Supporting the Central Idea with Key Words Lesson Plan – Day 1
Name: L. Breach
Subject: Social Studies /ELA
Grade: 7/8
Lesson Title
Understanding the Contribution of Chinese Immigrants
Newsela Article
Chinese-Americans learning more about ancestors who built railroad (Lexile
1020)
Learning
Objective
A statement(s) about
what students will learn
from this particular
activity
Learning
Standard
Include the standard
that this activity helps
teach (ie. a state
standard, a school
standard, a common
core standard, etc.).
Today I am learning … to determine the key details which support the central idea of a text.
So I can … assess if the evidence supports the claim.
I know I understand when … I can identify the key words and phrases which support the central
idea.
Students will be able to … identify the key words and phrases in the text which support the
central idea of the text.
CCSS.RH.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
CCSS – ELA RL.2
Determine a theme or central idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or judgments.
Lesson Content
How will you introduce
the lesson to your
students? How will you
teach them the skills
they need to be
successful? How will
you allow students to
practice the skilled they
learned with Newsela’s
Write feature? How will
you assess mastery?
Direct Instruction:
●
We are going to expand our understanding of the Chinese immigrant experience. We
will read an article about Chinese immigrants who came to our country to help build the
transcontinental railway.
●
We will be looking for evidence to support the central idea of the text and using key
words and phrases when we are Highlighting on Newsela.
●
Why do we uses abbreviations and shorten words/symbols? Think of when you text.
How does it benefit the writer? Can you still understand the message?
●
This will benefit us in two ways. First, it will save time as we will only be highlighting
the most important information. Second, it will also make is easier to use this information to
write a summary. When we use key words and phrases, we avoid plagiarism (explain this
concept). If we copy or highlight complete sentences from the text, these complete
sentences will wind up in our summary.
●
We will be reading article: Chinese Americans learning more about ancestors who
built railroad (1020L)
Direct Instruction:
●
What are some of the tools we use to understand the central idea of a news article?
The title, sub-headings, the first couple of paragraphs, pictures and captions.
●
When I use these tools what do we learn is the central idea? US officials did not
understand the history of the Chinese immigrants.
●
Today we are going to read the text and look for evidence that supports this claim.
We are going to only underline KEY WORDS and PHRASES. This is important because
tomorrow we are going to write a summary and we want this summary to be in our own
words.
Modeling:
●
I will read the first 2 paragraphs of the article aloud.
●
I will underline the key words needed to understand the central idea, US officials did
not understand the history of the Chinese immigrants.
“Like thousands of Chinese-Americans, Connie Young Yu's parents had
forefathers who helped build the U.S.'s first coast-to-coast railway. In May
of 1969 the two attended ceremonies marking the hundredth anniversary of
the massive project's completion. During the 1860s many thousands of men
migrated from China to work on the project. Yu's parents were proud of the
Chinese contribution to the building of the transcontinental railway.
Their pride quickly turned to dismay as they listened to Transportation
Secretary John Volpe’s remarks during the ceremonies. Volpe completely
ignored the Chinese migrant contribution.”
●
Notice that I am leaving out some of the smaller words in the sentences. If I was
writing this in my notebook, I would change “Like thousands” to “1,000’s”.
●
When I look for key words and phrases, I will often leave out what may be
considered interesting information such as the fact that it was a massive project or thousands
of men migrated from China.
●
Now let’s do the next 2 paragraphs together as a class. Articulate the difference
between possibly interesting information and essential information.
“He gave this oration saying, ‘Who but Americans could have blasted
tunnels through the Sierras? Who but Americans could have built 10 miles
of track in one day?’” recalled Yu, 73, a historian and author. “He had no
clue of the history.”
In the years since, Yu and others have sought to flesh out the stories of
these long-anonymous Chinese migrants and win wider recognition for
their role in the building of the American West. Until recently, their
success was limited.
Student Practice:
●
After modeling together students will go to their individual Reading Level to complete
reading and assignment.
●
Directions:
○
Highlight in YELLOW the key words and phrases that support the central idea.
Remember to use the subheadings to help guide you. Do not be surprised if there are large
areas you do NOT highlight.
●
Monitor what students are highlighting and assist where needed.
Guided Questions:
●
How does this support the central idea?
●
Can you shorten what you highlighted?
Assessment:
●
Share your highlights with the class. Discuss answers and differences.
●
Students will show comprehension mastery by having 80% similar highlights as
teacher.
Accommodations
What scaffolds can be
included to support
learners? Can you
anticipate different
reading level for
students?
Extensions
How can you support
high level learners?
Can you anticipate
reading level and
Writing Prompt to
challenge?
●
Work with small groups and discuss sections of text. What is the difference between
interesting information and evidence that supports the central idea? Make sure that the central
idea is written in front of students.
●
Provide on-task focusing prompts.
●
Assign leveled articles based on Student Performance levels in Binder.
●
Increase Reading Level (1130 and higher based on Student Performance Levels in
Binder).
●
Assign second article:
Chinese-Americans remember a time when U.S. law excluded most Chinese
○
Have students continue to practice highlighting key words skill.
○
Can they identify the central idea independently?