Unit 5: Nonfiction: Space and The Titanic · as an introduction to the standards and nonfiction...

Unit 5: Nonfiction: Space and The

Titanic An Exploration of Scientific and Historical Texts

The lessons in this Unit focus on gaining a deeper understanding of historical, scientific, and technical texts. There are mentor

texts in this unit, as well as the use of the Science textbook. The text selections in this unit are only suggestions. You may use any text or part of a text that fits your class and topics of study. You may also find that you want to repeat lessons with other

sections of text in the Science textbook. These lesson seeds serve as an introduction to the standards and nonfiction text skills, but are not intended to be the only exposure and practice students

need to become proficient navigating nonfiction text.

Mentor Texts: 1.  Science Textbook 2.  Moonwalk: The First Trip to the Moon by Judy Donnelly 3.  Discovering Mars by Melvin Berger 4.  Kids Discover: Space Exploration 5.  A Man on the Moon by Michelle Jones 6.  Astronauts Forced to Take Refuge From….Space Junk! By Meera Dolasia 7.  A look at the ISS 8.  The Explorer’s Gazette: Man Steps Foot on the Moon 9.  Where No Man Has Gone Before 10.  The Titanic by Bob Temple 11.  Titanic by Jim Pope 12.  How Did the Titanic Skink? 13.  Will the Titanic II Sail in 2016? 14.  Costa Concordia: The Modern Day Titanic Disaster 15.  The Titanic Lost…..and Found by Judy Donnelly 16.  Heroes of the Titanic by Anne Marie Walsh 17.  Titanic Survivor Youtube Clip 18.  Finding the Titanic by Dr. Robert Ballard 19.  The Real Reason for the Tragedy on the Titanic 20.  Peregrine Falcons and Red-Tailed Hawks 21.  Making Ice Cream by Jill MacGregor 22.  From Grower to Seller-9000 Miles by Pat Quinn

I can My Goals q  I can do this with help q  I can do this by myself q  I can do this with a hard text

I can explain what happened (events, concepts, procedures & ideas) in a scientific, historical, or technical text.

q  I can do this with help q  I can do this by myself q  I can do this with a hard text

I can explain the why (connection between events, cause and effect) in a scientific, historical, or technical text.


I can describe the events of a moment in history after reading about it.


I can explain events, ideas, or procedures from an informational text and use the text to support my explanation.


I can understand general academic words or phrases as they are used in a text.


I can understand domain-specific words or phrases (content words, e.g., asteroid, rocket, etc.) in a text.


I can use various strategies (e.g., context clues, root words, affixes) to determine the meaning of general academic and domain specific words and phrases in a text.


I can locate and use resources (e.g., glossary, footnote, dictionary) to assist me in determining a meaning of unknown words and phrases.


I can explain differences in focus and information provided between a firsthand and secondhand account of the same event.

Unit 5

I can explain what happened (events, concepts, procedures & ideas) in a

scientific, historical, or technical text.

I can explain the why (connection between events, cause and effect) in a scientific, historical, or technical text.

I can describe the events of a moment in history after reading about it.

I can explain events, ideas, or procedures from an informational

text and use the text to support my explanation.

I can understand general academic words or phrases as they are used in

a text.

I can understand domain-specific words or phrases (content words,

e.g., asteroid, rocket, etc.) in a text.

I can use various strategies (e.g., context clues, root words, affixes) to

determine the meaning of general academic and domain specific words

and phrases in a text. I can locate and use resources (e.g., glossary, footnote, dictionary) to

assist me in determining a meaning of unknown words and phrases.

I can locate and use resources (e.g., glossary, footnote, dictionary) to

assist me in determining a meaning of unknown words and phrases.

Standard Suggested Mini-Lessons RI 4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

q  Exploring a Historical Text q  Exploring a Scientific Text q  Explaining Concepts in a Technical Text

RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

q  Using Context Clues to Determine the Meaning of Unknown Words

RI 4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

q  Firsthand vs. Secondhand Account (Part A: Historical and Part B: Scientific)

q Comparison of Firsthand vs. Secondhand Accounts of the Same Event (Part A: Historical and Part B: Scientific)

q Craft a Written Response Comparing a Firsthand and a Secondhand Account of the Same Event (Part A: Historical and Part B: Scientific)

Supporting Standard Mini Lessons

RI 4.2 RI 4.5 RL 4.7 RI. 4.9

q  Finding the Text Structure an Author Chose q Describing the Overall Structure of a Text q Using Text Features to Better Understand a Text q  Finding the Main Idea of a Paragraph (Review) q  Follow-Up Review: Main Ideas and Details q  Review of Main Idea and Key Details to Summarize a Text q  Identifying Common Key Points in Two Texts q  Identifying Reasons and Evidence that Support a Point

Unit 5

Lesson Seed #1

RI.4.5 Finding the Text Structure an Author Chose

Objec@ve: Students can describe the overall structure of informa5on in a text. Learning Target: I can describe the structure of informa5on in a text or part of a text.

