Module 28: Artists-Language Arts 3 - Course Guide

Module Overview:

In this module, learners explore how nonfiction texts present problems and solutions. They will use context clues, figurative language, word relationships, and text evidence to build vocabulary and understand informational texts. Learners will also practice possessive nouns and apostrophes while writing, revising, editing, presenting, and publishing a problem-and-solution essay.

Module Materials:

Lesson #	Lesson Title	Material(s)
1	28.1 Artists	timer Language Arts Notebook highlighters (assorted colors)
2	28.2 Artists	Language Arts Notebook;
3	28.3 Artists	timer Language Arts Notebook
4	28.4 Artists	Language Arts Notebook highlighters (assorted colors)
5	28.5 Artists	Language Arts Notebook;

Module Objectives:

Lesson #	Lesson Title	Objective(s)
1	28.1 Artists	Identify augh and ough spelling pattern in words. Use context clues to find the definitions of vocabulary words. Define the problem-and-solution structure of a nonfiction text. Explain how apostrophes show possession.
2	28.2 Artists	Identify real-life connections between words and their use. Identify a problem and solution in a nonfiction text. Identify when apostrophes are used to show possession. Construct a rough draft of a problem-and-solution essay.
3	28.3 Artists	Analyze vocabulary using figurative language, word relationships, origins, and shades of meaning. Analyze a nonfiction problem-and-solution text. Modify sentences by choosing the correct word with an apostrophe. Revise a problem-and-solution essay.
4	28.4 Artists	Identify problem-and-solution structure in a new text. Use apostrophes to show possession. Analyze and explain editing choices to improve writing. Demonstrate proper cursive connections to write sentences.
5	28.5 Artists	Cite evidence for the problem and solution in a nonfiction text. Revise a paragraph by adding possessive nouns. Create a published version of their problem-and-solution essay and record themselves presenting it. Demonstrate fluency by reading grade-level text.

Module Key Words:

Key Words	Spelling Words	Vocabulary Words
context clue fluency graphic organizer problem and solution text structure apostrophe possessive noun rough draft revise edit publish	caught daughter fraught laughter taught bought cough dough enough fought rough thought tough through naughty although	artists bold rare mural museum masterpiece

Module Assignments:

Lesson #	Lesson Title	Page #	Assignment Title

Learning Coach Notes:

Lesson #	Lesson Title	Notes
1	28.1 Artists	Learning coaches can use clear strategies and practice to help learners spell words with -ough and -augh. Start by explaining that these letter groups can make different sounds, so learners should look at the whole word instead of guessing which sound the letters make on their own. Reading and highlighting -ough and -augh words will help your learner notice patterns. Sorting words like though, rough, cough, and caught into groups by sound can also build understanding. Writing sentences with these words gives learners a chance to practice spelling them correctly. With repeated reading, spelling, and discussion, your learner can become more confident using -ough and -augh words in their writing.
2	28.2 Artists	You can help your learner write a problem-and-solution essay about art by guiding them step by step. First, explain that the essay should clearly tell a real problem that an artist or group faces, such as running out of supplies or making a mistake in artwork. Next, model how to give facts and details about the problem, using signal words and phrases like because or the problem is. To find this information, you and your learner may need to do some research on trusted websites. Then, show your learner how to explain the solution by telling what was done to fix the problem, using words and phrases like so, as a result, or the solution is. Finally, remind your learner to end by explaining how the solution helped the artist or group so that their writing is clear, organized, and informative.
3	28.3 Artists	With your learner, look for nonfiction text structures such as cause and effect, problem and solution, and compare and contrast, in real-world writing. For example, an ad presents a problem (“Do your feet hurt?”) and a possible solution (“These shoes can help!”). A book review describes (“This book contains the history of marathon running.”). Guide your learner to identify signal words for text structures and to use graphic organizers to spot causes and effects or supporting details. Model your own thinking while identifying text structures to reinforce the skill (“The GPS says the traffic is heavy ahead of us”—the problem; “It’s showing a possible detour”—the solution). When your learner can recognize text structures, nonfiction reading becomes clearer and more meaningful, and they are better able to understand the main ideas of the text.
4	28.4 Artists	Learning Coaches can help students practice tricky spelling patterns in a fun way by creating tongue twisters using words with -ough and -augh. First, make a list of words such as tough, though, through, thought, although, caught, laugh, daughter, and taught, and read them aloud together. Next, explain that a tongue twister is a sentence or phrase that is fun to say quickly and uses repeated sounds or words. Encourage your learner to pick three to five words from the list and to think of other rhyming or similar-sounding words. Together, help them arrange the words into a sentence that is tricky but makes sense, like “Although the daughter laughed, she thought the tough dog was caught.” Finally, practice saying the tongue twister slowly at first, then faster, and have fun repeating it multiple times. This activity strengthens spelling, pronunciation, and creativity all at once.
5	28.5 Artists	You can help your learner strengthen their writing by using these problem-and-solution writing extensions. After your learner writes a problem-and-solution paragraph, encourage them to add more details by explaining another possible solution or describing what happens after the solution is used. You can also ask them to revise their writing by adding signal words like problem, solution, and as a result. Another helpful activity is to have your learner draw a picture that shows the problem and solution and write a few sentences to explain the drawing. Then, ask them to consider the problem from a different perspective. You can even have them write a letter to a school or community leader about a possible solution to a problem in the school or community. These extensions help learners organize their ideas, write more clearly, and feel more confident as writers.

Guiding Questions
Suggested Books

Module Guiding Questions:

When a student starts a lesson ask them questions to check for prior knowledge and understanding and to review concepts being taught. At the end of the lesson ask the questions again to see if their answer changes.

Lesson Title	Question
28.1 Artists	How can text structure help us understand a problem and its solution?
28.2 Artists	How do apostrophes show that something belongs to someone or something?
28.3 Artists	How can word relationships and figurative language help us understand unfamiliar words?
28.4 Artists	How can we use possessive nouns correctly in our writing?
28.5 Artists	How can evidence from a nonfiction text support our explanation of a problem and its solution?

Module Video Questions:

When a student watches a video take time to ask them questions about what they watched. Suggested questions for the videos in this module are listed here. Suggestion: Have the student watch the entire video first all the way through. Then have them watch the video a second time, as they watch it pause the video and ask the questions.

Lesson Title	Video	Question

Module Suggested Read Aloud Books:

Take time to read to your student or have them read aloud to you. Read a different book each day. While reading the book point out concepts being taught. You may purchase these books or find them at your local library. Suggested things to discuss while reading the book:

What is the main idea?
What are three things new you learned?
How does this book relate to what you are learning about?

#	Book	Author	Lexile Level
1	Scribble Stones	Diane Alber
2	Radiant Child: The Story of Young Artist Jean-Michel Basquiat	Javaka Steptoe	1050L
3	13 Artists Children Should Know	Angela Wenzel
4	The Chalk Box Kid	Clyde Robert Bulla	510L

Module Outing:

Take some time to apply what your student is learning to the real world. Suggested outings are below.

#	Outing