RI.2.3

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Step 1: Lesson Standards & Learning Goals

Vertical Progressions

RI.2.3 - Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

RI.1.3 - Describe the connection between two individuals, events, ideas, or pieces of information in a text.

RI.3.3 - Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Students Will Be Able To:

describe specific connections shown within the texts

(series of historical events, scientific concepts or ideas, or steps in a technical procedure)

Vocabulary

describe, description, descriptive details – to explain something in words; the details necessary to give a full and precise account

event – a thing that happens; an occurrence

text – anything that students can read, write, view, listen to, or explore, including books, photographs, films, articles, music, art, and more

technical procedure – a series of actions or set of steps completed in a certain manner or order related to a particular subject, discipline, etc. (e.g., mathematics: order of operations) (Note: Students are not so much looking at what technical procedures are, but rather at the connection between them, that is, the importance of procedural order and the manner in which steps build on and relate to previous ones.)

LEA Text Box

Step 2: Assessment

Assessment Text Box

Step 3: Lesson Instructions

Classroom Application

Students describe specific connections shown within the texts. These connections may be a series of historical events, scientific concepts or ideas, or steps in a technical procedure.

In the Classroom:

In shared reading, the teacher reads a text that explains how a product is made and students create charts of the steps as explained in the text. In guided reading, students read about a historical event and highlight signal words (first, next, last, etc.) that show the order of events. Students then use those signal words and create timelines showing the connections between the events.

Students read a text about a grade-level science concept (properties of matter, weather, etc.) and create labeled diagrams explaining the concept and the connections between the ideas.

Resources

list resources here

Sample Lesson Plan

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Questions Stems/Prompts:

How did inventing ________ change history?
How did the life of (historical figure) effect people today?
Which step would you do first? Which would you do last?
How has this __________ changed over time?
Show me how scientific ideas or concepts are the same and how they are different?
Using a timeline, sequence the historical events.
Compare the historical events to your present life. Is the past important? What can we learn from the past?
Why is it important to do step 1 in a technical procedure before step 3?
What do you think would happen if you did not follow the steps in order?

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