Context and Overview:
Today, we are going back to the story of African-American Inventors and reading closely about Sarah E. Goode. Why? This is a difficult selection for some of the students. Also, I want to discuss how the text features (captions, photos, and illustrations) help us to get a deeper understanding of Sarah E. Goode. In addition, I want the students to continue with the practice of finding words that repeat themselves and continue having a conversation on how the author uses the repetition technique to make readers aware of important ideas.
My students will receive a copy of the Sarah E. Goode section. As in yesterday's lesson, they will have highlighters and will work to find key words that repeat themselves.
In addition, since this is a challenge text due to the variety of vocabulary words, I give the students time to chart those words they find problematic. I tell students the chart can include words they can't read or words that they don't know the meaning of.
Later, as my students highlight words that repeat in text, I will cross reference the chart of words with the repeated highlighted words. Why? I want my students to become aware that while they cannot read the word Illinois, which is a challenging word for them at this point, that there other words in this selection that take priority because they help us to understand her as inventor. I want them to understand that we don't need to know everything about Sarah E. Goode to understand her as an inventor.
One example would be the word patent. This is an important words that allows us to understand Sarah E. Goode's contribution to history as an inventor. I don't expect my students to full comprehend this, but what I do want is to start the conversation about how to sift through text.
We will read the selection and as last time, I will stop after certain paragraphs, ask the students what is important and chart their responses on a bubble map.
Then, they get an opportunity to write.
I share the objective with the students. To review, I ask them think about what we learned with reading about Patricia Bath and her invention in our previous lesson. I have them pair share and then a few share out loud.
To make it fun and interactive, I let the students sit around the room and use markers as they find words they have questions about. No more than 4 students per group. I allow them to choose who makes up their group. I let them know that they can work together as long as they stay on task. One way to keep them on task is to remind them of the time they get to accomplish the task and give them a 5 minute warning. I am curious to find out what words they have questions about.
They browse the selection and highlight words that repeat. Again, I make sure they know to highlight those words that say something about her life and her invention (not just common sight words ... In fact, I quickly list some common high frequency words on the white board so that they can remember what not to focus on).
Does Highlighting Sarah Help Us? One of my students asks me this question. I ask him, "what do you think?" I pose this question to allow him to think. It is easy for me to answer the question, but but this would stifle his learning. Whether he gives a correct answer is not point. The point is to help him think, dig deeper. Other students have questions about patent, born and slavery. "Are these words important?" they wonder.
I give them about 5 minutes to do this and in these short minutes, they are filled with wonder about they are learning, which is my goal.
Then, it's time to read and ask and answer questions.
As we read, I construct a bubble map with these questions:
Now it is time to write in their journals. In order for them to integrate the academic language of this challenging text, I allow them to use the bubble map as a reference. I write the questions on the board:
These questions ask them to Focus on her impact and thus it asks them to think critically, which is at the heart of the CCSS. At this stage, I expect some to provide evidence about her impact. I am curious about how many will go this deep. I expect them to use evidence from the text to support their claims.
Here are some of their work samples:
English Language Learners need much time to practice the academic language they are learning. I gather the students on the rug and have them pair share what they learned about Sarah E. Goode today. After, a few pairs share out loud. Sharing with a partner helps those students who are shy to share in a whole group. In this way, everyone is heard, too.
This time also helps me review whether we met the objective and bring closure to the lesson.