3/30-4/17 3 weeks (14days) teks 3.6a, 3.6/fig19d, 3.6/fig ...€¦ · going to get my big chance. ....

Block 7: Reviewing Literary Nonfiction, Poetry, &

Informational

3/30-4/17

3 weeks (14days)

TEKS 3.6A, 3.6/Fig19D, 3.6/Fig 19E, 3.10A, 3.9/Fig 19D, 3.9/Fig19E, 3.13A, B,

C, D, 3.13/Fig19D, 3.13/Fig 19E

****Please note the following 14 lessons are a genre review in 3-day cycles. The

1st day is an overview of the structure and elements of the genre (using the genre

study noticings anchor chart.) The 2nd and 3rd day of the genre focus on the

process standards (Fig 19D & Fig 19E) within that genre. Each lesson includes an

engagement strategy with student handouts, the text you will use, and test-

formatted questions.

After reviewing your data from district assessments, if you feel there are other

more important standards to review/reteach. Please do so on days 4 & 5 of each

week. This block is your opportunity to reteach any concepts based on the needs

of your students ****

Week Time

Frame

Lessons Focus

1 3/30-

4/2

1-4 3.9/Fig19D & Fig19E

2 4/6-

4/10

5-9 3.6/Fig19D & Fig19E, 3.6A,

3.10A

3 4/13-

4/17

10-14 3.13A, B, C, D, 3.13/Fig 19D

& 3.13/Fig19E

Block 7: Review

Lesson TEKS & Objective/Product Procedure

1

TEKS: 3.9

Obj: We will understand, make inferences,

and draw conclusions about the structure

and elements of literary nonfiction and

provide evidence from text to support our

understanding.

Product: I will understand, make inferences,




understanding.

Focus: Genre Review: Literary Nonfiction

Text: “Babe, Big Time” (included in the lesson)

Approach: Minilesson-Review

Strategy:

“Brain Dump”

2

TEKS: 3.9/Fig 19D





understanding.





understanding.

Focus: Inferring in Literary Nonfiction

Text: “Babe, Big Time” (included in lesson 1)

Approach: Engagement Activity

Strategy:

“Investigation the Question (IQ) Slap down”

3

TEKS: 3.9/Fig 19E





understanding.





understanding.

Focus: Summary in Literary Nonfiction

Text: “Babe, Big Time” (included in lesson 1)


Strategy:

“Odd One Out”

4 TEKS: 3.9

Obj:

Product:

Focus:

Text:

Approach:

Resources/Materials:

Flex Days

Block 7: Review


5

TEKS: 3.6



and elements of poetry and provide

evidence from the text to support thinking.





Focus: Genre Study: Poetry

Text: “Wagon Red” (included in the lesson)


Strategy:

“Synectic Snowball” (included in the lesson

6

TEKS: 3.6A, 3.6/Fig 19D









Focus: Analyzing and Inferring about the

Structure & Elements of Poetry



Strategy: “Reading Mystery”

7

TEKS: 3.6/Fig 19E









Focus: Summarizing Poetry



Strategy: “Pass the Picture”

8 TEKS: 3.6

Obj:

Product:

Focus:

Text:

Approach:


9 TEKS: 3.6

Obj:

Product:

Focus:

Text:

Approach:


Flex Days

Block 7: Review


10

TEKS: 3.13

Obj: We will analyze, make inferences, and draw

conclusions about expository text and provide

evidence from text to support their thinking.

Product: I will analyze, make inferences, and

draw conclusions about expository text and

provide evidence from text to support their

thinking.

Focus: Genre Review: Expository

Text: The Man in the Ice


Strategy:

“Consensogram”

11

TEKS: 3.13/Fig19 D







thinking.

Focus: Inferring in Expository/Informational



Strategy:

“Q Stems with Toss the Question”

12

TEKS: 3.13/Fig 19E







thinking.

