S T U D E N T G U I D E
Protecting deer with high-pitched noises
How does the author use the problem/solution text structure in this exploration of Maegan Yeary's invention?
View this lesson at ThinkCERCA
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Table of Contents
Vocabulary Building
Direct Instruction Guide
STEP 1: Connect
STEP 2: Read
STEP 3: Engage with the Text
STEP 4: Summarize
STEP 5: Build an Argument
STEP 6: Create your CERCA
Throughout the guide, look for the laptop icon to find steps to complete online!
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Optional Extensions
SYNONYM (SIMILAR OR LIKE WORD)
ANTONYM (OPPOSITE WORD)
PICTURE OF VOCABULARY WORD
VOCABULARY WORD & DEFINITION
PART OF SPEECH
V O C A B U L A R Y B U I L D I N G
Map a Word: Innovation
Use one of these vocabulary words to fill in the word map below: INNOVATION.
Use a dictionary if necessary. Fill as many boxes as you can.
Understanding key vocabulary words will help you understand the reading. The words will "stick" in your memory!
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ROOT WORD or ORIGIN
SENTENCE USING VOCABULARY WORD
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Structure in Informational Texts
What is text structure? | Text structure is… |
Why do authors use text structures? | Authors use text structures to... |
What are some ways to identify a sequence text? | Some ways to identify a sequence text are… |
Take notes on the lesson using the organizer below:
Watch the Direct Instruction lesson at learn.thinkcerca.com
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D I R E C T I N S T R U C T I O N G U I D E
Cornell Notes: Structure in Informational Texts (continued)
Summarize and Reflect
In your own words and in complete sentences, write a 3–4 sentence summary of this skills lesson. An accurate summary will cover the lesson's central ideas and include important details to support those ideas.
Record your summary here:
S T E P 1 : C O N N E C T
Finding Your Purpose for Learning
When you've finished reading the overview, answer the following questions in the space below:
What more would you like to learn about the innovation of items over time? What would you like to know about Maegan Yeary’s invention (the deer whistle) and how it helps keep deer safe?
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Read the Topic Overview provided at learn.thinkcerca.com
S T E P 1 : C O N N E C T
Think-Pair-Share
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S T E P 2 : R E A D
Pause and Reflect
When you’ve finished reading, go back and find the questions in the text marked “Pause and Reflect.” These questions will help you connect the text to yourself, to other texts, or to the world around you.
Use the space on the left below to answer the reflection questions. Then, discuss your answers, noting how they were similar or different.
Record “Pause and Reflect” answers here:
Record discussion reflections here:
Read the text for this lesson at learn.thinkcerca.com
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S T E P 2 : R E A D
Test Prep Strategy: Summarizing a Text
Before you answer questions about a text, summarize it! Writing a summary allows you to anticipate questions that teachers and test-makers might ask.
First, read the poem. Then, write a 2-3 sentence summary below. Your summary should use the SOAPSTone strategy—identifying the Speaker, Occasion, Audience, Purpose, Subject, Tone—to summarize the poem.
Refer to the reading for this lesson at learn.thinkcerca.com.
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S T E P 3 : E N G A G E W I T H T H E T E X T
Highlight and Annotate
In this step, you will analyze the text closely, then discuss your findings to begin developing reasoning for your argument.
The highlighting prompts will help you with the final writing task. You will find evidence to support your own argument or informational piece, as well as models of excellence that will help you better understand a writer’s craft in narratives. The evidence you highlight will be available when you begin building your draft in the next step.
Return to learn.thinkcerca.com to complete Step 3: Engage with the Text.
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S T E P 4 : S U M M A R I Z E
Write a Summary
Summaries help you process your thinking about a text and are often a great way to start off an argumentative or informational essay. A good summary shows you have knowledge about a topic.
Practicing summarizing also helps you prepare for the main idea questions posed on many standardized assessments. In addition, summarizing is a helpful skill for working with others, such as when you need to confirm your understanding of what someone else has said. That's a useful skill for all parts of life.
Your summary should:
Return to learn.thinkcerca.com to complete Step 4: Summarize.
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S T E P 5 : B U I L D A N A R G U M E N T
Collaborate: Share your Argument Builder
When you’ve completed the argument building step, share your results with others, and listen to how they responded to the same question. Ask questions and give feedback to help strengthen your partners’ reasons and evidence.
Share | Listen |
How does the author use the problem/solution text structure in this exploration of Maegan Yeary's invention? | How does the author use the problem/solution text structure in this exploration of Maegan Yeary's invention? |
1. | |
2. | |
3. | |
Complete Step 5 to begin building your argument at learn.thinkcerca.com
S T E P 6 : C R E A T E Y O U R C E R C A
Peer Editing Activity
Complete Step 6 to create your CERCA at learn.thinkcerca.com
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S T E P 6 : C R E A T E Y O U R C E R C A
Writing Reflection
Before you submit your final CERCA, write a brief reflection describing your experience.
An area for growth for me on this piece or in my writing in general is…
The strongest areas of this piece of writing are…
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Through self-assessment and/or peer editing, I learned…
Optional Extensions
The following activities can be used as optional extensions to this lesson.
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O P T I O N A L E X T E N S I O N : R E S E A R C H A C T I V I T Y
Why Patents?
Background
Inventors seek patents—which give them “the legal right to exclude others from making, using, or selling an invention”—for their creations. With this activity, you’ll investigate what a patent is and learn why patents are an important tool in protecting an inventor’s “intellectual property.”
Materials Needed
Research
Research the following questions:
Take notes as you research, documenting the sources that you use. The US Patent and Trademark Office’s kids’ website is a great place to launch your inquiry.
Write, Present, Podcast, Record
Using the information you found, answer this question from the US Patent and Trademark office:
Patents ensure that the inventor of a new item is the only one who can receive compensation in some form, and therefore encourages future inventors to also invent. What might happen if no one was ever compensated for their invention?
Use the CERCA framework as you plan your response. Write your response, and share with a peer for feedback.
Then, with permission from your teacher, share your piece of writing to a broader audience through a presentation, podcast, or video recording.
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts
As you engage with texts in any subject, you can actively ask questions about the author’s purpose, intended audience, and occasion to understand the message. The table below provides examples.
Approaches | Example |
Questions about the author | Is the author an authority on this topic? What was the author’s motivation in writing this piece? |
Questions about the audience, purpose, and occasion of the text | Why was this article written? Why was it published at this time? |
Questions about civics, economics, geography, and history | How has the relationship between humans and nature changed over time? |
Questions about concepts and ideas | How can people innovate to solve common community problems? |
Questions about self and community reflections | What problems do I observe in my community? |
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O P T I O N A L E X T E N S I O N : I N Q U I R Y T O R E S E A R C H
Asking Questions of the Texts (continued)
Use the table below to record questions about the text you read.
Approaches | Questions |
Questions about the author | |
Questions about the audience, purpose, and occasion of the text | |
Questions about civics, economics, geography, and history | |
Questions about concepts and ideas | |
Self and Community Reflections | |
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