LEARNING GOAL / OBJECTIVE MCCRS

Students will identify the reasons an author gives to support Primary: RI.1.8 Identify the reasons an author gives
points in a text. to support points in a text.

Secondary: RI.1.1 Ask and answer questions about

key details in a text.

CHECK FOR UNDERSTANDING MATERIALS

 Observation of student learning and behaviors/ Text:  What Do You Do With a Tail Like This? by Steve
anecdotal records Jenkins & Robin Page
* Graphic organizer for details (sample below)
* Exit ticket sentence frame

AGENDA (Lesson Sequence)

BIG IDEA/TASK
Total Time: 25 min.
 Introduction & Establish Purpose/ Lesson:  Focusing on how the authors explain their
 Connect with Prior Learning (1 min.) thinking can help us to better understand what we
 Explicit Teach (10 min.) are reading.
 Shared (5 mins)
 Guided (5 mins) Module: Animals
 Send Off (3-5 min.)
TASK: Students identify the reasons the authors
(Steve Jenkins & Robin Page) give to support points
in What Do You Do With a Tail Like This? (RI.1.8)

LESSON SEQUENCE TEACHING MOVES & LANGUAGE

State the purpose of the strategy, skill or task

This is our last day with the non-fiction text, What Do You Do With a Tail Like That? So
Introduction & far, we have practiced retelling details about the main topic and investigated what we
Establish Purpose could learn about the animals in the book from the illustrations and from the text. We
did this because good readers know that the text and the illustrations work together to
convey information! Today we will read with a new focus.
Connect with Prior
Learning
Today we will take a closer look at the “back section” (pages 27- the end) of the text
and look for reasons the authors give to support points that they make about some of
Possible Word Study the animals.
Connection Reminder In our last lesson we found details that support the main topic. This is sort of the same
concept we are going to find supporting details for different points that the authors
(1-2 min.) make.
UDL Connect: Linking prior learning to new learning
Display Graphic Organizer
Here we have a graphic organizer. In this graphic organizer is a point that the author
made about the animal in bold.
Explicit Teach Read the paragraph on page 27 about the platypus.
 Think aloud, “The authors made the point that platypus are very unusual animals.
What reasons did they give for saying this?” Add bulleted reasons to the graphic
organizer such as: a mammal that lays eggs, webbed feet, poisonous spurs, closes eyes
Close Reading underwater- all of which are not common animal traits.
Opportunity We are using details from the text to support the authors claim.
UDL Connect: Using a graphic organizer adds a visual component which reaches more
(10-15 min.) learning styles.
Remember, we need to summarize the information in our own words, rather than
repeating long lines of text. “When our Graphic organizer is complete we will have
many examples of reasons the author gave to support the main points in the text.”
Now, you will help me fill in the rest of the graphic organizer. Remember, you will be
listening for the reasons the authors give to support the point that the African
elephant is the world’s largest land animal.
Read the paragraph about the African elephant. (page 27)
Think aloud and call on students to offer ideas and discuss.
Add ideas to the graphic organizer; such as: 13 feet tall, 14,000 pounds, 400-pound
trunk, 100,000 muscles in trunk (600 muscles in a human)
Shared UDL Connect: Allowing students to take ownership of determining ideas for the class
displayed graphic organizer provides motivation for learning.
Read the paragraph about the spider monkey after first telling students what to listen
for (as shown on the graphic organizer) Have students turn and talk to discuss what
should be added to the graphic organizer under the heading, “the spider monkey can
use its tail like a fifth hand.”

Circulate and monitor for student understanding. Reread portions of the text and or
show the illustration if necessary. Allow groups to share ideas and add them to the
graphic organizer. Such as, has a special groove to grasp, the hangs by its tail to eat, tail
is longer than its body (can reach far) Repeat above procedure for the mosquito.
Reiterate that by finding these details we are finding the reasons the author gave to
Guided
support the main points in the text.
UDL Connect: Collaborative group work allows children to learn from one and other
and fosters a learning community.

Check for understanding through formative assessment. Continue to revisit strategies

as needed to support independent application. Revisit objective and big idea with
Send Of them and discuss how they were met. Discuss all the information now displayed on the
graphic organizer.
Revisit the purpose Assessment: Students will complete the sentence frame about the mosquito.
Remind students that by finding the reasons an author gives to support points in a text
of the lesson. helps us to better understand the story. They should practice this skill when reading
non-fiction independently.
Remind students to
use the strategies in
their independent
reading.
 (3-5 min.)
Today we learned about some very interesting animals. The author made points about
the animals and we supported those points by finding key details in the text. When you
Wrap-up are reading non-fiction text, you can support claims from the author with details from
the text.
Notes:

Planning: UDL Connect: Diferentiation:

_________________________________________
_________________________________________
_________________________________________
_________________________________________
Reflect & Adjust: Who got it?
_________________________________________
_________________________________________
_________________________________________ _______ # of students out of ______ # of students
_________________________________________