Text Sugges@on: Peregrine Falcons and Red-‐Tailed Hawks ar5cle

Ac@vity: This seed is intended to span over two or more days. You may find that you need to repeat this with different texts of different organiza5onal structure. Read aloud the sec5on you choose. ADer reading, refer to your previously made Text Organiza5onal Structures chart. Think aloud about how the author is really giving the reader informa5on about ________ and what it was like (Describe places in the book where the author was really descrip5ve with par5cular word and phrases they used.) Think aloud about why the author chose to organize this wri5ng as descrip5on. Record your thinking on an anchor chart. Direct students’ aMen5on to the second page. Students will read this sec5on with a partner and talk about why the author chose to write this as descrip5on as well. What was the author’s purpose for describing the differences between the two birds and the places you can find a peregrine falcon or red-‐tailed hawk? Students will jot their thinking into their reader’s notebooks. **Before moving to the next part, have students create a Venn diagram flip chart (see example below). ADer making the flip chart, they will need to aMach it to a sheet of paper, leaving space at the boMom for their thinking. Now direct students’ aMen5on back to the first page of the ar5cle and read aloud the page. The author is making a point of telling the reader that people mistake red-‐tailed hawks for peregrine falcons. I know that based on what we have already read, the passage describes peregrine falcons and red-‐tailed hawks. Now read a paragraph that makes comparisons between the two subjects. Record onto a large Venn diagram for students to see. Have students record onto their flip chart. Refer to the previously made anchor chart of the different organiza5onal text structures. Look now at Compare/Contrast. This passage as a whole seems to fit into the Compare/Contrast text structure. There is an introductory paragraph at the beginning that connects informaEon. There is also the paragraph at the end that connects the informaEon. Students will con5nue to record informa5on on their Venn diagram flip chart, this 5me working together to take the important informa5on from each sec5on to look at the differences between the two. This will help show how the passage demonstrated Compare/Contrast. Support students as they work. Ask one pair to share their thinking with the class at the end. Independently, at the boMom of the flip chart students will craD a wriMen response to this ques5ons: “Why did the author choose to organize the informa5on in this passage as compare and contrast?” This can be used as a forma5ve assessment to guide the next day’s instruc5ons. Thinking Stems/Anchor Chart:

Thinking Stems/Anchor Chart:

•  Why is the author comparing _________ and _____________? •  Why did the author choose to organize the informa5on in this passage as two descrip5on sec5ons that create

an overall compare and contrast structure? •  What other structure could the author use to organize this informa5on? Forma5ve Assessment Opportuni5es •  Use the wri5ng por5on of this seed to guide your next day’s instruc5on. Are students able to take the Venn

diagram and craD a wriMen response to the thinking stem “Why did the author choose to organize this as compare/contrast?” Are students able to communicate in wri5ng that the text is organized as compare/contrast because _____ and ____both served the same purpose of _______? You may find that you need to choose different texts and repeat this seed with the whole class. You may also find that you will need to create small groups for reinforcement.

Lesson Seed #2 RI.4.5, RI.4.2

Describing the Overall Structure of a Text Objec@ve: Students can describe the overall structure of the text.

Learning Target: I can explain how text features provide clues to the overall structure of the text. Text Sugges@ons: Titanic by Jim Pipe

How Did the Titanic Sink? (on the shared drive) Will the Titanic II sail in 2016? (on the shared drive)

Ac@vity: You can use the texts suggested above or another text that suits the purpose.. It is strongly suggested that students have access to the text being used in this seed. (Perhaps on the document camera or copied pages that you collect because of copyright issues) Think aloud how the 5tle of the sec5on already gives the reader a clue as to how this sec5on is organized . The Etle of this secEon is a quesEon and is Etled “How Did the Titanic Sink?”. This tells me, the reader, that this secEon is going to talk about the reason the Titanic sank. Next point out the different text features (text boxes, cap5on, photographs, etc.) and how they provide visual informa5on about the holes in the ship . Last, read the text to see if that informa5on provides answer to the ques5on, “Why did the Titanic sink?” The think aloud should focus on the text structure of asking and answering ques5ons and how the text features support that structure. Direct students’ aMen5on to the ar5cle 5tled “Will the Titanic II Sail in 2016?”. Pairs will use this sec5on to look at the sec5on 5tle and text features and talk with each other about how the text features will help the reader determine what the organiza5onal structures is for this sec5on. Support students as they have discussion by asking them ques5ons such as, “Why did the author include photographs in this sec5on?” and “How do the photographs deepen our understanding of the text?” Ask one pair to share their thinking with the class. Choose a pair that is able to clearly point out the text features and ar5culate how those text features helped them beMer understand the text. For independent prac5ce students can either use another sec5on of the book or they can use an informa5on text they have in their book boxes. Thinking Stems/Anchor Chart: •  Why did the author include the text features in this sec5on? •  How do the text features deepen our understanding of the text?

Forma5ve Assessment Opportuni5es: •  Exit Slip: How do text features provide clues to the overall structure of a text? When you are analyzing the exit slips

look for students who are struggling to make the connec5on between text features and the structure of the text. Depending on the number of students who were unable to answer this ques5on you may want to repeat this seed using a different text with the whole group or in small groups.