Focus: Summarizing & Main Idea in Expository



Strategy:

“Fact or Fib Showdown”

13 TEKS: 3.13

Obj:

Product:

Focus:

Text:

Approach:


14 TEKS:3.13

Obj:

Product:

Flex Days

Lesson 1

Genre Review: Literary Nonfiction

Lesson Overview: 3.9

Text: “Babe Big Time” (included)

Approach: Minilesson

BEFORE THE LESSON

1. Ensure all students have a copy of “Babe Big Time.”

2. Display your Genre Study: Literary Nonfiction Anchor Chart from Block 2.

3. Make sure the STAAR Strategy Anchor Chart is visible to your students.

1. Brain Dump: Have students write down everything they know about Biographies and/or

Autobiographies BEFORE reviewing the genre in ONE minute on a notecard, sticky note, or in

their Reader’s Notebook. Elicit some responses about what students remember about the genre.

2. Using your Literary Nonfiction Genre Study Anchor Chart from Block 2, to review the noticings

of Literary Nonfiction and remind students that they should read with these things in mind. Good

readers are always thinking about these noticings when they read this genre. It should be the first

thing they do when they come to a passage on STAAR – identify the genre!

3. Use the STAAR Strategy Anchor Chart and the phrases that go with the acronym to help your

students know what to do when they approach reading a passage that is test formatted. *You will

want to display this in your classroom for the rest of this Block.*

Independent Practice:

Students will read “Babe Big Time” using the STAAR Strategy.

"Winning has always meant much to me, but winning friends has meant the most."

-Babe Didrikson

1 There is nothing I like better than 4 An announcer called out the names

running, jumping, and throwing- of the teams. Most of the other teams

except maybe winning! Let me tell you had 15 or more girls. One had 22.

about my favorite day ever. That was Then they called out my team's name,

the day a lot of people first heard the the Golden Cyclones. I ran out alone.

name Babe Didrikson. That's right; I was the whole "team."

2 It was the day of the national

track and field championships. It

was also the day of tryouts for the

1932 Olympic team. Ever since I

was a young girt I had dreamed of

going to the Olympics. Now I was

going to get my big chance. .

3 The day did not start out too well.

The night before I had a bad case of

nerves. I did not fall asleep ,until nearly

I waved to the cheering crowd.

5 There were ten events. I was signed

up for eight of them. For the next

three hours, I was flying all over the

place. I ran the hurdles. Then I did the

high jump. Then I let loose with a

flying broad jump (or long jump).

Next, I hurried over to the javelin toss.

I'll tell you, I came off that field

puffing and sweating!

dawn. Then I overslept! I barely had 6 Out of my eight events, I won

time to make it to the stadium. I was five and tied for a sixth. I had hardly

running so late I had to change into practiced the shot put before, but I

my track suit in the cab on my way won it anyway. I broke several world

there. But I made it just in time for records, too. Two of those records were

the start of the games. Whew! actually my own.

Los Angeles Olympic Stadium, 1932

7 Then they announced the team

scores. With 30 points, the Golden

Cyclones-my team-was the

winning team! The crowd could not

decide whether to laugh or cheer. I

threw my sweaty arms high in the air

and waved and waved. I was going to

the Olympics, and I planned to

continue winning!

8 The next day some reporter called

it "the most amazing series of

accomplishments by any individual,

male or female, in track and field

history.” Shucks, was I flattered! The

way I saw it, there was nothing I

could do but try my best. But then, I

already told you: I like to win.

