Reading

1. Reading Unit: 1 Lesson: 8 Module: A • Objectives: • Read and comprehend informational text. • Define and use domain-specific vocabulary words Today we will be doing a Close Reading of pages 54-63. • Essential Questions: • How does a reader consider point of view? • How does a writer use experiences, narration, and description to compel a • reader?

2. First Read Let’s explore the text! Examine the photographs and preview the objects found in The Spider Lab at Hiram College.

3. Independent Reading Routine Focus: What is the “gist” of the text? Silently read pages 54-63. Focus on understanding the “gist,” or the “key ideas” of the text. Be prepared to discuss the following questions when you are done with the reading: • What is it about this spider lab that makes it “global in reach”? • Based on details in the text, what two unique characteristics are specific to Goliath birdeaters? • What questions do you have?

4. Second Read Focus on descriptive details about the Spider Lab and how research is conducted in the lab. Be prepared to discuss the following questions when you are done with the reading: 1. If you were to visit Sam’s lab at Hiram College, what sounds would you hear? Where do the sounds come from? 2. Why do terraria make good containers for scientists to observe spiders? What container for holding fish is similar to a terrarium? 3. What parts of its body does a tarantula molt? In what position is a tarantula in as it molts? 4. What reasons and evidence does the author state to explain why scientists keep tarantulas in small containers throughout the lab? How does this help scientists with their research?

5. Focused Reading • Text-Based Vocabulary • comparative, p. 56 • primitive, p. 63 • Vocabulary Routine: • 1. Read the sentence containing the word. • 2. Identify context clues about its meaning within the passage. • 3. Look up the word in a dictionary and read the definition. • 4. Use the word in other ways. • *After we review these words, write your sentences on p. 14 in your Reader’s and Writer’s Journal.*

6. Focused Reading Small Group Discussion Routine Sam’s hypothesis was that the hissing sound had to do with the hairs on the tarantula’s front legs. He began by shaving the hairs off the spider’s front legs. Then he provoked the spider, but it didn’t hiss. To further understand, he experimented with removing each of the two kinds of hair. He learned that the sound was made by combing one kind of hair against the other. Paraphrase the steps Sam followed to understand why Goliath birdeater tarantulas brush hairs from their sides and abdomen onto the silk mat on which they shed their skins.

7. Focused Reading Team Talk Routine Do you think the Spider Lab would be a fun place to work? Include one reason why or why not in your answer. Base your reasons on evidence found in the text.

8. Reading Analysis Sequence of Events Sequence tells the order in which things happen, or the order of steps to follow to do something. In order to clarify the sequence of events, writers organize texts using clue words such as first, next, then, and last.

9. Reading Analysis Sequence of Events Focus on p. 59–60. 1. What important first step did Sam follow before he even touched a spider? 2. Would you include Sam’s hypothesis and what he remembered about observations in French Guiana as steps in the experiment? Why or why not?

10. Independent Reading Reading Analysis Work independently to complete Sequence Charts for the experiment discussed on pp. 60–61. Writing in Response to Reading Reread the first sentence on p. 59 of The Tarantula Scientist. Then write an informative/explanatory paragraph that describes an example of tarantulas’ “oddball” behavior. Use evidence from the text. Reading Wrap-Up Share responses

11. Small Groups It’s time to get into our groups! Please see me if you don’t know what group you belong in.

12. Writing • Informative/Explanatory Writing • Objectives: • Use visuals to support a topic. W.4.2.a • Understand progressive verb tenses. L.4.1.b

13. Writing Informative/Explanatory Writing Informative/explanatory writing should be supported with facts and details. Writers may also use photographs, illustrations, diagrams, or maps to help explain a topic. Review the different types of visuals a writer might use along with the text that would help explain it. For example, a writer might use photographs to show exactly how something looked at a specific time. The writer could create captions to explain what is being shown.

14. Writing Analyze the Model The author uses visuals to present information and to support ideas in the text.

15. Writing Conventions Focus: Progressive Verb Tenses The present progressive verb tense shows an action that is happening now. The present progressive tense is formed using the present tense of be (is, are, am) and a verb ending in –ing. One example is, “Sam Marshall is working on his computer.”

16. Writing Independent Writing Practice Read the prompt on p. 20 of the Reader’s and Writer’s Journal. Revisit the paragraphs you wrote about a characteristic of spiders or spider behavior for Lesson 7. Create an illustration or other visual to support the information given in the paragraphs. Include headers or captions with the visual.