Lesson 4 (Student Book pages 27–34) Analyzing Interactions in a Text Theme: Inventors and Inventions LESSON OBJECTIVES TAP STUDENTS’ PRIOR KNOWLEDGE • Identify relationships between individuals, events, and ideas in • Tell students they will work on a lesson about analyzing the informational text. interactions between individuals, events, and ideas to figure out how they influence one other. Ask students whatinfluence means. • Analyze how interactions between individuals, events, and ideas (“to have an effect on a person or the course of events”) influence other events and ideas. • Review cause-and-effect relationships. (A cause makes something THE LEARNING PROGRESSION happen. An effect is what happens as a result.) Then present students with a simple example: “Jake failed the test because he • Grade 6: MS CCRS RI.6.3 requires students to analyze how an didn’t study.” Discuss how the two events are related: What author develops and elaborates upon a key individual, event, happened? (Jake failed the test.) What caused Jake to fail? (He or idea. didn’t study.) Point out that the word because helps to signal this • Grade 7: MS CCRS RI.7.3 requires students to combine what relationship. they have learned in prior grades to analyze how different • Remind students that one factor or set of factors may cause one factors in informational text interact with one another and or more effects. Share an example from your own life, such as, “I influence other individuals, events, and ideas. forgot to charge my cell phone, so it wouldn’t work. Then, when I • Grade 8: MS CCRS RI.8.3 asks students to continue to study the got a flat tire, I couldn’t call a service station or let the principal relationships between and among key elements, analyzing how know I’d be late.” Discuss the relationship between the single an author makes connections and distinctions between them. cause and the many effects. Have volunteers share instances from their own lives. PREREQUISITE SKILLS • Point out that paying attention to relationships among factors in • Identify ideas, individuals, and events in an informational text. informational texts can help students figure out how different individuals, events, and ideas influence and interact with one • Explain how two or more individuals, events, or ideas within a another. text are connected. • Determine how an author introduces, illustrates, and elaborates Teacher Toolbox teacher-toolbox.com upon a key individual, event, or idea in an informational text. Prerequisite Skills RI.7.3 Ready Lessons ✓ ✓ Tools for Instruction ✓ Interactive Tutorials ✓ MS CCRS Focus RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). ADDITIONAL STANDARDS: RI.7.1, RI.7.2, RI.7.4, RI.7.7; L.7.2a, L.7.4a, L.7.4b; W.7.1, W.7.1b, W.7.7; SL.7.1, SL.7.4, SL.7.6 (See page A35 for full text.) 28 ©Curriculum Associates, LLC Copying is not permitted. Part 1: Introduction Lesson 3 Lesson 4 AT A GLANCE Through a cartoon, students are introduced to the Lesson 4 Part 1: Introduction MS CCRS RI.7.3: Analyze the interactions concept of interactions between individuals, ideas, and between individuals, events, and ideas in a text (e.g., how ideas influence individuals Analyzing Interactions in a Text or events, or how individuals influence events. Students learn that paying attention to ideas or events). relationships between the different factors presented in a text can help them figure out complex interactions. Theme: Inventors and Inventions Why does an individual invent something new? Is it a response to a question, a dream, or a STEP BY STEP need? Most often, different factors work in combination to influence, or affect, the inventor. • Together, read the paragraph about how a Consider the events in the cartoon below. What effect does Ogg’s complaint have on his combination of factors often influence an inventor. wife, Urg? What is her response? How do these factors result in a new invention? Then direct students to study the cartoon to identify Ogg wish Ogg had factors that influenced Urg, the inventor. somewhere comfy to sit! • Point out that the chart shows how the factors influence one another. Have students complete the chart by adding Urg’s response. Then discuss how Ogg’s wish for a comfy place to sit influenced Urg. It gave her an idea that inspired her to invent the chair. Explain that, unlike Urg, most inventors have been Complete the chart below to show how the different factors in the cartoon are related. influenced by many factors over time. Idea Individual Response • Then read and discuss the next paragraph about influenced... How? need for Urg the inventor inspired her to a comfy factors influencing the Wright brothers. Have invent the chair students brainstorm some factors that might have place to sit interacted to produce the airplane. (Examples might The cartoon shows that a