Presentation on theme: "GRADE 5, MODULE 2A: UNIT 1, LESSON 5"— Presentation transcript:
1GRADE 5, MODULE 2A: UNIT 1, LESSON 5 INFORMATIONAL TEXT FEATURES: ANALYZING “HAWAII’S ENDANGERED HAPPY FACE SPIDER”
23. Closing and Assessment: AGENDA1. OpeningA. Engaging the Reader: What We Know about the Happy Face Spider from Hawaii (10 minutes)B. Reviewing Close Reading of Informational Text (5 minutes)2. Work TimeA. 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)3. Closing and Assessment:A. Learning about Text Features: Comparing and Contrasting Interviews and Articles (10 minutes)
3Review Learning target: 1 Review Learning target: 1. “I can share my ideas with my partners quickly.”What does quickly mean?
4While the music plays, you will move throughout the room. Milling to MusicIt 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.
5KWL 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.
6Close Readers Do These Things (Let’s review this anchor chart and think about which things we’ve donewith the Endangered Happy Face Spider article.)use context by reading sentences and/or words directly before or after the unfamiliar wordthink about what type of speech the word is (verb, noun, adjective) and how it connects to or describes other words in the sentencebreak the word into familiar parts and determining meaning based on what part(s) can be defined easilylook for repeated words, which usually indicates this is an important word
7How have you learned information about the Happy Face Spider from the Hawaiian rainforests during the previous lesson? You have…heard the entire article read aloudworked in small groups to become “experts” on one paragraph (chunk) of the articlediscussed vocabularyshared with peers who had read other paragraphswrote gist statements
8“How did reading in all of those different ways help you to understand the text better?”
9Please 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.
10You now have 8 minutes to work on your own: 1. independently reread the article 2. read and respond in writing to the text-dependent questions
11You now have 7 minutes to work with a partner you haven’t worked with yet today. 1. Talk with your partner and discuss your answers Using a different color (optional) revise your answers (required).Does your thinking grow as a result of collaboration?
12Comparing 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.
13Interviews 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.
14Now, create a Venn Diagram in your journal You will be comparing and contrasting the content of each informational text.Sloths and Happy Face Spiders are difficult to find and study.Both sloths and Happy Face Spiders live in rainforests.Happy Face SpidersHawaiiSlothsPanamaYou have 5 minutes to work with your partner.Then you’ll have 3 min. in groups of 4.
15What does evaluate mean? “I can evaluate the features of an interview as an informational text.”What does evaluate mean?
16Features of Informational Text anchor chart. What features of informational text have you identified so far?
17Features 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.).2 minutes
18Features 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.2 minutes
19Features of Informational Text Whole class share-outAdd to the informational text anchor chart.1 minute
20First to Five How well can you do each learning target? Expert Novice 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.ExpertNoviceBeginner
21One more Venn Diagram In your journal…work in a triad to complete. 5 minutesIn your journal…work in a triad to complete.
22Read 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.