Inside B Unit 3 Eligible content - Middle School...
Transcript of Inside B Unit 3 Eligible content - Middle School...
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Inside B, Unit 3 – Lesson to assess information text eligible content from the PA Core Standards – Marking Period 2
Eligible content:
§ 1.2 Reading Informational Text / Key Ideas and Details: Text Analysis Standard - CC.1.2.7.B: Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
§ Key Ideas and Details: Main Idea Standard - CC.1.2.7.A: Determine two or more central ideas of a text and analyze their development over the course of the text; provide an objective summary of the text.
§ Key Ideas and Details: Text Analysis Standard - CC.1.2.7.C: Analyze the interactions between individuals, events, and ideas in a text.
§ Craft and Structure: Vocabulary Standard -CC.1.2.7.F: Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative connotative, and technical meanings.
New Second Semester
§ Craft and Structure: Text Structure Standard: C.C.1.2.7.E: Analyze the structure of the text through evaluation of the authors’ use of graphics, charts and the major sections of the text.
§ Craft and Structure: Point of View Standard: C.C.1.2.7.D Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
NOTE: Author’s point of view or purpose: informative, explanatory and argumentative (NOT persuade, entertain and inform.) With argumentative writing, the aim is to get people to believe that something is true or logical. The author makes a claim and defends it with evidence. With explanations, the aim is to answer questions about why or how because truthfulness is assumed. Argument seeks to persuade with evidence; explanation seeks to create understanding, or share knowledge.
Teaching author’s purpose: https://learnzillion.com/lessons/1782-determining-author-s-purpose
Teaching text structure: http://teachingenglishlanguagearts.com/wpcontent/uploads/2013/06/Text-Structures-slides1.pdf
------------------------------------------------------------------------------------------------------------------- Suggestions for teaching students how to read and respond to the text.
Before Reading (1) Before using the assessment, determine which vocabulary students will need to understand to comprehend the text. Select a vocabulary strategy to pre-teach the vocabulary. Possible pre-
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teach strategies: (a) word wall, (b) images, pantomime/gestures, (c) graphic organizer**, (d) peer collaboration, (e) scaffold language (pg. T9b – T10b), etc.
• Tier 1 words are words that ELLs typically know the concept of in their primary language, but not the label in English. (e.g. baby, walk, happy, uncle, ) Idioms and everyday expressions are also Tier 1.
• Tier 2 words are more complex. They are (a) important and useful to understanding the text (e.g. character, plot, analyze, summarize, predict, etc.), (b) words with connections to other words (e.g. between, among, combine, estimate), and (c) words students understand the general concept but need greater precision and specificity in describing a concept / person (e.g. table of contents, math table, shy, ashamed, stubborn, coincidence, fortunate).
• Tier 3 words are low-frequency words that are mostly specific to a content area of domain. (e.g. amoeba, isotope, mitosis, denominator, product, imperialism, dictatorship, command economy, etc.)
http://www.colorincolorado.org/educators/teaching/vocabulary/
The Academic Word List Highlighter may help you determine priority academic words: http://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm
SELECT possible vocabulary to consider for pre-teaching without giving away the text: Tier 1 Tier 2 Tier 3 Upset Serve Sick (sickness) Link(ed) Choice Pick Studies (study) Strong Taste(s) Servings (serve) For example Awake In trouble
argument Thrill(ed) Lunchtime (lunch) Lunch line (Pizza) (French fries) (Hot dogs) (Macaroni and cheese) Popular Tempting (tempt) Napkins Grease Healthy (health) Fat Salt Sugar Bones Health problems Sharp (mind) understand increase cafeteria containers advertisements brain
Editorial (edit) Expert Junk food Dietician (diet) Obese Overweight Percentage (percent) Type-2 diabetes Blindness (blind) Kidney problems Psychologist
(italicized words – prefix and suffix)
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(2) Inside B, lesson 3 supplemental materials introduced students to food webs or food chains. Human are also part of the food web or chain.
Video clip on healthy eating: (1) Health Warning: Junk Food https://www.youtube.com/watch?v=vLTgTH3Kems (animated; no words) School lunches from around the world https://www.youtube.com/watch?v=rqJLS0qdNX4 (photos; no words) Healthy Food Choices https://www.youtube.com/watch?v=TWUq9PUYYLw (cartoon; animated basketball game) Fast Food vs. Healthy Food https://www.youtube.com/watch?v=BOP-0Ka3lp8 (photos and song) (3) Begin a KWL / KWHL chart on healthy food versus junk food based on the videos. (What do we know, What do we want to know, (How can we find out), What have we learned) OR (a) Ask students to look at the title. Take a straw poll in response to the question: “ Do you eat healthy food or junk food for lunch?” Tally if students believe they ate healthy food or junk for lunch OR (b) ask students to predict the author’s point of view and/or purpose based on the title. (4) Select a vocabulary strategy to implement. The reading, “School Lunch: Healthy food of junk food? ” is lexile level 870 (high 5th or low 6th grade). During Reading (1) Select a reading strategy either from Inside B, Unit 3 (Whisper reading, partner reading, group reading, choral reading – pg. T84 – T85) or chunking the text, think aloud, jigsaw, etc. (2) Select a graphic organizer based on the skill you will review. It may be helpful to start with the main idea graphic organizer assist students in listing the main ideas and supporting details in each paragraph. Model / do as a class paragraph one and/or two to show how to monitor. Pair or partner students to complete the other paragraphs. (3) Use the graphic organizer to summarize the text while reading. Emphasize supporting details to prove the validity of the argument. (4) Use the graphic organizer to support students in citing explicit evidence. (5) Use the graphic organizer to support students in explaining inferences drawn from the text. (6) Use the graphic organizer to determine the author’s purpose / point of view. (7) Use signal words to determine the text structure. (Signal words are italicized.)
