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Learning-Focused ToolboxDate: July 23, 2010 ETCourse: ELA 05 6/19/09

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Topic: What's the Main Point?Subject(s): English Language Arts

Days: 15

Grade(s): 5th

Know: Understand: Do:

Author's purpose(5.1.09)* Persuade* Inform* Entertain* Explain

On-going reading & self- monitoring strategies (5.1.08, 5.1.07)* Predicting* Summarizing* Questioning* Note-making

Connections - self, text, world (ET, Constructing Support) (5.1.10)

Context Clues (5.1.08)

Re-reading, look back

Meaning and steps forhigher thinking skills:* Inductive reasoning* Constructing support

Characteristics of high quality writing (5.2.01,5.2.03)

Comprehending a text is not magic; there are strategies that good readers use when they read to "get the point".

Summarizing helps a reader remember and retell the big idea and the supporting details.

Classify or categorize texts according to author's purpose (ET) (5.1.09)

Establish a purpose for reading (ET, inductive reasoning) (5.1.09)

Use reading strategies as needed for self- monitoring: predicting, summarizing, questioning, context clues, note-taking, re- reading or looking back to locate information (5.1.08)

Support statements about text with evidence from text, personal experience and other text/media (5.1.10)

Read and interpret information from multiple sources using predictions and drawing conclusions (5.1.08)

Use prior knowledge to make and confirm predictions(ET, Inductive Reasoning)

Use inductive reasoning to make generalizations (teaching ET)

Construct support for a position or statement (teaching ET)

Identify main idea through inferring, summarizing and identifying relevant details (5.1.06)

Represent main idea of text using a variety of organizing structures (5.1.14, 5.1.08)* Charting* Mapping* Summarizing

Write summaries

Use pre-writing strategies to generate and organize ideas for writing (5.2.02)

Use context clues to determine (infer) word


Days: 15

Grade(s): 5th

Know: Understand: Do:

meaning (5.1.08)

Determine the correct meaning within a text of words with multiple meanings (5.1.02)

Developed by Learning-Focused for use by . Learning-Focused Copyright 2008. All Rights Reserved.To purchase a copy of this document visit www.LearningFocused.com and click on Model Curriculum or call 866-955-3276.

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Days: 15

Grade(s): 5th

Common Assessments on what students should know and do in this unit:

• Teacher-made rubrics for any written assignments. Teacher-made vocabulary assessments.Complete main idea graphic organizers. Summaries of passages.

• Editorial

http://www.LearningFocused.com/


Days: 15

Grade(s): 5th

2. Culminating Activity 1

Short Description:

Teacher-made rubrics for any written assignments. Teacher-made vocabulary assessments. Complete main idea graphic organizers. Summaries of passages.

Time (in days):

1



Days: 15

Grade(s): 5th

2. Culminating Activity 2

Short Description:

Editorial

Long Description:

As a culminating activity, students will be challenged to create an editorial based on the following information:

As a resident of a small town, you are concerned with the fact that the town's only traffic light has been eliminated and replaced with stop signs. A new factory has opened in town, employing 150 employees. Your job is to create an editorial explaining the results of a two-week observation of the intersection in question. Youwill compile the information in an article to be published in the newspaper. You will include a topic sentence that states the main idea. You will also write 4 or 5 details that will persuade the town council to have the light reestablished.

Differentiation:

Students may write a letter to the editor.

Resources and Materials:

Examples of newspapers

Time (in days):

2

Rubric 1:

Title: teacher made rubric for editorial

3 2 1

topic clearly identifie d topic identified topic topic was not c

learly identified

main idea clearly named main idea

partially named main idea

main idea was not clearly iden tified

supporting de tails

all details were identified

most details w ere identified

few details wer e identified

Additional Information:

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Page 1 of 2


Days: 15

Grade(s): 5th

Key Learning: Key Learning: Comprehending a text is not magic; there are strategies that good readers use when they read to help them "get the point". Summarizing helps a reader remember and retell the big idea and the supporting details.

Unit Essential Question(s):

What strategies do we use to identify, remember, and describe the topic, supporting details, and main idea

when we read and write?

