Lesson Name: Reading Informational Articles Estimated timeframe: See Pacing Suggestions 4th 9Wks/ Unit 7/ ARC 1 Grade 4Learning Life’s Lessons

This lesson is appropriate for both Dual Language and Monolingual teachers. Dual Language Pacing: Day 1 – Engage: Video Summary

Day 2 – Introduce Text and Activity 1Day 3 – Activity 2 and Closure DiscussionDay 4 – Formative AssessmentDay 5 – Summative Assessment and WTL Journal

Monolingual Pacing: Day 1 – Engage: Video Summary and Introduce Text for next dayDay 2 – Activity 2 and Closure DiscussionDay 3 – Formative AssessmentDay 4 – Summative Assessment and WTL Journal

Lesson ComponentsLesson Objectives: Students will summarize a piece of informational text focusing on the main idea or important

events. They will explain the impact of embedded media on their understanding of the text. Language Objectives: The students will use academic language to discuss the main ideas of a story and collaborate to

summarize the text.Prior Learning: In 3rd grade, students analyzed text in order to make inferences and draw logical conclusions. Standards(Texas Essential Knowledge and Skills: 4.10 Reading/ Comprehension of Informational Text/ Culture and History. Students analyze, make inferences and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. RC3 (dual coded with F19D)

4.19 ELAR TEKS Figure 19/Reading Comprehension /Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers.

F19 (D) make inferences about text and use textual evidence to support understanding RC3(E) summarize information in text, maintaining meaning and logical order RC3

4.14 Reading/ Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. College and Career Readiness:

Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across texts of varying lengths.Use text features and graphics to form an overview of informational texts and to determine where to locate information.Draw and support complex inferences from text to summarize and draw conclusions.

Essential Questions: How does understanding the structures and features of a text help you to comprehend

better when reading? What do good readers do to identify the main ideas in texts? How does summarizing the main ideas help a reader understand the text? What makes media (like sounds, images, and graphics) effective ways to a writer

communicate their message?

Vocabulary Essential:text features, summary, supporting details, article, media, image, graphic, contemporary context, cyber, cyberbullying, prevention, commercial

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Challenging Words from the TFK Article:cyberspace, networks, organization, cyberbullies, cyberbullying, percent, experienced, interactive technology, humiliate, frighten, malicious, embarrassing, inflict, physical anguish, emotional, summit

Lesson Preparation

Time for Kids reader from Treasures/Tesoros adoption- “Mean Messages,” pgs. 94-95 Additional articles from Time for Kids online (this is a great resource!) Video: “Talent Show- Cyberbullying Prevention Commercial” A second article for students to use to summarize (either online, Time For Kids from Texas

Treasures, or Fusion leveled readers from Science adoption.) Copies for students. 5-3-1 summary activity directions and colored paper (see below) Insert Method . instructions (poster or on whiteboard)

Anchors of Support

Differentiation strategiesKeep in mind that differentiation does not discriminate. : ) These strategies often cross over to meet multiple student needs- use your knowledge and understanding of your students as a guide.

For the individual/ pair work, be sure to have plenty of books available for the range of independent reading levels of your students (addressing readers below, on, and above grade level).

Special Education: If needed, read the student-selected story to/with them and allow them to verbalize their summary responses while you write them; Incorporate picture clues into the graphic organizer to help clarify each component; Allow for cooperative learning opportunities (pair them strategically). Refer to the student’s IEP for other routinely offered accommodations.

English Language Learners: Define the terms on the anchor chart and/or provide picture clues to match the vocabulary. Allow for cooperative learning opportunities.

Extension for Learning: Students locate an article with a similar topic as the article from Day 1. Using the 5-3-1 summary activity, they summarize the article. Then students compare and contrast the summaries of the 2 articles.

21st Century Skills

MEDIA LITERACY: Analyze Media Understand both how and why media messages are constructed, and for what purposes.

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Students use this symbol when a fact or concept is already known

Students use this symbol when they read something confusing

Students use this symbol when they learn something interesting

Students use this symbol when they read something new

Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors.

