EN7INF-III-4 Extract significant information. EN7INF-III-5 Analyze the real-world issues/occurrences presented in informational texts. EN7INF-III-8 Draw inferences and conclusions to formulate sound judgment: • author’s purpose and meaning • target audience: hypothetical vs. real, experts vs. laypeople, managerial vs. rank-and-file EN7INF-III-11 Analyze textual evidence to support an argument/general statement: quoting, paraphrasing, and summarizing / Lesson Plan

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Objective

By the end of this lesson, the student will be able to extract important information from texts, analyze real-world issues, make inferences, and support their ideas with evidence from the text. This will help them understand how to read and think critically about what they read.

Materials and Prep

  • Paper and colored markers
  • Printed short informational texts (like articles about animals, space, or the environment)
  • A whiteboard or large paper for brainstorming
  • Access to a timer (like a phone or kitchen timer)

Activities

  • Text Treasure Hunt:

    Give the student a short informational text and ask them to highlight or underline key facts or important information. Set a timer for 10 minutes to make it a fun race!

  • Real-World Connection:

    Have a discussion about a real-world issue (like pollution or endangered animals). Ask the student to think about how the information from their text relates to this issue. They can draw a picture showing the connection.

  • Inference Detective:

    Read another short text together and ask the student to make inferences based on what they read. For example, "What do you think the author wants us to feel about this topic?"

  • Evidence Explorer:

    Ask the student to choose a statement from the text and find evidence to support it. They can quote, paraphrase, or summarize the information. They can create a mini-poster to present their findings!

Talking Points

  • "Can you find and highlight the most important facts in this text? What do you think the author really wants us to know?"
  • "Let's talk about a problem happening in the world. How does what we read connect to that problem?"
  • "When we read, we can guess what the author is trying to say. What do you think they want us to feel or do?"
  • "Can you find a sentence that supports your idea? How can we use this information to explain our thoughts?"
  • "Why is it important to understand who the author is writing for? Does it change how we read the text?"
  • "What happens when we put together clues from the text? How does it help us understand better?"
  • "Can you think of a time when you used information from a text to help you make a decision? What did you do?"