Concept: Concept: Concept:Main Idea Self-Monitoring, Correcting &

Interpreting InformationReading & Writing Purpose

Lesson Essential Question(s): Lesson Essential Question(s): Lesson Essential Question(s):How do we differentiate between the topic

and the main idea? (A)

What techniques and organizing structures can readers use to identify the main idea supporting details? (A)

How do we use main idea and supporting details when skimming and scanning a text to locate information? (A)

How do we use personal experiences and prior knowledge to support statements about a text? (A)

How do readers summarize what was read? (A)

How is inductive reasoning used to make generalizations? (A)

How do we read and interpret information by forming predictions and drawing conclusions? (ET)

How do readers classify or categorize texts according to author's purpose? (Classifying/ Categorizing) (A)

Vocabulary: Vocabulary: Vocabulary:Main Idea, Inferring, Summarizing, Stated, Mapping, Connections (text, self, other sources), Skim, Supporting Details

Predicting, Questioning, Note-taking, Re- reading, Looking back, Drawing Conclusions, Context clues, Inductive

Persuade, Entertain, Explain, Inform



Days: 15

Grade(s): 5th

Concept:Writing about the Main Point

Lesson Essential Question(s):How would a friendly letter be written to share the main idea and details of an event? (A)

What pre-writing strategies are used to generate and organize ideas for writing (A)

Vocabulary:Heading, Greeting, Body of the Letter, Closing, Signature, Cursive Writing, Brainstorming, Generate


On-going reading comprehension strategies will be taught during a whole-group, teacher-directed period. Word patterns, word usage and vocabulary development will be presented during a whole group period as well. Process writing and grammar skills will be presented during another period or may be embedded within flexible group times. Flexible groups will present differentiated reading and writing lessons.

Attached Document(s):

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Vocab Report for Topic: What's the Main Point?Subject(s): English Language Arts

Days: 15

Grade(s): 5th

Concept:

Main Idea

Main Idea - Inferring - Summarizing - Stated - Mapping -Connections (text, self, other sources) - Skim -Supporting Details -

Concept:

Self-Monitoring, Correcting & Interpreting Information

Predicting - Questioning - Note-taking - Re-reading - Looking back -Drawing Conclusions - Context clues - Inductive -

Concept:

Reading & Writing Purpose

Persuade - Entertain - Explain - Inform -

Concept:

Writing about the Main Point

Heading - Greeting -Body of the Letter - Closing -Signature - Cursive Writing - Brainstorming - Generate -

Vocab Report for Topic: What's the Main Point?Subject(s): English Language Arts

Days: 15

Grade(s): 5th



Days: 15

Grade(s): 5th

5. Launch Activity 1

How are you going to get students engaged? Develop student interest and link their prior knowledge. Start the Student Learning Map of the unit with students. Preview key vocabulary with students.:

Short Description:

Students will use visual representations to initiate discussions about the main idea.

Long Description:

To launch the student learning map focusing on the main idea, the teacher will distribute several pictures (magazine, newspaper, etc.) to groups of students. The teacher will challenge the students to identify the topic, details, and main idea of each picture. The teacher will direct the discussion with questions such as "How can you identify the topic and main idea of the pictures?"


Magazine and newspaper photos (no captions or words).

Time (in days):

1




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Topic: What's the Main Point? Subject(s): English Language Arts Concept: Reading & Writing Purpose

5. Acquisition Lesson

Days: 15

Grade(s): 5th

Plan for the Concept, Topic, or Skill -- Not for the Day

Lesson Essential Question:

How do readers classify or categorize texts according to author's purpose? (Classifying/Categorizing)

What do students need to learn to be able to answer the Essential Question?

Assessment Prompt 1: Students must be able to identify author's purpose in a text.

Activating Strategy:

Identify the author's purpose. Read the following passage:

Lisa always looked forward to the autumn season because of the Harvest Festival. Of course, she loved the rides, but she really enjoyed the shows. This year would be the best Harvest Festival! Lisa had a special opportunity to perform in the talent show.

After reading the example, students will discuss the passage using the think-pair, share method.

Key vocabulary to preview:

Author's Purpose

Inform Persuade Entertain Explain

Frayer Model.

Teaching Strategies:

Graphic Organizer:

Create a 3-column chart with types of texts, definition, and example.

Instruction:

Create a chart to review with students how to identify the author's purpose. List types of writing as a heading for Non-fiction, Persuasive Pieces, and Fiction. The next heading will be author's purpose explaining the the author's point of view for each specific writing type.

Assignment and/or Assessment:

Topic: What's the Main Point? Subject(s): English Language Arts Concept: Reading & Writing Purpose


Days: 15

Grade(s): 5th

Students will determine the author's purpose in selected short passages.

Summarizing Strategy:

4-3-2-1. Students will name 4 types of author's purpose, 3 types of text, 2 "How Do I Know" statements, and 1 text that you have difficulty identifying.

Differentiation:

Selected students will work with partially completed charts.