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After Reading (1) Complete the KWL/KWHL chart. (2) Use the graphic organizer to write a summary paragraph. (3) Ask students to reflect on and brainstorm response to: Should schools only serve healthy food? Why or why not? (cite evidence from the editorial) What might this mean for students? Prompt: The editorial focuses on school lunches and students’ eating habits. Write an essay analyzing how the author develops the main arguments in the editorial. Use evidence from the editorial to support your response. (The editorial is cause / effect. The student should be able to identify the text structure and the type of evidence used by the author to support the thesis. Then, the student should include why students do not eat a healthy lunch and the physical and academic effects.) Optional Pose the question from the reading: “Should schools only serve healthy food?” Put a T-chart on the board: “Schools should let students chose what food to eat” / “Schools should NOT let students chose what food to eat” OR “Schools should only serve healthy food” / “Schools should serve popular food.”
• Think: Ask students to think of reasons why schools should or should not serve healthy food. Students should cite evidence from the reading. Students may also add their own ideas. Additional data is included on graphs and a chart. Students may need assistance with interpreting the charts / graphs.**
• Write: Record reasons to prepare to share with a partner. • Pair: With a partner, ask students to tell their partner their reasons. • Share: In groups of 4+ students, ask students to share their reasons by completing the
T-chart. The group should try to take the same position based on their evidence. • Assessment: Have students either present in small groups or to the class. (If as a class,
you may create two circles: a small inner circle and a large outer circle. The group that presents sits in the inner circle. Students in the outer circle may ask questions.) Then, have students write their response.
Sample presentation:
• Our group believes schools (should) (should not) serve healthy food. • Our group believes students (should) (should not) chose what to eat at school.
We believe this because first, ____________________________________________________. Then, _______________________________________________________________________. Next, _______________________________________________________________________. Last, ________________________________________________________________________. Additional Idea: Students may add I used to think schools (should) (should not) only serve healthy food. Now I think ____________________________________________________
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School lunch: junk food or healthy food? Getting tough on school lunch
It’s lunchtime at Block School in Philadelphia. Seventh (7th) grader Maria is standing
in the lunch line. Many of her friends are thrilled with the day’s lunch: pizza and French fries
and hot dogs. Maria is different. Haley is upset. “I use four or five napkins to get the grease
off of the pizza,” she says. “We need healthy food!” A healthy school lunch benefits students
academically and physically.
Health experts say school food is not healthy. The reason is the foods have a lot of fat,
salt and sugar. Schools serve fruit punch which has a lot of sugar. Schools serve macaroni and
cheese which has a lot of fat and salt. Hot dogs have too much fat, sugar and salt. “Children
are already eating too much junk food,” says Jen, a dietician. “Therefore, it is important to
have healthy food in schools.”
Should students only eat healthy food? If kids eat healthy food, then they will have less
health problems. Today, 15% (percent) of children ages six (6) to eleven (11) are obese, or
very overweight or fat. In the 1970s, the percentage of overweight children was 6.5%. Poor
diet or eating and obesity can cause diseases like type-2 diabetes. Diabetes can cause blindness
and kidney problems. Type -2 diabetes used to be an adult sickness. As a result of kids eating
more junk food, diabetes also hurts kids. “Many foods that are served in school cafeterias are
linked to diabetes,” Jen says
Healthy food increases good learning at school. “Students need a healthy lunch to keep
their mind sharp and ready to learn,” says Jen. A high school in New York stopped serving
food with a lot of fat, salt and sugar. They served fresh fruits and vegetables instead of French
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fries and cookies. They served water instead of fruit punch. So, students were awake in the
afternoon. Fewer students were in trouble.
Many schools do serve some healthy foods but this does not solve the problem. “If we
give kids a choice in food, they will pick junk,” says Pat, a psychologist who studies obesity in
children. Pat says, “schools and parents need to help their kids make good food choices.” For
example, few kids understand that many popular candies, chips and sodas come in containers
with two (2) to three (3) servings. They eat too much because kids listen to TV advertisements
about food. “Just because Beyoncé sells Pepsi does not mean it is good to drink,” Pat says.
