Overcoming Obstacles Unit of Study

Interactive Read “Aloud”

Days 1 & 2
Date:
Standard(s): KID.1, KID.2, CS.6

Clear Learning Target: We are learning to identify the central idea of a text by inferring and examining point of view and text
evidence.
Text: Amelia and Eleanor go for a Ride

Include page # or scene Text dependent questions

Stopping point #1 Question: Based on what you know about Eleanor and Amelia so far, predict what they will do.

Pg. 3 Now, I want you to underline one quotation from the text that supports your prediction. You have
Paragraph 2 to support your prediction with one piece of evidence from the text.

Stopping Point #2 We have become experts at close reading this year. Now is the time when you don’t have to
actually closely read and annotate every paragraph, we are strong readers and can understand
Pg. 10 when we need to stop and analyze a little closer.
Paragraph 6 Read pattern stems or have them posted.

Patterns play a large role in determining a bigger takeaway from the text. Looking at what we have
read so far, see if you can come up with some patterns that make you think deeper about the
characters, situation, topic, etc. Underline any patterns you notice in red pen.
Stopping Point #3 Focus on this scene only, pgs. 14-15, Parag. 8.
Question: How does the narrator’s point of view influence how events are described?
Pg. 14-15 Anticipated Response: It allows the reader to understand the thoughts and feelings of Amelia
Paragraph 8 about flying at night.

Stop for Day 1

Stopping Point #3 Look at the dialogue in the text. What does the dialogue tell you about how the characters are
feeling or thinking?
Pg. 16
Paragraph 9 Turn and Talk: Share the piece of dialogue you chose and explain to your partner what it tells you
about how the characters are feeling or thinking.
Begin for Day 2
Now, I want you to go back in the text and find another piece of evidence that supports the
dialogue your partner chose and his/her inference about how the characters are feeling or thinking
based on the dialogue.

Select and Sequence: Choose a student with strong evidence from the text about how the
characters are feeling or thinking and why.

Stopping Point #4 Now this time as I am reading, I want you to listen very closely and follow along with me on your
text. Again, we are going to be looking for patterns. You can look for patterns that have been
Pg. 18- End of Text continuing over the text that you noticed earlier or you can see if you are able to identify any new
patterns.

Turn and Talk: Share your patterns

Okay, so now what is the next step after we have identified patterns?
Anticipated Response: Big Takeaway (central idea, theme, mood, point of view)

Today I want us to focus on Central Idea as the big takeaway.

Compile all of the activities and tasks students have done over the last two days and create a
Central Idea statement on a separate sheet of paper. (collect to bring to planning next time)
Materials: Red Pens, Pencil, Reading Notebook, Student copies of the text, Amelia and Eleanor go for a Ride

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Overcoming Obstacles Unit of Study

Discovery Mini Lesson

Days 3-4
Date:

Standard: RI.KID.1 Quote Accurately from a text when explaining what the text explicitly says and when drawing inferences from
the text.
RI. KID.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Clear Learning Target: We are learning how to examine a text closely in order to determine the author’s purpose/point by
identifying key details in the text.
Teaching Point: Today we are going to dig deep into a strong text about Amelia Earhart’s disappearance. I want you to notice
specific details about the text and challenge yourself to uncover a deeper meaning to those details.
You do Each table group will have a notice and note sign post to focus on for one rotation.
Students Explore Assign a different color pen/colored pencil for each sign post

1. Allow students to read the text entirely for gist. Write a gist statement at the end of the text.
(suggestion: Hand out text as students are coming in and have them read as the class settles)

2. Set the timer for 2 minutes. Students should work independently on analyzing their text for the
assigned sign post at this rotation.

We do Have students quickly share their gist statement to the table. Make it a brief moment. Perhaps have
Share and Collaborate them share with their shoulder partner so they all get to share.

1. Set timer for 5 minutes

2. Students should work together to identify examples of the assigned sign post in the text.

Encourage students to have discussion around why that part of the text shows that sign post.

When the timer goes off, switch sign posts and repeat from “You Do” step 2.
I do Model certain sign post using “Notice and Note Nonfiction Signpost” Task cards if you notice the
majority of the class struggling to identify a sign post correctly.

*At the end of the entire activity (probably day 2) have students complete the quiz on their own.
Share and Debrief If time permits, share strong examples of each sign post.

Materials: Sign Posts Copied

“Bones from Pacific Island likely….” Newsela Text
Timer
5 different colored writing utensils.