Athletes approach hurdles in 2005 competition

e

m

a

l

e

R

e

c

o

r

d

B

r

e

a

k

e

r

s

i

n

S

p

o

r

t

s

Female Record Breakers in Sports

Name

Year

Sport

Accomplishment

. Margaret I. Abbott

1900

golf

first American woman to win

an Olympic gold medal

Evelyn Burnett

wins the first U.S. Platform

Diving Championship 1916 swimming

Jennie Kelleher

1930

bowling

first woman to bowl a perfect score

Barbara Washburn

1947

mountai

n

climbing

first woman to climb 20,320-foot

Mount McKinley

JeannieAshworth

1960

speed skating

wins the first speed skating Olympic medal for American women

Lynette Woodward, Jackie White

1985

basketball

first female Harlem Globetrotters

Lindsey Vonn

2010

skiing

first American woman to win Olympic

gold medal in alpine skiing

Lesson 2 Review Literary Nonfiction


Text: “Babe Big Time”

Approach:

Focus:

BEFORE THE LESSON

1. Ensure all students have a copy of “Babe Big Time”

2. Display your Sensory Language and Inferring Anchor Charts from Block 2.

3. For IQ Slap down, students will need 2 sticky notes, torn/cut in half, with the letters A, B, C, and D

written on each piece.

Review:

Using your Sensory Language AND Inferring in Literary Nonfiction Anchor Charts from Block 2,

review Sensory Language, Inferring, and Theme. Briefly reteach any concepts based on the needs of your

students.

Engagement Activity: “Investigating the Question (IQ) Slap down!”

1. Students are organized into small groups.

2. Each member should get a set of “ABCD” cards (or the sticky notes).

3. The questions for the strategy are included in the handouts.

4. Round 1: at the teacher’s signal, students slap down the answer choice that represents the WORST

answer and then justify their response.

5. Round 2: At the teacher’s signal, students slap down the answer choice that represents the BEST

WRONG (distractor) answer and then justify why many students may have mistakenly chosen that

answer.

6. Clarify the question stem and verify that students understand the question stem!

7. Round 3: At the teacher’s signal, students slap down the answer that represents the CORRECT answer

and then justify why this is the appropriate response.

Independent Practice:

Students will answer the test-formatted questions with answer choices independently (included)

“Babe, Big Time” IQ Slap down Questions

1 In the passage, Babe’s main goal was to-

A go to the Olympics

B appear in newspapers

C break her own records

D get others to join her team

2 Read the sentence from paragraph 3 of the passage.

But I made it just in time fro the start of the games. Whew!

The word whew means the Babe Didrikson feels-

A angry

B friendly

C relieved

D upset

3 What is special about the Golden Cyclones’ victory?

A The team had only one member.

B The crowd laughed at the team’s name.

C The team was the first to arrive at tryouts.

D The team came in first place in every event.

4 What is special about the chart at the end of the passage? A All of the sports listed are winter sports B All of the sports listed are indoor sports C All of the names are in alphabetical order D All of the people listed are successful women

Answer Key

1. C 2. C 3. A

4. D

Lesson 3

Minilesson: Review Summarizing Literary Nonfiction

Lesson Overview: 3.9, 3.9/Fig. 19E

Text: “Babe Big Time” (included in the handouts)


BEFORE THE LESSON

1. Ensure all students have a copy of “Babe Big Time.”

2. Display your Summarizing Literary Nonfiction Anchor Chart from Block 2.

Review:

Using your Summarizing Literary Nonfiction Anchor Charts from Block 2, and review the process of

identifying the major events in the subject’s life, why they were important, and elements of a good

summary in literary nonfiction. Briefly reteach any concepts based on the needs of your students.

Engagement Activity: “Odd One Out”

1. Organize students into Home Groups of 4. Students number off, 1-4 within their Home Group.

2. Give each student an Odd One Out handout.

3. With a copy of “Babe, Big Time” and their Odd One Out handout, break out into groups in corners of

the room. (All 1’s in one corner, 2’s in another corner, etc.)

4. Working cooperatively in groups, students should analyze their corner’s summary using the Word Bank.

Students must decide whether or not their answer choice is a good or bad summary and be able to justify

their answer.

5. Students should return to their Home Groups and share their discussion about the summary. Group

members may agree OR disagree.

6. Now, students work with their Home Group to read the questions AND to compare/contrast the squares

and decide which one is the “Odd One Out” (the BEST SUMMARY) and justify.