single idea influenced Urg, which led to her response. In contrast, include earlier ideas and experiments related to hot-air consider an invention as complicated as the airplane. Many individuals, events, and ideas influenced the Wright brothers’ thinking and responses over the years. Ultimately, their balloons and gliders; observations about birds in flight; invention was the result of a series of interactions, or the direct effects the factors had on inventions such as gas-powered engines; the brothers’ one another. With your classmates, brainstorm the different factors that might have experiences at their bike shop.) interacted to result in the invention of the airplane. Throughout history, important outcomes result from the interactions among individuals, • Note that, most likely, the Wright brothers were events, and ideas, and informational texts often explore these relationships. As a good reader, inspired by the interactions of a combination of analyze the interactions carefully. Note how they shape the course and development of later factors at different points in their lives. Stress that events and ideas as well as the choices individuals make. such interactions can often be quite complex. • Ask students to share real-life situations when ideas L4: Analyzing Interactions in a Text 27 or events influenced their responses. Then discuss ©Curriculum Associates, LLC Copying is not permitted. how analyzing interactions in a text can help students understand why people respond as they do and what happens as a result. Genre Focus Informational Texts: Biography • They may focus on important experiences in a person’s life to reveal more about his or her personality, thoughts, opinions, Tell students that in this lesson they will read a biography. Explain and motivations. that a biography is an account of events in the life of a real person that has been written by someone else. Biographies usually share Based on these characteristics, ask students to describe the following characteristics: biographies they have read, including the name of the person being featured and what might be learned from his or her • They include facts, anecdotes, and details about all or part of the experiences. Students may mention books about famous people in person’s life story. history, science, the arts, or sports. • They may tell about the life of an ordinary person or a famous Explain that “Extraordinary People: Tim Berners-Lee,” the last text person who achieved great things. in this lesson, is a biography about the inventor of the World Wide Web. L4: Analyzing Interactions in a Text 29 ©Curriculum Associates, LLC Copying is not permitted. Part 2: Modeled Instruction Lesson 4 AT A GLANCE Students read a historical account about Eadweard Part 2: Modeled Instruction Lesson 4 Muybridge. They identify an idea that caused Muybridge to photograph a racehorse in action. Read the first paragraphs of the historical account about the photographer Eadweard Muybridge. Genre: Historical Account STEP BY STEP Flying Horses by Cynthia Hernandez • Invite volunteers to tell what they learned on the Do horses fly? Intelligent, well-educated people were still asking this question at the end of the previous page about identifying the interactions nineteenth century. Although the age of believing in winged horses had long since passed, people still wondered if a horse ever lifted all four hooves off the ground at the same time. If someone between individuals, events, and ideas. could prove that a horse’s hooves left the ground, then the answer would indicate that, yes, in a sense, horses do fly! Eadweard Muybridge, photographer and adventurer, put an end to years of • Tell students that in this lesson they will continue speculation. Through the use of a new technology, photography, he laid the question to rest at last. identifying such interactions in informational texts. In 1872, Muybridge was working as a photographer in San Francisco when Leland Stanford, former California governor, hired Muybridge to photograph his racehorse. Stanford wanted • Read aloud “Flying Horses.” to know if all four hooves of a trotting horse actually leave the ground, even for an instant. Muybridge rapidly hatched a plan. Unfortunately, his early efforts were unsuccessful. • Read the question: “What people, events, and ideas (continued) led to Muybridge’s plan to photograph a horse?” Then tell students you will use a Think Aloud to Explore how to answer this question: “What people, events, and ideas led to Muybridge’s plan to demonstrate a way of answering the question. photograph a horse?” Think of the way the question about horses influenced Muybridge’s actions. Think Aloud: While reading, I looked for people, events, and ideas and thought about their interactions. Fill in the chart below with the idea that led to Muybridge’s response.