Lesson 1: Creating an Outline from Research
Squanto's Journey | 560L
- Learning Goal
- Develop research questions.
- Classify and categorize information to answer a research question.
- Classify and categorize information into an outline form.
- Approximately 50 minutes
- Necessary Materials
- Provided: ”Creepy Cave Crawlers” Reading Passage, Example Direct Teaching Chart, Direct Teaching Example Outline, Guided Practice Example Notes and Outline, Independent Practice Worksheet
Not Provided: Squanto’s Journey by Joseph Bruchac, chart paper, markers
will model identifying three specific research questions about a specific topic: Squanto and the First Thanksgiving. I will read Squanto’s Journey by Joseph Bruchac and categorize the information according to which research question the information answers. (Direct Teaching Teacher Example Chart is provided below in Teacher and Student Materials.) I will model organizing my notes into an outline using categories of information based on my research questions. (Direct Teaching Teacher Example Outline is provided below.)
TIP: You may want to create your outline before the lesson and talk through the organization in the Direct Teaching.
Ask: How did I categorize the information from the book? Students should respond that you first identified questions about the subject. Then, you read the text and took notes on information that answered those questions. Finally, you organized your notes in an outline form.
will read the title, headings, and captions of “Creepy Cave Crawlers” (passage is provided). We will develop the research question, “What types of creatures live in caves?” We will read the passage and take notes on information that answers our research question. We will classify and categorize the information from our notes and create an outline of the information. (See Guided Practice Teacher Example Chart provided below.)
will develop three research questions on a specific topic. You will read nonfiction material and take notes on information that answers your research questions. You will then classify and categorize the information according to the question it answers and create an outline. (Student Independent Practice provided below.. Teachers should make several photocopies for each student, as students need to develop three research questions.) Note: Students will need a variety of nonfiction materials on various topics and reading levels. Your school or community library is a good resource for this lesson.
TIP: Students can also use the Concepts of Comprehension© Reading Passages (available on ReadWorks.org) for the Independent Practice if research materials are scarce at your school. Save time by having students choose research topics (for the Independent Practice) ahead of time.
Build Student Vocabulary accompanied
|Tier 2 Word: accompanied|
|Contextualize the word as it is used in the story||Squanto thought that if he accompanied the English to his homeland, he would be able to help the English and Native Americans understand each other better.|
|Explain the meaning student-friendly definition)||To accompany means to go with somebody. When Squanto accompanied the English to his homeland, it means he went with them on their journey.|
|Students repeat the word||Say the word accompanied with me: accompanied.|
|Teacher gives examples of the word in other contexts||I usually accompany my dog on walks to make sure he stays out of trouble. I was scared to go to the doctor, so my friend accompanied me. When I play my violin, my brother often accompanies me on the piano. I like when fries accompany my burger.|
|Students provide examples||Think about a time that you accompanied someone somewhere. Start by saying, “Once I accompanied _________________.”|
|Students repeat the word again.||What word are we talking about? accompanied|
|Additional Vocabulary Words||plague, deeds|
Stop on page 8. Explain that the great illness was a disease called smallpox. Smallpox is a virus causing a red rash, fevers, and headaches, which were more dangerous before we had medicine to treat them. Explain that when European settlers came to the new land, they exposed American Indians to diseases that they had not developed defenses for. The disease spread quickly, hurting and sometimes eliminating American Indian communities living in the Americas.
Texts & Materials
(To see all of the ReadWorks lessons aligned to your standards, click here.)