GRADE 5, MODULE 2A: UNIT 1,
LESSON 5
INFORMATIONAL TEXT FEATURES: ANALYZING
“HAWAII’S ENDANGERED HAPPY FACE SPIDER”
AGENDA
1. Opening
• A. Engaging the Reader: What We Know
about the Happy Face Spider from Hawaii (10
minutes)
• B. Reviewing Close Reading of Informational
Text (5 minutes)
2. Work
Time
• A. Text-Dependent Questions: “Hawaii’s
Endangered Happy Face Spider” (15 minutes)
• B. Learning about the Rainforest: Comparing
Two Informational Texts (10 minutes)
• C. Features of Articles: How Do They Help Us
Learn about the Rainforest? (10 minutes)
3. Closing
and
Assessment:
• A. Learning about Text Features: Comparing
and Contrasting Interviews and Articles (10
minutes)
Review Learning target:
1. “I can share my ideas with my partners
quickly.”
What does quickly mean?
Milling to Music
It is similar to
Musical Chairs,
except there
are no chairs
and no one
gets “out.”
When the
music begins
again, you
begin moving,
to find another
partner when
the music
stops.
While the
music plays,
you will move
throughout the
room.
When the music
stops, you will
share your
homework
paragraph with
the student
closest to you.
KWL chart
• What have you learned about the Happy Face
Spider?
• Please add information to your L (learned)
portion of your KWL chart in your journal now.
• Next, we will add some of the
information to our
class KWL chart.
Close Readers Do These Things
(Let’s review this anchor chart and think about which things we’ve done
with the Endangered Happy Face Spider article.)
use context by
reading sentences
and/or words directly
before or after
the unfamiliar word
think about what type
of speech the word is
(verb, noun,
adjective) and how it
connects to or
describes other words
in the sentence
break the word into
familiar parts and
determining meaning
based on what part(s)
can be defined easily
look for repeated
words, which usually
indicates this is an
important word
How have you learned information about the Happy
Face Spider from the Hawaiian rainforests
during the previous lesson? You have…
heard the entire article
read aloud
worked in small groups to
become “experts” on one
paragraph (chunk) of the article
discussed vocabulary
shared with peers who had
read other paragraphs
wrote gist statements
• “How did reading in all of those different ways help
you to understand the text better?”
Please take out your “Hawaii’s Endangered
Happy Face Spider” article and the
“Hawaii’s Endangered Happy Face Spider”
note-catcher (from Lesson 4).
Briefly review the gist statements your
wrote for each chunk of the article while
your teacher passes out today’s textdependent questions.
You now have 8 minutes to work
on your own:
1. independently
reread the article
2. read and respond
in writing to the
text-dependent
questions
You now have 7 minutes to work
with a partner you haven’t
worked with yet today.
1. Talk with your
partner and discuss
your answers.
2. Using a different
color (optional) revise
your answers (required).
Does your thinking grow as a result of collaboration?
Please look at your
KWL chart,
then specifically in
the L column.
Discuss with your
partner what
information about
rainforests was the
same and what was
different in the
interview and the
article.
After about 2
minutes…
we’ll share some of
the ideas together.
• Please create a Venn Diagram in
your journal to compare the two
texts.
• You will be comparing and contrasting the
content of each informational text.
Now, create a Venn Diagram in your journal
You will be comparing and contrasting the content of each informational text.
• Sloths
• Panama
• Sloths and Happy
Face Spiders are
difficult to find and
study.
• Both sloths and
Happy Face Spiders
live in rainforests.
• Happy Face
Spiders
• Hawaii
“I can evaluate the features of an
interview as an informational text.”
What does evaluate mean?
• What features of
informational text have
you identified so far?
Features of
Informational Text
Skim through the
“Hawaii’s Endangered
Happy Face Spider” full
article.
Highlight informational
text features you notice
(e.g., title, paragraphs,
direct quotes, images,
etc.).
Features of
Informational Text
Take 2 minutes to
work with a partner
you have not worked
with yet today…
Discuss how the
informational text
features you noticed
help you as a reader.
Features of
Informational Text
Whole class
share-out
Add to the
informational text
anchor chart.
First to Five
How well can you do each learning target?
I can share my ideas with my partners quickly.
Expert
I can determine the main idea of the article “Hawaii’s
Endangered Happy Face Spider.”
I can determine the meaning of new words from context in
the article “Hawaii’s Endangered Happy Face Spider.”
Novice
I can compare and contrast the rainforest research in
Panama and Hawaii.
I can evaluate the features of an interview as an
informational text.
Beginner
5 minutes
One more Venn Diagram
• In your journal…work in a triad to complete.
Read the “Hawaii’s
Endangered Happy Face
Spider” article to someone
at home. Be sure to have
them sign it. Turn it in
tomorrow to your teacher.