ST Lesson Set 2

Samantha Tunnell
ELD 308
Dr. Casey
3 November 2015
Lesson Set 2
Interactive Read Aloud
Rationale: The purpose of this lesson is to get the students familiar with one of the
articles from the Globalization issue of the National Geographic Global Issues series.
The purpose of this lesson is to also have the students become familiar and comfortable
working with the different types of writing within the issues for we they will be working
through some of the different articles in both readers and writers workshops.
Standard:
CCSS.ELA-LITERACY.RI5.4
Determine the meaning of general academic and domain-specific words and phrases in a
text relevant to a grade 5 topic or subject area.
Objective: After reading the article Connecting the Globe in the Globalization issue of
the National Geographic Global Issues series, students will identify new or confusing
words specific to globalization.
Students will work together in pairs to define the words that were new or confusing to
them.
Procedure:
1. Call students to the carpet for a read aloud from the National Geographic Issue
they are working with in Social Studies.
Readers please come and join me on the floor for a read aloud. We will
be reading from your issue of National Geographic, you need to bring
your readers notebook and something to write with to the carpet an you
may also bring your copy of the issue with you if you wish too.
2. Introduce the days activity to the students and the purpose for the read aloud.
Today we will be reading one article from the Globalization issue of your
National Geographic. I am going to read the article and as I read you are
going to be listening for new and confusing words that are in the article. It
is important that you listen to the article and write down confusing words
so that we can define the words because we will be revisiting this article
later on in both readers and writers workshop.
3. Introduce the article that we will be working with from the issue and take a walk
through the article to come up with an idea of what the article might be about.
Remind students that it is not only important to look at the pictures but also the
headings, bolded words, and captions throughout the article.
Today we are going to be reading, Connecting the Globe in your
Globalization issue. Before I begin to read the article I want us to go on a

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walk through the reading. Now who can remind me of the parts of an
informational text we should look at when walking through an article or
piece of writing? (Headings, pictures, captions, questions, bolded words)
Good! (Using the document camera walk through the article with the
students and talk about the idea they have about the article)
4. Read the article from beginning to end and have students write down any words
they hear that are new to them or any questions that they have about the article.
I am going to start reading the article, but as I read I encourage you to
write down any new or confusing words that you hear in your readers
notebooks and any questions that you have while reading and we will talk
about it when I am done. (Read article from beginning to end stopping to
ask a leading question or answer a students question)
5. At the end of the article ask students to turn and talk to share the words that they
wrote down as well and any questions that they had. Take volunteers to ask
questions that didnt get answered or to define words that were still confusing
after talking to a partner.
Readers please turn and talk with the person next to you about what you
wrote down in your readers notebooks. (Give time to talk) Who can share
with me the words that they wrote down in their notebooks and talked
about with their partners? (Take responses from students and talk about
remaining questions and confusing words. Write down words and
definitions that students share on chart paper to put up for future lessons).
6. Thank the students for their hard work and remind them that we will be revisiting
the article and topic of conversation later on in the week during both readers and
writers workshop.
Great job today readers finding and defining words that were new and
confusing to us throughout the article! Before you go back to your desks
and get ready for ___ I want to encourage you to think about the article
that we read today and think about come main ideas of the article! We will
be revisiting this article later in the week so dont forget to think about the
main idea!
Materials: National Geographic Global Issue on Globalization
Students readers notebooks
Chart Paper
Markers
Document Camera
Assessments: Students will be assessed on the response in their readers notebook during
the red aloud. Students will also be assessed on teacher observations through share times
throughout the lesson.
Future Connections: Because this is an introductory read aloud the future connections
for this lesson include students taking what they learned from the read aloud and applying
it to their own work in readers and writer workshops. In these future workshops students

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will be expanding their knowledge and practicing skills needed when working with
information pieces of text.
Differentiation: This lesson can be differentiated by pulling a small group of students
the day before the read aloud to introduce the article and look at certain vocabulary words
that I think might be hard for them. This will give the students an advantage and get
them comfortable with the article before the read aloud and using it in readers and writers
workshop.
Technological Connections: For this lesson instead of having students write in a
readers notebook I could have students have their readers notebooks on their Chrome
Books. I could also send students a Padlet link and have them write their confusing
words or questions on their and then have a discussion about what they put on the padlet
instead of turning and talking to their partners.

