Summer Wineteer

2/21/16
Subject: Reading/ Comprehension
Grade: 4th and 5th
Music-Making Machines

1. STANDARDS:
R 4.2.1 Identify structural patterns found in informational text (e.g., compare and
contrast, cause and effect, sequential or chronological order, proposition and support) to
strengthen comprehension.
R 4.2.3 Make and confirm predictions about text by using prior knowledge and ideas
presented in the text itself, including illustrations, titles, topic sentences, important words,
and foreshadowing clues.
R 5.2.3 Discern main ideas and concepts presented in texts, identifying and assessing
evidence that supports those ideas.
R 5.2.4 Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge.
RF.4.4: Read with sufficient accuracy and fluency to support comprehension.

2. OBJECTIVES
Students will practice reading comprehension and recognize the main idea of a passage
by reading the article Music-Making Machines three times and filling out a graphic
organizer.
Language/ Key Vocabulary: orchestra, college, robots, engineering, code, technology,
graphic organizer, main idea

Materials:
iPads or Laptops
Achieve3000
Graphic Organizer
Smart Board/ Projector

3. ASSESSMENT
 Informal or Formative-- Walk around during the reading process to check on which
students are able to fill out the graphic organizer, and who needs additional assistance.
Formal or SummativeStudents will take a reading quiz on Achieve3000 which checks
for understanding in reading comprehension. Students will also turn in their graphic
organizers for feedback.

4. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

I. Anticipatory Set:
Focus/ Motivation Have students talk about their electives, where they make music on
Garage Band program. Relate this to coding.
Activate Prior Knowledge Ask students the before reading poll question:
Robotic musicians play only what they're programmed to play. Have students
close their eyes and vote on if they agree or disagree with this statement. Call on a
few students to share their opinions, using the sentence starter I agree or I
disagree Once students have shared, they write about their opinion silently for
two minutes. Have students red-light their iPads when the two minutes are up.

II. Instruction:
1. Look at the vocabulary on the page. Have the students share any words on the list that
they have never heard before. Read the definition with them.
2. Have student volunteers read the Key Concepts.
3. Before students open the article, tell them that we will be working on finding the main
idea in the article Music Making Machines. We will do this by filling out a graphic
organizer.
4. Introduce the Thought Question: What are the advantages of using robots for different
kinds of work? What are the disadvantages?
5. Remind students that they must read the article three times, and ask them to explain each
type of read. Instruct students to raise their hand when they are done with the first basic
read for further instruction.
III. Guided Practice:
1. Students will read the article on Achieve3000 three times: 1) Basic Idea- quick
read. 2) Setting the Purpose- facts and details to help respond to the thought
question. 3) Purposeful Highlighting- highlighting the most important sentence in
the paragraph.
 2. While reading, they will also fill out a graphic organizer, which asks for the main
idea, and about two other subtopics. Students will find evidence from the text to
support their responses.
3. Students will complete the activity, which is a quiz that tests their understanding
of the article.

IV. Closure:
Students will find a partner and share their graphic organizers. They will fill out any
information that they may have missed while reading. Students will complete the thought
question independently.

V. Independent Practice:
Students will read the stretch article, which is the same article at a more challenging
level. Students can complete the puzzle at the end of the lesson.

5. DIFFERENTIATION STRATEGIES
Sentence starters for responding verbally
Choral reading/ responding for English language learners.
Technology- Class Dojo for class management, and students are able to view vocabulary

while they read.

Proximity- I will walk around to check on struggling students during instruction.
Visuals in article-
Pair-Share- To help students who may not have as many ideas written down be able to

complete the assignment.