Lesson Seed #3 RI.4.7, RI.4.1

Using Text Features to BeLer Understand a Text Objec@ve: Students will interpret informa5on presented through texts, pie charts, and photographs. Learning Target: I can interpret informa5on presented quan5ta5vely and visually and explain how

the informa5on contributes to an understanding of the text. Text Sugges@on: *Ar5cle: Astronauts Forced to Take Refuge From….Space Junk! By Meera Dolasia

A Look at the ISS (ar5cle on shared drive)

Ac@vity: You can use the text suggested or another text that you see fit. It is strongly suggested that students have access to the text being used in this seed. (Perhaps on the document camera or copied pages) Read aloud page 1. Then focus your aMen5on to the chart on page 2. As I study the chart, I see that it is divided into different years and there different objects classified as debris floaEng in space. The key tells me that there is fragmentaEon debris, spacecraY , mission-‐related debris, rocket bodies, etc. I think that these are different types of debris. It looks like debris from the China anE-‐satellite test and irdium/cosmos collision makes up most of the debris. I remember reading about the types of debris. This chart helps me beZer understand what they were discussing. Discuss what the years mean on the boMom and how that shows at what 5me the debris was in space. Record your thinking on the three column chart. Make sure students are also recording on a three column chart in their reader’s notebooks. Direct students’ aMen5on to a par5cular photograph. Have students turn and talk about what they see in this photograph. How does this picture support the text? Have students record their thinking on their three column chart. Listen in to see if they are making the connec5on that the picture shows the different types of debris talked about in the text and shown in the pie chart. If they are, as a few pairs to share their thinking with the rest of the class. If the majority of the class isn’t making that connec5on, pull them back together as a whole class. As I look at the picture,, I see many things orbiEng the Earth. I know that the text on page 2 shared the different types of debris, and the pie chart also shows the different debris. It seems this picture is supporEng the informaEon given on page 6. For independent prac5ce, students need to have access to text that includes visual representa5on and/or quan5ta5ve representa5on. They can add to the three column chart in their notebooks. Thinking Stems/Anchor Chart: Forma5ve Assessment Opportuni5es: •  Student responses on chart-‐ are students able to connect the informa5on from the picture with the informa5on

provided in the text with the informa5on shared in the pie chart? •  Look at student work in their reader’s notebooks from independent work 5me. Were they able to work independently

to see the connec5ons between visual and quan5ta5ve informa5on and note how it contributes to the understanding of text?

Informa@on from the text

Informa@on from the chart

Informa@on from the photograph

Lesson Seed #4

RI.4.4 Using Context Clues to Determine the Meaning of Unknown Words

Objec@ve: Students will determine the meaning of unfamiliar words and phrases. Learning Target: I can use context clues to determine of unfamiliar words and phrases.

Text Sugges@ons: Coming to America text The Explorer’s GazeZe: Man Steps Foot on the Moon (on the shared drive)

Ac@vity: To introduce thinking deeply about unknown words or phrases, read a short excerpt from any informa5onal text, think aloud about a word or phrase, and orally think through the meaning of the word or phrase. Within your think aloud, you will want to share specifically what you used from the text to determine the meaning. Record your thinking on a chart similar to the one shown below. Students should create a similar chart in their reader’s notebook and record your thinking as they think through words and phrases during guided prac5ce and independent reading. Guided Prac@ce: Students will need repeated, ongoing guided prac5ce. Provide students with a copy of a familiar text. Iden5fy a word or phrase that will be difficult for students. Students should reread with the purpose of trying to determine the meaning of the word or phrase. Ask students to turn and talk with a partner or small group about the meaning. Students should record their thinking followed by whole group discussion. Work Time: As students read independently, they should learn to iden5fy words and phrases that are unfamiliar to them and use the chart in their reader’s notebook to record their thinking. Share Time: Allow the students the opportunity to share any of the unfamiliar words and phrases they worked with during work 5me. You may ask them to show their charts to the class using the document camera. Sample Thinking Stems/Anchor Chart: •  What can you try to help yourself figure out the meaning of the word______? •  How can you use the text features to help you? •  Are there any clues in the text around the word that will help you? Forma@ve Assessment Opportuni@es •  Listen to the students during the guided prac5ce part of the lesson. Make note of students who may need addi5onal

support. •  Collect and analyze student’s three-‐column organizers. Were students able to: o  iden5fy unknown words? o  make reasonable inferences about word meaning? o  use context clues to infer the meaning of unfamiliar words? o  use new vocabulary in a sentence to demonstrate meaning?

Word or Phrase The Meaning of the Word or Phrase

How I inferred the meaning of the Word or Phrase

Lesson Seed #5a

Exploring a Historical Text RI.4.3

Objec@ve: Students will explain concepts in a historical event including what happened and why. Learning Target: I can explain events in a historical text.

Text Sugges5ons: Costa Concordia –The Modern Day Titanic Disaster by Meera Dolasia Chapter 2 of The Titanic Lost….and Found by Judy Donnelly

Ac@vity: You can use the historical text __________ by ________. It is strongly suggested that students have access to the text being used in this seed. (Perhaps on the document camera or copied pages) Read aloud star5ng on page ____. When you get to the end of page ____, ask yourself aloud, I wonder why _____ did ______. If you go back and look in the text it says that _____ did ______ that caused _______. This seems to be what caused _______. Record your thinking on an anchor chart. Keep reading aloud to the boMom of page _____. Hmm, I wonder what caused ________. I read that ________ did _______. This may have done _________. The text also says that _________ did _______. This makes me think ________. Record your thinking on the anchor chart. Students need to work together to read page _____. What event occurred on this page? Why did this happen? Make sure students are recording their thinking on the anchor chart with post-‐it notes or on a chart in their own notebooks. For independent prac5ce, have students apply this skill using the social studies text during social studies. Are students able to explain the events read about in the historical text? This would be ongoing prac5ce. Thinking Stems/Anchor Chart: Forma5ve Assessment Opportuni5es: •  Note if students are recording appropriate responses on the anchor chart.

