Reading

1. Reading Unit: 1 Lesson: 10 Module: A • Objectives: • Provide evidence from the text when explaining what the text is about. • Explain events, procedures, ideas or concepts in a text. Today we will be doing a Close Reading of pages 71-76. • Essential Questions: • How does a reader consider point of view? • How does a writer use experiences, narration, and description to compel a • reader?

2. First Read Let’s explore the text! Look at the spiders on p. 71–72. With a partner, discuss the contrasting descriptions in the title: beautiful and monster.

3. Read Aloud Routine Focus: What is the “gist” of the text? Read along silently as I read pages 71-76 aloud to you. Focus on the major events and important descriptions. Be prepared to discuss the following questions when you are done with the reading: • Based on details in the text, how might a tarantula save your life? • How are tarantulas a “sign of a healthy Amazonian rainforest environment”? • What questions do you have?

4. Second Read Focus on how the writer interests readers through narration, events, experiences, and descriptions. Be prepared to discuss the following questions when you are done with the reading: 1. Who does Sam meet with back at the Trésor Réserve? Which descriptions make three of the children seem familiar for readers? 2. Which event may threaten tarantula populations? 3. What does fibrillation mean? How might spider venom prevent this experience? 4. What does supercontinent mean? How can tarantulas teach us more about the supercontinent?

5. Focused Reading • Text-Based Vocabulary • adapted, p. 75 • integral, p. 76 • Vocabulary Routine: • 1. Read the sentence containing the word. • 2. Identify context clues about its meaning within the passage. • 3. Look up the word in a dictionary and read the definition. • 4. Use the word in other ways. • *After we review these words, write your sentences on p. 14 in your Reader’s and Writer’s Journal.*

6. Focused Reading Whole Class Discussion Routine On p. 72, the narrator describes how the girl sounds when she speaks. She “murmurs in awe, almost under her breath.” This description makes the scene life-like because I understand how the girl’s voice sounds and how she feels about the spider. Discuss the negative impact humans can have on tarantula populations.

7. Focused Reading Team Talk Routine Should people work to protect tarantulas? Why or why not? Base your opinion on the text.

8. Reading Analysis Cause and Effect The authors of scientific texts frequently examine the causes, or reasons, why something happens. They also discuss the effects, or results, of events in order to draw conclusions. Writers often use clue words and phrases, such as because of, for this reason, and therefore to signal cause and effect relationships. One cause may have more than one effect, and vice versa.

9. Reading Analysis • Cite Text Evidence • Focus on p. 73, 75, and 66. • What causes the death of thousands • of tarantulas? • What is the effect of these deaths on • the tourism industry? • What is the effect of these deaths on • the Amazon rainforest?

10. Independent Reading Reading Analysis Work independently to complete a Cause-and-Effect graphic organizer for the following question: If tarantulas are protected by the French government, what are the possible health effects for humans? Writing in Response to Reading Write a letter in which you urge the French government to make (or not to make) laws to protect tarantulas. Use details from the text in your letter. Reading Wrap-Up Share responses

11. Small Groups It’s time to get into our groups! Please see me if you don’t know what group you belong in.

12. Writing • Informative/Explanatory Writing • Objectives: • Write a conclusion. W.4.2.e • Write simple and compound • sentences. L.4.2.c

13. Writing Informative/Explanatory Writing A good piece of informative writing ends with a strong conclusion. Writers of informational texts should end by summarizing briefly the main points they have covered, restating their topic and most important ideas. In addition to summing up what came before, writers may strengthen their conclusions by including a “clincher,” or a fresh, intriguing observation about the topic that leaves readers with something to think about.

14. Writing Informative/Explanatory Writing Answer these questions as you work in order to write a strong conclusion. • How can I summarize my main points or restate my topic and most important ideas? • Was I careful not to include information that does not relate to what I already discussed? Is my conclusion logically supported by what came before? • How can I make a strong impression on my reader by sharing an observation or piece of information that pulls all of my ideas together and gives the reader something new to think about?

15. Writing Analyze the Model Conclusions effectively sum up a text and leave readers with a strong impression. Identify the fresh, intriguing information presented here.

16. Writing Analyze the Model Read the following section and notice how it sums up the rest of the book.

17. Writing Conventions Focus: Sentences A simple sentence has one complete thought. Independent clauses are a group of words with a subject or a verb that can stand alone as a complete sentence. A compound sentence has two or more independent clauses. They can be joined by a comma and a coordinating conjunction such as and, but, for, or so. An example of a compound sentence is the following: “The children were eager to meet Sam, but Sam was eager for them to meet Clarabelle.” The clauses could stand as their own sentences, but here they are joined into one sentence by a comma and the coordinating conjunction but.

18. Writing Independent Writing Practice Read the prompt on p. 20 of the Reader’s and Writer’s Journal. Write a strong, effective conclusion to the paragraphs about spiders you created for Lesson 7. Remember to effectively sum up main ideas and details and to leave readers with a strong impression of the main message of the text.