T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.

Background Information ​(When doing the actual edTPA, leave out identifiers)

Teacher Candidate: Hannah Gookstetter & Maria Garcia Date: January 31, 2019
Cooperating Teacher: Mrs. Klavano Grade: Fourth
School District: Pullman School District School: Sunnyside Elementary
University Supervisor: Lori White
Unit/Subject: Writing
Instructional Plan Title/Focus:​ ​All You Need About Informational Texts

Section 1: Planning for Instruction and Assessment

a.​ Instructional Plan Purpose:​ Teacher candidates explain how this instructional plan
develops students’ conceptual understanding of overall content goals. This is sometimes also
called a “rationale” and includes a “what, why, how” general statement (see also ​Central Focus
in edTPA)

Additionally, explain where in a unit this lesson would be taught. What lesson topic came prior
to this one (yesterday) and what related lesson will come after this one (tomorrow)?

The purpose of this lesson is to teach students about the elements that comprise an informational
text. This lesson would be the first lesson taught in a unit about writing informational texts. The
content that students will be learning in this initial lesson will be used throughout the entirety of
the unit. At the end of the unit, students will write their own informational text on a topic of their
choice and publish it.

1. State/National Learning Standards:​ Teacher candidates identify relevant grade level

concepts/content and align them to Content Standards—Common Core Standards or
Washington State EALRs, or National.
 CCSS.ELA-LITERACY.W.4.2.A

Introduce a topic clearly and group related information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.

CCSS.ELA-LITERACY.W.4.2.B

Develop the topic with facts, definitions, concrete details, quotations, or other information
and examples related to the topic.

CCSS.ELA-LITERACY.W.4.2.C

Link ideas within categories of information using words and phrases (e.g., ​another​, ​for
example​, ​also​, ​because​).

CCSS.ELA-LITERACY.W.4.2.E

Provide a concluding statement or section related to the information or explanation

presented.

CCSS.ELA-LITERACY.SL.4.1

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and

teacher-led) with diverse partners on ​grade 4 topics and texts​, building on others' ideas and
expressing their own clearly

Content Objectives (​to be copied in Assessment Chart below​) and alignment to State
Learning Standards:
● SWBAT identify the following: introduction, headings, quotation, linking words, details,
and a concluding statement/section.
● SWBAT organize broken apart articles into the correct order using their knowledge of the
components of informative texts.

Aligned standard:
● CCSS.ELA-LITERACY.W.4.2.A
● CCSS.ELA-LITERACY.W.4.2.B
● CCSS.ELA-LITERACY.W.4.2.C
● CCSS.ELA-LITERACY.W.4.2.E
Language Objectives:
● SWBAT discuss how they should organize their broken up articles in small groups.

Aligned standard:
● CCSS.ELA-LITERACY.SL.4.1

1. Previous Learning Experiences​: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.

Prior to this lesson, students should have some basic knowledge about informational texts (what
they are, what they are used for, etc.). Additionally, students will have read some nonfiction
texts, which will have familiarized them with informational texts.

2.​ Planning for​ ​Student Learning Needs​ (accommodations, student experiences, prior learning
and experiences):

Differentiated instruction will be important for teaching students how to create informative texts.
While teaching the lesson on how to craft an informative text, the teacher should be modeling
using the document camera and students should be following along on a worksheet at their seat.
This allows students who have vision troubles to be able to see what the teacher is doing from
their seat. An anchor chart could also be created for all students for them to reference while they
are writing. This will help both students who were present for the lesson and those we were not
present for the lesson.

Students should have access to all materials that were previously used in the classroom to teach
the content that they will be including in their informative texts. This includes anchor charts,
worksheets, texts, etc. This will allow them to better access their prior knowledge and refer back
to their prior knowledge throughout the writing process they will undergo to craft their
informative texts.

Students who are English Language Learners (ELLs) will be allowed access to resources in the
language that they feel most comfortable and confident using. This may require gathering
resources from the Internet to meet their needs. ELLs should also be given the opportunity to
publish and plan their piece in the language that are most comfortable with.

