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Mystery

Mystery. Module 1. Standards. ELL State Standards. ELA CCSS. RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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Mystery

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  1. Mystery Module 1

  2. Standards ELL State Standards ELA CCSS RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings, analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal and informal tone). • R.2.1 Use one or more of the following strategies to determine meaning of key vocabulary • R.4.1 Identify main idea/theme/problem/plot of a passage. • R.5.1 Identify important supporting ideas, themes, and conflicts. • R.6.1 Draw inferences, conclusions, predictions, generalizations. • R.6.3 Use knowledge of sentence structuretocomprehend text.

  3. Objectives TSWBAT Student Friendly I can describe an animal. I can make inferences (draw conclusions.) I can use context to determine the meaning of a new word. • describe an animal based on prior knowledge • make inferences based on evidence in an informational text • use language structure to construct meaning of new vocabulary

  4. What is a mystery?

  5. mystery noun • something that is difficult or impossible to understand or explain. • a novel, play, or movie dealing with a puzzling crime, esp. a murder. • a person or thing whose identity or nature is puzzling or unknown.

  6. Mystery Puzzle Enigma Conundrum Riddle Secret Problem

  7. How does one solve a mystery?

  8. How to Solve a Mystery • Identify the problem • Look for clues (Investigate) • Ask questions (Who? What? When? Where? How?) • Collect evidence • Make inferences based evidence • Solve the mystery

  9. Mysteries we’ve investigated • “The Sneak Thief” • Fiction • “Yawning” • Informational text • “The Legend of Sleepy Hollow” • Legend • “Mystery of the Cliff Dwellers” • Textbook excerpt

  10. Mysterious Monsters What is a monster?

  11. monster /ˈmänstər/ noun • 1. an imaginary creature that is typically large, ugly, and frightening.

  12. Observe and Infer

  13. Science Connection What do we already know about animals? • Mammals • Birds • Fish • Reptiles

  14. Graphic Organizer - Web

  15. Graphic Organizer - Web

  16. Graphic Organizer - Web

  17. Think about an animal you know about • What does the animal look like? • What does the animal eat? • Where does the animal live? • Does the animal fly? swim? run fast? climb trees?

  18. Dinosaurs

  19. What do you think? • What did dinosaurs look like? • Where did dinosaurs live? • What did they eat? • How did they move? Make a web showing what you know about dinosaurs.

  20. Compare About how long/tall do you think the Tyrannosaurs is in relation to a person?

  21. Math Connection Tryannosaurus the most complete specimen measures up to 12.3 m (40 ft) in length, up to 4 metres (13 ft) tall at the hips, and up to 6.8 metric tons (7.5 short tons) in weight What we know…

  22. The Loch Ness Monster Pre-Reading

  23. Geography Connection loch [lɒxlɒk] n.Scot. a lake a partiallylandlocked or protectedbay; a narrow arm of the sea.

  24. Build Vocabulary • loch • creature • monster • snakelike • enormous • swirl • blurred • grainy • murky • bulky • reptile • eel

  25. Vocabulary Squares Student 1 Looks up the word and draws a sketch. Student 2 tries to guess the word Student 1 is drawing. Together Student 1 and 2 create a sentence for the words. • Each student is responsible for looking up and drawing three words. • Both students should look up and draw the words at the same time. • Take about 10 minutes to draw. • Take about 10 minutes to to guess and write sentences.

  26. Text Structure • What is text structure? • Why is it important?

  27. Text Structure • What is text structure? • Why is it important? • Text Structure is the main parts of a text and how they fit together. • Understanding text structure helps us determine the main idea, and supporting details. This helps us determine the purpose of a text.

  28. Text Structure of Informational Texts

  29. Copy the chart to use as you read the text.

  30. Authors do not always give us all the information. • Sometimes you have to guess based on information you already know. • Use evidence from the text to make these guesses. Reading Strategy Make inferences based on evidence.

  31. Practice making inferences Read these sentences. • A man comes into the room. • He is wearing a wet raincoat.

  32. Practice making inferences Read these sentences. Which of these is an inference based on the sentences? It is raining. The man is cold. • A man comes into the room. • He is wearing a wet raincoat.

  33. Practice making Inferences • Think Aloud: • When I walk past the gym, I hear people cheering. I know that people cheer during games, so I can make an inference that there is a basketball game or some other game happening in the gym.

  34. Practice with the Summary • Work with your partner to put the summary in order. • Read the summary. • What inferences can you make based on evidence found in the summary? • Either paraphrase (put into your own words) the summary, or make a text sketch of the summary. You might want to paraphrase while your partner sketches.

  35. Take the Quiz! • Go to Canvas. • Find the Quiz for the Loch Ness Monster. • Take the quiz to check for understanding. The End

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