Lesson plan

Lesson 4 - Reading Informational Texts: Asking and Answering Questions about Frogs

  • From EL Education Language Arts
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  • Standards
  • Tags
teaches Common Core State Standards L.3.4 http://corestandards.org/ELA-Literacy/L/3/4
teaches Common Core State Standards RI.3.1 http://corestandards.org/ELA-Literacy/RI/3/1
teaches Common Core State Standards RI.3.10 http://corestandards.org/ELA-Literacy/RI/3/10
teaches Common Core State Standards RI.3.4 http://corestandards.org/ELA-Literacy/RI/3/4
teaches Common Core State Standards RI.3.5 http://corestandards.org/ELA-Literacy/RI/3/5
teaches Common Core State Standards SL.3.1 http://corestandards.org/ELA-Literacy/SL/3/1
teaches Common Core State Standards SL.3.1.b http://corestandards.org/ELA-Literacy/SL/3/1/b
teaches Common Core State Standards W.3.7 http://corestandards.org/ELA-Literacy/W/3/7
teaches Common Core State Standards W.3.8 http://corestandards.org/ELA-Literacy/W/3/8
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Daily Learning Targets 

  • I can use text features to find information about the glass frog efficiently in Everything You Need to Know about Frogs and Other Slippery Creatures.
  • I can find the gist of an excerpt from Everything You Need to Know about Frogs and Other Slippery Creatures.

Purpose of Lesson

  • This lesson follows a similar pattern to Lesson 1. Students revisit the “why” questions generated in Unit 1 and re-frame the questions as their purpose for research and writing over the next several lessons. Similar to Lesson 1, they use the text features in Everything You Need to Know about Frogs and Other Slippery Creatures to continue to build an understanding of how text features can help a reader find information efficiently. They practice this by using the text features to find information related to another “why” question developed in Unit 1. Then they read one of the sections they have identified as having information related to the topic for gist.

In Advance 

  • Prepare: Why? Anchor Chart, Informational Texts Handout, Close Readers Do These Things Anchor Chart.
  • Small label: “Glass Frogs” to attach to a pin and place on the world map. This must be large enough to see but not too large to cover up too much of the map.
  • Research reading share using with the Independent Reading: Sample Plan standalone document, or using your own independent reading routine.
  • Post: Learning targets.

Vocabulary 

  • Lesson-Specific Vocabulary: informational, topic 
  • Text-Specific Vocabulary: table of contents, index

Materials

  • Freaky Frog Research Notebook (from Lesson 1; one per student and one to display)
  • Freaky Frog Research Notebook, KWEL Chart: Frogs Chart
  • Everything You Need to Know about Frogs and Other Slippery Creatures (from Lesson 1; one per student and one to display)
  • KWEL Chart: Frogs (Answers, for Teacher Reference)
  • Why? Anchor Chart (begun in Unit 1, Lesson 2)
  • Informational Texts Handout (from Lesson 1; one per student)
  • Close Readers Do These Things Anchor Chart (begun in Module 1)
  • Finding the Gist and Unfamiliar Vocabulary Note-catcher (optional; one per student)
  • Sticky notes (optional; one per student)
  • Vocabulary logs (from Module 1; one per student)
  • Academic Word Wall (started in Module 1)
  • Domain-specific Word Wall (started in Unit 1, Lesson 1)
  • Pin and label (two for display)
  • World map (from Module 1; one for display)
  • Working to Become Ethical People Anchor Chart (from Module 1)
  • Independent Reading: Sample Plan (standalone document)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.