Text-Based Lesson Planning Notes Pg 1

Lesson Title: NewsELA Classroom Activity

Background / Context Notes

As part of the Quality of Life Unit, students will read an article on child mortality, code the text, then think-pair-share to
create a summary and 3-2-1 exit ticket.

Text Complexity Notes

Text(s):
Students will be given one of four versions of the same article based on their lexile level. Twelve students will be given the
max (above grade level) version, four the 1120L (higher grade level), two the 1020L (lower grade level), and two the 830L
(below grade level) readings.
Max (above grade level): https://newsela.com/articles/child-mortality/id/5261/
1120L (higher grade level): https://newsela.com/articles/child-mortality/id/5262/
1020L (lower grade level): https://newsela.com/articles/child-mortality/id/5269/
830L (below grade level): https://newsela.com/articles/child-mortality/id/5270/

Focus Standard(s)
Maine Learning Results Standards: A1, A2, B3

Content Objective
Students will identify problems causing child mortality throughout the world, possible solutions to these problems, and
connections between this issue and others they have learned about.

Reading Objective
Students will use gathering and questioning to code the text then make sense of and apply their knowledge in the think-pairshare activity.

Formative Assessment / Evidence Ideas

Coded text, post-reading questions, and summary and 3-2-1 exit ticket.

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Instructional Sequence
Before Reading
Ask students:
What does it mean to be an active reader?
What do we do to monitor our reading?
Explain that we are going to do an in class reading.
Discuss how this reading, while still informational text is different than the previous reading they did: shorter, less graphics,
in a news article style
Tell the purpose of the reading is to better understand the problems and solutions associated with child mortality and make
connections to other things we have learned in this class and others.
Then model coding, showing the metacognitive process on a brief passage.

During Reading
Students will code text using the following codes:
P - Problem
S - Solution
C - Connection
? - Dont understand

After Reading
Students will be assigned a partner who read the same version of the article and do a think-pair-share activity.
Think:
Answer the following questions:
What did I learn by reading the article?
What problems were identified in the article?
What solutions were identified in the article?
What connections to other information were in the the article?
Which style did you like better this in class reading or the reading you previously had for homework?
As a class:
What other codes would you suggest using?
Individually:
On a scale of 1-10, 1 being really easy and 10 being really hard, how difficult did you find this reading?
Pair:
Students split into assigned partners
Share:
Share their codes and answers to the Think questions. Work together to summarize the article. Create an exit ticket that
includes this summary along with a 3-2-1 identifying 3 biggest problems, 2 best solutions, and 1 important connection found
in the reading.