Students who are unable to write will be allowed to use word-processing programs to plan and
compose their text. Additionally, if they are unable to use these programs, a paraeducator or aid
can assist can type for them as they dictate what they desire to be written down. Students with
504s and IEPs will be given accommodations that align with their instructional plans.

For those students who are gifted or need more of a challenge will be given the chance to work
on these activities with more challenging articles and content. All activities require that students
read through and article and either put it together to create a freinken paragraph or pull parts of
an informational text out of a nonfiction passage. While there will be many articles that these
kids can still work on after they have finished working on the one they were given they will also
have an option to choose a harder one from the articles presented to students. For the freinkein
paragraphs those students who finish can move on to another article. If they have finished with
that and what more of a challenge a selection of challenging frienkien paragraph pieces will be
given to students to choose from that have more of a complex nonfiction storyline and harder to
pick out “oddball” pieces. For the individual work where students have to identify pieces of
informational text they see in the articles they will also be given options of different types of
articles that they can choose from. These articles will vary in difficulty. A challenging section of
articles for students to choose from will be available for them to chose. In this section there will
be various articles of different lengths and reading difficulty.

f. ​Assessment Strategies​ (Informal or formal) (Formative or Summative)

Teacher candidates should attach questions, worksheets, tests or any additional
documentation related to their assessment strategies, including accommodations or
modifications for students with disabilities as stated in their IEPs. They may also attach
appropriate marking rubrics, criteria lists, expectations, answer keys, etc. Consideration
for ​multiple means of expression​ should occur here. That is, how will teacher candidates
allow for K-12 students to express their learning in different ways? Will K-12 students be
given some choice?

Content/Language Objectives Assessment Strategies

SWBAT identify the following: Formative:​ A formative assessment will be

introduction, headings, quotations, done using a few students to quickly assess the
linking words, details, and a entire class. Students will volunteer to identify
concluding statement/section. pieces of informative text in front of the class
and explain how they know that the piece they
are identifying is the correct piece.

Formative:​ Periodically throughout the lesson,

mainly during transitions between parts of the
 lesson, students will complete a
self-assessment on their knowledge of the
components of an informational text. Students
will assess themselves by filling out a checklist
that asks students what concepts they are
confident that they know.

Formative:​ At the end of the lesson, students

will complete an exit slip that asks them to
identify and define all of the components of
informational text that they were taught in the
lesson. A word bank is provided for the
students.

SWBAT organize broken apart articles Formative:​ Students will work with their table
into the correct order using their groups to complete an article jigsaw in which
knowledge of the components of they have to piece together a cut up article
informative text. using the components of informational text that
they just learned.

Formative:​ Students will work individually to

organize a cut up article into the correct order
based on the components of informational text
they learned in this lesson.

SWBAT discuss how they should Formative:​ Students will be formatively

organize their broken up articles in assessed through observation and notes on how
small groups. they discuss in their groups and explain how
they organized their article to the whole class.

*In the right column, describe whether the assessment you’ll collect is ​formative ​or ​summative​.
Note: ​most ​assessment is considered formative when thinking about day-to-day lessons.
Summative is related to ​mastery​. An exception might be having a “formal” quiz mid-way in a
unit to assure that students are on track with a certain degree of proficiency. Should the quiz
indicate students are not progressing, and adjustment of timing in the instructional “unit” will be
required.
 g. ​Student​ ​Voice: ​ Student voice​ ​is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the​ three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
Student-based evidence to be Description of how
K-12 students will be able collected (things produced by students will reflect on
to: students: journals, exit slips, their learning.
self-assessments, work
samples, projects, papers,
etc.)

1. Explain student Article jigsaws (small group Students will be able to

learning targets and what is and individual) and an exit reflect on their learning
required to meet them slip by seeing how well they
(including why they are can identify the elements
important to learn). of an informational text
and actually create the
elements of an
informational text by
completing these
worksheets and exit slips.
For example, if they are
not successful at
identifying all of the
elements of an
informational text, then
they will know that they
need to learn more about
what the elements are
and where they can be
found in the actual text.