Students work in teams of 3 or 4 to create their own “Public Service Announcement” about Cyberbullying. This can take a variety of forms… a short commercial recorded on the Innovation Station or with a digital camera (every campus should have at least one)… a poster advertisement (print, or online like Glogster)…a radio commercial (recorded using the microphone on a computer… a slideshow like PowerPoint or Google Presentation, etc. )

Their PSA should communicate a clear message and be directed at peers as their audience.English Language Proficiency Standards: Mandated by Texas Administrative Code (19 TAC §74.4), click on the link for English Language Proficiency Standards (ELPS) to support English Language Learners.

Lesson CycleEngage Video Summary Activity (SE Focus Lesson)

Prepare by having the video “Talent Show- Cyberbullying Prevention Commercial” ready for sharing.

Before viewing, tell students: “While you are watching this video, I want you to write down 5 things you either learned from the video or were reminded of by watching the video.” “When the video is over we are going to practice an activity called the 5-3-1 summary.”

Teacher discusses summary: “What have we learned this year that makes a good summary? Do we need to include all the information or just the main ideas? Today we will work to focus on only the main ideas or key points in nonfiction text using the 5-3-1 summary activity.

Have students participate in the 5-3-1 summary activity (directions are as follows):o Have 4 different colors of paper. For example-yellow, orange, green,

blue. For every group of 4 students make sure they each have a different color piece of paper.

o Read the selection (or watch the video in this case).o On their colored paper, students independently list 5 things they learned

from the video (or article).o When finished, students find a partner with a different color paper.o With their partners, students look at their lists (10 things combined) and

choose the 3 most important ideas from the video. You may need to remind them how to tell the difference between a supporting detail and a main idea.

o Ask students “What were some of the words in the video that surprised you or had a strong impact on you?” Write these words on chart paper or use the document camera and projector to collect them. (These will become a word bank to scaffold the summary writing.)

o Now partner groups will find another partner group and look at the 6 combined ideas and write 1 summary.

o Share out.

Lesson Stages Continued SE Focus Lesson: (Teacher-led/ Whole Group) Introduce the TFK article, “Mean Messages” your class will be reading. Model your

thinking as you activate your background knowledge about the text. o Example: “What kind of text are we reading today? How do you know? What

text features do you see that help you identify the genre?”

ACTIVITY 1 Partner Activity-Metacognition Insert Method . Instruct the students in partners to read the article “Mean Messages”

and, using the insertion method, add symbols during their reading.Austin ISD Language Arts © Updated 2/10/15

After students finish, have them pair up with another partner group and share their thinking about their reading. Have students see if they can clear up any misunderstandings.

Show the article on the document camera and have a class closure discussion about new facts learned, any ideas that caused misunderstanding, etc.

ACTIVITY 2 Independent/Partner work-Metacognition & Summary Assign students a new article (either from the National Geographic website or Time

for Kids (Part of your Texas Treasures Kit); print out and/or make copies for students to write on.

Have students independently use the metacognition strategy Insert Method . Then let the students work with a partner to review their insertion marks and clear up any misunderstandings.

Then have the students repeat the 5-3-1 summary activity. The teacher will need to have the colored paper. This time at the end, students will write the summary over the second article independently.

Closure Activity Discussion: Lead students through a discussion about what strategies helped them to identify the main ideas “Did text features help us-subheadings? What helped them decide which events were most important? How did they organize their thinking in order to develop their summary?”Revisit and discuss the Essential Questions (beginning of lesson guide).

Check for understanding (evaluation)

Formative: Students work with a partner, or independently, to summarize the video:

“Cyberbullying” on BrainPop. To get there, go through the AISD Cloud and use the search tool on the main cloud screen to search BrainPop. Once there, choose “Engineering and Technology,” choose “Digital Citizenship,” and then “Cyberbullying.”

As they watch the video, have them use the pause function as needed. This will allow them time to jot down what they think may be the main ideas. Some students may need to watch it more than once in order to gather adequate notes.

Students use the 5-3-1 Strategy to write a summary of the video.

Summative: Distribute an article to the class, or let them choose one from a few you think will be

of interest (and at an appropriate reading level.) Students independently complete a nonfiction summary of the article.

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