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

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

SLOTH CANOPY RESEARCHER: BRYSON VOIRIN

AGENDA• 1. Opening

– A. Engaging the Reader: Rainforests of Panama (5 minutes)– B. Review Learning Targets (5 minutes)

• 2. Work Time– A. How Scientists Communicate Their Work: An Interview (10

minutes)– B. Guided Practice Reading for Gist: “Sloth Canopy

Researcher: Bryson Voirin” Interview Introduction and First Question (10 minutes)

– C. Vocabulary Work: Starting a Glossary (10 minutes)– D. Further Reading and Vocabulary Work: “Sloth Canopy

Researcher: Bryson – Voirin” Interview Second and Third Questions (10 minutes)

• 3. Closing and Assessment– A. Debrief: What Have We Learned about the Rainforest? (10

minutes)

A. Engaging the Reader: Rainforests of Panama (5 minutes)

• What Hemisphere do you live in?

Where is the Western Hemisphere and how is it decided? Continue to find out.

We live in the Western Hemisphere.

The Western Hemisphere is west of the Prime meridian.

A. Engaging the Reader: Rainforests of Panama (5 minutes)

• Do you know where Panama is?

Panama

• Although there are rainforests all over the world (near the equator), we are going to specifically focus on the rainforests of the Western Hemisphere.

• Today we'll be looking at the rainforests in Panama.

Learning target: “I can describe the features of an interview

as an informational text.”

B. Review Learning Targets (5 minutes)

1. What does it mean to describe?

2. What are features?

3. Finally, what is an interview?

Learning target: “I can describe the features of an interview

as an informational text.”

B. Review Learning Targets (5 minutes)

How well do you understand?

I've got it! I'm close. Huh?

“Sloth Canopy Researcher: Bryson Voirin” Interview

• As you receive your copy of the interview, please take a moment to skim it and observe the structure of this informational text.

A. How Scientists Communicate Their Work: An Interview (10 minutes)

What do you noticeabout the structure?(how it’s laid out, etc.)

Informational Text anchor chart

• When we made our Informational Text anchor chart in Lesson 1, did we include “interview”? If not, let’s add this to the chart.

Features of Informational Text • Time to make a new anchor chart. • Please open your journal to the next available

page to create this chart:

Type Elements How Does it Help the Reader?

Features of Informational Text

Type Elements How Does it Help the Reader?

Features of Informational Text

(What type of Informational textdo you have today?)

Interview

(What are the features of this?)

Questions, answers, short paragraphs, bold print, etc.

(How do the features help with an interview?)

The way it’s broken into parts helps me tell where one question/answer ends and a new one begins; shorter paragraphs help me focus on one idea at a time, etc.

Why scientists might choose an interview to communicate their research?

Learning targets: “I can determine the gist of an interview with scientist

Bryson Voirin,” and “I can determine the meaning of new words

from context in an interview with scientist Bryson Voirin.”

B. Guided Practice Reading for Gist: “Sloth Canopy Researcher: Bryson Voirin” Interview Introduction and First Question (10 minutes)

Remember one strategy for determining the meaning of a word is to first figure out the part of speech of a word.

What type of word is determine? verb, a doing word

Which word is determine referring to? gist

So what do you think it means if you are reading to determine the gist?

Determine means to figure something out or decide, and gist means to get the main, or most important, ideas. So we need to figure out what the interview is mostly about.

What does context mean? Con means “with,” and text means “words on the page,” so reading other words or sentences near an unfamiliar word can help me figure out what the word means.

Close Readers Do These Things

• use context by reading sentences and/or words directly before or after the unfamiliar word

• think about what type of speech the word is (verb, noun,

adjective) and how it connects to or describes other words in the sentence

• break the word into familiar parts and determining meaning based on what part(s) can be defined easily

• look for repeated words, which usually indicates this is an important word

(Make another anchor chart.)

Sloth Canopy Researcher: Bryson Voirin

• We will be reading this interview across two lessons. For now, just focus on the first interview question and answer. Read it for gist, underline any words you don’t know.

1. What do you think the gist of this first interview question is?

2. Write the gist in the margin of the interview, next to the first question.

Vocabulary

• What words did you underline?• Could you figure out the meaning of any of

your words by using context clues? If so, what other words and/or sentences helped you determine what the word meant?

C. Vocabulary Work: Starting Glossaries (10 minutes)

Vocabulary• In this module you will be focusing on two different types of words,

scientific (words about science) and academic (other words that help you understand concepts) words.

• By knowing which words are which types it helps you to be able to determine importance of vocabulary and therefore helps you to understand texts better.

• Remember that informational text often has a glossary, a place that lists words and definitions.

• You will be creating your own glossaries in order to keep track of academic and scientific words that will help you become a better reader.

Your Glossaries• Please turn to the back of your journal

and make two charts.• Academic Word Glossary & Scientific Word Glossary

Academic Word Glossary Scientific Word Glossaryword synonym definition picture word synonym definition picture

description

feature

interview

biologist

ecology

sloths

2nd & 3rd Sloth Questions

1. Please read independently the 2nd and 3rd questions, underlining any words you don’t know.

2. With your neighbor next to you, try to figure out the gist of the 2nd and 3rd questions.

3. We’ll discuss the gist together, then write the gist in the margin.

4. Discuss with your neighbor the words you underlined and decide if the context can help you.

5. Add new words to your glossaries.

Further Reading and Vocabulary Work: “Sloth Canopy Researcher: Bryson Voirin” Interview Second and Third Questions (10 minutes)

Did you get the learning targets?

• I can describe the features of an interview as an informational text.

A. Debrief: What Have We Learned about the Rainforest? (10 minutes)

I've got it! I'm close. Huh?

Did you get the learning targets?

• I can determine the gist of an interview with scientist Bryson Voirin.

A. Debrief: What Have We Learned about the Rainforest? (10 minutes)

I've got it! I'm close. Huh?

Did you get the learning targets?• I can determine the meaning of new words from

context in an interview with scientist Bryson Voirin.

A. Debrief: What Have We Learned about the Rainforest? (10 minutes)

I've got it! I'm close. Huh?

• What is one thing

you learned about

the sloth? Give

specific details.

1. Write on your own.2. Share with your neighbor.

3. Share with the class and add to the KWL chart.4. Hand in to your teacher.

In your Journal, write “What did you learn about the rainforest from this interview?”

• Include one detailfrom each of the first three questions.(Since it’s not math class…that’s 3 details! )