2. Monitor their own Checklists Students will use a

learning progress toward the checklist throughout the
learning targets using the lesson to monitor their
tools provided (checklists, understanding of the
rubrics, etc.). content being taught
 during the lesson. They
will do this after the
teacher teaches and
models, at about half way
through the lesson, and at
the very end of the
lesson. Checklists will be
passed out at each of the
previously described
points and students will
be given a few minutes to
reflect on their
understanding at that
point.

3. Explain how to access Time for Kids articles The anchor chart that
resources and additional available for jigsaw, the we will create as a class
support when needed (and anchor chart we are creating in the beginning portion
how/why those resources as a class at the beginning of of the lesson will be put
will help them). the lesson (pictured at the on display in the
end of the lesson plan), a list classroom for students
of the components of to reference whenever
informational text with they need it.
definitions to be glued in in
students’ writing journals Whenever students are
done with their
individual work or have
any free time in class,
articles from Time for
Kids will be spliced up
for students to do article
jigsaws with. This is so
they can practice
identifying the
components of an
informational text and
recognizing the proper
 organization of an
informational text.

Finally, students will be

provided with a list of
all of the components of
an informational text
that they learned about
that will be glued in the
writing journals. The
list will include the
components and a
definition for each
component.

h. Grouping of Students for Instruction:​ Describe why, how, and where in the
lesson students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or parts
of a lesson may call for grouped work or individualized work or both.
This lesson requires that students have a strong understanding of the structure of nonfiction text
since students will be expected to point out the key elements of nonfiction text like headings,
illustrations etc. Students will also need to be able to come up with a concluding sentence that
relates to the topic presented to them in class. With that in mind students will be grouped
together in ability based seating. This is so that students who did not show a strong
understanding of informational text structures in the lesson the day before get extra help from
their peers that demonstrated a strong understanding of nonfiction text. This type of seating is
especially helpful for ELL students and students with special needs as they might need some
extra helping, reading nonfiction passages and constructing their own conclusion sentence. With
that in mind students would be expected to work as a team to help each other out. This work
ethic will be stressed to students by the teacher so that those students that need extra help will not
fall behind in their groups and learn nothing from their peers.
Section 2: Instruction and Engaging Students in Learning

1. Introduction​: Teacher candidates identify how they are going to introduce the concept,
skill or task in a way that gains students’ attention and gets them involved (the lesson
“hook”).

“Yesterday we read and looked at various nonfictions books and talked about how the
information in those books are organized. Today we are going to take what we learned about
informational text structures check to see how much we learned from the observations we made
about the books that we read yesterday. We will also being getting a chance to write our our
concluding sentence to help finish an informational text.”

1. Questions:​ Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, indicate Bloom
level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)

● What do we already know about informative texts? (Bloom Level: 1)

● What are some examples of informative texts that we have read in the classroom or that
you have read on your own? (Bloom Level: 4)
● What is the purpose of informative texts? (Bloom Level: 5)
● Who is the audience for informative texts? (Bloom Level: 3)
● What components make up an informative text? (Bloom Level: 1)
● Can you think of any other examples of informative text that are not books? (Bloom
Level: 1)

1. Learning Activities:​ Describe what the teacher ​will do​ and ​say​ and ​students​ will ​do
during the lesson. Write it as a procedural set of steps in the left column of table below.
On the right, refer to a supporting learning theory or principle driving that activity and/or
your rationale for doing what you are doing.

Prompts for right hand column—supporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to support your
choice of activities. You might draw from your 301 and/or your methods courses here.
o Connections between students’ own lives, experiences, cultures, interests and the content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder—​simulation
over verbal)​
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those with
disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
Learning Steps and Activities Supporting Theories/Principles
(​Why​ are you doing what you are
doing?)

Example:​ Transition from introduction Supports multiple means of engagement,

by asking students to look at “inputs” and and allowing students to generate their
in pairs, create a list of additional own inputs from experience; is more
community assets/contributions (inputs) culturally responsive than teacher
for social change diagram. Circulate generated ideas only.
around groups to observe students’
progress.

