Rain Forest Module 2A Unit 1 Lesson 4 Summarizing Informational Text: “Hawaii’s Endangered Happy Face Spider” Stephen J. O’Connor steve@wellsny.com ccss5.com Based upon lessons created by Expeditionary Learning

I can listen actively to my group members while discussing ideas. Learning Targets I can explain the gist 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 listen actively to my group members while discussing ideas. I can use my group’s ideas to help me determine the gist of an article.

Turn and share with a partner what you think the article is mostly about.

Close Readers Read slowly and carefully Reread several times Break the text into chunks Find main ideas or gists Discuss what was read with others

Close Readers 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/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,etc.

On your own, read the chunk of text, focusing on gist On your own, read the chunk of text, focusing on gist. Choose no more than five key words that support the main idea, or gist, of what your chunk was about and write those words in the second column of the Note-catcher. After this, discuss the gist of your paragraph with your group. Then, on your own, write a gist statement in the third column of the Note-catcher.

What vocabulary did you find difficult?

Groups of 6 Read the chunk to your group Share the key vocabulary Share the gist Others should fill in their note catcher

Share out the gist statements about your chunk of the article As your peers share, listen and take notes in the 3 column note-catcher. What is each chunk mostly about? Now that you have reread chunks of the text more carefully, what do you think is the gist of the whole article? Write your gist statement in the last box

Informational Texts

I can listen actively to my group members while discussing ideas. Learning Targets I can explain the gist 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 listen actively to my group members while discussing ideas. I can use my group’s ideas to help me determine the gist of an article.

What can we add to our Rainforest KWL anchor chart in the L– Learned–column about rainforests?

How was reading closely with a group different from doing it alone How was reading closely with a group different from doing it alone? What helped or supported your understanding of the text?

happens most of the time Academic Word Synonym Definition Picture unique explanation one of a kind resemble similar similar to; look like generally usually happens most of the time locate find find something

Academic Word Synonym Definition Picture stated symbol representation said said or wrote something symbol representation something that represents something else attention notice interest bring notice or interest in something

Scientific Word Synonym Definition Picture extinction predators theory death of all remaining members of species predators animals that eat other animals theory hypothesis, explanation Ideas that explain something

Imagine that you were the scientist studying the happy face spider in the rainforest. In your journal, write a descriptive paragraph about the spider for people who are not in the rainforest to see it themselves.