Reading DesCartes: Reading Comprehension (Informational)
Skills: Understanding Text Structures
Students:
DesCartes Skills:
(Highlight the skills related to your chosen
standard/concept)
RIT 221-230:
• Gives examples of cause and effect in
informational text
• Orders and paraphrases a sequence
of events in informational text
RIT 211-220:
• Identifies sequence of events in
informational text (last)
• Identifies sequential or chronological
order in informational text
• Orders and paraphrases a sequence
of events in informational text
• Identifies sequential order of events
(more than three) in informational text
RIT 201-210:
• Identifies sequence of events in
informational text (first)
• Identifies words used to denote
sequence in informational text
• Orders and paraphrases a sequence
of events in informational text
RIT 191-200:
• Determines events as examples of
cause and effect in informational text
• Determines the cause for a given
effect using information supplied in an
informational passage (1-3
paragraphs containing complex
sentences)
• Identifies sequence of events in
informational text (first)
RIT 181-190:
• Determines the cause for a given
effect using information supplied in an
informational passage (1-3
paragraphs containing complex
sentences)
RIT 171-180:
• Explains why a specific effect (term
not used) occurred using information
supplied in a short (1-5 sentences)
informational passage describing events
• Gives a possible effect for a given
action in informational text
RIT 161-170:
• Explains why a specific effect (term
not used) occurred using information
supplied in a short informational
sentence
• Explains why a specific effect (term
not used) occurred using information
supplied in a short (1-5 sentences)
informational passage describing events
Lesson Title: David Kalākaua Sequencing
Standard/Concept for All:
LA K.3.1: Retell familiar stories, using beginning, middle, and ending
LA 2.3.2: Identify the basic story elements of character, plot, and setting
LA 4.2.2: Use organizational patterns (e.g., sequential, cause and effect) to
access and understand information
LA 5.3.2: Explain the relationship between plot events and how they build to
the resolution of the selection's primary conflict
Introduction: (Get Attention; Connect to Prior Knowledge)
This activity can be used after students have finished the book as a way to
review some events in Kalakaua’s life, or it can be used sometime during the
reading of the book as a review of what’s happened already. (Use sentence
strips that go with the parts of the book that have already been read.)
For Students Ready for a Challenge:
Lesson/Activity:
- Give students all of the sentence strips and have them arrange them in
order of the life of Kalākaua. Have them orally summarize the book.
- Have a student select a sentence strip and remove it from the list.
- Discuss: If this event didn’t happen, how might the rest of Kalākaua’s life
been different?
- Replace sentence strip. Have a student select a different sentence to
remove and repeat the discussion question.
Resources:
- David Kalākaua by Ruby Hasegawa Lowe
- Sequence strips
Means of Assessment:
Observation, response to questions
For Most Students:
Lesson/Activity:
- Give students 6-10 of the sentence strips. Have them identify which strips
come first and last in the life of Kalākaua.
- Have them work together (groups of 2-3) to arrange the rest of the 6-10
strips in order based on Kalākaua’s life. Have them summarize the book
orally.
- Repeat with a different selection of sentence strips.
Resources and Means of Assessment:
- same as above
For Students Needing Extra Support:
Lesson/Activity:
- Give students three of the sentence strips, one each from the beginning,
middle and end of the story. Read the sentences to the student(s) and
identify which event comes first in the life of Kalākaua.
- Repeat with a different selection of sentence strips.
Resources and Means of Assessment:
- same as above
Closure/Summary for All:
- Summarize the story and skills used
Reading Comprehension (Informational) – Understanding Text Structures
Page 1 of 2 Information taken from NWEA DesCartes – Hawaii Alignment 3.2.1
Reading DesCartes: Reading Comprehension (Literary)
Skills: Understanding Text Structures
Story Sequence Strips:
(Print and cut out prior to the lesson. If working with a large group of students, you may want to copy the
strips onto an overhead transparency and project the sentences onto a wall or screen.)
David Kalākaua was born on November 16, 1836.
Kalākaua became the hānai son of High Chiefess Ha’aheo.
Kalākaua attended the Chiefs’ Children’s School on Oahu.
Kalākaua began military training at age 14.
Kalākaua married Kapi’olani in 1863.
In 1870 Kalākaua became a lawyer.
Kalākaua lost to William Charles Lunalilo in Hawaii’s first public election for a ruling monarch.
Kalākaua was elected king in 1874 after the death Lunalilo.
Kalākaua loved entertaining; the party for his 50th birthday last for two weeks.
Wrote Legends and Myths of Hawaii to record traditional Hawaiian legends.
Kalākaua was unable to get investors to pay for a submarine he designed.
Kalākaua met inventor Thomas Edison in New York.
Met with U.S. President Grant to establish a “Reciprocity Treaty.”
Kalākaua became one of the first people in Hawaii to have a telephone.
Directed the building of the new ‘Iolani Palace, which was completed in 1882.
When on a nine month tour of the world to develop relationships with other countries.
Signed a new constitution in 1887 that gave away much of his power.
Robert Wilcox led a short revolt in an attempt to regain power to the monarchy.
Kalākaua became friends with author Robert Louis Stevenson.
Kalākaua died on January 20, 1891 from a kidney ailment.
Reading Comprehension (Literary) – Understanding Text Structures
Page 2 of 2
Information taken from NWEA DesCartes – Hawaii Alignment 3.2.1