I do/You Watch: ● Direct instruction:​ Direct

Teacher: “Let’s start with the elements that instruction is occuring at this
make an informational text an point in the lesson because we are
informational text. Every element I am teaching students new content that
going to teach you about will be illustrated they are most likely unfamiliar
on this chart and displayed in the with. At this point, I am
classroom so you can always look at it demonstrating where each part of
when you can’t remember what makes up informational text is located and
an informational text structure. First is the teaching students what that part
introduction. Say introduction.” does.
Students : “Introduction” ● Social Learning Theory​: The
*write introduction and a few squiggly students will learn more about the
lines after it to represent words* components of an informational
Teacher: “Can anyone tell me what the text by observing and listening to
introduction does? (call on student) The what their classmates say as they
purpose of the introduction is to simply answer the questions that the
introduce the topic that is being written teacher asks.
about to us. It lets us know what we are
going to be reading about. Next, are the
headings. Say headings.”
Students: “Headings”
*after the introduction, drop down a line
and write heading underlined. Drop down
a few more lines and write it again*
Teacher: “Headings break up the text and
tell us what we are going to be reading in
that section. Not all informational texts
have headings in them, but a lot do. Why
do you think headings are important? (call
on a few students) Yes, they make it so we
don’t get overwhelmed with all of the text
and so that we don’t get confused while we
are reading. Now, it’s time for the details.
Say details.”
Students: “Details!”
*write squiggly lines under each of the
two headings. Leave a few spaces where
you can write some examples of some
linking words and phrases. Put brackets to
the left hand side of each section and label
it DETAILS*
Teacher: “Details are all of the information
we want to share with our reader. These
are facts, quotations, and other details.
Does anyone know how we find quotations
in a text? (call on a student) Quotations are
marked with two little slashes above the
first letter and the last letter of a quote.
Those little slashes are called quotation
marks. Say quotation marks.”
Students: “Quotation marks!”
Teacher: “Anytime there are quotation
marks that means the author is using
someone else’s words to help better
explain what they are trying to explain.
Throughout the details, the author will use
linking words. Say linking words.”
Students: “Linking words!”
Teacher: “Linking words help connect
multiple ideas. Can anyone give me any
examples of some linking words?”
Students: *give examples of linking
words*
Teacher: Those are all great examples!
*write a few of the examples in the open
spaces between squiggly lines in the
details section*
Teacher: “Last, but not least we have the
conclusion. Say conclusion.”
Students: “Conclusion!”
*After the details section on the chart write
CONCLUSION and a few squiggly lines
after it*
Teacher: “Conclusions are like the ribbon
around a present: they wrap everything up.
Conclusions summarize everything the
writer talked about throughout the piece
and leave the reader with something to
think about once they are finished reading.
Conclusions can be a whole paragraph or
they can just be a single sentence.”

Pause for student reflection on their

learning using the checklist

Teacher: “Before we move on, I am going

to have everyone glue this mini sheet that
lists each component we just talked about.
It also has a definition and a hint as to
where you might find each individual
component in an informational text. Go
ahead and get your writing journals and
glue this sheet in.” *pass out mini sheet
and give students a few minutes to glue the
sheet in their journals*
I do/ You Help: ● Differentiated instruction:
Teacher: “Now that we have learned all of Students are being taught the parts
the parts of an informational text, let’s of an informational text now in a
work together to identify and locate them new, more hands-on method that
in a real text! We are going to be will allow learners who do not
detectives and search for all of the parts of learn by just sitting and watching
an informational text together. We are to learn in a way that is more their
going to look at an example of an style.
informational text and identify each of the ● Constructivism: ​Piaget’s theory
parts of an informational text in the of Constructivism comes into play
example. I am going to call on one student with this activity because students
and have them show me where each part are actually interacting with a text
is, then I will label it. Are we ready to and identifying the informational
start?” text components of the text with a
Students: “Yes!” real text.
Teacher: “Okay, first we need to find the ● Social Learning Theory:
introduction. Who can show me where the Students will learn more about the
introduction is?” (call on a student, once components of an informational
they have come up and correctly identified text by observing and listening to
the introduction, label it on your paper their peers identify the
under the document camera. Ask student to components in front of the class.
explain why they think this is where the
component is located in the text.)

Continue this for each of the parts until the

class has correctly identified each of the
parts.