I read….. This happened because…..

Lesson Seed #5b

Exploring a Scien@fic Text RI.4.3, RI.4.1

Objec@ve: Students will explain concepts in a scien5fic text including what happened and why. Learning Target: I can explain what happened and why in a scien5fic text.

Text Sugges@ons: Discovering Mars by Melvin Berger

Ac@vity: You can use the text __________ by ______. It is strongly suggested that students have access to the text being used in this seed. (Perhaps on the document camera or copied pages) Tell your students that you are going to think about what event is happening in this page. Read aloud the sec5on star5ng on page ____. ADer you have read, ask yourself what happened and why? This page told me about ______ that occurred on ______. Why did this happen? What caused this? As I go back and reread I see now that it talks about ______. The text shares that ________ happens. Finally _____ happens and ______ occurs. Record your thinking on an anchor chart. Have students work together to read _____ on page ____. Together, they need to determine what happened in this paragraph and why. Support them as needed. Have them record their thinking on their own t-‐charts. If they are able to determine the cause, you may want to bring them back together as a class to support them. Thinking Stems/Anchor Chart: Forma5ve Assessment Opportuni5es: •  Note if student responses are appropriate on the anchor chart. Students should be able to conclude why _______ caused ________

to happen. Depending on the level of support needed, you may need to support as a whole class or in small groups. This seed can be repeated with different texts as needed.

•  Performance Task: ADer reading a provided informa5onal text, complete the chart explaining what happened and why.

What happened? Why?

Lesson Seed #6

Explaining Concepts in a Technical Text RI.4.3, RI.4.5, RI.4.7

Objec@ve: Students will explain concepts in a technical text including what happened and why. Learning Target: I can explain steps in a technical procedure.

Text Sugges@ons: Making Ice Cream by Jill MacGregor (In the PDF Text set) From Grower to Seller-‐9000 Miles by Pat Quinn (in the PDF text set)

Ac@vity: You can use the text _______. Today we are going to look at a technical text Etled “________”. I noEce there are photographs with numbers on both pages of the text. I wonder why the author chose to include the photographs. Maybe the photographs will help us understand the text or support our understanding of the text. Listen as I read aloud the first bit of this text. Read aloud the first heading and only the first sec5on under the heading. I noEced that the heading was asking a quesEon. Then the rest of what I was read was talking about ______. That’s what a technical procedure does-‐ it tells the read about how something is made. Let’s focus on what it said. I know what the text says, but I need to be able to explain what it says in my own words. As you think aloud your explana5on, record your thinking on an anchor chart. You can choose to handwrite on the leD what the text says, or you can use a copy from the book and past the sec5on being used on the leD. Have students work together to read the next part. Tell students that aDer they read about the second step, they need to explain the step in their own words. Have them record on a post-‐it note and post on the anchor chart as they finish. Support them as needed while they work. Once all post-‐it notes are posted, read them aloud to the class. As a group, talk about which post-‐it notes are on the mark as an explana5on and which ones need to be added to. As a group, choose the post-‐it note that gives the best explana5on of the next step and record on the chart. Independently or with a partner, students will work on reading and explaining step 3. Remind them that they need to read the step, and then try to explain how the step works. Remind them to try to put the step into their own words. They should first try orally explaining how the step works, then put into wri5ng. Thinking Stems/Anchor Chart: Forma5ve Assessment Opportuni5es: •  Note if students are able to record the steps, and respond in their own words. If students struggle with explaining how

the step works, they will need addi5onal support in small groups.

What the text says In my words

Lesson Seed #7

RI.4.2 Finding the Main Idea of a Paragraph Review (If needed)

Objec@ve: Students will determine the main idea of individual paragraphs and determine the details that support them.

Learning Target: I can determine the main idea of individual paragraphs. I can determine the details that support the main idea. Text Sugges@ons: Discovering Mars by Melvin Berger