7. Clarify and verify. ***BOX 2 CONTAINS THE BEST SUMMARY!

ODD ONE OUT – Plot & Summarizing Literary NF

What is the BEST summary of Babe’s life?

No one has ever heard of

Babe. She was late to the

track meet. Her team name

was the Golden Cyclones.

Babe liked to run track.

Babe was a 1 woman team

for the 1932 Olympic Trials.

She competed in 8 events,

and won 5 of them. She

was the winning team, and

was going to the Olympics.

Babe Didrikson was on the

Golden Cyclones. She ran,

jumped, and threw. A

reporter called her amazing

in track and field.

Babe scored 30 points at

the track meet. She liked

winning. A reporter

flattered her by saying her

accomplishments were

amazing.

1 2

3 4

Word Bank -paraphrased most important parts

-events that make the person

memorable

-no distractor details

-why are they worthy of having their life

story told?

Lesson 5

Genre Review: Poetry


Text: “Wagon Red” (included)


BEFORE THE LESSON

1. Ensure all students have a copy of “Wagon Red.”

2. Create the Poetry Reading Strategies Anchor Chart


Minilesson:

1. Using the Poetry Reading Strategies Anchor Chart discuss the strategies and remind students that they

should read with these things in mind. It should be the first thing they do when they come to a passage on

STAAR – identify the genre!

2. Use the STAAR Strategy Anchor Chart and the phrases that go with the acronym to help your students

know what to do when they approach reading a passage that is test formatted.

Independent Practice: Synectic Snowball Activity:

Students participate in a Synectics activity by developing an analogy between a complex concept and a seemingly unrelated picture.

1. Place students into cooperative groups of 4.

2. Distribute the Synectic Snowball Activity, included in the handouts.

3. Ask students to circle one picture and to form a relationship in some way.

4. Students should write a “because statement” to complete their analogy.

5. When all students have completed their Synectics analogy, they should stand up and push their chairs in.

6. Students crush their paper into a “snowball.”

7. The teacher should provide clear instructions for the Snowball sharing activity.

At the teacher’s signal, students toss their snowball at a classmate.

Students pick up a random snowball and toss it.

Students pick up another random snowball and toss it.

After tossing 3 snowballs, students pick up a 4th snowball, read it, and share it with their group. Cooperative groups select the best analogy from their 4 and share it with the class.

8. You will want to collect these, so you can gauge students’ confidence in Poetry.

***Students should read “Wagon Red” using the STAAR strategy.**

Synectics Snowball

Reading a poem is most like…

(Circle the picture that completes the comparison best in your opinion)

because _____________________________________________________________________ ______________________________________________________________________________.

Wagon Red

Wagon Red, Wagon Red,

On the ground your four wheels tread.

I push myself with both my feet

To my playground down the street.

5 Wagon Red, Wagon Red,

Now you are a car instead!

Rhum! Rhum! Rhum! Your engine roars!

You’re a speeding boat that needs no oars!

Now as wings sprout from each side,

10 Into the air I start to glide!

In my ears, the wind whooshes

We’re flying high above the bushes.

High above the earth I see

The moon is there to welcome me!

15 Wagon Red, if we go there,

Then we can go most anywhere!

Now the earth looks like a face.

We’re shooting down from outer space!

It smiles at me, no time to fear!

20 I’m plunging through the atmosphere!

I plow through air, but there’s a shield.

Wagon Red, hit the new force field!

Heads up, Red, and tell our ‘droid

We’re falling like an asteroid!

25 Down we splash into the ocean,

Far beneath the surface motion,

Now you are an undersea invader!

Oh no! A shark! We’ll see you later!

Wagon Red, now you’re all wet,

30 But we’re not done exploring yet!

There’s one more place that we need to go,

Down that hill, sledding through the snow!

Wagon Red, oh, Wagon Red,

Before down a new adventure’s path we’re led,

35 Might we go somewhere else instead?

Might we journey up…to bed?

Wagon Red, Wagon Red,

On the ground your favorite four wheels tread.

For some sleep, I’ll put my head down.