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Overcoming Obstacles Unit of Study

Discovery Mini Lesson

Day 4
Date:

Standard: RI.CS.6 Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.
RI. CS.5 Compare and contrast the overall structure of events, ideas, and concepts of information in 2 or more texts.
Clear Learning Target: Readers use close reading to analyze similarities and differences of points of views of multiple accounts.

Teaching Point: Our ultimate goal is to compare and contrast points of views of multiple accounts (or sources) of the same topic
of event. In this lesson we are going to focus on Amelia’s disappearance as the topic. Today, we are going to look at one article
with a certain perspective on this topic.
(You do) Model:
Students Explore “The passage provides information about Shannon Lucid’s experiments on the Mir space station.”

Stem: “Photo of Amelia Earhart’s plane could hold a missing clue” provides information about
__________________________.

Chart glued in notebook. Go over the chart quickly.

Students can choose which method of analysis Point of View Close Read or Notice and Note Sign
Posts as they read the text today. Allow students to work independently to begin analyzing the text.
Another method could be to write a gist statement about each section (introduction and then the
section under each heading)

Say: all of these methods get you to a deeper understanding of the text using those key details we
find through close reading.
Active Engagement Allow students to work in partnerships to continue analyzing the text using a specific method. Work
/Guided Practice: (We together to edit and construct a statement based on the stem provided.
do)

(I do) “On-the-spot” model.

Determine what students are struggling with the most and model that strategy.

Share and Debrief Select and Sequence partnerships/individuals to share information that is crucial to mastering the
day’s learning target.

Materials: “Photo of Amelia Earhart’s plane could hold a missing clue” Newsela
Chart for Notebook
Model and Stem on Anchor Chart
Reading notebooks and pencils

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Overcoming Obstacles Unit of Study

Discovery Mini Lesson

Day 5
Date:

Standard: RI.CS.6 Analyze the similarities and differences in points of view of multiple accounts of the same event or topic.
RI. CS.5 Compare and contrast the overall structure of events, ideas, and concepts of information in 2 or more texts.
Clear Learning Target: Readers use close reading to analyze similarities and differences of points of views of multiple accounts on
the same topic.
Teaching Point: We analyzed the point of view of one text yesterday. Today, we are going to do the same with a text on the
same topic. This topic is Amelia Earhart’s death. The article is written by a completely different author for a different source. We
are going to put all of our work together at the end and analyze the similarities and differences in points of view on multiple
accounts of this topic.
You do Students will continue filling out the chart from yesterday using the new text.
Students Explore  Independently
 Use sign post annotations to help
 Remind students of the sentence stem for developing a point of view statement.

Model:
“The passage provides information about Shannon Lucid’s experiments on the Mir space station.”

Stem: “Discoverer of Titanic aims to find Earhart wreckage in Pacific stretch” provides information
about ………

We do Allow students to work in partnerships to continue analyzing the text using a specific method. Work
Students Share Work together to edit and construct a statement based on the stem provided.
Critique and Debate
 Students should justify their statement using text evidence.

Advancing: If partnerships finish quickly, have them make a Venn Diagram in their notebook and
compare the points of view between yesterday’s text and today’s text.

I do Determine if there is any class misconceptions, clear these up whole group prior to students
Model if Necessary completing the exit slip.

At the end of the lesson distribute the exit slip.

Share and Debrief Select 2-3 partnerships/students to share their statement and evidence and word choice. If time
Opportunity for students permits, allow text structure examples to be shared.
to share their work with
a partners, small group Make an anchor chart or keep track on the board of student’s thinking…add to the chart with each
or class. class.

Materials: “Discoverer of Titanic aims to find Earhart wreckage in Pacific stretch” texts for students
Chart for Notebook
Model and Stem on Anchor Chart
Reading notebooks and pencils

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Overcoming Obstacles Unit of Study

Discovery Mini Lesson

Day 6
Date:

Standard: RI.IKI.9 Integrate information from two or more texts on the same topic in order to build content knowledge.

Clear Learning Target: We are learning how to build content knowledge by analyzing multiple texts on the same topic.

Introduction/Connection: We have been reading a lot about Amelia Earhart and her disappearance. There are SO many different
perspectives, opinions, and theories about what happened to her as she set out in her final flight. It is important to gather
information from multiple sources when reading about a topic such as this one. As a learner, we must collect all of the facts and
resources out there so we can completely understand the topic and build our knowledge.
Teaching Point: Today I want to teach you how reader’s pull in different information from multiple texts on the same topic in
order to better understand what I am learning about.
You do Give students the excerpt from “Bones from Pacific Island likely….”
Students Explore Have students work with the two texts from the previous lessons and this excerpt to determine
what information the additional passage adds to the original two.