Time (in days):

1

Attached Documents:

Frayer Diagrams

http://toolbox.learningfocused.com/data/0000/0025/4070/Frayer_Diagrams.doc

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Topic: What's the Main Point? Subject(s): English Language Arts Concept: Writing about the Main Point


Days: 15

Grade(s): 5th



How would a friendly letter be written to share the main idea and details of an event?



Have students to brainstorm the steps in finding the main idea and details of any given passage. List steps on the board or chart.


friendly lettergreeting heading closing bodysignature


Graphic Organizer:

Blank friendly letter form

Instruction:

In whole group, model the friendly letter process by using the main ideas and details of an event. Have students to complete an organizer as you complete with whole group.


Using a hands-on activity (make a craft, create a healthy snack, etc.) Have students to brainstorm the details that will be used to complete the product. List these on the board. Next, students create a topic sentence (main idea). Students use the friendly letter form to show the main idea and details within the letter. Finally, make the product and enjoy.




Days: 15

Grade(s): 5th

Using a rubric, students compare their finished product to assess their understand of the elements within the friendly letter.

Time (in days):

1

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Days: 15

Grade(s): 5th



What pre-writing strategies are used to generate and organize ideas for writing



Word SplashStudents predict the relationship among a set of words. While brainstorming, the students check their comments for accuracy.


generate brainstorming cursive writing pre-writing


Graphic Organizer:

Power writing Model

Instruction:

Using the power writing model as a pre-writing strategy, in whole group use direct instruction to explain the writing model process/ steps by creating a whole class story.


Teacher will give a topic for students to write about and complete the writing process.


Reflection QuestionsCreate questions that reflect about the power writing model and have students to discuss in pairs and respond in whole group.



Days: 15

Grade(s): 5th

Time (in days):

2

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Topic: What's the Main Point? Subject(s): English Language Arts Concept: Main Idea


Days: 15

Grade(s): 5th



How do we differentiate between the topic and the main idea?


Assessment Prompt 1: Students must be able to identify the topic of a text.Assessment Prompt 2: Students must be able to identify the supporting details of a text. Assessment Prompt 3: Students must be able to identify the main idea in a text.


"Main Idea Envelope Please." Students will be provided with envelopes containing topics, details, or main ideas. Students will be challenged to move around the room to find their group according to thetopic. Students will then open their envelopes to determine if their predictions were correct.


Main idea, topic, supporting details, inferred main idea, stated main idea


Graphic Organizer:

Topic Tower

Instruction:

Using excerpts from "My Grandfather," (found in Reading to Learn) the teacher will model identifying the topic of the text. Other passages may be used to illustrate this concept. In this lesson the teacher will use short paragraphs to demonstrate locating the topic and main idea supported by details. As the class reads the paragraph, the teacher will record their responses on the topic tower organizer.


Working in collaborative pairs, students will continue to read the paragraphs in "My Grandfather: and record the topic, supporting details, and main idea on a topic tower organizer.


"Justify My Answer." To answer the essential question and summarize the lesson, students will read a passage from another text and distinguish the topic of the text from the main idea. Students must justify their reasons by explaining the difference between the two concepts on a "Justify My Answer" form.



Days: 15

Grade(s): 5th

Differentiation:

Students may complete partially completed topic towers.

Review / Revise:

Review key vocabulary words as well as main idea signal words.


Possible resources include: Scott Foresman's Reading Street Grade 5 (excerpts from Frindle), Learning- Focused Reading to Learn, Learning-Focused Catching Kids Up, Because of Winn-Dixie, The Man Who Walked Between the Towers, Grandfather's Journey, and The Red Book.

Time (in days):

2

Attached Documents:

Student Learning Map

http://toolbox.learningfocused.com/data/0000/0025/4029/Student_Learning_Map.pdf

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Days: 15

Grade(s): 5th



What techniques and organizing structures can readers use to identify the main idea supporting details?


Assessment Prompt 1: Students must be able to identify the topic sentence, supporting details, and signal words.


Main Idea/Detail Match Cards


Main idea, supporting details, stated and inferred main idea


Graphic Organizer:

Main idea descriptive organizer

Instruction:

Instruct students that there are two ways to identify the main idea of a text. One is to identify the main idea and support it with supporting details. The other way is to identify the details, and then create the main idea from the details. Model both methods for the students. Distribute copies of "Communities Then and Now." The students will read the story as the teacher models locating the main idea and supporting details. Any fiction or non-fiction piece may also be used.


Students will complete descriptive organizer and share answers using the "Appointment Card" method to share and practice.


