GRADE 5, MODULE 2A: UNIT 1, LESSON 4

GRADE 5, MODULE 2A: UNIT 1, LESSON 4 SUMMARIZING INFORMATIONAL TEXT: “HAWAII’S ENDANGERED HAPPY FACE SPIDER”

AGENDA • 1. Opening • 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? west northwest

What Hemisphere is Hawaii in? The Western or Eastern? Western Hemisphere

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 Do you need to use the context?

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 notecatcher 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 • 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. 5 minutes to work

Jigsaw Protocol • Now discuss your gist with your group members. • Revise your gist after rereading and discussion. • Please save off-topic discussions until later. When your revised gist is done, please compareand discuss the vocabulary you choose. 3 minutes to work

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? 7 minutes to work

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. 3 minutes to work

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.

Write on your own. • Hand in to your teacher when ELAclass is over. • How was reading closely with a group different than doing one alone? What helped or supported your understanding of the text?

In your journal, write a descriptive paragraph about the Happy Face Spider to people who are not in the rainforest to see it themselves. Imagine that you are the scientist studying the Happy Face Spider in the rainforest.

GRADE 5, MODULE 2A: UNIT 1, LESSON 4