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Teacher: Alyssa Fenwick Topic: Close Reading and Annotating a Nonfiction Text

LESSON OBJECTIVE(S)
Through close reading and word solving skills, students will engage effectively in a range of
collaborative discussions, annotate a text and determine two or more main ideas of a nonfiction
text and explain how they are supported by using key details from the article, Fast Forward, with
90% accuracy.

CCLS / +NYS STANDARDS AND INDICATORS

CCSS.ELA-LITERACY.RI.5.1: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences from the text.

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.

ENGAGING THE LEARNER(S)

The teacher will give the students an I wonder statement to complete. After a class
discussion, the teacher will invite several students to share, creating a Close Reading Anchor
Chart.

MATERIALS
SMARTBOARD
Supporting Learning Targets anchor chart
Fast Forward TFK Article
Partially filled out (annotated), Fast Forward article
Top Secret Letter to students
Hyperloop Video
Chromebooks
Kahoot
Close Reading anchor chart
Annotation anchor chart
Annotation key symbols sheet

LEARNING STRATEGIES
Group discussion
Collaborative learning
Cooperative learning
Direct instruction
Listen and retell

EXCEPTIONALITY
The student with ADHD will receive scribed notes
The struggling reader will receive scribed notes

DIFFERENTIATION OF INSTRUCTION
Students will be given constant refocusing and redirection to stay on task
Students can work towards the goal of engaging in a Kahoot
Visual learners will be stimulated by the key points being listed on the SMARTBOARD
Auditory students will hear in the review of learning targets
Social Interaction learners will be engaged by the social interaction of working in groups
Kinesthetic learners will be engaged by the moving for group work
Linguistic learners will be engaged in the writing activity
Providing an individual computer and headphones for students who have difficulty with a
lot of sensory input lets them process at their own speed.
Students can draw their observations, ideas, or notes when appropriate.
Students work in heterogeneous groups containing more-ready and less-ready readers
Students who need additional supports will receive partially filled-in and annotated
articles
The use of chunking the text to help those who have difficulty processing and
transferring
Drawing words and concepts to clarify meaning

DEVELOPMENTAL PROCEDURES

1. Teacher will review Learning Targets Anchor chart & essential question.
2. Students will turn and talk to a partner about what they remember or what they notice
now. What are some vocabulary words you see? What did you notice?
3. Remind students that each article, or section, identifies a right that the author of the
UDHR believed should be afforded all human beings.
4. Review the Close Readers Do These Things Anchor Chart
5. Students will be introduced to the skill of close reading, annotating, summarizing,
synonyms and chunking the text.
6. Teacher will model close reading and annotating as a whole class for the first paragraph.
Then, students will collaborate and continue on with the second paragraph. Teacher will
assess, facilitate understanding and scaffold.
7. After the close reading of an article Fast Forward, students will collaborate and decide if
they agree or disagree that the hyperloop will revolutionize technology.
8. Following the class discussion, students will use their Chrome Books and enter
Kahoot.it. Students will answer the essential question on the Kahoot Survey.
9. In order to assess comprehension, students will use close reading and annotating skills
taught to aid in answering an opinion based question about the article. Some students
will be given the option to give an oral assessment.

ARTIFACTS AND ASSESSMENT


The teacher will observe the students successfully working in their groups.
Students will successfully respond to a nonfiction text.
The teacher will moderate activity.
The teacher will listen and review each student's response.

INDEPENDENT PRACTICE
Following the lesson on annotating and close reading, students will pick an article from Time For
Kids and annotate.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT

Direct Teacher Intervention: Students who did not easily meet the lesson objective will, along
with the teacher be provided with a graphic organizer.

Academic Enrichment: Students who easily met the lesson objective will find an article in the
paper about technology & annotate.

REFERENCES

Grade 5 ELA Common Core Standards (2015). Retrieved from:


https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-
standards-for-english-language-arts-and-literacy