40 Then we’ll go to that old playground.

Lesson 6

Minilesson: Analyzing and Inferring About the Structure and Elements of Poetry

Lesson Overview: 3.6A, 3.6/Fig. 19D

Text: “Wagon Red” (included in Lesson 5)


BEFORE THE LESSON

1. Ensure all students have a copy of “Wagon Red” and a copy of the Reading Mystery handout.

2. Display your Poetry Reading Strategies Anchor Chart from Lesson 5.

Review:

Using your Anchor Charts from Block 3 review the structure and elements of poetry with your students.

Briefly reteach any concepts based on the needs of your students and data you have gathered.

Engagement Activity: “Reading Mystery”

1. Organize students into four groups using a 4-Corners activity:

Corner 1 – like Coca Cola best

Corner 2 – like Sprite best

Corner 3 – like Dr. Pepper best

Corner 4 – like Gatorade best

Corner designations may be various types of candy, soft drinks, vacation destinations, sports, types of food, etc.

2. Students practice one assessment item (included in the handouts).

3. Corner groups are assigned one answer choice and must either…

4. DEFEND the answer to the class as “innocent of the crime” by explaining why it is the correct response.

5. PROSECUTE the answer in front of the class as “guilty of a crime” explaining why their answer is the

incorrect response.

Corner 1 – focus on answer choice A

Corner 2 – focus on answer choice B

Corner 3 – focus on answer choice C

Corner 4 – focus on answer choice D

6. Teacher clarifies/verifies.

7. Repeat this strategy for each question included in the handouts.

Answer Key: 1. B

2. C

3. A

4. C

Reading Mystery

A B

C D

1. What is the most likely reason the author uses the word rhum in line 7? A to show the speaker is angry. B to show the sound that an engine makes. C to show that the speaker is pretending he is a lion. D to show why the speaker likes to pretend.

2. What part of this poem gives it a steady beat? A The rhyme B The title C The rhythm D The shape

3. The title is an important part of any poem. What would be another good title for this poem? A Wagonloads of Adventure B The Playground C Meeting a Shark D Outer Space Travels

4. The person speaking in the poem imagines visiting many places. Which of the

following is one of the places the speaker pretends to visit? A a factory B a zoo C a snowy hill D an island

Rank the drinks in order of what you like LEAST to BEST.

1.

2. 3.

4.

Lesson 7

Minilesson: Summarizing Poetry

Lesson Overview: 3.6/Fig. 19E

Text: “Wagon Red” (included in Lesson 5)


BEFORE THE LESSON

1. Ensure all students have a copy of “Wagon Red.”

2. Display your Poetry Reading Strategies Anchor Chart from Lesson 5.

Review:

Using your Anchor Charts from Block 4 review the structure and elements of poetry with your students.

Briefly reteach any concepts based on the needs of your students and data you have gathered.

Engagement Activity: “Pass the Picture”

1. Organize students in small groups of 4.

2. Each student needs a blank piece of paper, butcher paper, chart paper, etc.

1st Round - After rereading the poem “Wagon Red,” allow students 5 minutes to draw what they

visualized when they read the poem.

2nd

Round – Everyone passes their picture clockwise to their group member. They have 1 minute to add

to the picture.

3rd

Round - Everyone passes their picture clockwise to their group member. They have 1 minute to add

to the picture.

4th

Round – Students should receive their own picture. They have 5 minutes to write a summary of the

poem.

3. Elicit summaries from students and encourage them to justify why they included things in their picture

based on text evidence.


Independent Practice: Students independently answer the test-formatted question on the handout.