Teacher: “Great job, class! You are all

such great informational text detectives!
Now, we are going to move into our next
activity, which I think will be so fun for all
of you!”

You do/ I help: “ Since we went over as a ● Social Learning Theory:

class how and informational text is Students will learn about the
structured I am going to have you all work components of informational texts
with your groups to unscramble a cut up by working together and
piece of informational text. You will observing their peers working on
organized each strip in the order that best piecing a broken up article
fits the structure of an informational text together.
that we talked about. There will be one ● Constructivism:​ Piaget’s Theory
piece from the strips I give to your group of Constructivism is visible here
that will not fit in with the rest of the because the students are having to
sentences. That strip is called the “oddball teach themselves the components
strip” and you will put it aside.” of an informational text by
“What is that strip called that doesn’t fit in themselves and with their peers in
with the rest of the information?” order to put the article back
Students: “The oddball strip!” together.
Teacher: “And what are we going to do ● Problem Based Learning (PBL):
with that strip? Students will be learning about
Students: “Put it aside!” informational texts and the
Teacher: “Perfect! If you need extra help components that comprise them
with remembering the components of an by completing an article jigsaw.
informational text and where they go feel The article jigsaw allows students
free to look at the anchor text that we put to learn about the components of
together hanging up on the whiteboard. an informational text by having to
Remember to work as a group and include solve the problem of a broken up
everyone in this activity fourth graders. article. They have to solve the
We certainly do not want one person doing problem of the broken article by
all the work and leaving everyone else using the knowledge they just
behind.” “Go ahead and start and I will be learned about informational texts
walking around if you need extra help” to put it back together.
Students will be working in their groups to
put together their story. Once they are
done one student from their group with
share their paragraph that they put together
with class and they will also share the
“oddball” sentence that the put aside.
Each student will share and corrections
will be made and discussed with the class
as a whole.
Pause for student reflection on their
learning using the checklist

You do/ I watch: ● Constructivism:​ The students are

Teacher: “ You all did wonderful with individually interacting with a text
putting together the nonfiction paragraph. to learn about the components of
In fact I think you did so well that we are an informational text.
ready to try this on your own. What do you Additionally, they are going to
think?” have to rely on their prior
Students: “Yes!” knowledge and the new
Teacher: Great! For this activity I am information they learned to teach
going to need you to pull out your colored themselves the components of an
pencils from your toolbox and pull out the informational text.
sheet of paper that I passed out to you at
the beginning of writing time with a
picture of an animal on it. Once you have
all your things out and ready please look
up at me.
Students will look up and me and this will
be my signal to move on to giving them
the directions for this task.
Teacher: “Now what I am going to have
you do is read over the paragraph slowly
and carefully. While you are reading I
want you to think about the informational
text structure components. With your
colored pencils I want you to underline
The heading if there is one in orange,
underline the image in green, underline the
introduction sentence in red, the details in
purple, and underline the concluding
sentence in blue. Circle any quotation
marks you see in yellow and circle linking
words in black.”
“I have this all written on the whiteboard
and under the document camera for you to
look at if your forget what color goes to
what part of informational text. Once we
 are done we will share with the class and
you will turn in your article to my mailbox
on my desk.”
“Does anyone have any questions?”
“Good now get started and if you are
confused about something you can ask
me”
Students start to work on their article.
Teacher: We have about five minutes left
until it is time for lunch. Who wants to
come up and share how they labeled their
article?
“Thank you for volunteering Tina!”
Student will share with the class what she
underlined and circled and we will discuss
it and make any changes to it if needed.
Teacher: “Good work fourth graders! You
are informational text experts! Soon, you
are going to use all of the information you
learned today to write your own piece of
informational text! Have a good lunch and
do not forget to turn in your article to me
in my mailbox!”

1. Closure:​ Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.

“Alright class, now that we have finished sharing how we labeled our articles, let’s go
ahead and review what the parts of an informational text structure are. We are going to do this
with an exit slip. On the exit slip, each of the parts of an informational text are listed in a random
order. I want you to put all of the parts in the correct order by yourself. When you have
completed your exit slip, leave it face down on your desk and get ready for lunch.”

