GRADE 5, MODULE 2A: UNIT 1, LESSON 8

GRADE 5, MODULE 2A: UNIT 1, LESSON 8

SYNTHESIZING INFORMATION: LIVING THINGS IN THE RAINFOREST

AGENDA

•A. Engaging the Reader: Maps as Informational Text (10 minutes)

•B. Review Homework (5 minutes)

1. Opening

•A. Note-Taking for Research (20 minutes)

•B. Synthesizing Notes: Paragraph about Unique Life in the

•Rainforest (15 minutes)2. Work

Time

•A. What Do We Know about Rainforests from Scientists (5 minutes)

•B. Exit Ticket (5 minutes)3. Closing and

Assessment

Learning target:

1. “I can read a map to help inform me as a reader.”

What does inform mean?

Features of Informational Text anchor chart

What features have you seen in an interview?

What features have you seen in an article?

What features have you seen in a documentary video?

• Please look for text features of a map that help you with your learning.

• “What text features on the map help you understand information about rainforests?”

Text features on a map.

•“How is a map a type of informational text?” •“What information can we learn about rainforests from this map?”

Please add these features to your features of Informational Text Chart.

Please take out your homework from last night.

Homework Check

1. Please share your work with your partner.

2. Look to see if you both used “FEATURES” of the informational next and not just content.

3. Please remove anything that isn’t a feature, and add information if you don’t have enough features or if you and your partner come up with a feature that would be good to add.

4. Use your features of informational text anchor chart in your journal to help you.

Please choose a partner that is not at your table.

Some students will share with the class, then you will hand them in.

5 min.

Learning target: 1. “I can take notes on key details from multiple texts about rainforests.”

• What are key details?• What is a quote?• Does a quote have to be just words that

are spoken in the text?

2. “I can use quotes to create a gist statement from notes about rainforests.”

Note Taking for Research

You will begin to use note-taking as way to record the most essential, or key details, of informational text in this lesson.

Remember, the purpose of reading/viewing informational texts is to learn more about a topic, and that one of the reasons you have been working with a variety of informational texts and text features was to learn about unique things found in rainforests.

You are going to take notes about those unique living things from the texts your have read and heard.

20 min.

Note-Taking Note-Catcher

“Live Online Interview with Eve Nilson”

Q: Why did you want to study frogs? Eve: I was offered a position studying frogs, but I also felt they were extremely important. They are an indicator species; they're extremely sensitive to the environment and its changes. Any rapid disappearance of frogs is a sign there's trouble in the environment. Also because frogs breathe through their skin. You're able to see more clearly the affects that pollution and acid have.

Can identify a unique thing found in the rainforests? Can you identify facts about this unique thing?

- Frogs are an indicator species

- Frogs breath through their skin

- If no frogs, then something is wrong

Locate a quote from the article to support/give more information about this fact.

“They’re extremely sensitive to the environment and its changes,”

“Any rapid disappearance of frogs is a sign there’s trouble in the environment.”

What does this mean?

“It’s important to pay attention to frogs in the rainforest, so we know if the pollution in the air might be harmful to us.”

Note-Taking with your Note-Catcher

Make sure that your group members have the following texts: 1. Interview with Sloth Canopy Researcher,

Bryson Voirin 2. “Hawaii’s Endangered Happy Face Spider”

article 3. The “Great Bear Rainforest Remote Camera

Project” video transcript

Note-Taking with your Note-CatcherYour goal: to identify key facts/details about the unique things found in rainforests.

Use your group members, working with one textat a time,to completeyour note-catcher.

Your Paragraph

Your paragraph should include

facts/key details about unique life in the rainforests, from each of the

informational texts; and a quote that

supports each fact/key detail,

from each of the informational

texts.

You will now write a

paragraph to inform others

about the unique life that

exists in the rainforest.

You may use anything from the notes in your three-

column note-catcher you just

created.

Synthesizing Notes: Paragraph About Unique Life in the Rainforest

15 min.

You will hand in your paragraph when you have completed it and read it over.

KWL Anchor Chart

• Can we cross anything off the W column that we’ve learned?

• Circle what have haven’t yet.

• Want to add anything new to this column?

1. What are the commonalities

in how scientists of the

rainforest gather evidence?

2. Why is it im

portant to draw

from multiple texts when doing

research?

1. Write on your own.2. Share with your neighbor.3. Share with the class.4. Hand in to your teacher.

• What questions do you still have about rainforests? Add any new questions to the W column of the Rainforest KWL chart in your journal. KWL