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Readers Workshop:
Rationale: The purpose of this lesson is for students to take the skills that they learned
and practiced during the interactive read aloud and apply these skills to another article in
their issue of the National Geographic they are working with.
Standard: CCSS.ELA-LITERACY.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key
details; summarize the text.
Objective: After independently reading an article in the Globalization issue of the
National Geographic Global Issues Series students will identify at least two main idea of
the article they read and provide evidence to support each of their main ideas.
Procedure:
Anticipatory Set: Call students to the floor and introduce the lesson for the day.
Explain that we will be reviewing the article Connecting the Globe that we have
previously read and discussing the main ideas that they have been thinking about
since we last read the article in class.
Readers please come and join me on the floor with your readers
notebooks and your copy of the Globalization issue of the national
geographic series. (Wait for students to be situated) Who remembers the
article that I read last week? (Connecting the Globe) Good! Does anyone
remember what we did with this article or what it was about? Excellent we
worked with new vocabulary! Well today we are going to revisit this
article but instead of looking at new vocabulary we are going to be
thinking about the main idea of the article and we will be using supporting
evidence to support our thinking.
Guided Practice: As a class we will list possible main ideas of the article that we
read and also provide supporting evidence from the text to support our thinking of
the main ideas that we come up with. As we come up with main idea I will write
them on a piece of chart paper to provide the students with a visual to look back
on later in the lesson.
If you remember correctly when I read this article at the beginning of the
week I asked you to start to think of what you thought the main idea of the
article was because we would be talking about it later on this week. So
what we are going to be doing now is exactly that. I will start by sharing
what I think the main idea of the article is. I think the main idea of the
article was that Globalization is a big issue and has many different impacts
on our world. I am going to say that the text backs up my main idea
because in the article the author discusses how Globalization has changed
the world and has affected many different aspects of how a product can be
made. This supports my main idea because this evidence is saying that
globalization affects many different part of the world around us and I said
that Globalization is a big issue (I will write this on the chart paper as I am
talking). Now does anyone else have any thoughts on what they think the

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main idea of the article is? (Take students responses and write them on the
board).
Independent Practice: Have students go back to their desks and read a separate
article in this issue of National Geographic and come up with at least two main
ideas that are supported by evidence from the article.
Readers, now that we have practiced coming up with the main idea of an
article and listing evidence to support the main idea, what I want you to do
is go back to your seats and read one of the other articles in your copy of
this National Geographic. Once you have read the article of your choosing
I want you to write a response on your Chrome Book listing at least 2
main ideas that are supported by evidence in the article that you read.
Does everyone understand what you are to do? (yes) Get to work!
Closure: Call students back to the floor to share the different main ideas and
supporting evidence that they wrote about.
Can everyone please come and join me on the floor with their Chrome
Books! Would anyone like to share what they thought the main idea of the
article they read was and also share the evidence that they pulled from the
article to support their main idea? (Have students share responses as they
want to) Amazing work today readers, you really did a great job picking
out the main ideas of your articles. Now I need everyone to go get ready
for______.

Materials: National Geographic Global Issue on Globalization

Students readers notebooks
Chart Paper
Markers
Chrome Books
Assessments: Students will be assessed on the main ideas and supporting details that they
come up with as a group when discussing the article that we read as a class. Students will
also be assessed on the responses that they submit on the main ideas and supporting
evidence of the article that they read independently.
Future Connections: Future connections to this lesson could be pulling a small group of
students to continue working on vocabulary or main idea based on the responses that they
submitted at the end of this lesson. Also working with other non-fiction texts not linked
to what they are learning in Social Studies and finding the main idea and supporting the
main idea with evidence from the text.
Differentiation: This lesson can be differentiated in that the students copies of this issue
of the National Geographic Series will be matched to their reading levels. Also I can pull
a small group of students and read an article together if they are struggling readers and
work on a main idea, or I can give certain students prompts that might struggle with the
activity based on previous lessons.

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Technological Connections: Technological connections that can be made to this lesson
include students using their Chrome Books to write their reading response and then intern
submitting the response with me as a form of assessment.