1. Independent Practice:​ Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even
 outside of the classroom). Include possible family interaction​ ​(identify at least one way in
which you might involve students’ families in this instructional plan.)
Teacher: “Now that we have learned about the important components that make up
informational text, I want you to go home and with a parent or guardian find
informational texts in magazines, newspaper articles, even online. If you do not have any
at home you can go to the local library and find an article in the books they have there or
use their computers to search for an article with the help of your guardian. Once you
think you have found an informational article I want you to pull out the informational text
components checklist and look for those in the article you have chosen to bring to class.
Next to each important piece of informational text there is a color in which you will use a
marker or colored pencil to underline that component just like what we did in class today.
If you cannot write on your article you can make a copy of it. And write on the copy.
Since this won’t be due tomorrow you have time to go to the library to make a copy or
print out our article. If you still need help obtaining a copy of your article that you have
chosen you can email the link to me so I can print it out for you or bring in the article and
have me make a copy of it for you Once you have finished color coding the parts of the
articles bring the checklist and your article stapled together to class on thursday turn them
into the writing homework bin for me to look at. Does anyone have any questions about
the assignment?”
*A student raises their hand*
Teacher: “Yes Jackson?”
Student: “Does the article that we chose have to have all of the informational text
components on the checklist?”
Teacher: “No, your articles do not have to have all the informational text components that
we talked about today, but make sure that the article has most of them. It is okay if they
do not have a couple of the components just make sure that the piece you chose is a
nonfiction article! Thank you for asking such a wonderful question Jackson! Does anyone
else have anymore questions?”
Students: “No”

1. Instructional Materials, Resources, and Technology: ​Attach a copy of ALL materials

the teacher and students will use during the lesson; e.g., handouts, worksheets,
multi-media tools, and any assessment materials utilized.

Materials:
● Anchor chart paper
● Colored pens
 ● Colored pencils
● Excerpts of text printed out
● Exit slips
● Reflecting on understanding student self-assessment checklist
Article for article jigsaw:

Into the Wild

By Shay Maunz

Some 30 years ago, IAN MCALLISTER (pictured) set out to explore the Great Bear Rainforest,

in western Canada.

McAllister expected his trip to last a week, but he fell in love with the beautiful habitat, and with

the animals and people who live there.

He’s been living and working there ever since.

Three years ago, McAllister began directing an Imax movie about his home. ​Great Bear

Rainforest​ hits theaters on February 15.

The film features close-up shots of the landscape and its inhabitants.

One of those is the Kermode bear, a rare type found only in this region.

Planet Earth is a series of movie that talks follows animals around in their natural habitat.

McAllister also interviewed members of First Nations communities. These Native Alaskans

have, for generations, acted as caretakers of their environment.

“This is such a magical place,” McAllister told ​TIME for Kids​. “There is so much wildlife. The

trees are so big. The bears are so big. The movie had to be put on the biggest screen of all.”

Articles students can do for an article jigsaw if they finish their individual articles early:

Species at Risk

By Rebecca Katzman
ORANGE BEAUTY A monarch butterfly perches on a wildflower.
ARTHUR GURMANKIN—UIG/GETTY IMAGES

Monarch butterfly populations in California reached a historic low in 2018, according to a new

count.

It estimates that the number of monarchs dropped 86% from 2017. Experts say monarchs are in

danger of extinction in the next several decades if nothing is done to save the species.

The survey was conducted by volunteers for the Xerces Society. Each year, they count monarch

butterflies in California.

They do so at 97 sites across the state. Last year, they counted fewer than 30,000 butterflies. The

group says this number is “disturbingly low.”

On its website, the group noted that “2018 was a tough year to be a monarch butterfly in the

West.”

Weather conditions may be one reason for the drop in numbers. But researchers say other factors

could also be at play.

These include habitat loss and ​pesticides​. Climate change could also be making an impact.

Pesticides are so commonly used that they have to be switched out every two years so that weeds

do not become immune to them.

Monarch butterflies are known for their long-distance ​migrations​. Some travel as far as 3,000

miles when the weather turns cold. In the winter, monarchs head south to warmer climates.

Monarchs in the western United States spend the winter in California.

