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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