"Steps in the Process." Students list the important steps that will help determine the main idea of a text.

Differentiation:

Students who have not mastered the concept may use a partially completed organizer, while students working above level may read and complete another story and descriptive organizer.



Days: 15

Grade(s): 5th


Scott Foresman Reading Street Grade 5, non-fiction texts such as Social Studies or Science texts, novels such as The Rats of NIMH, Because of Winn-Dixie, or Frindle. Any fiction or non-fiction texts may be used. "Communities Now and Then" was used in this sample lesson plan, Reading to Learn manual.

Time (in days):

2

Attached Documents:

Descriptive Organizer

http://toolbox.learningfocused.com/data/0000/0025/3833/Descriptive_Organizer.doc

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Days: 15

Grade(s): 5th



How do we use main idea and supporting details when skimming and scanning a text to locate information?


Assessment Prompt 1: Students must be able to use key vocabulary and signal words to assist them in scanning and re- reading a text.Assessment Prompt 2: Students must be able to skim an article to find out the main idea.


Prediction Guide. Students will be given a topic/with or without pictures. Students are challenged to form predictions before reading.


Scanning, skimming


Graphic Organizer:

Extended Idea Web

Instruction:

The teacher will display newspapers and ask students what information readers want to obtain from them. How would skimming and scanning help locate the main idea? What signal words will help us locate the main idea? Distribute newspaper articles and model skimming ( quickly running one's eyes across a whole text to get the main idea. It gives readers the advantage of being able to predict the purpose of the passage, the main idea), and scanning (quickly searching for some particular piece of information in a text).


Students will use newspaper articles to practice skimming and scanning for the main idea. Students will record their ideas on an idea web.


3-2-1. To summarize the lesson, students will complete a 3-2-1 activity.

Differentiation:



Days: 15

Grade(s): 5th

Selected students will be guided in skimming and scanning articles in small, flexible groups.


Newspaper articles

Time (in days):

2

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Days: 15

Grade(s): 5th



How do we use personal experiences and prior knowledge to support statements about a text?


Assessment Prompt 1: Students must be able to form a meaningful text-to-self connection to support statements. Assessment Prompt 2:


Teacher will conduct a "read-aloud" using a teacher-selected book. The teacher will challenge students to make connections, or find something that has happened to them in a real life situation.


self-to-text connection


Graphic Organizer:

Analyzing Perspectives

Instruction:

Students will observe and listen as the teacher reads a text. Students are instructed to display a "thumbs up" every time they hear something from the story that has happened to them. In this way, students have a purpose for listening, and the teacher will be aware of students making connections to the text.


Written connection and teacher observation of "thumbs-up" during read-aloud. Working in collaborative pairs, students will complete a written assignment telling how certain parts of the story connected to their own lives.

Extending Thinking Activity:

To extend the lesson, students may create an illustration to go along with the connection they made to the story.


To summarize the lesson, students will discuss and write journal entry, reflecting on their connection to the text and main idea.



Days: 15

Grade(s): 5th

Differentiation:

To address students with additional needs, students may express their thoughts verbally, while others may express their ideas through illustrations.


Any fiction or non-fiction story.

Time (in days):

1

Attached Documents:

Analyzing Perspectives

http://toolbox.learningfocused.com/data/0000/0025/4064/Analyzing_Perspectives.doc

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Topic: What's the Main Point? Subject(s): English Language ArtsConcept: Self-Monitoring, Correcting & Interpreting Information


Days: 15

Grade(s): 5th



How is inductive reasoning used to make generalizations?


Assessment Prompt 1: Students must be able to form a conclusion based upon observations. Assessment Prompt 2: Student must be able to distinguish valid and invalid statements.


Using the Frayer model, students will explore the meaning of a generalization.


generalization, inductive reasoning, valid, invalid


Graphic Organizer:

Inductive Reasoning

Instruction:

Using a non-fiction text, such as a Science or Social Studies text, the teacher will read a passage. The teacher will model : looking for patterns, making a general statement that explains the observed patterns, checking for valid and invalid statements.


The students will read another text to form conclusions based upon observations, checking for valid and invalid statements.


3-2-1. Students will name 3 steps in the process of inductive reasoning, 2 content areas that it will be used, and 1 way to remember the steps.


Social Studies, Science, or other non-fiction texts.



Days: 15

Grade(s): 5th

Time (in days):

2

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Days: 15

Grade(s): 5th



How do readers summarize what was read?


Assessment Prompt 1: The students must be able to identify the key or signal words in a paragraph. Assessment Prompt 2: Students must be able to identify the main idea.


