Reading for Gist: “Middle Ages” Excerpt 2 | EL Education Curriculum

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ELA 2012 G6:M2B:U1:L4

Reading for Gist: “Middle Ages” Excerpt 2

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Long Term Learning Targets

  • I can cite text-based evidence to support an analysis of informational text. (RI.6.1)
  • I can use a variety of strategies to determine word meaning in informational texts. (RI.6.4)

Supporting Targets

  • I can find the gist of Excerpt 2 of "Middles Ages."
  • I can determine the meaning of words and phrases in Excerpt 2 of "Middle Ages."
  • I can identify the adversity faced by specific groups of people in Excerpt 2 of "Middle Ages."

Ongoing Assessment

  • Digging Deeper into the Text: "Middle Ages" Excerpt 2

Agenda

AgendaTeaching Notes

1. Opening

A. Unpacking Learning Targets (2 minutes)

2. Work Time

A. Reading for Gist (15 minutes)

B. Digging Deeper into the Text: Determining the Meaning of Words and Phrases 
(20 minutes)

3. Closing and Assessment

A. Identifying Adversity (8 minutes)

4. Homework

A. QuickWrite 2: Reread "Middle Ages" Excerpt 2 and answer this focus question:

B. "The second paragraph states, 'As private wars became less frequent, trade became easier.' How does this sentence move the excerpt into describing life in the towns?"

  • This lesson is similar in structure to Lesson 2 and is the first lesson in a two-lesson cycle in which students read an excerpt for gist and dig deeper into the text to build background knowledge about people in the Middle Ages. In the second lesson of the cycle (Lesson 5), students again will write a summary of the excerpt and analyze how part of the text contributes to the whole.
  • Most of the unfamiliar domain-specific vocabulary words have been included in the glossary to ensure that students have time to grapple with some of the more challenging sentences and phrases to gain a deeper understanding of the text and build background knowledge about the Middle Ages.
  • After reading for gist, students dig deeper into the meaning of the text by answering questions. Most of these questions are text-dependent, but some are focused on word and phrase meaning. To ensure that students are able to answer these questions and gain a deeper understanding of the text, this is teacher-led with the aid of a Close Reading Guide.
  • The closing of the lesson involves having students identify the adversity they see faced by people in the excerpt. This is to bring the focus of the lesson back to the module focus of adversity, and it will also be used in the end of unit assessment, when students write an informational essay about the adversities faced by a particular group of people in the Middle Ages.
  • To prepare students to address RI.6.5 in the next lesson, for homework they are assigned a QuickWrite analyzing how a part of the text introduces the people of the Middle Ages and prepares us for the information in the rest of the excerpt. This is preparing them for the mid-unit assessment and will be discussed in more detail in the next lesson.
  • In advance: Familiarize yourself with the text and the Close Reading Guide.
  • Post: Learning targets.

Vocabulary

feudal lords, toll, merchant, artisans, peddlers, occupation, Latin, guarded privilege

Materials

  • "Middle Ages" Excerpt 2 (one per student and one to display)
  • Document camera
  • Word catcher (from Lesson 2)
  • Equity sticks
  • Digging Deeper into the Text: "Middle Ages" Excerpt 2 (one per student and one to display)
  • Close Reading Guide--"Middle Ages" Excerpt 2 (for teacher reference)
  • Adversity anchor chart (from Lesson 2)
  • Adversity anchor chart (answers, for teacher reference)
  • Homework: QuickWrite 2(one per student)

Opening

OpeningMeeting Students' Needs

A. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can find the gist of Excerpt 2 of 'Middles Ages.'"

* "I can determine the meaning of words and phrases in Excerpt 2 of 'Middle Ages.'"

* "I can identify the adversity faced by specific groups of people in Excerpt 2 of 'Middle Ages.'"

  • Remind students that these are the same learning targets they had in Lesson 2.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. The learning targets also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.

Work Time

Work TimeMeeting Students' Needs

A. Reading for Gist (15 minutes)

  • Distribute "Middle Ages" Excerpt 2 and display a copy via a document camera. Invite students to silently read along with you as you read the excerpt.
  • Point out the words in bold type and the glossary and remind students to use this to help them understand the text.
  • Ask them to silently reread Paragraph 1 for the gist and discuss with an elbow partner:

* "What is the gist of this paragraph? What is it mostly about?"

  • Select students to share their responses. Listen for them to explain that it is mostly about the tolls that feudal lords collected from merchants in towns.
  • Invite students to circle any unfamiliar words in the first paragraph. Select volunteers to share the words they circled and circle them on your displayed text. Address the unfamiliar vocabulary in these ways:

-    Ask students to read around the word to see if they can figure out the meaning from the context.

-    Invite students to replace the word with another word.

-    Ask other students to help by sharing the meaning of the word.

-    Invite students to look in the dictionary to identify the meaning and to put the definition into their own words.

  • Ask students to record any unfamiliar vocabulary on their Word Catcher.
  • Invite them to work in pairs to find the gist and circle any unfamiliar vocabulary in each of the remaining paragraphs of the excerpt. Remind them to discuss the gist with their partner before recording it in the margin.
  • Circulate and support students as they read. If some need more support, ask them to practice telling you the gist of a section before they write it in the margin.
  • Refocus whole group. Consider using equity sticks to select students to share the gist of the remaining paragraphs. Use the strategies suggested above to help the class determine the meaning of any other unfamiliar vocabulary.
  • Reviewing academic vocabulary words benefits all students developing academic language. Consider allowing students to grapple with a complex text before explicit teaching of vocabulary. After students have read for gist, they can identify challenging vocabulary for themselves. Teachers can address student-selected vocabulary as well as predetermined vocabulary upon subsequent encounters with the text. However, in some cases and with some students, pre-teaching selected vocabulary may be necessary.
  • Asking students to identify challenging vocabulary helps them monitor their understanding of a complex text. When they annotate the text by circling these words, it can also provide a formative assessment for the teacher.
  • Consider seating those students who may struggle near each other in their pairs so that you can work with them all in one group.

B. Digging Deeper into the Text: Determining the Meaning of Words and Phrases (20 minutes)

  • Distribute Digging Deeper into the Text: "Middle Ages" Excerpt 2 and explain that you are going to guide the class through the questions.
  • Use the Close Reading Guide--"Middle Ages" Excerpt 2 (for teacher reference) to lead students through a series of questions about the excerpt. Students discuss the answers to these questions with their partner and then share with the whole class.
  • Questioning students about parts of the text encourages them to reread the text for further analysis and ultimately allows for a deeper understanding.
  • Guiding questions provide motivation for student engagement in the topic and give a purpose to reading a text closely. 

Closing & Assessments

ClosingMeeting Students' Needs

A. Identifying Adversity (8 minutes)

  • Remind students that this module is about adversity. Tell them that now they are going to identify the adversity faced by different groups of people in the excerpt of text they have just read.
  • Focus students on the Adversity anchor chart. Ask them to discuss in pairs:

* "What adversities do people in Excerpt 2 of 'Middle Ages' face?"

* "What evidence can you quote from the excerpt to support your answer?"

  • Select a few pairs to share their thoughts. Record their ideas on the Adversity anchor chart. Refer to the Adversity anchor chart (answers, for teacher reference) as you guide the class.
  • Distribute Homework: QuickWrite 2.
  • Capturing whole-class thinking on an anchor chart ensures quick reference later on in the unit.

Homework

Homework
  • QuickWrite: Reread "Middle Ages" Excerpt 2 and answer this focus question:

- "The second paragraph states, 'As private wars became less frequent, trade became easier.' How does this sentence move the excerpt into describing life in the towns?"

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