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Writers Workshop:
Rationale: The purpose of this lesson is to introduce students to opinion writing and get
them thinking, planning, and brainstorming about their own opinion pieces that they will
be writing on Globalization after reading the Connecting the Globe article.
Standard:
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
CCSS.ELA-LITERACY.W.5.1.A
Introduce a topic or text clearly, state an opinion, and create an organizational structure in
which ideas are logically grouped to support the writer's purpose.
Objective: After completing a graphic organizer as a class on the impact on
Globalization students will create their own graphic organizers supporting their own
opinion on the impact Globalization has on our world.
Procedure:
Anticipatory Set: Call students to the carpet and introduce the days lesson for
writers workshop. Tell students that we will be beginning to work on the opinion
pieces that they are going to be writing as the next writing piece.
Writers can you please come and join me on the floor for a writing minilesson. You do not need to bring anything with you to the floor. (Wait for
students to come to the floor and sit nicely) As many of you probably
guessed today we are going to start working on our new writing pieces,
which will be opinion pieces. The first opinion piece that we are going to
be working on will be based on the article that we have been working on
in readers workshop and your opinion on the impacts of globalization.
Today we are going to start the pieces by completing a graphic organizer
to shape and form our ideas.
Guided Practice: I will complete my own graphic organizer to demonstrate for the
students what I expect their to look like.
Writers before you go off and start filling out your graphic organizers on
your own I want to work through one as a group first. So lets start by
talking about what the article we read said about the impacts of
Globalization. Does anyone remember what the article talked about?
(Some think globalization causes positive impacts, and some think that it
causes negative impacts) Great! Does anyone happen to remember what
some of these impacts they discussed were? (Brings people together,
provides jobs, allows business to make products more cheaply, takes away
from traditions, languages can disappear, some can loose their jobs
because products can be made somewhere else for less money) Great job!
So to start I am going to think about my own opinion on the impacts of
globalization and if I think that they are positive or negative impacts! My
own opinion is that the impacts globalization had on our world are indeed

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positive. Now that I know my opinion I am going to come up with a

thesis statement, which might be: After reading the article Connecting the
Globe I believe that the impacts Globalization has on our world are
positive because Globalization can, create new jobs, bring people from
different cultures together, and can allow products to be made cheaply and
faster. (As I talk through my thinking I will fill out my own graphic
organizer and be stopping for students to ask questions. After I write
down my thesis statement I will fill in one of the three supporting details,
that students should provide in their graphic organizer. I will also fill in
the three pieces of evidence from the text to support that reason for a
positive impact on globalization my graphic organizer. I will be sure to
remind students that I am only filling out one to show them how to do it
but they are to fill in the entire graphic organizer.) Does anyone have any
questions on what is expected in their graphic organizers?
Independent Practice: Have students go back to their seats and fill out their own
graphic organizers for their stance on the impact of Globalization.
Now that we have filled out most of the graphic organizer together and
everyone has an idea of what they are doing I want you to go back to your
seats and I have sent you a link via classroom to an online graphic
organizer. I want you to fill out the organizer based on your opinion on
the impact of globalization. When you are done you should email me your
graphic organizer.
Closure: Call students back to the floor for a share out.
To wrap up our workshop for today I want everyone to quickly and
quietly come to the carpet. Does anyone want to share their opinion on
the impact of globalization and why they think it is positive or negative?
(take student responses) Thank you. Before you go back to your seat I
want to remind you that we are just starting our unit and this first piece so
we will be working on them for a little while.

Materials: National Geographic Global Issue on Globalization

Chart Paper with premade graphic organizer
Markers
Chrome Books
Link to Read Write Think Essay Map or student use
Assessments: Students will be assessed on the graphic organizers that they send to me at
the end of Writers workshop.
Future Connections: This lesson will connect to future lessons in that it is the first lesson
of many lessons on opinion writing and how to create a good opinion piece. Also this
lesson will connect to lessons in Social Studies where we will or have talked about the
impact globalization has on our world.

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Differentiation: This lesson can be differentiated by me pulling a small group before the
lesson to introduce them to the graphic organizer and how we will be using it so they can
be independent during the lesson. I can also pull a small group to a back table to fill the
graphic organizer out together if a small group of students are struggling. I can also walk
around the classroom and provide assistance to students when it is needed.
Technological Connections: Technological assessments that can be made to this lesson
include students using the link to the essay map that is located on the Read Write Think
website. Another connection is that I could have pulled up the online graphic organizer
and completed my organizer n the projector to really model for students how to complete
their own and show them how to email me their graphic organizer if they have never
done so before.