strategy:
Model the Strategy:



Talk Together:
Review and Reflect:
Assessment:

Begin the seminar.
Opening Question: Which narrative mode best describes character, setting and
events to the reader?
Sustaining Question(s): Which narrative mode best supports a reader’s ability
to practice intellectual empathy?

Congratulate students on their excellent work and ask them to think about the
goal they set around intellectual empathy.

Socratic Seminar Reflection Sheet
Advanced Differentiation Learning Target Checklist

Advanced Differentiation: Grade 4: Reading Unit 6
| 47
Lesson #8 Exemplar:
1-2
Min.
5
min.
Connection: Arrange chairs in a circle on the same plane and invite students to join the Socratic
circle. Say, Welcome to our Socratic Seminar, scholars! Today is your opportunity to share your
stance on narrative mode and back up your ideas with evidence from many stories. But it also, as
always, an opportunity to let your perspective be enriched by listening to the views of other readers.
Remember that throughout these small group sessions we have been talking both about narrative
mode and about intellectual empathy. We’ll we have explore the various ways that intellectual
empathy is affected by narrative mode, today, I’m going to invite you to practice intellectual empathy
with your fellow readers as well. How can you ensure that you will see the opening question through
your fellow readers eyes as well as your own? Your job is to ensure that you consider and deeply see
the perspectives of many people, not just your own.
Engage and Educate: Invite students to begin by writing down their goal for today’s seminar. Ask
them to set a specific goal around intellectual empathy: How will you ensure that you practice
intellectual empathy with your fellow readers today?
Review your rules and guidelines for Socratic Seminar. If appropriate, ask a specific student to
serve as facilitator/leader for the day. Ask students to make sure they ask sustaining questions of
each to keep the conversation going. You could also provide your leader with some specific
sustaining questions to use throughout the seminar (see examples below).
Activate Learning: Begin the seminar.
Opening Question: Which narrative mode best describes character, setting and events to the
reader?
Sustaining Question(s): Which narrative mode best supports a reader’s ability to practice
intellectual empathy?
5-10
min.
What are the benefits/burdens of first person view? Third person view? Main character voice?
Omniscient voice? Limited voice? Etc.
What is the purpose of third person view? 1st person view? Main character voice?
Omniscient/limited voice? Etc. Why do authors choose the narrative mode they do?
What assumptions do we form as readers when reading a first person view story? What
assumptions do we form as readers when reading a third person view?
What points of view are easiest to express in first person view? Third person view? Main character
voice? Omniscient or limited voice?
1-2
min.
Link: At the conclusion of the seminar, congratulate students on their excellent work! Ask them
to think about the goal they set around intellectual empathy. Say, Turn and tell a partner a moment
when you were really able to practice intellectual empathy today. What happened that made that
possible for you? What did you think, say or do to practice intellectual empathy?
Closing/Assessment: Assign students the final Socratic Seminar Reflection sheet. Use this
alongside the advanced learning target checklist and other reader’s notebook prompts and
assigned work to summatively assess students on the unit’s worth of small group lessons.
Advanced Differentiation: Grade 4: Reading Unit 6
| 48
Socratic Seminar Reflection2
Name
Seminar #
Text Title:
Author:
Set a specific goal for today’s seminar around intellectual empathy: How will you ensure
that you practice intellectual empathy with your fellow readers today?
Opening Question: Which narrative mode best describes character, setting and events to
the reader?
1. Summary of key ideas:
2
Source: http://www.greece.k12.ny.us/district.cfm?subpage=1559
Advanced Differentiation: Grade 4: Reading Unit 6
2. Reaction: Identify what someone said; write down his/her comment. React to
his/her statement.
3. Explain how the Seminar influenced your thinking about the topic or the text(s).
4. Socratic Connections: Identify and explain a connection to . . .
another writer/poet
news article
movie
song
commercial
Photograph/painting
TV show
person you know
experience you had
observation
another culture
famous/infamous
person
your choices . . . .
Explain your connection fully:
| 49
Advanced Differentiation: Grade 4: Reading Unit 6
| 50
5. Self-Assessment
Taking a position on a question
5
4
3
2
1
Using evidence to support a position or presenting factual
information
5
4
3
2
1
Drawing another person into the discussion
5
4
3
2
1
Asking a clarifying question or moving the discussion along
5
4
3
2
1
Highlighting and marking the text with
questions/commentary
5
4
3
2
1
Identify a personal goal for the next seminar:
Identify a group goal and how you would be willing to contribute to it:
Advanced Differentiation: Grade 4: Reading Unit 6
33
Participation is Outstanding
 Participant offers enough solid analysis, without prompting, to move the
conversation forward
 Participant, through his/her comments, demonstrates a deep knowledge of the text
and the question
 Participant has come to the seminar prepared, with notes and a marked/annotated
text
 Participant, through his/her comments, shows that he/she is actively listening to
other participants
 She/he offers clarification and/or follow-up that extends the conversation
 Participant's remarks often refer to specific parts of the text
Participation is very
good
 Participant offers solid analysis without prompting
 Through his/her comments, participant demonstrates a good knowledge of the
text and the question
 Participant has come to the seminar prepared with notes and/or a
marked/annotated text
 Participant shows that he/she is actively listening to others. She/he offers
clarification and/or follow-up
Participation is satisfactory
 Participant offers some analysis, but needs prompting from the seminar leader
and/or others
 Through his/her comments, participant demonstrates a general knowledge of the
text and the question
 Participant is less prepared, with few notes and no marked/annotated text