Answer Key

1. B

Questions for “Wagon Red”

1. At the end of the poem, how does the speaker feel?

A sick but hopeful

B tired but happy

C sad that the day is ending

D lonely and frightened

Lesson 10

Genre Review: Expository


Text: “The New Science of Sleep” (included)


BEFORE THE LESSON

1. Ensure all students have a copy of “The New Science of Sleep.”

2. Create Informational/Expository Text Anchor Chart .


Minilesson:

1. Consensogram Activity: Have students record where they are in their understanding of expository

text BEFORE you review the noticings of expository text. ***You may want to collect this

consensogram because students will record their understanding of expository AFTER of lesson 12***

2. Using your Informational/Expository Genre Study Anchor Chart review the noticings of Expository

and remind students that they should read with these things in mind. Good readers are always thinking

about these noticings when they read this genre. It should be the first thing they do when they come to a

passage on STAAR – identify the genre!

Independent Practice: Students will read “The New Science of Sleep” using the STAAR strategy.

Consensogram

At this exact moment in time...

How confident are you in TRULY understanding the structure and elements of expository text.

Lacking Confidence but

Willing to Learn!

Somewhat Confident Completely Confident

Before

After

The Man in the Ice

1 Many people like to hike in the region between Austria and Italy. People

like to climb into a high range called the Alps. The Alps are so tall that

large areas of ice are found on the peaks there. In 1991, hikers in the

Alps found something odd. They found the body of a man frozen in the

ice.

2 The hikers told police about the body. The police tried to find out who the man was. They looked at the man’s tools. The things that the man had with him were strange. He had arrows and a bow. He had a copper ax. The police asked scientists to look at the man. The scientists were amazed at his age. The man was about 5,300 years old!

3 Scientists, people who study history, and many others were excited by the discovery of the man’s body. People began to call the man “Oetzi” after the Oetz Valley where he was found. Oetzi was taken to a place in Austria to be studied. Scientists looked at the man and his tools. The man’s clothing was made of fur, leather, and grass. He had foods that he may have used for medicine. His pack of tools had sewing materials. It also had blades made of stone.

4 People began to argue about where Oetzi should be kept People at first thought that Oetzi was found in Austria. People from Austria thought he should be kept in Austria. Later, it was discovered that Oetzi was found across the border in Italy. When Austrian scientists finished studying Oetzi, he was moved to a new home. A special museum was built for him and his tools in Bolzano, Italy. There he is kept in a cold room. People can see him through a window. More than a quarter of a million people have come to the museum. They want to learn about Oetzi.

5 The 5,300-year-old Oetzi is the oldest mummy ever found. In fact, he is more than twice as old as any other body found in the ice of the Alps. Scientists had found objects before from that time period. However, they had not seen how people might have used these objects. Oetzi gave a picture of life 5,300 years ago.

6 From Oetzi’s body, scientists learned much about life during ancient

times. They studied his teeth and stomach to see what type of foods he ate. They looked at his bones to find out his age. They studied his skin

and head. They searched for injuries and clues to his death.

7 How did Oetzi die on the mountain? For many years scientists did not know. However, they slowly found clues that helped them guess what caused his death. Inside his stomach were parts of a plant that blooms only in the spring. From this clue, scientists believed that Oetzi did not die in a winter storm. Some scientists thought he fell and hurt himself. Unable to climb down, he died there on the mountain. Others thought he died of hunger. Then in 2001, some scientists used an x-ray machine. They used the machine to find a very important clue about Oetzi’s death. A small arrowhead was stuck in Oetzi’s left shoulder. Oetzi had been shot with an arrow!

8 This find has led to even more questions. Was Oetzi murdered? Was he

shot accidentally? Did he die in a great battle? Some people even think he may have been sacrificed. Maybe he was killed as an offering to gods his people worshipped. Today, scientists work busily to answer these questions. We still have much to learn about Oetzi’s life.

Lesson 11

Minilesson: Making Inferences and Synthesizing Information in Expository

Lesson Overview: 3.13/Fig. 19D

Text: “The Man in the Ice” (included in the handouts)


BEFORE THE LESSON

1. Ensure all students have a copy of “The Man in the Ice.”

2. Display your Making Inferences/Drawing Conclusions Anchor Charts from Block 5.

3. For Reading Mystery, students will need a copy of the Reading Mystery Handout.

Engagement Activity: “Reading Mystery”

1. Organize students into four groups using a 4-Corner activity.

Corner 1 – like Coca Cola best

Corner 2 – like Sprite best

Corner 3 – like Dr. Pepper best

Corner 4 – like Gatorade best

Corner designations may be various types of candy, soft drinks, vacation destinations, sports, types of

food, etc.