Allow students to annotate and explore all three texts.

Encourage students to identify the author’s point in each text. Have them write it in their reader’s
notebook.

We do Students will work with table groups or partner to “critique and debate” about the additional
Student Share information the excerpt adds. Explain to students they must justify their thinking to their partner.

If needed: Have students create a tri-Venn Diagram to organize the similarities and differences
between the articles to determine what NEW information the excerpt adds.

I do Select students to share whose work exemplifies additional information added to the previous
Model if Necessary articles. Be sure the chosen students can justify their reasoning.

Facilitate whole group discussion around the exemplar work.

Distribute the exit ticket at the end of the lesson

Share and Debrief Partner
Opportunity for students Select and Sequence
to share their work with
a partners, small group
or class.

Materials: “Discoverer of Titanic aims to find Earhart wreckage in Pacific stretch” texts for students
“Photo of Amelia Earhart’s plane could hold a missing clue” Newsela
Additional Excerpt from “Bones from Pacific Island Likely those of….”
Exit Slip
Reader’s Notebook

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Overcoming Obstacles Unit of Study
Exit Ticket for RI.CS.6:

1. Which choice best explains how the additional passage “Discoverer of Titanic Aims to Find Earhart
Wreckage in Pacific Search” and the passage “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue”
differ in points of view they represent?

A. The additional passage provides information about Amelia Earhart’s flight route, while “Photo of Amelia
Earhart’s Plane Could Hold a Missing Clue” provides details about Earhart’s plane construction.

B. The additional passage provides details about how research will take place to discover the truth about
Earhart’s disappearance, while “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” provides
detailed evidence that Amelia was alive on an island after the crash.

C. The additional passage provides details about Amelia Earhart’s daily interactions with her navigator,
while “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” offers information about her desire
to become a pilot.

D. “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” provides information about the life of
Amelia Earhart after arriving to Miami Airport, but the additional passage provides details about the
hardships Earhart faced while traveling the Atlantic.

Exit Ticket for RI.CS.6:

1. Which choice best explains how the additional passage “Discoverer of Titanic Aims to Find Earhart
Wreckage in Pacific Search” and the passage “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue”
differ in points of view they represent?

A. The additional passage provides information about Amelia Earhart’s flight route, while “Photo of Amelia
Earhart’s Plane Could Hold a Missing Clue” provides details about Earhart’s plane construction.

B. The additional passage provides details about how research will take place to discover the truth about
Earhart’s disappearance, while “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” provides
detailed evidence that Amelia was alive on an island after the crash.

C. The additional passage provides details about Amelia Earhart’s daily interactions with her navigator,
while “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” offers information about her desire
to become a pilot.

D. “Photo of Amelia Earhart’s Plane Could Hold a Missing Clue” provides information about the life of
Amelia Earhart after arriving to Miami Airport, but the additional passage provides details about the
hardships Earhart faced while traveling the Atlantic.

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Overcoming Obstacles Unit of Study

Exit Ticket for RI.IKI.9

1. How does the additional passage add to the information in the previous two articles?

A. The additional passage gives specific reasons why Amelia wanted to fly around the Atlantic.

B. The additional passage presents more detailed information about the bones discovered on a Pacific
Island.

C. The additional passage describes how Amelia dealt with problems that occurred on her aircraft.

D. The additional passage tells why Amelia Earhart was interested in flying and wanted to fly alone
across the Atlantic Ocean.

2. What can the reader learn about air travel by reading all three passages?

A. Flying requires people to line up many different types of transportation.

B. Flying requires people to move slowly because of difficult terrain.

C. Flying requires people to change their plans often because of weather.

D. Flying requires people to be trained in order to deal with many challenges.

Exit Ticket for RI.IKI.9

1. How does the additional passage add to the information in the previous two articles?

A. The additional passage gives specific reasons why Amelia wanted to fly around the Atlantic.

B. The additional passage presents more detailed information about the bones discovered on a Pacific
Island.

C. The additional passage describes how Amelia dealt with problems that occurred on her aircraft.

D. The additional passage tells why Amelia Earhart was interested in flying and wanted to fly alone
across the Atlantic Ocean.

2. What can the reader learn about air travel by reading all three passages?

A. Flying requires people to line up many different types of transportation.

B. Flying requires people to move slowly because of difficult terrain.

C. Flying requires people to change their plans often because of weather.

D. Flying requires people to be trained in order to deal with many challenges.

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Overcoming Obstacles Unit of Study