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GRADE 5, MODULE 2A: UNIT 1, LESSON 5 INFORMATIONAL TEXT FEATURES: ANALYZING “HAWAII’S ENDANGERED HAPPY FACE SPIDER”

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Presentation on theme: "GRADE 5, MODULE 2A: UNIT 1, LESSON 5 INFORMATIONAL TEXT FEATURES: ANALYZING “HAWAII’S ENDANGERED HAPPY FACE SPIDER”"— Presentation transcript:

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2 GRADE 5, MODULE 2A: UNIT 1, LESSON 5 INFORMATIONAL TEXT FEATURES: ANALYZING “HAWAII’S ENDANGERED HAPPY FACE SPIDER”

3 AGENDA A. Engaging the Reader: What We Know about the Happy Face Spider from Hawaii (10 minutes) B. Reviewing Close Reading of Informational Text (5 minutes) 1. Opening A. Text-Dependent Questions: “Hawaii’s Endangered Happy Face Spider” (15 minutes) B. Learning about the Rainforest: Comparing Two Informational Texts (10 minutes) C. Features of Articles: How Do They Help Us Learn about the Rainforest? (10 minutes) 2. Work Time A. Learning about Text Features: Comparing and Contrasting Interviews and Articles (10 minutes) 3. Closing and Assessment:

4 Review Learning target: 1. “I can share my ideas with my partners quickly.” What does quickly mean?

5 Milling to Music It is similar to Musical Chairs, except there are no chairs and no one gets “out.” While the music plays, you will move throughout the room. When the music stops, you will share your homework paragraph with the student closest to you. When the music begins again, you begin moving, to find another partner when the music stops.

6 KWL chart What have you learned about the Happy Face Spider? Please add information to your L (learned) portion of your KWL chart in your journal now. Next, we will add some of the information to our class KWL chart.

7 Close Readers Do These Things use context by reading sentences and/or words directly before or after the unfamiliar word think about what type of speech the word is (verb, noun, adjective) and how it connects to or describes other words in the sentence break the word into familiar parts and determining meaning based on what part(s) can be defined easily look for repeated words, which usually indicates this is an important word (Let’s review this anchor chart and think about which things we’ve done with the Endangered Happy Face Spider article.)

8 How have you learned information about the Happy Face Spider from the Hawaiian rainforests during the previous lesson? You have… heard the entire article read aloud worked in small groups to become “experts” on one paragraph (chunk) of the article discussed vocabulary shared with peers who had read other paragraphs wrote gist statements

9 “How did reading in all of those different ways help you to understand the text better?”

10 Please take out your “Hawaii’s Endangered Happy Face Spider” article and the “Hawaii’s Endangered Happy Face Spider” note-catcher (from Lesson 4). Briefly review the gist statements your wrote for each chunk of the article while your teacher passes out today’s text- dependent questions.

11 1. independently reread the article 2. read and respond in writing to the text-dependent questions You now have 8 minutes to work on your own:

12 1. Talk with your partner and discuss your answers. 2. Using a different color (optional) revise your answers (required). You now have 7 minutes to work with a partner you haven’t worked with yet today. Does your thinking grow as a result of collaboration?

13 Comparing Two Informational Texts Please look at your KWL chart, then specifically in the L column. Discuss with your partner what information about rainforests was the same and what was different in the interview and the article. After about 2 minutes… we’ll share some of the ideas together.

14 Interviews and Articles Venn Diagram in your journal Please create a Venn Diagram in your journal to compare the two texts. You will be comparing and contrasting the content of each informational text.

15 Now, create a Venn Diagram in your journal Sloths Panama Sloths and Happy Face Spiders are difficult to find and study. Both sloths and Happy Face Spiders live in rainforests. Happy Face Spiders Hawaii You will be comparing and contrasting the content of each informational text.

16 What does evaluate mean? “I can evaluate the features of an interview as an informational text.”

17 Features of Informational Text anchor chart. What features of informational text have you identified so far?

18 Features of Informational Text Skim through the “Hawaii’s Endangered Happy Face Spider” full article. Highlight informational text features you notice (e.g., title, paragraphs, direct quotes, images, etc.).

19 Features of Informational Text Take 2 minutes to work with a partner you have not worked with yet today… Discuss how the informational text features you noticed help you as a reader.

20 Features of Informational Text Whole class share-out Add to the informational text anchor chart.

21 First to Five I can share my ideas with my partners quickly. I can determine the main idea of the article “Hawaii’s Endangered Happy Face Spider.” I can determine the meaning of new words from context in the article “Hawaii’s Endangered Happy Face Spider.” I can compare and contrast the rainforest research in Panama and Hawaii. I can evaluate the features of an interview as an informational text. Expert Beginner Novice How well can you do each learning target?

22 One more Venn Diagram In your journal…work in a triad to complete. 5 minutes

23 Read the “Hawaii’s Endangered Happy Face Spider” article to someone at home. Be sure to have them sign it. Turn it in tomorrow to your teacher.


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