Heroes of the Titanic by Anne Marie Walsh

Background Informa@on: This lesson experience is focused on main idea and suppor5ng details at the paragraph level. Please note that RI.4.2 moves to determine main idea and suppor5ng details at the passage level. Mini-‐lesson Components Link to Prior Experience and State Learning Target: We have been working on determining the main idea of a paragraph or short passage. Today we are going to pracEce determining the main idea and idenEfying details that support it. Teach/Model/Demonstrate: (sample language to use) Watch as I read a couple of paragraphs from the book _______. As I read, I am going to think aloud so you can hear me thinking about what the main idea of each paragraph is and what the supporEng details are. Open the book to page 6 and begin reading the first paragraph, stopping to think out loud about the main idea. As you determine the main idea of the first paragraph, record it on a s5cky note. Put a box around it. You should project the s5cky note using the document camera so that students can see. As I read this paragraph, I am thinking about the first sentence. The first sentence tells me that __________. Point to the posted learning target-‐ I can determine details that support the main idea. I believe these sentences are the details to support the first sentence, the main idea. Write down the suppor5ng details on the s5cky note(s) in a bulleted fashion. Students need to hear you thinking as some of the main ideas may be explicitly stated and some may not be explicitly stated. Read aloud paragraph two. As I read this 2nd paragraph, I am thinking that the main idea is the first sentence. Read the first sentence. The other sentences in the paragraph tell why _______. These ideas support the main idea that ________. Record the suppor5ng details on your s5cky note(s) in a bulleted fashion. Guided Prac@ce: Hand out a copy of a page from the book. Now it is your turn. I want you to work with your partner to read about page ____ and determine the main idea of each paragraph. Remember, you must look for details that support your main idea. Make sure you are recording your main idea and supporEng details on paper like I modeled. Walk around and work with students, suppor5ng them as they work to determine main idea and details. You may already know which students are having difficultly with this standard so you will want to target them. During this 5me you also want to look for strong work. These students might be needed to share their thinking with the whole class. Restate Learning Target/Share Thinking/Direc@ve for Task: Today we worked on determining the main idea of paragraphs and details that support them. As I walked around just now, I noEced (insert a few comments here about what you no5ced). Now you are off to work on this independently. Using one of your informaEonal texts, find a secEon that contains two or more paragraphs. Work to determine the main idea of each paragraph and make sure you list the details that support it. Work to determine the main idea and bullet the details. Refer back to your boxed main idea and bulleted details on the s5cky notes. We will be using this work tomorrow so make sure you keep it in your notebooks. Forma@ve Assessment Opportuni@es •  Observe students during guided and independent reading prac5ce, listen in on their conversa5ons and ask them about

their boxes (main idea) and bullets (details that support the main idea) •  Read students’ main ideas and lists of details that support the main idea.

Lesson Seed #8 RI.4.2, 4.1, 4.9b

Follow-‐Up Review Main Idea/Details Lesson Objec@ve: The students will

Learning Target: I can explain how the main idea is supported by details in the text. Text Sugges@ons: Same texts from the lesson seed 7

Background Informa@on: This lesson experience is focused on main idea and suppor5ng details at the paragraph level. Please note that RI.4.2 moves to determine main idea and suppor5ng details at the passage level. Mini Lesson Components Link to Prior Experience and State Learning Target: (Sample language to use) Yesterday, we read two paragraphs in _____ and determined the main idea and the details that support that in each paragraph. Today we are going to think about how the details support the main idea for each paragraph. Point to the main idea you wrote in the box. I am going to read all of the details before I begin thinking about how they support the main idea. The first detail I listed here is _______. The second detail is ______. So far I think these details are telling me about __________. The third detail is ______. All of these details tell me more about _________. As you think aloud this next part, you will want to record onto your prepared T-‐Chart. Well, it seems like the first three details all help me, the reader, see ________. I am going to write that on the right side of our T-‐chart. The last detail explains ___________. So I am going to write that the last detail helps support the main idea because it helps explain ________. Guided Prac@ce Now I want you to work with your partner from yesterday. I am going to give you back the paragraphs you worked on yesterday-‐ the sEcky notes are aZached. Choose one of the paragraphs on the page that you created a box and bullets for. First talk through the details you listed. How does each of the details support the main idea? Allow them discussion 5me. Circulate around and listen to their talk. Listen to those pairs who struggled yesterday so that you can support their thinking. Bring their aMen5on back to you. Now you will create a T-‐chart (refer to the one you created) in your journal. Take your sEcky note and place it on the leY of your chart. On the right side of the T-‐chart write out your thinking. Remember how to explain HOW each detail supports the main idea. As students work, teacher circulates, helping students who have difficulty explaining how the details support the main idea. If you no5ce many students struggling, you will need to get the aMen5on of all students and clarify misconcep5ons. As you circulate and no5ce students who are doing very well, ask them to share with the whole group. Restate Learning Target/Share Student Thinking/Direc@ve for Task: Today we worked on explaining how the details in a text support the main idea. Point again to the learning target. You listened to me think aloud and model for you and you worked with a partner. Now you will work independently. Revisit the informaEonal text you read yesterday. Re-‐read one of the paragraphs. Review your main idea and details (box and bullets). Just as we did today, you will write out your explanaEon of how the details support the main idea. You may want to individually talk to strugglers and English Language Learners about pairing up with other students for the independent work 5me. Help them form partnerships.

Anchor Charts Forma@ve Assessment Opportuni@es: •  Observe students during guided prac5ce, listen to their conversa5ons and ask them about their explana5ons regarding

how the details support the main idea. •  Read students’ explana5ons on how the details support the iden5fied main idea.

Main Idea and Suppor@ng Details

How do the details support the main idea?