“What we can and ​should​ be working on is addressing and reversing widespread habitat loss and

pesticide use throughout the monarch’s range,” the Xerces Society said on its website. “There is

still hope that we can recover the population if we work quickly, strategically, and together.”

Historic Moon Landing

By Rebecca Katzman

IT'S A FIRST China’s lunar rover begins exploring the far side of the moon.
CHINA NATIONAL SPACE ADMINISTRATION/AFP/GETTY IMAGES

A Chinese spacecraft called Chang’e-4 landed on the far side of the moon on January 3.
No one has been able to land on the sun since its atmosphere is so hot that it could melt metal

from far distances when the metal hasn’t even made contact with the sun.

It is the first time a craft has successfully landed there. The far side is the part of the moon that

faces away from Earth.

“The landing on the far side shows China’s technology is powerful,” He Qisong, a space expert

at the East China University of Science and Law, in Shanghai, told the Associated Press.

The landing was not easy. China first had to put a satellite in space.

It sends information between Earth and Chang’e-4. Otherwise, the moon itself would get in the

way.

The craft’s rover, Yutu-2, will collect images.

Scientists hope the mission will shed light on the development of our solar system.

Articles for the Individual Work:

Turning Green
Rebecca Katzman
MORTEN FALCH SORTLAND/GETTY IMAGES

The Taj Mahal, in Agra, India, is one of the most brilliant structures on Earth. Depending on the

season and the time of day, the white marble monument takes on slightly different hues. But over

the years, the Taj Mahal has been changing color even more—and not in a good way. Pollution

has been turning the UNESCO World Heritage site shades of green, yellow, and brown.

“It’s very serious,” Supreme Court justices in India said earlier this year, according to the ​Times

of India.​ “It has to be saved.”

MUCKY WATERS The Taj Mahal stands on the heavily polluted Yamuna River, in Agra, India.

SUBIR BASAK—GETTY IMAGES

A Pollution Problem

The Taj Mahal stands on the waste- and garbage-filled Yamuna River. Swarms of insects

attracted to the dirty water leave greenish droppings on the building. Air pollution also threatens

the Taj Mahal. According to the World Health Organization, air quality in India is among the

worst in the world. In Agra, factories and cars fill the air with pollution ​particles​, which stick to

the Taj Mahal’s surface.

In the 1990s, India’s Supreme Court ordered hundreds of factories near the monument to close.

Also, car and bus traffic was restricted. From time to time, workers apply a mud paste to remove

grime​ from the Taj Mahal’s surface. But cleaning the structure is difficult, expensive, and

time-consuming. And it doesn’t prevent the discoloration.

GRIME TIME Factories and vehicles in Agra, India, spew pollution into the air.
CREATIVEMARC/GETTY IMAGES

“The symbol of India is getting dirty, and nobody is doing anything about it,” Mike Bergin told

TIME for Kids.​ He co-authored a 2014 study of pollution at the Taj Mahal.

Plan of Action

The Taj Mahal was built nearly 400 years ago by Emperor Shah Jahan, in memory of one of his

wives, Mumtaz Mahal. Constructing the ​mausoleum​ took about 20 years. Some 20,000 workers

and 1,000 elephants helped get the job done.

Today, the Taj Mahal stands with the Great Wall of China and Machu Picchu, in Peru, as one of

the New Seven Wonders of the World. But it’s not just a symbol of cultural history. It’s also

India’s most famous tourist attraction, drawing about 8 million visitors each year. They bring

business to Uttar Pradesh, the Indian state where the Taj Mahal is located (see “Where on

Earth?”).
SIGHTSEEING India’s famous tourist attraction draws up to 70,000 visitors a day.

WAYNE FOSTER—GETTY IMAGES

On July 11, India’s Supreme Court slammed Uttar Pradesh for neglecting the Taj Mahal. The

court gave the local government an ​ultimatum​: “Either you demolish it or you restore it.”

Authorities in Uttar Pradesh submitted a draft of an action plan on July 24. It suggests banning

plastics and construction from the area. It also calls for the closing of more factories. A final plan

was due on November 15.