Distribute colored paper. Have students trace their hand on the paper and cut it out. Explain how this handwill be a reminder to help them write summaries. Model on chart paper. One the palm of the hand write "main idea." On the fingers write " supporting details". On the back of the hand write "summary."


Summarize


Graphic Organizer:

Main Idea Frame (located on the Reading Strategy Flip Chart).

Instruction:

The teacher will model the steps used to summarize a passage. Using a fable or other well-known fairy tale or folktale, the teacher will read the story and identify the main idea and details. What were the most important details in the story? What was the message or moral of the story?


Students will read the story a second time and reflect on the main idea and details. Collaborative pairs will work to summarize the story using the main idea frame.

Extending Thinking Activity:

Comparing and Contrasting. Students may read another fable, folktale, or fairy tale and compare and contrast the summaries of the two stories.




Days: 15

Grade(s): 5th

Ticket Out the Door. Students will summarize the lesson by answering the lesson essential question on a post-it note or ticket out the door form.

Differentiation:

Selected students may use partially completed graphic organizers and summaries.


Main Idea Frame, Reading Flip Chart

Time (in days):

2

Attached Documents:

Ticket Out The Door

http://toolbox.learningfocused.com/data/0000/0025/4050/Ticket_Out_The_Door.doc

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6. Extending Thinking Lesson

Days: 15

Grade(s): 5th


How do we read and interpret information by forming predictions and drawing conclusions?

Mini Lesson(s):

Complete a quick whole group science experiment. Students discuss their predictions by looking at the supplies, hypothesis their findings, and their prior knowledge. Students respond to the following:

What steps do you use to draw a conclusion(Think, Pair, Share)

Teacher present task and rubric.

Task:

You are a group of meteorologists working in a national weather lab for the United States. as a team of four, you must look at weather patterns and draw a conclusion for a small town. Using your prior knowledge about weather, you will predict the coming weather/disaster and conclude and present your findings.

Assignment:

same as task

Sharing:

Each group will answer two questions from the audience after their presentation.

Differentiation:

Students chose presentation type.


Several weather maps of different areas of the U.S.

Time (in days):

2

Rubric 1:

Title: Presentation


6. Extending Thinking Lesson

Days: 15

Grade(s): 5th

1 2 3

Informationonly one or two markings on th e map

three or more m arkings on the map

All the marking s on the map.

PresentationPoor presentat ion Not much i nformation.

Good presenta tion More infor mation presen ted.

Excellent Pres entaton All ma terial presente d.

Grammar Many errors. Some errors. No errors.


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Days: 15

Grade(s): 5th

8. Differentiating the Unit

What accommodations will you make in order to meet the varied interest, learning styles, and ability levels of all students?

Differentiation Associated with the Unit:

Differentiation Associated with Lessons and Activities:

Culminating Activity 2:Editorial :

Students may write a letter to the editor.

Acquisition Lesson 1:

How do readers classify or categorize texts according to author's purpose? (Classifying/Categorizing)

:

Selected students will work with partially completed charts.

Acquisition Lesson 4: How do we differentiate between the topic and the main idea? :

Students may complete partially completed topic towers.

Acquisition Lesson 5: What techniques and organizing structures can readers use to identify the main idea supporting details? :

Students who have not mastered the concept may use a partially completed organizer, while students working above level may read and complete another story and descriptive organizer.

Acquisition Lesson 6: How do we use main idea and supporting details when skimming and scanning a text to locate information? :

Selected students will be guided in skimming and scanning articles in small, flexible groups.

Acquisition Lesson 7: How do we use personal experiences and prior knowledge to support statements about a text? :

To address students with additional needs, students may express their thoughts verbally, while others may express their ideas through illustrations.

Acquisition Lesson 9: How do readers summarize what was read? :

Selected students may use partially completed graphic organizers and summaries.

Extended Thinking Lesson 1:How do we read and interpret information by forming predictions and drawing conclusions? :

Students chose presentation type.


Days: 15

Grade(s): 5th

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to the best of their abilities?Put the Lesson Essential Questions, activities, and experiences in order.


Days: 15

Grade(s): 5th

What resources and materials do you need for this unit, the lessons, and the activities?

Resources Associated with the Unit:

Resources Associated with Lessons and Activities:

Resources and Materials from Culminating Activity 1:

Examples of newspapers

Rubric(s) from Culminating Activity 1:

teacher made rubric for editorial

Resources and Materials from Launch Activity 1:

Magazine and newspaper photos (no captions or words).