Find The Meaning

Teacher: Jenni Natkin Grade Level: Third Grade Time Allotted: 1 hour, 20 min (the 20 min will be done separately, later in the day) Subject: English Language Arts

Materials Required: From the Good Mountain: How Gutenberg Changed the World by James Rumford (a copy for each pair of students) Gist Log (attached)- 6/pair of students Projector to model the Gist Log Slip of paper for Questions for each student for question 1 Slip of paper for Questions for each student for question 2 Teacher mailbox on desk Michigan Content Expectations: CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Objectives: TLWIdentify the main idea of the text through the gist log (Identify) TLW Create a pertinent Tier 2 question about the text (Application) Student Friendly Objectives: TLWfind the main idea of the paragraph by using the gist log (Identify) TLW Create a tier 2 question about the book From the Good Mountain (Application) Assessment: Formal Formative: The gist statement made by each pair at the Teacher Check. The gist statement made by each pair. The written question from each student (first). The Tier 2 written question from each student (second).

Instructional Procedure: Anticipatory Set:

Read the epilogue From the Good Mountain: How Gutenberg Changed the World to the class, having the class follow along with their own book. State Purpose and Objective of Lesson: Today we will find the main idea of a paragraph read using the gist log. We will also be able to create deep questions about what we just read. Modeling: The teacher will explain that the gist statement is a main idea of a paragraph. The main idea is the most important information in a paragraph. The teacher will model a think aloud for filling in the gist log for first paragraph of the epilogue From the Good Mountain: How Gutenberg Changed the World : 1. Name what or who the paragraph is mostly about 2. Tell the most important information about the what or who 3. Write a complete sentence about the gist in 10 words or less Guided Practice (Getting the Gist, Summarizing and Note Taking) : Students will be in pairs and take turns reading with a partner for the rest of the epilogue. After each paragraph, the pair will identify who or what the paragraph is mostly about (filling it in on the gist log) Each pair identifies the most important information about the who or what (filling in the gist log) The pair puts the two pieces of the gist log together to create a complete sentence under 10 words about the paragraph. After the first paragraph, the teacher will check the pairs work before moving on to complete the epilogue. Independent Practice (Question the Teacher, Cues, Questions and Advanced Organizers): After students have determined the gists of the epilogue, they will read the entire book with their partner, taking turns or one reading to the other. After reading the complete story, each student will independently compose a question and mail it to the teacher (via the teachers mailbox on his/her desk). Later (after the teacher has read through the questions and separated them into tier I,II, III. See explanation of tiers below) Modeling: The teacher will bring the class back together and explain the tiers of questioning: Tier I questions seek to understand information from the reading.

 Tier II questions cause the reader to analyze, critically examine, and appraise the information presented by recognizing what is missing or only implied. Tier III questions judge the author's position or formulate an alternativeor even contraryhypothesis The teacher will pull out (or create) examples of tier II thinking. Guided Practice: As a class, go back through From the Good Mountain create a Tier II question (one about implied information from the book). Brainstorm what the answer could be. Independent Practice: Now that the class knows what Tier II questions look like, have each student look back through the book and create a Tier II question independently and mail it to the teacher. Differentiated Consideration: For students who struggle with writing: Each pair only needs to produce one Gist Log/paragraph, so the other partner may scribe. They may tell the teacher their question and he/she will write it down to be mailed. For students who struggle with reading: Their partner can be more responsible for the reading aloud. For students who struggle with sitting still: The pairs may move and work on the gist log anywhere in the room. For students who cannot complete their Tier II question in the time provided: They may bring it home to complete it. For students who excel: They can create a Tier III question. Closure: Today we learned how to find the gist of what were reading, and question what were reading. Have the pairs share their gist statement with the class that they created while going in the paragraph order of the epilogue. Record these statements on the board. Read through them in order as a class. Together, create a Tier II question based on the statements the class has made.