2. Students practice one assessment item (questions are included in the handouts for this strategy).

3. Corner groups are assigned one answer choice and must either...

4. DEFEND the answer to the class as “innocent of the crime” by explaining why it is the correct response.

5. PROSECUTE the answer in front of the class as “guilty of a crime” explaining why their answer is the

incorrect response.

Corner 1 – focus on answer choice A

Corner 2 – focus on answer choice B

Corner 3 – focus on answer choice C

Corner 4 – focus on answer choice D



Answer Key:

1. B

2. D

Reading Mystery Questions for “The Map in the Ice”

1. Which sentence from the passage best shows that Oetzi is very interesting to more

people than just scientists and those who study history? A People at first thought that Oetzi was found in Austria. B More than a quarter of a million people have come to the museum. C The 5,300-year-old Oetzi is the oldest mummy ever found. D They studied his teeth and stomach to see what type of foods he ate.

2. The information in the passage suggests that-

A Oetzi hunted animals. B Oetzi died from eating a plant. C Oetzi was married.

D Oetzi was killed in a great battle.

Lesson 12

Minilesson: Summarizing in Expository

Lesson Overview: 3.13/Fig. 19E

Text: “The Man in the Ice” (included in the handouts)


BEFORE THE LESSON

1. Ensure all students have a copy of “The Man in the Ice.”

2. Display your Main Idea and Summarizing Anchor Charts from Block 5.

3. For Fact or Fib, you may choose to give students a copy of the handout, or you can display each

assessment item.

Engagement Activity: “Fact or Fib”

1. Students organize into partner pairs.

2. Student pairs tear a sheet of notebook paper into 4 rectangles.

3. Each students takes two of the squares and writes “FACT” on one and “FIB” on the other rectangle.

4. The teacher will read the first FACT OR FIB box and then say the following:

“THINK” (students silently think about the question and what is asking them to do)

“DECIDE” (decide which answer choice is a fact and which is a fib)

“SHOWDOWN!” (students slap down their FACT and FIB card at the same time beside the

answer choices)

5. Students JUSTIFY to their partner WHY they slapped down the answer they did.

6. The teacher clarifies and verifies the information between each round.


8. Consensogram Activity: ***Also, have students complete the second row of the Consensogram from Lesson 10.***

Answer Key

What is paragraph 6 mainly about?

Oetzi’s frozen body allows scientists to study the smallest details about ancient people.

Which of these is the best summary of the selection?

In 1991, hikers climbing into the Alps found the body of a 5,300-year-old man frozen in ice

Scientists studied the man, known as “Oetzi”. Oetzi helped the scientists learn about how

ancient people lived. Now they keep looking for clues about his life.

Fact or Fib Showdown

FACT or FIB Statement My Original Slap

Down Answer

What I Learned After the Teacher’s Clarify/Verify

What is paragraph 6 mainly about?

Scientists can find out how old a mummy is by studying the mummy’s bones.

Oetzi’s frozen body allowed scientists to study the smallest details about ancient people.

Which of these is the best summary of the selection?

In 1991, hikers climbing into the Alps found a body of a 5,300-year-old man frozen in ice. He is the oldest mummy ever found. He is twice as old as any other body found in the Alps. Scientists determined his age by studying his bones.

In 1991, hikers climbing into the Alps found the body of a 5,300-year-old man frozen in ice. Scientists studied the man, known as “Oetzi”. Oetzi helped the scientists learn about how ancient people lived. Now they keep looking for clues about his life.

3/30-4/17 3 weeks (14days) teks 3.6a, 3.6/fig19d, 3.6/fig ...€¦ · going to get my big chance. ....

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