•  First list main idea •  List suppor5ng

details

Lesson Seed #9

RI.4.2. Review of Main Idea and Key Details to Summarize a Text

Objec@ve: Students will determine the main idea and key details to summarize a text. Learning Target: I can summarize informa5onal text. Text Sugges@ons: Same texts as in lesson seed 7 and 8

Summarizing informa5onal text requires students to think about the main idea(s). If your students are having difficulty determining or inferring the main idea, begin by teaching (or reteaching) this skill (See lessons 6 and 7). Main idea learning experiences are aMached and can be repeated with any informa5onal text, preferably a text with which the readers are familiar. Ac@vity: Provide students with a copy of a short informa5onal text such as “_______”. Make your copy of the text visibly as you read and take notes that will help you construct a summary. Read aloud, stopping to determine the main idea of each sec5on and highligh5ng key words that will be important in construc5ng a summary. In order to focus students, you may wish to just iden5fy one main idea and summarize the main part of the ar5cle. Create a chart from which you will construct your summary. The chart will contain the key words or “gist words” as they are oDen called and the main idea they support. Examples of Main Idea and “Gist Words” Think aloud as you consider any synonyms you might use for any of the gist words and actually write a summary as your students observe. Refer to the main idea and construct sentences using the gist words. Be sure to refer to the anchor chart that has the elements of an effec5ve summary as you write and think aloud. Keep your summary and the poster of main idea and gist words available to students to refer to as they begin to write their own summaries. Provide students with short ar5cles to prac5ce summary wri5ng in pairs and provide feedback before using them to draD a summary on their own. Thinking Stems/Anchor Chart: Forma5ve Assessment Opportuni5es Analyze and provide feedback to students as they determine the main idea and gist words that support the main idea. Provide small group instruc5on for students who have not mastered these skills. As students prac5ce wri5ng summaries with a partner or individually, determine next steps for whole group instruc5on by determining what most of your students need in order to produce effec5ve summaries.

Main Idea: Icebergs begin as moisture from the ocean and end as icebergs hidden mostly under the water.

Gist Words: moisture, snow, layers, pressure, turns to ice, ice sheets, glaciers, con@nent, sea, icebergs.

Elements of an Effec@ve Summary •  Includes the @tle and author

•  States the main idea •  Includes only important details that support the main idea

•  Includes the author’s purpose •  WriLen in our own words

•  Uses transi@on words to combine ideas •  WriLen in a logical order

Lesson Seed #10a (Use with Historical Texts)

#10b (Use with Scien@fic Texts) Firsthand vs. Secondhand Accounts

RI.4.6 Objec@ve: Students will make comparisons between firsthand and secondhand accounts of the same

event. Learning Target: I can determine whether a text is a firsthand or secondhand account.

Historical Text Sugges@ons: hMp://www.youtube.com/watch?v=MD5J43Z9AWI Ruth Becker’s Account in Finding the Titanic in HM Series A Man on the Moon Buzz Aldrin ar5cle by Michelle Jones

Man Steps Foot on the Moon (On the PDF) Where No Man Has Gone Before (on the PDf)

Note: RI.4.6. asks students to look at informa5onal text and determine whether an informa5onal text is a firsthand or secondhand account. You will need to find examples of both. Keep in mind that some firsthand accounts may be wriMen in third person. For example, reporters repor5ng on an event were there and saw the event, but they are wri5ng from a third person point of view. (This lesson seed only works on determining firsthand or secondhand accounts.) Interac@ve Read Aloud: (Must occur prior to the mini-‐lesson) Read aloud both of the texts you have chose for this lesson. As you read it aloud, be sure students have access to the text. Be sure to think aloud as you read, annota5ng your thinking on the text as you read. Students need to hear and see your thinking. Mini-‐Lesson(s): This seed is intended to span more than one mini-‐lesson. Explain to students that some texts may be wriMen as a firsthand account or a secondhand account. Firsthand accounts are wriMen or told by someone who was actually there during the experience. Secondhand accounts are wriMen or told by someone who was not present during the experience they are wri5ng about. Provide students with copies of the text. Direct their aMen5on to the anchor chart posted (see example). Ask the students to take notes on their own copy (post-‐it notes and/or wri5ng in the margin) as you read. Direct them to make note of anything they no5ce in regards to pronouns, point of view, text structure, etc. Once the passages have been read, have students share their post-‐it notes with a partner. Depending on your class’ needs, you may choose to have students work together to take notes. Direct their aMen5on to the blank anchor chart. Students can bring their notes up to the anchor chart, or you can ask to share orally. As a class, fill in the chart for both the point of view and pronouns used boxes. You may choose to have students keep an anchor chart in their readers notebooks as well. **This process should be followed for each passage. You may choose to focus on the firsthand account one day and the secondhand account the next day. Once both passages have been read and the anchor chart has been started, have students use this informa5on to determine which passage is the firsthand account and which passage is the secondhand account. Guide them through this discussion. Write the 5tles of the passages in the correct columns on the anchor chart. Model at first, gradually releasing the work to students. Guided Prac@ce: (This may occur during the next mini-‐lesson) Provide students the opportunity to work together. Ask students to share out the informa5on they recorded for each text. They can record things they no5ce in their response journals or on s5cky notes. They can note things they no5ce Guide students through determining which text is a firsthand account and which text is secondhand account. Write the 5tles of the texts over the appropriate column on the chart.

