Allison Haimeck Grade Level: 2nd Grade Subject: Reading Teaching Point: To engage in close readings of biographies in order

to understand how an author uses language to express his/her point of view. Materials Needed: Two texts recounting the same event in a persons life (George Washington by C.F. Ranson and Who Was George Washington? by R. Edwards) Document camera Graphic Organizer (differentiated versions and extras to model task) Chart with questions to consider while reading Exit tickets (differentiated versions) Objectives: Students will be able to: Distinguish between multiple authors points of view about a person by reading several texts on the same topic. Judge an authors point of view by analyzing the language used while independently reading a biography. Cite evidence within texts to demonstrate an authors point of view about a person/event. Common Core Standards Satisfied: RI.2.8 Describe how reasons support specific points the author makes in a text. RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. RI.2.10 By the end of year, read and comprehend informational texts, including history/social

studies, in the grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Connection: Students have been introduced to biographies and have noted it is a hybrid between narrative and expository text. We discussed what makes a person notable. They have chosen a person of interest to pursue their research and are taking notes on this person. Students have learned how to determine important information in their biographies in order to help them take notes, and have learned to paraphrase the authors words. They were given biography partners to confer with. During prior units, we discussed how reading multiple informational texts on the same topic is imperative in order to find out the facts and to form an opinion. Motivation: I will tell the students I have been continuing my research on my person of interest, George Washington. I will discuss how I came across an event (GW chosen to lead the Continental Army in the Revolution) and wanted to share it with them. Minilesson: I will read aloud an excerpt of the text recounting the event (using the document camera). I will model how words like loyal and brave, and stating he was known for his military experience, evokes a positive feeling of GW, and therefore, the author has a positive point of view toward GW during this event in his life. I will model the graphic organizer students will be completing using this excerpt.

Active Engagement: I will show another passage of the same event in GWs life from a different text. I will ask, Based on what we just read, what does this author think of GW? How do you know? Use evidence from the text to support your answer. Students will turn and talk to their partners using these questions. We will discuss how this differs from the first description as this author described GWs military experience as not great and when he was asked to become General he turned bright red, and then ran out of the meeting. I will ask, If its true GW ran out of the room, why did the author of the first passage choose to leave that information out? and how its possible for two passages describing the same event to have different points of view, or feelings, about GW. Students will help me fill out the graphic organizer for this excerpt. Students will discuss how, in biographies, an authors feelings, thoughts, or ideas about the person can come through based on the language used, and we need to be able to catch this as it can sway our own opinions about the person. Its important for researchers to read multiple texts about the same person/event. I will show a chart of questions to consider when determining an authors point of view in their biographies. Work Time: Students will continue to read biographies keeping in mind the authors point of view about the person. Students will use a graphic organizer to take notes about the authors point of view, and cite evidence to prove how they know the author thinks this way. Students previously having difficulty with biographies will join a small group (Sam, Johannes, Ethan, Wendi, Jack). The groups goal will be to identify words within the text describing the person, and determining whether the author likes or dislikes the person. They will use a differentiated graphic organizer to reflect this. Some students will use Universally Designed aids, such as words banks (Sam, Ethan, Johannes). For those having difficulty with the task, another small group will be called for a reteach of the lesson (Possible students: Paige, Louie, Izzy, Vivian, Rachel, Ari). Share: Students will meet with biography partners to share their findings. Some students will share their authors point of view with the class and cite evidence found to prove their thinking. Follow Up: Students will fill out an exit ticket reflecting their understanding of todays lesson. Differentiation: The lesson is open-ended including challenging questions. Students are reading differentiated books based on reading level (although some students brought in books to research from home). Students chose their person based on interest. Some students will use differentiated graphic organizers based on reading level, IEP goals, and difficulty with lesson/activity. Word banks with positive and negative descriptive words and language will be available. Small group instruction will be used for extra reinforcement. Students will confer with biography partners. Charts from the unit will be displayed. Exit tickets are differentiated (for Ethan, Sam, Johannes). Some students have flexible seating arrangements, and may opt to sit on a chair instead of their carpet spot. Assessments: During the lesson, I will observe students showing thumbs up/thumbs down to agree/disagree with their peers, and to informally assess their understanding of our discussion. Another teacher will be taking conference notes to determine who may benefit from small group instruction. Open-ended questions will be asked for evidence of individual student understanding.

While conferring, I will answer questions pertaining to the task, allowing me to offer specific and timely feedback. I will also scan the room to see who may benefit from a small group reteach. I will take conference notes, which will help develop future small groups and a conference schedule for upcoming lessons. Students will work with partners to peer-assess their work. Exit tickets will be used to elicit evidence of individual student understanding, helping to form small groups and conferences to reteach or extend todays lesson.

Name: __________________________

Date: _________________

Title: _________________________________________________________ Author: __________________________________ EVIDENCE from the Text (Descriptive Words or Language Used) What does this tell me about the authors point of view? (Authors Feelings, Thoughts, or Ideas about the Person)

Name: __________________________

Date: _________________

Title: _________________________________________________________

Author: __________________________________

Person Im Researching: _____________________________

What words does the author use when describing the person Im researching?
Positive Words Negative Words

___________________________________

___________________________________

___________________________________ ___________________________________ ___________________________________ ___________________________________

___________________________________ ___________________________________ ___________________________________ ___________________________________

Does the author like ___________________?

Yes

or

No

Name: __________________________ EXIT TICKET Read the passage below:

Date: _________________

Every January we celebrate the life of a great man. Martin Luther King, Junior fought for civil rights. He believed all Americans should be treated fairly, no matter what their skin color. The third Monday of January is a holiday to celebrate the life of Martin Luther King. We honor his courage in working to improve the lives of so many people. Using this text, what does this author think of Martin Luther King, Jr.? Use evidence from the text to support your answer.

Name: __________________________ Read the passage below:

Date: _________________

Every January we celebrate the life of a great man. Martin Luther King, Junior fought for civil rights. He believed all Americans should be treated fairly, no matter what their skin color. The third Monday of January is a holiday to celebrate the life of Martin Luther King. We honor his courage in working to improve the lives of so many people. Using this text, what does this author think of Martin Luther King, Jr.? Use evidence from the text to support your answer.

Name: __________________________ EXIT TICKET Read the passage below:

Date: _________________

Every January we celebrate the life of a great man. Martin Luther King, Junior fought for civil rights. He believed all Americans should be treated fairly, no matter what their skin color. The third Monday of January is a holiday to celebrate the life of Martin Luther King. We honor his courage in working to improve the lives of so many people.

Does the author like Martin Luther King, Jr.?

Yes

or

No

How do you know? What words do they use to describe him?

Name: __________________________ Read the passage below:

Date: _________________

Every January we celebrate the life of a great man. Martin Luther King, Junior fought for civil rights. He believed all Americans should be treated fairly, no matter what their skin color. The third Monday of January is a holiday to celebrate the life of Martin Luther King. We honor his courage in working to improve the lives of so many people.

Does the author like Martin Luther King, Jr.?

Yes

or

No

How do you know? What words do they use to describe him?