Christina Jarvi EASTON ELEMENTARY, EASTON, MD
5th Grade ELA : Unit #2 - Give it All You've Got! - Part I : Lesson #12

Mae Jemison: Using complex text with topic, main ideas & supporting details - Part II

Objective: SWBAT analyze Mae Jemison: Space Explorer to identify topic, main ideas and supporting details
Standards: RI.5.1 RI.5.2
Subject(s): English / Language Arts
60 minutes
1 Cue Set - 10 minutes

I spend two days on this text with this skill because scholars need tons of support with identifying multiple main ideas within a complex text.  The first day is heavy modeling and scaffolded questioning.  Today's focus is partner practice and independent support.  

I begin the lesson by building background knowledge regarding to the content of this text so that all scholars have a similar experience with the content.  This levels the playing field in the classroom and enables scholars to connect with and comprehend the text at a deeper level. 

Show scholars the two videos below.  Explain that as they view the videos, they need to ask themselves, "How does this show that Mae Jemison gave it all she had?" This grounds scholars in a purpose for viewing the videos.  Also, it helps them to link the content with the larger theme of the unit. 

Endeavour launch: 

Link

Endeavour Orbit: 

Link

Once the videos are over, scholars Stand-up, Pair-up, Share about how the videos show that Mae Jemison "Gave it all she had."  When I say "Stand-up," scholars stand.  When I say pair-up, scholars move around the room to find 1 person with whom they would like to work in 10 seconds.  If they exceed 10 seconds, I partner them.  Then, when I say "Share," scholars begin to talk about the question.  This gives scholars the opportunity to walk around the room, stretch and talk to someone new.  It keeps their brains and bodies fresh and engaged. 

Scholars have 1 minute to share with their partner.  This enhances urgency and productivity.  I then pull 3 friends from my cup to share and take 2 volunteers. 

Then, I have scholars move back to their seats (they have 15 seconds to do so) - again, timing this transition enhances time on task and communicates that learning time is valuable. 

Build background
Connection to Prior Knowledge

I had to go back and use this video to build background knowledge regarding space shuttles.  Scholars have been learning about space since third grade and I thought that scholars might have more background knowledge when we started this selection yesterday.  However, they did not.  Next year I plan to show these videos on day 1 of the selection, that way students can better access the text.  

2 Guided Practice - 30 minutes

There is not a teaching strategy for this section, because this lesson is more scholar-focused.  Most of the teacher modeling happened the previous day, and we really want to give scholars the opportunity to practice with partners and independently today.

I do open this section of the lesson by saying, "Yesterday we continued to analyze complex text by finding multiple main ideas and supporting details.  Today, we are going to do the same thing, but you are going to work in our partners.  When we practice this skill, a good strategy to use is to read the whole section.  Then, go back and re-read the first sentence of each paragraph on 1 page.  Then, ask yourself, "How are the ideas across paragraphs related?" Then, record your answer to that question on your post-it note.  Once the whole section is finished, ask that same question, "How are the ideas on each post-it-note related?"  The answer to that question is your main idea." 

I assign partners to ensure that all scholars are able to practice at an appropriate level.  You never want to pair your highest student with your lowest student.  You want to pair medium with a medium high, a super high with a consistent high, and your lowest of students with a medium low student.  For this reason, the teacher should pick. 

I announce partnerships & the place in the room where the partnership will work (the entire yellow group goes to the front because they all have the read-aloud accommodation in their ELL plans).  Scholars have 20 seconds to take graphic organizers, 1 pencil and HM text books to the location in the room. 

Scholars are on the clock for 20 minutes to read the selection and to complete the graphic organizer  for the second section of our text.  Anything not complete during this time is completed during independent rotations (this gives scholars an incentive to spend their time wisely). 

During this time, I circulate and provide on-the-spot support and feedback to partnerships.  If more support is needed, I pull a small group of multiple partnerships to give support. 

3 Independent Practice - 60 minutes

During this time scholars rotate through 3 stations.  In general, scholars look forward to this time because they are a bit more independent, they are able to get up and move around the room and because my ELL co-teacher is in the classroom and they interact with a new face :) 

I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day.  This holds scholars accountable to their work thereby making  them more productive.  Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies).  Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation.  The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.

During the rotations for this lesson, my small group objective again today is to identify topic, main ideas and supporting details with books that are on each group's highest instructional level.  Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group).  Then we discuss the topic, main ideas and supporting details.  I use different graphic organizers depending on the needs of the group.  A few examples are in the resources section.

I choose to focus on the same objective because scholars need more practice.  Again, the idea today is that scholars are practicing more and I am modeling less. 

After the first rotation, I do a rhythmic clap to get everyone's attention.  Scholars place hands on head and eyes on me so I know they are listening.  Then they point to where they go next.  I give them 20 seconds to get there.  Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition.  We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room.  This way we avoid any collisions.    

We always have 2 rotations each day.  At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson.  Timing transitions helps to make us more productive and communicates the importance of our learning time.