 Participant is actively listening to others, but does not offer clarification and/or
follow-up to others' comments
 Participant relies more upon his/her opinion, and less on the text to drive his/her
comments
Participation is
not satisfactory
Socratic Seminar: Holistic Participation Rubric3
 Participant offers little commentary
 Participant comes to the seminar ill-prepared with little understanding of the text
and question
 Participant does not listen to others, offers no commentary to further the
discussion
Source: http://www.greece.k12.ny.us/district.cfm?subpage=1559
| 51
Advanced Differentiation: Grade 4: Reading Unit 6
Reading
Listening
Speaking & Reasoning
Conduct
Excellent
4
| 52
Good
Fair
Unsatisfactory
Demonstrates respect for
the learning process; has
patience with different
opinions and complexity;
shows initiative by asking
others for clarification:
brings others into the
conversation, moves the
conversation forward;
speaks to all of the
participants; avoids talking
too much.
Generally shows composure
but may display impatience
with contradictory or
confusing ideas; comments,
but does not necessarily
encourage others to
participate; may tend to
address only the teacher or
get into debates.
Participates and expresses a
belief that his/her ideas are
important in understanding
the text; may make
insightful comments but is
either too forceful or too shy
and does not contribute to
the progress of the
conversation; tends to
debate, not dialogue.
Displays little respect for
the learning process;
argumentative; takes
advantage of minor
distractions; uses
inappropriate language;
speaks to individuals rather
than ideas; arrives
unprepared without notes,
pencil/pen or perhaps even
without the text.
Understands question
before answering; cites
evidence from text;
expresses thoughts in
complete sentences; move
conversation forward;
makes connections between
ideas; resolves apparent
contradictory ideas;
considers others’
viewpoints, not only his/her
own; avoids bad logic.
Responds to questions
voluntarily; comments show
an appreciation for the text
but not an appreciation for
the subtler points within it;
comments are logical but
not connected to other
speakers; ideas interesting
enough that others respond
to them.
Responds to questions but
may have to be called upon
by others; has read the text
but not put much effort into
preparing questions and
ideas for the seminar;
comments take details into
account but may not flow
logically in conversation.
Extremely reluctant to
participate even when
called upon; comments
illogical and meaningless;
may mumble or express
incomplete ideas; little or no
account taken of previous
comments or important
ideas in the text.
Pays attention to details;
writes down questions;
responses take into account
all participants;
demonstrates that he/she
has kept up; points out
faulty logic respectfully;
overcomes distractions.
Generally pays attention
and responds thoughtfully
to ideas and questions of
other participants and the
leader; absorption in own
ideas may distract the
participant from the ideas of
others.
Appears uninvolved in the
seminar; comments display
complete misinterpretation
of questions or comments of
other participants.
Thoroughly familiar with
the text; has notations and
questions in the margins;
key words, phrases, and
ideas are highlighted;
possible contradictions
identified; pronounces
words correctly.
Has read the text and comes
with some ideas from it but
these may not be written
out in advance; good
understanding of the
vocabulary but may
mispronounce some new or
foreign words.
Appears to find some ideas
unimportant while
responding to others; may
have to have questions or
confusions repeated due to
inattention; takes few notes
during the seminar in
response to ideas and
comments.
Appears to have read or
skimmed the text but has
not marked the text or made
meaningful notes or
questions; shows difficulty
with vocabulary;
mispronounces important
words; key concepts
misunderstood; little
evidence of serious
reflection prior to the
seminar.
Source: http://www.greece.k12.ny.us/district.cfm?subpage=1559
Student is unprepared for
the seminar; important
words, phrases, ideas in the
text are unfamiliar; no notes
or questions marked in the
text; no attempt made to get
help with difficult material.
Advanced Differentiation: Grade 4: Reading Unit 6
Session
Alignment
Advanced
Learning
Target:
Session #1
I can identify
different forms of
narrative voice.
Session #1
I can categorize
narrative voice
under the correct
narrative view.
Session #2
I can prove with
evidence narrative
mode (view and
voice) in a new
text.
Session #2
I can define
intellectual
empathy.
Session #2
Student Name ___________________________________________
I can practice
having intellectual
empathy as a
reader.
Demonstrates
mastery…
Working on…
Not yet…
| 53
Session
Alignment
Advanced
Learning
Target:
Session #3
I can analyze and
describe how first
person view
impacts my
capacity for
intellectual
empathy
Session #3
I can relate an
author’s use of
first person view
to the
development of
characters
Session #4
I can prove with
evidence narrative
mode (voice and
view) in a new
text.
Session #4
I can relate 3rd
person omniscient
voice to my
capacity for
intellectual
empathy
Session #5
Advanced Differentiation: Grade 4: Reading Unit 6
I can analyze and
prove with
evidence how an
author’s use of
narrative mode
can influence the
readers’
perspective.
Demonstrates
mastery…
Working on…
Not yet…
| 54
Session
Alignment
Advanced
Learning
Target:
Session #5
I can compare and
contrast
descriptions of
character, setting,
and event
between third
person and first
person views.
Session #6
I can prove with
evidence narrative
mode (voice and
view) in a new
text.
Session #6
I can relate third
person limited to
my capacity for
intellectual
empathy.
Session #7
I can use multiple
sources to prove
how narrative
mode can
influence the
reader.
Session #7
Advanced Differentiation: Grade 4: Reading Unit 6
I can prepare for
Socratic Seminar.
Demonstrates
mastery…
Working on…
Not yet…
| 55
Session
Alignment
Advanced Differentiation: Grade 4: Reading Unit 6
Session #8
I can discuss and
analyze various
authors’ uses of
narrative mode
through Socratic
Seminar.
Session #8
Advanced
Learning
Target:
I can practice
intellectual
empathy toward
the views of my
fellow readers. (“I
can see how
someone could
think of it that
way”)
Notes:
Demonstrates
mastery…
Working on…
Not yet…
| 56