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Module 1: Unit 2: Lesson 18

Module 1: Unit 2: Lesson 18. Gathering Textual Evidence for the Two-Voice Poem (Author’s Note). Agenda. Opening Vocabulary Entry Task (5 minutes) Work Time Modeling: Gathering Evidence from Informational Texts (10 minutes)

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Module 1: Unit 2: Lesson 18

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  1. Module 1: Unit 2: Lesson 18 Gathering Textual Evidence for the Two-Voice Poem (Author’s Note)

  2. Agenda • Opening • Vocabulary Entry Task (5 minutes) • Work Time • Modeling: Gathering Evidence from Informational Texts (10 minutes) • Independent Practice: Gathering Evidence from Informational Texts (25 minutes) • Closing and Assessment • Turn and Talk: Reading Closely for Details (5 minutes) • Homework • Finish the Two-Voice Poem: Gathering Evidence graphic organizer.

  3. Materials • Vocabulary Entry Task (one per student) • Performance Task Prompt (from Lesson 17) • Two Voice Poem: Gathering Evidence graphic organizer (from Lesson 17) • Two Voice Poem Gathering Evidence graphic organizer (for Teacher Reference) (From Lesson 17) • List of informational texts read in this module (new; teacher-created; see Work Time A) • Survival anchor chart (begun in Lesson 1) • Salva/Nya anchor chart (begun in Lesson 2) • Extra copies of the informational texts that students read throughout this module (if students are not certain to have theirs) • Odell Education Reading Closely for Details handout (from Lesson 2)

  4. Lesson Vocabulary • (Author’s Note, A Long Walk to Water) • Genocide (119) • Referendum (119)

  5. Opening: Vocabulary Entry Task (5 minutes) • Vocabulary Entry Task: • 1. “What does genocide mean (page 119)? How can you tell?” • 2. “What does referendum mean (page 119)? How can you tell?” • Share your thinking • Notice that the context needed to define these words comes in the same sentence but after the word, and point out that this is common in informational text • Even though the Author’s Note is in the back of the novel, it is an informational text

  6. Opening Continued… • Direct your attention to the word genocide • This word is made up of two roots: gen- and -cide • Raise your hands if you can think of other words that include -cide • Gen- is from Greek and Latin meaning race, kind, or class; -cide is from Latin cidere or caedere, meaning to cut down or kill • Explain how you can put those two words together to figure out the meaning of genocide: • to deliberately kill a nation or ethnic group of people

  7. Opening Continued… • Today you will add evidence from informational texts to your Two Voice Poem Gathering Evidence graphic organizer • The requirement on the Performance Task Prompt is that you include evidence from both the novel and the informational texts

  8. Opening Continued… • You will also be able to add more information from the novel to your graphic organizer (this depends on how far they got in Lesson 17) • Direct your attention to the learning targets, helping you notice that today you will work specifically on the second one: • “I can gather evidence from informational texts for my two-voice poem”

  9. Opening Continued… • In the Author’s Note, you read about how Linda Sue Park used historical information to write her novel A Long Walk to Water • Today you are preparing to be authors. • You will do something similar to what Park did: • You will read through yourinformational texts to decide which information will enrich and inform the ideas youare communicating in yourtwo-voice poems

  10. Work Time: Modeling: Gathering Evidence from Informational Texts (10 minutes) • You need to find evidence in one informational text that connects to those parts of Salva and Nya’s story • You may wish to use the example on the Two Voice Poem Gathering Evidence graphic organizer (for Teacher Reference) • Decide which informational text to use (refer to the list of informational texts), skim that text to find the section that is relevant, rereading that section carefully, and pulling evidence and quotes that connect closely to the story of Salva and Nya that is on your chart

  11. Work Time Continued… • Focus on one informational text that seems most relevant • You are looking for historical information that connects to or explains the specific evidence from the novel • When you add evidence to the chart, be clear about whether you are paraphrasing, summarizing, or quoting, and why.

  12. Work Time Continued… • Also make sure you are noting the source of your information or quote. • After you model for one piece of evidence from one informational text, name the strategies you used to complete the graphic organizer. • Make sure you notice both the use of rereading and of paraphrasing, and that you should look for historical information that connects directly to the evidence from the novel, not directly to the middle column.

  13. Work Time: Independent Practice: Gathering Evidence from Informational Texts (25 minutes) • Look at your Two Voice Poem Gathering • Put a check mark by the factor on your chart for which you are sure you can find evidence in informational texts. • Take a few minutes and discuss with your seat partner: • “Which text will you reread?” • “Where in that text will you focus? Why?” • Work individually for several minutes • Stop and share a strong example

  14. Work Time Continued… • Those who need to add evidence from the novel may prefer to do that before they add more evidence from informational texts. • You will be completing this work at home, so use your judgment to make sure you use your class time for the part of the work with which you are most likely to need support. • You will be filling out the rest of this sheet in a few days so that you can plan for your essays

  15. Work Time Continued… • You have a few minutes left to work • Take a few minutes to talk with your seat partners: • What factor will you work on for these next minutes?” • “What text will you reread in order to gather evidence on this factor?” • Work silently for another few minutes • Be sure you are making connection between the detail from the novel and the informational text.

  16. Work Time Continued… • Pay attention to how a particular detail from the informational text will help you more fully explain how Salva and Nya survived • Also check that you are paraphrasing or quoting thoughtfully • “Why did you choose to use the author’s words here?”

  17. Work Time Continued… • If you complete the Two Voice Poem Gathering Evidence graphic organizer, turn it in • You may finish in class; others will finish for homework and I will collect your work at the start of Unit 2, Lesson 19

  18. Closing and Assessment: Turn and Talk: Reading Closely for Details (5 minutes) • Turn and talk with a seat partner: • “What rereading strategies are you using to find textual evidence?” • Look at the Reading Closely for Details handout, and in particular look at the last row. • “How does rereading help strong readers analyze detail?” • “What texts will you look at tonight?” • “What are you hoping to find evidence about?” • Share your responses to each question • Preview homework.

  19. Homework • Finish adding evidence from the informational text and the novel to your Two-Voice Poem graphic organizer

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