C3

CCSS

Dimension 1: Developing Questions and Planning Inquiries

D1.1.3-5. Explain why compelling questions are important to others (e.g., peers, adults).

D1.4.3-5. Explain how supporting questions help answer compelling questions in an inquiry.

CCSS.ELA-LITERACY.RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Lesson Plan Suggestions:

• Reading Comprehension Questions

• Read or listen to the original or simplifiedarticle.
• Read the Reading Comprehension Questions.
• Think about the questions that are asked. Why are these questions important to understanding the article?
• Then, reread/listen to the article.
• Stop and answer each question.

• Use a quote from the article to support your answer.

• Ask yourself, is this a compelling question, a supporting question, or neither? How do you know?
• Write a sentence explaining your choice for each question.

• Critical Thinking Challenge

• Read or listen to the original or simplifiedarticle.
• Read the Critical Thinking Challenge,
• Write a sentence explaining why this is a compelling question and why the answer is important.
• Think: What supporting questions would help you to answer this question?
• Write 2-3 additional supporting questions about the Critical Thinking Challenge.
• Explain how you chose to include these supporting questions, providing quotes from the text when necessary to show your reasoning.

• Vocabulary Questioning Game

• Read or listen to the same original or simplifiedarticle as a classmate.
• Play the Vocabulary Game.
• Take turns giving each other a word from the Vocabulary List.

• Partner 1 says a word.
• Partner 2 finds the word and reads the sentence from the article.

• For example, in this article, “But based on other artifacts found in the area, they estimate it to be 3,700 years old.”

• Partner 1 poses a question about the word.

• Question example: Why do researchers use estimating to age artifacts?

• Partner 2 answers the question, trying to use a quote or evidence from the article.

• Answer example: According to the article, “The researchers could not determine the exact date of the comb.”, so they had to use artifacts from the area they already knew about. I think this happens in other archaeology digs, too.  

• Partner 2 gets 2 points for using a quote and 1 point for answering without a quote.
• Trade roles.

• Keep playing until all of the words have been used.
• Count up points.

C3

CCSS

Dimension 3: Evaluating Sources and Using Evidence

D3.4.3-5. Use evidence to develop claims in response to compelling questions.

Dimension 4: Communicating and Critiquing Solutions

D4.1.3-5. Construct arguments using claims and evidence from multiple sources.

D4.2.3-5. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

CCSS.ELA-LITERACY.RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Lesson Plan Suggestions:

• Parts of Speech and Arguments

• Read or listen to the same original or simplifiedarticle as a classmate.
• Take the Parts of Speech Quiz.
• Make a chart with 4 columns. List all of the words, based on their part of speech.
• Reread/listen to the article.
• Click on each word as you read it.

• A dictionary and thesaurus tool will pop-up.
• Scroll down to “Related Forms”.

• Note: Not all dictionary entries contain this section. Skip the word if missing.

• Read the related forms and record them in your chart.

• For example, the word massive  lists massively (adjective) and massiveness (noun).

• Read the Critical Thinking Challenge question with your classmate.
• Take a few minutes to reread/listen to the article and underline or record your ideas to answer the Critical Thinking Challenge question.
• Discuss your answers, using quotes and evidence from the text to support your ideas and inferences.

• Refer to your chart and try to use the new vocabulary, in any form.
• Put a checkmark next to the words each time you use one.

• After your discussion, count your checkmarks to see who used the most words.
• On your own, write a paragraph supporting your claim related to the Critical Thinking Challenge question, using the quotes, evidence and vocabulary from your discussion with your classmate.

• Reading Quiz, Quotes and Compelling Questions

• Read or listen to the same original or simplifiedarticle as a classmate.
• Take the Reading Quiz.
• Choose 3-4 questions from the quiz to focus on.
• Record them in column 1 of a 3-column chart to quiz a classmate.

• Column 1: Reading Quiz question
• Column 2: Quote from article
• Column 3: Compelling question

• Find a quote that provides evidence to support your answer. Record it in column 2.

• Do not align the Reading Quiz questions with the quotations.

• Write a compelling question in column 3 that connects to each Reading Quiz question you chose.

• Do not align the questions to the quotations.

• Give your paper to a classmate. They must match all three parts, Reading Quiz question, quote and compelling question.

Sample:

• Check their work.
• Talk about any mistakes.

C3

CCSS

Dimension 4: Communicating and Critiquing Solutions

D4.3.3-5. Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

D4.4.3-5. Critique arguments.

D4.5.3-5. Critique explanations.

CCSS.ELA-LITERACY.SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.

Lesson Plan Suggestions:

• Using Vocabulary in Context

• Read or listen to the original or simplified article.
• Read the Vocabulary in Context question.
• Find the sentence in the article. Reread the paragraph it is in and answer the question, giving support for your answer.
• Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
• Write a claim sentence based on your thinking.
• Find support for your claim in the article, underline or record it.
• Write a few sentences explaining how the quote supports your idea, use the vocabulary word in your explanation.
• Trade writing with a classmate to critique your claim and explanation.
• Talk to your classmate about their critique. Answer any questions and provide explanations for your ideas.

• Group Debate

• Read or listen to the same original or simplified article as 2 or more students in your class.
• Think: What do I know about this topic? What important idea does this article convey? What is the main idea?
• Work with your group to write a claim about your thinking.  

• If you disagree, ask clarifying questions to learn more about your classmates’ ideas.

• Reread/listen to the original or simplified article.
• Highlight or record sentences and text features that support your group’s claim.
• Meet with your classmates.
• Take turns sharing your evidence. Note any new evidence shared by your classmates.
• Debate another group in your class.

• Group 1 shares their claim.
• Group 2 asks clarifying questions.
• Group 1 supplies evidence and quotes to support their thinking.
• Trade roles.