Kara Weinstein 2/22/2017

Description: Students will learn about main ideas, key details, and interpreting charts &
diagrams while exploring the scientific concept of light and light waves.
Standards:
CCSS.ELA-LITERACY.RI.4.2 Determine the main idea of a text and explain how it is
supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.7 Interpret information presented visually, orally, or quantitatively
(e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which it appears.
Objectives:
Students will be able to identify the main idea of non-fiction texts.
Students will be able to interpret information given in charts.
Students will be able to explain how information given in charts support the authors
main idea.
Procedure:
Clues 1. Pre- 2. Mapping 3. Reading 4. Diagram 5. Closure
Assessment
Before the The pre- Create a bubble As a class, read Return to As a whole
lesson assessment will map with pages F8-F12 in pages F8- group,
begins assess students students to Discovery Works by F12 in discuss how
give the understanding of record their Houghton Mifflin. Discovery you
students 3 main ideas and knowledge of Read each section of Works. determined
clues interpreting light and how it the information text Look at the the main
about charts. Students travels. Begin and then stop and diagrams idea of the
light. will be given a with light in the discuss the main idea in the reading.
Students paragraph about center. Students of each sections. chapter. After
will read light with a will raise their Discuss the Discuss the discussing
the clues diagram. Read hands to say supporting details of meaning of main idea,
and guess the paragraph what they each main idea. After each each student
what the aloud and have know. Record reading, discuss the diagram will write 2
topic for the students their responses main idea of the and how things that
the lesson examine the on the bubble chapter and how the they learned
will be. diagram. map. This will each section was a diagram from the
This Students will allow the supporting detail. supports reading on a
activity then answer 3 teacher to This will teach the main piece of
will multiple choice assess the students main idea idea of the paper to turn
engage questions about students and supporting detail text. in.
students. the text. background by modeling from a
knowledge. mentor text.
Prior Knowledge: Students have been learning about states of matter and energy. Students have
learning about solids, liquids, and gases along with how matter transfers from one state to
another.
Opening: Students will be given 3 clues about light. Students will use the clues to guess the
topic of the lesson segment. The clues will be 1. Something that you can see, 2. It determines
color, and 3. It comes from the sun. Students will figure out that we are learning about light and
be engaged in the lesson.
Questions:
What do you know about light?
What is the main idea of this section of text?
How did you know what the main idea of the text was?
What details did the author use to support the main idea?
What does the diagram tell us?
How does a diagram or chart help support the main idea?
What did you learn about light from the text?
Academic Language:
Energy: ability to do work
Vacuum: area that doesnt have any matter
Electromagnetic Radiation: energy from the sun
Visible Light: electromagnetic radiation that you can see
Infrared Light: electromagnetic radiation that you cant see, but you can feel the heat
Ultraviolet Light: electromagnetic radiation that you cant see, but causes sun burn
Photosynthesis: process where plants take the sunlight and turn it into food
Incandescent: light that comes from filaments
Fluorescent: light that come from gas when electricity flows through it
Materials: pre-assessment worksheet, markers, large white paper, Discovery Works pages F8-
F12, lined paper, pencils
Adaptions: When taking the pre-test students with IEPs and 504s will work with me in a small
group so I can aid them. There are many struggling readers in the class because there are so
many struggling readers, we will read the text as a class. We will read the text together and
discuss what the text meant to make sure that the students understand. Students who need extra
support will be able to work with the resource teacher and teacher consultant.
Check for Understanding: To begin the lesson students will complete a pre-assessment on
main idea and supporting details. After they have completed their pre-assessments, we will come
together as a whole group and create a bubble map of what we already know about light. The
bubble map will be an opportunity to assess students prior knowledge about light.
Assessment: Students will complete the same assessment at the beginning of the lesson segment
and at the end of the lesson segment to show that they understand main idea and can interpret
diagrams which aligns to the standards.
Continuity: This is the first lesson of the lesson segment. The next lesson in the lesson segment
will build on student understanding of light. The next lesson teaches students about how light
moves in waves.