Instructional Objective

SWBAT develop at least two inferences about the Mexican Revolution during Text Sets stations and complete a
graphic organizer with evidence from the texts to support their inferences.

Standards/Key Concepts

RI 4.1​: ​Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.

SL 4.1​: E​ngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on ​grade 4 topics and texts​, building on others' ideas and expressing their own clearly.

Motivation

● Throughout the different parts of the lesson, students will earn a ticket for their participation. These tickets
go into a glass jar and thus form part of the raffle system in order to earn a reward from the prize box.
Students can also choose to save their tickets to build towards a homework pass (10 tickets needed)
● Text Set: Mexican Revolution

Materials

● Promethean board
● Library of Congress website for primary sources
● Differentiated Texts on the Mexican Revolution
● Videos about important figures of the Mexican Revolution
● Brainpop: Mexican Revolution
● Graphic Organizer on S4O
● 1 to 1 iPads
● chart paper
● markers

Strategies

● Direction Instruction
● Small Group Instruction
● Sourcing via Library of Congress
● Close Reading articles from NEWSELA
● Turn & Talk with sentence stems for language support
● See, Wonder, Think
 Adaptations

● ADHD: Leveled graphic organizers, option to record their responses

● English/Spanish Language Learners: paired up with a language partner, option to draw ideas & label,
sentence starters, translation option on S4O
● Speech Impairment: sentence starters, option to type out responses

Differentiation of Instruction

● Students will be provided with different reading levels of the same articles and texts
● Students will be provided at home access to videos that support the learning of the concepts
● Students will have access to the translation feature on S4O to support language bridging

Developmental Procedures

● Teacher will instruct students the goal and procedures of participating in a text set activity
● Students will be separated into four groups that will support language and learning
● Students will have been assigned to roles: leader, recorder, tech manager, speaker
● Each group will rotate to each of the four stations, in 10 minute intervals
● Students will read/listen to sources in order to make inferences about the Mexican Revolution
● Students will write their inferences on the chart paper
● Teacher will rotate throughout each of the stations in order to support academic discussion
● On their iPads, students will complete their graphic organizers where they list their inferences using
evidence from the texts view
● To tie-up the text set activity, students will share with a partner not from their group, inferences that they
made about the Mexican Revolution and state what evidence supported their inference.

Assessment

● Students will submit their completed graphic organizers on S4O

● Students responses during their group work
● Students responses during their turn-talk conversations

Independent Practice

● Students will group in their groups and rotate to each of the 4 stations analyzing then discussing their
findings with their peers in order to develop inferences about the Mexican Revolution

Academic Intervention

● Students will work on a graphic organizer that has sentence starters and fill-in to support language

Academic Enrichment

● Students will work on a graphic organizer that includes that task of them identifying if their inference is
based on their opinion or a fact from the articles.