Jan 13-17 and January 22-24, 2014
Common Core 3.RIT. 3 Describe the relationship between series of historical events, scientific ideas or concepts
or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Skill: I can read a non-fiction selection and construct a timeline to sequence events. I can explain the cause and
effect relationship of events in a text.
 Scientific
 Historic
 Technical (directions)
Activity:
McGraw Hill for modeling
Small group:
**McGraw Hill practice
** read a biography and create a timeline using 5 major events and dates in their life
** Cause and Effect (spiral review from science) create a T chart with cause and effect relationships
**signal Words
**reading directions and identifying what step coming next. What would happen if the step was missing?
Mini Lesson
Wednesday
Introduce the differences between non-fiction
genres. “Today we are going to be learning
about historic texts. What do you think a
historic text would be?”
Guide students through reading a historic text
on McGraw Hill and introduce using a timeline.
Compare a timeline and a number line to
students.
Begin anchor chart of different ways that
books can be organized 1. In sequential order
(by time).
Independent
reading/
work
Small group
Assign students to work on independent
reading once they have created a timeline.
(Students can use reading a/z passage in small
group or practice page from McGraw Hill.
Students can read independently once
finished.
Wednesdays will be progress monitoring days
for Red Students. Depending on how many
you have you can also pull a small group)
Reading A-Z book on Martin Luther King book.
This book has 3 different levels to help
accommodate different levels. Print or project
as you create a time line with your group.
Closure
Books can be organized in different ways. Why
do you think organizing a book by dates and
time would be the best for a historic text?
Thursday
Review the purpose of a time line and why
some texts are divided by sequence.
“Another way that we organize non-fiction
stories is by cause-effect. What is a cause?
An Effect?”
Friday
“What is Cause and Effect? Why do
you think a good reader is on the
lookout for cause and effect?”
“Other types of texts are also organized
by cause and effect, today we are going
to look to scientific texts.”
Guide students through McGraw Hill on how
to look for cause and effect in a reading
Guide students through McGraw Hill
passage and look for signal words.
on how to look for cause and effect in a
reading passage and look for signal
Add cause/effect to your anchor chart.
words.
(If you have not already introduce the
phrase according to the text- This is a right
there answer!)
Students can go to independent reading
Students can go to independent
once they have completed the Weekly News reading once they have identified the
independently. Encourage students to look
cause and effect in the mini passage
for important skills that have been covered. from McGraw hill in small group or
Highlighters can be used to show where
independently.
answers are found in the text.
Reading A-Z book on Martin Luther King
book. This book has 3 different levels to help
accommodate different levels. Print or
project as you create a time line with your
group.
Reading A-Z book on Martin Luther
King book. This book has 3 different
levels to help accommodate different
levels. Print or project as you create a
time line with your group.
Conference with students checking if they
can identify the main idea of their nonfiction text.
Conference with students checking if
they can identify the main idea of their
non-fiction text
Books can be organized in different ways.
Why do you think organizing a book by
cause and effect in a historic text?
Ask students to compare scientific texts
to historic texts. Create a Venn
Diagram as a class.
Read Aloud
Continue to use Alexander Graham Bell book
to create a timeline with class on an anchor
chart.
Read pages 4-9. Students should have the
blank timeline sheet to put in their reader’s
notebook to fill out during mini lesson this
week!
** Have students set their reader’s notebook
up with a 2 post it jot before coming to
meeting area. Have them bring journals and
pencils with them.
Pg. 4: Model to students what should be
written in the first box. “Born in Scotland in
1847”. Have students turn and talk with their
partner about the year Alexander Graham Bell
was born. About how long ago do you think it
was? How do you think life was different?
Walk around to hear students’ answers.
** Take a virtual field trip to Scotland! Show
students where Scotland is on the Globe, or
pull up a map on your projector.
Pg. 7 have students write on first post it note
why the information on page 7 is not included
at the timeline shown at the bottom of the
pages?
Pg. 9. Have students stop and jot on 2nd post it
after reading. Talk about how because in
1800’s technology was very limited. How do
they think Alexander Graham Bell came up
with ideas for his inventions?
Introduce students to A Picture Book of
Sojourner Truth. Begin reading this book as
your class read aloud. (2 stop and jots and
students will create a timeline on the page
above jots). Pages 1-5
Continue to read A Picture Book of
Sojourner Truth. Pages 6(2 stop and jots)
P6- After Robert was caught and taken
away how do you think Isabella felt?
Would you feel the same?
Show cover: “This book has illustrations
P7- (stop and Jot) Isabelle had children,
instead of photographs, how can I tell that it how do you think she felt? Keep in
is still a non-fiction story?”
mind she has been separated from her
Before reading you may want to preface the parents, brothers, sisters, and Robert.
book by explaining slavery to students who
P8- Add the date 1817 to your timeline.
might be missing background knowledge.
How can we tell this is an important
P1/2 we have learned our first important
date?
date, can we start our timeline with
*(stop and Jot) Isabella was promised
Sojourner’s birth?
to be freed but then Dumont later
Discuss how Sojourner was compared to her refused. How would you feel?father, why would this be included in the
remember that good readers try to put
story?
themselves into characters shoes… this
P3 (stop and jot) Why would Sojourner
goes for biographies about real people
change her name once she became free?
as well.
Would you do the same?
*Make a prediction as to what Isabella
P4- (after reading page) “Wait I am
will do now that she has been refused.
confused, first it says many years later but
P9/10. Isabella was very brave, she not
then talks about when she was 3, I am going only ran left the Dumont plantation but
to go back and reread to clarify”.
then sued for custody of her child that
*Here is another part that could be added to was sold. Why do you think the author
our timeline, but there is no date… can we
included this information about the
figure it out?”- add it to your jot.
story?
Page 5- (stop and Jot) “Our book has lots of
dates and time, how can we tell that this
book is organized by cause and effect?”