Lesson Preparation

Topic/Day Annotation, Exploration, and Classification Day 4

RI.6.2- Determine a central idea of a text and how it is conveyed through
particular detailer; provide a summary of the text distinct from a personal
opinions or judgements.
RI.6. 4- Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings.
Standard(s)
RI.6.6- Determine an authors point of view or purpose in a text and explain
how it is conveyed in the text.
RI.6.7- Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
Objective(s) TSW perform annotations concerning vocabulary terms, main ideas, margin
(Bloom’s/DOK) notes of two given articles
http://www.teenink.com/nonfiction/all/article/478226/Autism-Awareness/
Materials/ https://kidshealth.org/en/teens/autism.html?WT.ac=ctg#catlearning
Resources/Safety https://researchautism.org/tips-by-a-teen-for-teens-on-understanding-
autism/
Computers
Document camera
Technology
projector
https://visuwords.com
Vocabulary/ Autism, Asperger’s Disorder, Childhood Disintegrative disorder, Rett
Academic
Language syndrome, Pervasive Development disorder
Student Grouping Whole group, Small group (# of groups depending on class size)
Differentiated Process & instruction
Instruction/
Access for All
Students
The students will be able to work with their designated buddy. IEP or 504 will
be looked over and then a consultation with special education teacher to talk
Modifications/
Accommodations
about additional accommodations.
For other Conditions, IEP or 504 will be looked at to develop the appropriate
accommodations and modifications
Learning-Teaching Process Time

Activate Introduce the diagnoses known as autism. Do students know what 3

Student autism is? Bring attention to Kids Health article about autism. Go over
Interest
vocabulary words related to autism.
Anticipatory Set

Inquire about general, specialized and technical vocabulary words. 5

General- Words used in everyday language, with widely agreed upon
Activate Prior
Knowledge
meanings
Specialized- have multiple meanings in different content areas
Technical- Words that are specific to only one field of study.
 I can thoroughly annotate informational text and separate words into 1
“I can”
their appropriate vocabulary type.
Lesson Core Formative Assessment Time
Go over the basic steps of annotating Ask students to repeat the 5
informational text. instructions back to me.
1- Underline central, key, main Use color cards (green, yellow,
ideas red) to see their understanding.
2- Circle words and phrases that
they think are confusing or
unclear.
3- Write notes about the text in
the margins in their own
Content
Exploration words.
Students will then use visuwords
interactive lexicon to gain a better
understanding of the words they do
not understand.
Students will then separate the words
they have defined using visuwords
into three categories according to
whether they are general, specialized,
or technical.
We will use the first paragraph in the Ask students to flip their cards 5
kids’ health article Where I will model (green)if they understand how.
highlighting the main idea, circling If they kind of get it (yellow)or
words that may be unfamiliar or if we do not get it and need to
unclear and writing margin do more instruction and
Modeling
notes/summaries. modeling together (red)
After we have annotated the
remainder of the article (guided
practice), we will go over how to use
visuwords interactive lexicon.

Together we will annotate the rest of I will ask students to provide 15

the article will the students leading me with what needs to be
and my help where necessary. We will highlighted circled and written
then use the lexicon to understand into margins.
Guided Practice
better the words the students had
circled. We will then create a chart on
the board to separate our vocabulary
words into the categories of general,
specialized, and technical
Independent Students will be separated into I will be walking around talking 30
Practice groups of 3-4 students and given two to each group and observing
 other articles that they will need to where they are at in the
annotate with their group. When they assignment and if they are
are done annotating each group will doing it correctly.
use the interactive lexicon to define
what words they have circled. When
they are finished, they will be in
charge of constructing a table that
separates their words into the three
sections (general, technical,
specialized)
We will come back together as a whole group and share everyone’s 10
findings in the annotations for both articles and add their words to our
Closure
previously made chart.

Summative Assessment
End of the unit exam (day 10) will include a small section of annotation.

After the Lesson

Lesson Reflection