Work Time: You may provide students with mul5ple examples of firsthand and secondhand accounts. Provide them with 5me to prac5ce determining whether or not a text is a firsthand or secondhand account. While students are working, circulate the room and listen to or confer with them on their reading, or pull small groups to provide focus group instruc5on for students needing addi5onal support. Guided reading groups are also to be pulled at this 5me. Share Time: Bring students back together to share their work from work 5me. Clear up any misconcep5ons that come up during this 5me. Sample Thinking Stems/ Anchor Chart: Forma5ve Assessment Opportuni5es: •  Exit Slip: Provide students with a short text and direct them to determine whether or not the text is a firsthand or

secondhand account. Students must support their answer based on details in the text.

Firsthand Account Secondhand Account

Pronouns Used I, me, my he, she, they, his, her

Was the person telling about the experience

present during this event or experience?

Yes No. The person wri5ng about it had researched it and used the informa5on

to write the text.


#11b (Use with Scien@fic Texts) RI.4.6

Comparison of Firsthand and Secondhand Accounts of the Same Event Objec@ve: Students will make comparisons between firsthand and secondhand accounts of the same

event. Learning Target: I can compare and contrast a firsthand and secondhand account of the same event.

Text Sugges@ons: hMp://www.youtube.com/watch?v=MD5J43Z9AWI Ruth Becker’s Account in Finding the Titanic in HM Series A Man on the Moon Buzz Aldrin ar5cle by Michelle Jones

Man Steps Foot on the Moon (On the PDF) Where No Man Has Gone Before (on the PDf)

Ac@vity: This seed is may span over more than one mini-‐lesson. The purpose of this seed is to look more closely at the content of each passage. Students will need access to the texts. Divide students into three groups. Each group needs both accounts. Group 1 will be responsible for sharing the focus of the firsthand account. Group 2 will be responsible for sharing the focus of the secondhand account. Group 3 will be responsible for sharing the points the two passages have in common. As groups share out, con5nue adding informa5on to the anchor chart. ADer all three groups have shared their findings; the anchor chart should be completed. Independently, during work 5me, students can use another firsthand account to compare to compare to your secondhand account. Or, you may choose a firsthand and secondhand account on a different topic. This will provide them the opportunity to prac5ce taking notes as they read and prac5ce looking at how firsthand and secondhand accounts compare to each other. Thinking Stems/Anchor Charts (Look at page 10 of Weeks 25-‐30 for examples once texts have been chosen.)

Firsthand Account Secondhand Account

Pronouns Used I, me, my he, she, they, his, her

Point of View 1st Person 3rd Person

Text Structure

Focus

Details from text

•  How is the informa5on in this passage organized? •  How are the two accounts similar? •  How are the two accounts different? •  How does reading the two accounts help you beMer understand _____________? Forma5ve Assessment Opportuni5es •  If students had difficulty with discussing text structure, you will want to address it with either small groups or whole

group depending on the number of students who are s5ll having difficulty. •  Performance Task: Provide students with a firsthand account and secondhand account of the same event. Students

compare and contrast the two accounts, aMending to the focus of each account and the informa5on provided by each.


12b (Use with Scien@fic Texts) RI.4.6

Crai a WriLen Response Comparing a Firsthand and a Secondhand Account of the Same Event Objec@ve: Students will make comparisons between firsthand and secondhand accounts of the same

event. Learning Target: I can craD a wriMen response comparing a firsthand and secondhand account of the

same event. Text Sugges@ons: Same texts as used for seeds 10 and 11.

Ac@vity: The purpose of this seed is for students to take the informa5on they gathered from both the firsthand account and the secondhand account and craD a wriMen response to a thinking stem. Begin by modeling for students go to begin their wriMen response. This may be done on chart paper or projected for students to see. Either way, students need to see and hear your thinking as you begin craDing a response. You may choose to have the students write as well, but remember the intent is for them to hear and see an example of good thinking and responding. Once you have modeled the beginning of the wri5ng, you may choose to keep this as an interac5ve wri5ng experience. Students can turn and talk or work in groups, have a brief discussion to decide what they will write next and come up to the chart to add this wri5ng. You may choose instead to allow students to work together to craD the remainder of the wriMen response. If you choose to have students work together to craD a wriMen response, you will want to provide 5me for groups to read each other’s responses. This can be done as a gallery walk-‐ post responses around the room and have groups rotate around to provide feedback to each other. If you haven’t had your students do a gallery walk, expecta5ons need to be set ahead of 5me. An example of a wriMen response would be as follows: (Not related to the actual texts being compared) Compare the informa@on in “Islands of Freedom” with the informa@on provided by Victoria in the firsthand account. “Islands of Freedom” is a secondhand account. One thing that helped me determine this is that it is wriMen in 3rd person and I knew this because there are the pronouns he, she, they, etc. Throughout. Victoria’s account is wriMen in 1st person. Throughout the text the pronouns I and my are used. This helped me determine that it is a firsthand account. “Islands of Freedom” and Victoria’s account both tell about Ellis Island. “Islands of Freedom” focuses on what it was like for an immigrant to go through Ellis Island for inspec5on before being allowed into America, while Victoria’s account focuses specifically on something that happened at Ellis Island. For me, reading the firsthand account helped me beMer understand just what it was like to go through Ellis Island because it have details about a specific event that had happened at Ellis Island. “Islands of Freedom” men5ons that immigrants who went through had to pass medical exams. The text tells briefly about how if a disease was found,