Some kids already seem to know about healthy eating. “The junk food is tempting,”
says 12-year-old Tim. “My parents tell me that if I eat healthy now, then I ‘ll have strong
bones when I get older.” Healthy food tastes good. Healthy food also will help kids grow
strong . Healthy food is brain food.
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Word(s) in English: My language:
Sentence
Definition
Noun Verb Adjective
Synonym / Antonym / Related words
Picture
Word(s) in English: My language:
Sentence
Definition
Noun Verb Adjective
Synonym / Antonym / Related words
Picture
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School lunch: junk food or healthy food? Getting tough on school lunch Main Idea: School lunches should be healthy because…
Supporting detail: Supporting detail: Supporting detail:
Supporting detail: Supporting detail: Supporting detail:
Main Idea: School lunches are not always healthy because… Supporting detail: Supporting detail: Supporting detail:
Supporting detail: Supporting detail: Supporting detail:
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Summary Main idea #1: Supporting details: Main idea #2: Supporting details: Summary -‐ in my own words
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Citing Explicit Evidence and Making Inferences Vocabulary: Term in English Spanish cognate cite citar analyze analisis inference inferencia explicit explicito textual evidence conclude concluir Clue (indication) (indicio) Citing Explicit Evidence Sentence starters:
• According to the author… • The author says… • In the first paragraph, the author says… • The author explains… • The author describes… • The text states… • From the reading, I know that…
What happened?
Where did it happen?
When did it happen?
Why do people like vaccines?
Why do people not like vaccines?
The text states
In the first paragraph, the text states
In the second paragraph, the text states
The author explains
The authors describes
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Making Inferences How do you know..….? Why do you think ……? What clues led you to believe…..? What probably caused….?
I think that….. My guess is….. I predict that….
Clue: The text says… What I know about the clue: I say…
My inference: So…
“I use four or five napkins to get the grease off of the pizza.”
Pizza has cheese. The cheese is fat. She does not like the grease.
The food is not healthy. There is too much fat.
Analyze the interactions between individuals, events, and ideas in a text. Look at what the nouns (individuals, events, ideas) in the text have to do with each other. (e.g. how ideas influence individuals or events or how individuals influence ideas and events.) The interactions may be:
o Cause/ Effect o Problem/Solution o Compare/ Contrast or Similarities/ Differences o Sequence of Events o Analogies o Part Influencing Whole o One person (influenced a ) / Big Event o Big Event (influences) / One person
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Cause Effect Analyze interactions Food with fat, salt and sugar
Type 2-‐diabetes
Bad food causes diseases.
Generalization: Something true for many or most people but NOT all people. What is a generalizations? Something true for many or most people but not all people. Vocabulary: Sometimes Always Never Most Many All Generally None Everybody Nobody
True False valid factual
invalid faculty
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Name:
Date:
Author’s Purpose
Topic: School food – healthy food or junk food?
What is the author’s purpose: inform, explain or argue? inform = facts, ideas explain = how? why? argue = claim + facts
How do you know? Support your answer with at least three details from the text.
1. 2. 3. I want to remember….
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Author’s Purpose If the purpose of the text is to Inform (informational) (facts, ideas)
Explain (explanatory) (How? Why?)
Argue (argumentative) (claim + evidence)
What claim is the author making? (claim = believe it is true)
What evidence does the author use to support the claim? (evidence = facts or information)
1.
2. 3.
What are the different points of view?
How does the author write about the different points of view?
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Question Task Cards: Author’s Purpose, Point of View, Text Structure
Author’s Purpose • How does the author inform the reader about ______________________? • How does the author argue about _____________________________________? • What is the author’s purpose for saying_____________________________? • The author wants the reader to think _____________________________ • Why does the author describe __________________________ in _______________________? • Read this section from the reading: o In the reading, the author lists specific ____________ in order to __________________. • What is the author’s most likely purpose for writing this article? o How do you know?
Author’s Point of View
• Which statement best describes what the author probably thinks about ___________? • How does the author ‘s experience of ____________________ lead to _____________________? • What is the author’s point of view about _______________________________________________? • What is the authors attitude toward____________________________________________________?
Text Features
• Why did the author use subtitles? • How does the caption by the pictures help the reader understand ___________? • How does the chart help the reader understand _______________________________? • How does the graph help the reader understand ______________________________?
Text Features Signal Words Description or list for example, to begin with, in front, beside, near, has / have,
is / are, eats, lives, looks, some characteristics are, for instance
Sequence or time order first, second, land, before, until, on (date), no long after, after, at the same time, at (time), by then, following, finally, by, lastly, 1, 2, 3, …
Compare – and – contrast like, unlike, in contrast, on the other hand, also, too, as well as, likewise, similar to, same as, as opposed to, different from, nevertheless, in like manner, alike, resembles
Cause – and -‐ effect since, because, this led to / leads to, on account of, due to, may be due to, as a result of, for this reason, consequently, then, so therefore, thus so that, in order to
Problem – and -‐ solution one reason for that, a solution, try, attempt, have solved this problem, by, a problem, has caused, so, to / in order to
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Inform Explain Aruge
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Text Structure