LESSON ONE: Using Details from the Text
GRADE-LEVEL EXPECTATIONS
R3C The learner will be able to use details from the text to identify simple cause and effect, draw conclusions, and to compare and contrast texts.
R3C The learner will be able to read nonfiction text, retell main ideas and important details to answer questions and organize a sequence of events and identify author’s purpose.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Chart paper
o Set of hula hoops
o Sticky notes
§ Handouts provided
o None
§ Words to Know
o visualize
FORMATIVE ASSESSMENT
Provide a one-page timeline to fill in formulating a sequence of events charting the students’ daily life using at least four events. Students then write about one of the events. They will then tell why the people in that time period have similar days as you do.
LEARNING ACTIVITIES
1. Draw four large circles on a chart (to become a web) and have students close their eyes and visualize all of the things they do as they go through their day. Use statements that will guide them to think in sequence and in terms of what they did, what they wore, what they ate, and places they went. When they open their eyes and share, write their answers in one of the circles according to different categories of daily life (i.e. food, clothing, activities and places). (Practice in formulating Key Words.) Use prompts to elicit information needed for each category, if necessary.
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Questions for Students |
What did you do this morning to get ready for school? What clothes did you put on? What did you have for breakfast? How do you get to school? What’s your favorite thing to do at school? What do you do at recess? What do you do right after school? Do you have special activities? Where do you and your family like to go? Are there special foods you like to eat? What do you do at night? What do all these things we’ve written inside the circle have in common? How are they alike? What title could we use to label them? What category (main idea) do all these things fit in? What are all the things we’ve written about? What part of the chart would be considered a main idea? Why? |
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Suggestion |
A set of hula hoops and sticky notes can be used instead of large circles on chart paper. |
2. After sharing, lead a discussion about each circle and how it could be categorized. Use subcategories if needed and finish the web by labeling each circle with its specific category. Discuss how the labels and information relate to main idea and supporting details. (Pre instruction of main idea and supporting details). Have students then brainstorm to come up with the big idea (daily life) and write the title on the chart.
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Questions for Students |
What are details that go with the main idea? Give reasons why you choose those particular supporting details.
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Suggestion |
See Marzano, chapter 11 about generalizing |
3. Display chart from learning activity one. Display new chart with empty circles labeled like the other chart. Discuss how these same ideas could apply to life in another time or place.
In a discussion draw conclusions about different time periods and how and why they are different to today’s daily life. Explain that you draw a conclusion by using the story clues and what they already know to show those differences. Introduce the book Roughing It on the Oregon Trail. Set a purpose for reading by explaining to students that they will be looking for examples from the book that will fit into the categories for the new web. Add to the web as you read and discuss the book. Leave charts displayed for future reference.
Use the day in the life of a character in Roughing It on the Oregon Trail or other text to create a sequence of daily events.
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Questions for Students |
How could we use these same ideas to find out about daily life in the past? In other places? Why do you think people traveled west? If you were a traveler on the Oregon Trail what are some things you would do to be safe? Can you compare some things these travelers had or things they did with things from today? |
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Suggestions |
Use a social studies book based on pioneer life, pilgrim life, etc. First make timeline for the class showing events of their personal daily life as one more example. |