During work 5me, students can prac5ce wri5ng a response to the same thinking stem using the two accounts they worked on independently in the last seed. Thinking Stems/Anchor Chart: •  How are the two accounts similar? •  How are the two accounts different? •  How does reading the two accounts help you beMer understand __________? Forma5ve Assessment Opportuni5es: •  For students who have difficulty transferring their thoughts and notes into wri5ng, you will want to meet with them to

con5nue wri5ng as a small group. This will allow you to support them and keep their thoughts focused. You will want to model and support using the anchor chart to writ.

then the immigrant was marked with a chalk “X”. In the firsthand account, Victoria tells about her sister being marked with an “X” because she had warts on her hand. She tells about not knowing what was going to happen to her sister if she got deported. Victoria tells about the kind man who told her sister she should turn in her coat around so the “X” couldn’t be seen. This account helped me to understand what the immigrants had to go through emo5onally-‐ not knowing what was going to happen to their families.

Lesson Seed #13

RI.4.9 Iden@fying Common Key Points in Two Texts

Objec@ve: Students will integrate informa5on from two texts on the same topic on order to write or speak knowledgeably about that topic.

Learning Target: I can iden5fy common key points from two texts on the same topic. Text Sugges@ons: Can con5nue to use previous resources about space and the Titanic or choose new

informa5onal texts from your classroom library or where ever found.

Ac@vity: Before students are able to speak and write about a topic knowledgeably, they will have to see a clear model. It is suggested that at the end of this lesson, the teacher also models how the common points found in both texts can be used to write about the topic. This idea will be elaborated in Unit 7. You will need to read aloud the two texts at some 5me before beginning this seed. That will allow you to focus on the learning target during the mini-‐lesson. As you revisit each text, model for students how to choose and record key points from the text onto the three-‐column chart. You will want to gradually release this to students. One op5on is to have them work with a partner to determine key points as you read. This will need to be an instruc5onal decision made based on what your students need. The chart below shows possible key points. ADer revisi5ng both texts, model finding on of the common key points and record onto the anchor chart. Have students work with a partner to determine the remaining common key points. Students will write on post-‐it notes and post onto the class anchor chart. ADer most pairs are finished pos5ng their notes, read them aloud and categorize them with the students. Organize the notes into three or four categories. Those are the common key points. Lead a discussion about how reading two texts on one topics helps readers gain a greater understanding of that topic. Students can prac5ce this learning target with two other texts on the same topic during independent work 5me. Thinking Stems/Anchor Chart: •  What do both texts have in common? •  What informa5on can the reader gain from both texts? •  How does reading two texts on one topic help readers gain a beMer understanding of that topic? Forma@ve Assessment Opportuni@es •  Are students able to iden5fy the common key points when working with a partner? If not, you may want to choose

different pairs of texts and work with these students in small groups to prac5ce iden5fying key points and common key points. This seed can be repeated with different texts.

•  If you no5ce that many students have difficulty with this, repeat the seed with the whole class using different texts.

Text 1 Common Key Points Text 2

Lesson Seed #14

RI.4.8 Iden@fying Reasons and Evidence that Support a Point

Objec@ve: Students will explain how reasons and evidence support points in a text. Learning Target: I can iden5fy reasons and evidence that support points in a text.

I can explain how reasons and evidence support points in a text. Text Sugges@ons-‐ The Real Reason for the Tragedy of the Titanic (on the shared folder)

Ac@vity: This seed is intended to span over more than one mini-‐lesson. Students will need to have access to the text. Read aloud the ar5cle once straight through. This may be done during a separate read aloud 5me. Revisit the ar5cle, this 5me thinking aloud as you read. At the end of the very first paragraph the author tells the read the point he or she is trying to make. It says that ______. At the end of the paragraph you know that you will be seeing reasons and evidence to support this point. Record your thinking on the anchor chart. Give students the opportunity to turn and talk and take notes as you revisit the rest of the text. It could be that you release the reading to them, especially since you will have read this to them already. The purpose for reading at this point is to collect reasons that support the point that ________________. ADer students have collected notes about what they have found as reasons, they will post onto the anchor chart. As students point the reasons they found, try to group them together into roughly three groups. Now that the reasons have been iden5fied, you will need to model for students how to find the evidence to support each reason. Take one of the reasons, go back to the ar5cle and model how to read carefully through the sec5on, searching for evidence. What evidence supports the given reasons? Provide the opportunity for students to turn and talk about the rest of the text. What evidence can they find in the text that supports the different reasons? Pairs should be prepared to share out with the class at different intervals about what they are finding in the text. Model adding evidence to the anchor chart as students share out. Thinking Stems/Anchor Chart Note: This in no a completed anchor chart. Once you have reasons listed, provide the evidence off of each reason. Forma5ve Assessment Opportuni5es: •  Are students able to pull out the reasons and evidence to support the author’s point? Depending on the status of the

class, this may be addressed in either small groups or as a whole class. This seed can be repeated with different texts to meet student needs.

Soda is not good for you.

They are bad for

your teeth.

Sodas cause you to put on pounds.

There are hidden dangers

Unit 5: Nonfiction: Space and The Titanic · as an introduction to the standards and nonfiction...

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Transcript of Unit 5: Nonfiction: Space and The Titanic · as an introduction to the standards and nonfiction...