S T U D E N T G U I D E
Margaret E. Knight: A Lady in a Machine-Shop
What method of organization does the author use to present most of the events and information in this text?
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 the the ideas and inventions that Margaret Knight had?
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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 |
What method of organization does the author use to present most of the events and information in this text? | What method of organization does the author use to present most of the events and information in this text? |
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
From Idea to Invention
Background
Most inventions are created because a person sees a problem, and comes up with a solution for it. Inventors typically take the following steps:
For your project, choose an invention. Research the person or people who invented it, and see what they did at each step of this process.
Materials Needed
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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
From Idea to Invention (continued)
Research
Choose an invention and read about its history.
As you read, ask: “How did the person who made this invention figure out the problem? What research did they do?”
Take notes so that you can share with the class. Look at the list above and explain what your inventor did at each step in the process.
Share
Share and compare your research with a partner. Were you both able to identify each step in the invention process? Did your inventors take different approaches at any step in the process?
With the permission of a teacher, share your findings with us at #SparkCourageousThinking!
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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 | What was life like in the time and place in which Margaret Knight lived? |
Questions about concepts and ideas | Does the author describe events chronologically or in time-order? |
Questions about self and community reflections | How does innovation and new inventions affect society? |
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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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