Transcript Module-2A-Lesson-4

GRADE 5, MODULE 2A: UNIT 1,
LESSON 4
SUMMARIZING INFORMATIONAL TEXT:
“HAWAII’S ENDANGERED
HAPPY FACE SPIDER”
• 1. Opening
AGENDA
– A. Engaging the Reader: A Rainforest in
Hawaii (5 minutes)
– B. Review Learning Targets and
Informational Text (5 minutes)
• 2. Work Time
– A. Reading the Entire Article “Hawaii’s
Endangered Happy Face Spider,” Focusing on
Gist (10 minutes)
– B. Jigsaw, Part 1: Rereading Chunks,
Focusing on Main Idea and New Vocabulary
(15 minutes)
– C. Jigsaw, Part 2: Sharing of Gists and New
Vocabulary (10 minutes)
• 3. Closing and Assessment
– A. Debrief: What Did We Learn About the
Rainforest From an Article? (10 minutes)
– B. Exit Ticket (5 minutes)
We’ve been looking at Panama…
But now we’re off to Hawaii.
• Do you know what direction that is from
Panama?
What Hemisphere is Hawaii in?
The Western or Eastern?
Please take out your homework.
• Your homework was rereading the interview
with someone at home and then answering a
new question as if you were Bryson.
• “Why would a reader choose to reread a text
several times?”
• When asked, please
hand in your homework.
Learning targets:
1. “I can explain the gist of the article,
‘Hawaii’s Endangered Happy Face Spider,’”
2. “I can determine the meaning of new
words from context in the article
‘Hawaii’s Endangered Happy Face Spider.’”
• Remember how you have learned new
information about rainforests by reading
an interview with Bryson Voirin about his
scientific research.
• Now you will be reading an article,
another type of informational text, that
some scientists choose in order to
communicate their research.
article
• Now you will be reading an
article, another type of
informational text that some
scientists choose in order to
communicate their research.
• Is “article” on the
informational text anchor
chart?
If not, please add it now.
Definition of article
from the dictionary:
• one of a class of artifacts; "an article of clothing"
• nonfictional prose forming an independent part
of a publication
• (grammar) a determiner that may indicate the
specificity of reference of a noun phrase
• a separate section of a legal document (as a
statute or contract or will)
• bind by a contract; especially for a training period
You are now going to receive an copy of the article called,
“Hawaii’s Endangered Happy Face Spider.”
As I read the article out loud, follow along on your copy
and try to get the gist of the article.
Gist
• What is the gist?
• Turn to your partner and discuss orally what
the gist of the article is.
(Please don’t write it down yet.)
• Who can share with the class what the gist of
the article is?
Jigsaw Protocol
• “I can listen actively to my group
members while discussing ideas,”
(What does active listening look like?)
• “I can use my group’s ideas to help
me determine the gist of an article.”
Jigsaw Protocol
• In your group (1 of 6), you will receive
a “chunk” of the article. You will
become an expert on that part, then
you will share your expertise with
other groups.
• Review the “Close Readers Do These
Things” anchor chart
Jigsaw Protocol
- You will now receive your note
catcher worksheet.
- You will use a simple note-catcher
to write the gist of your group’s
paragraph (chunk) of the article
and to record new/
unfamiliar vocabulary.
Jigsaw Protocol
1. 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.
2. After this, discuss the gist of your paragraph with
your group.
3. Then on your own, write a gist
statement in the third column
of the note-catcher.
Jigsaw Protocol
1. Now discuss your gist with your group members.
2. Revise your gist after rereading and discussion.
3. Please save off-topic discussions until later.
When your revised gist is done, please compare
and discuss the vocabulary
you choose.
Sharing Gists and New Vocabulary
• We will now form new groups, where
there is one expert from each of the 6
chunks of text.
• In your new group, do the following:
• 1. Share out the gist statements about
your chunk of the article.
• 2. As your peers share, listen and take
notes in your note-catcher. What is each
chunk mostly about?
Gist of the Entire Article
• Think about the article as a whole:
• 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
of the note-catcher.
Learning target review:
1 of 2. “I can explain the gist of the article,
‘Hawaii’s Endangered Happy Face Spider,’”
How well do you understand?
I've got it!
I'm close.
Huh?
Learning target review:
2 of 2. “I can determine the meaning of new
words from context in the article
‘Hawaii’s Endangered Happy Face Spider.’”
How well do you understand?
I've got it!
I'm close.
Huh?
What can we add to our “L” (learned) column
on our rainforest KWL chart?
Please turn to your KWL chart in your journal
to add something new to your list.
1. Write on your own.
2. Hand in to your teacher when ELA
class is over.
•
In your journal,
write a descriptive
paragraph about
the Happy Face
Spider to people
who are not in the
rainforest to see it
themselves.