In order to preserve the Taj Mahal, many people will need to come together and work toward a

solution. “There needs to be positive pressure on people to act—we need to act on this,”

Sachchida Nand Tripathi says. He worked on the 2014 study with Mike Bergin. “We are trying,”

he adds, “but we need to try more.”

Where on Earth?
MAPS BY JOE LEMONNIER FOR TIME FOR KIDS

The Taj Mahal is located in the city of Agra, which is in Uttar Pradesh. That’s the most populous

and fourth-largest of India’s 29 states and seven union territories. Each state has its own local

government and leaders.

Digital Detectives
Shay Maunz

PHOTO ILLUSTRATION BY DREW WILLIS FOR TIME FOR KIDS. SEA AND ROCKS:
TATSIANA VOLSKAYA/GETTY IMAGES; MOUNT RUSHMORE WITH JETS
STOCKTREK IMAGES/GETTY IMAGES
Would you believe that Mount Rushmore, in landlocked South Dakota, is underwater? You

shouldn’t. The image above is a fake.

Such images often appear on social media. In August 2017, while Texas was being rocked by

Hurricane Harvey, an image was posted to Twitter. It looked like it had been taken from the

driver’s seat of a car. Outside, the road was flooded, and there was a shark in the water. The post

read: “Believe it or not, this is a shark on the freeway in Houston, Texas.” It was “liked” 142,000

times—but the photo wasn’t real. It was made with photo-editing software, and had first

appeared online in 2011.

Today, fake photos are more common than ever, says Toby Bochan, of Storyful, a company that

verifies​ videos and images on social media. And while you might think a ​doctored​ image would

be easy to spot, a 2017 study found that people fail to identify more a third of them. Here,

Bochan shares strategies for telling real from fake.

Source, Date, Location

“Where is this coming from?” That’s the first question Bochan asks herself when investigating a

photo. Then she asks, “What do I know about this person or this publication or this site?” She

looks at a profile of the person who posted it. That shark photo was posted by a blogger in

Ireland. How likely is it that he would have been in Texas during the hurricane?

Here’s another trick: On a computer, right-click on a photo, then select “search Google for

image.” Doing so turns up photos that look the same or similar, which can provide important

clues to a photo’s origin. When applied to the shark photo, the trick turns up posts claiming that

it was taken during hurricanes in Puerto Rico, New Jersey, and Florida.
Experts also look at a photo’s metadata. Metadata is information embedded in a file that tells

when the image was created, the size of the file, and other details. It can reveal whether the file

has been doctored. If a photo shows a public place, it’s easier to verify. “Rarely does something

major happen and only one person is posting about it on social media,” Bochan says.

“One of the reasons misinformation spreads faster than truth is that it tends to be very simple,”

Bochan adds. “Unlike life, which is complicated.” And fake photos? They’re designed to make

people feel angry, sad, happy, or scared.

So if you have a strong reaction when looking at a photo, stop and consider what you see,

Bochan says. Remember: source, date, location. With these three words, you too can be a digital

detective.
Alaska Shakes
Brian S. McGrath

BROKEN GROUND A road south of Wasilla, Alaska, lies shattered after earthquakes on
November 30.

MARC LESTER—ANCHORAGE DAILY NEWS/AP

Highways crumbled and buildings shook as earthquakes jolted Anchorage, Alaska, on November

30.

A magnitude 7.0 quake hit first, at about 8:30 a.m. A 5.7 quake followed within minutes. The

temblors set off tsunami alarms for islands and coastal areas south of Anchorage. But no tsunami

arrived, and there have been no reports of deaths or serious injuries.

“We just hung on to each other,” said Sheila Bailey. She was working at a school cafeteria about

45 miles from Anchorage when the quakes struck. “It sounded and felt like the school was

breaking apart.”

Roads suffered the worst damage. Sinkholes stopped traffic and stranded commuters. Over the

following week, schools were closed until classrooms were deemed safe.

Alaskans knew the damage could have been even worse. On March 27, 1964, the state was

rocked by a 
9.2 magnitude quake, the most powerful ever recorded in the United States. The

tsunami it triggered claimed about 130 lives.

Alaska has more large quakes than the other 49 states combined. The risk is especially high in

southern Alaska. The Earth’s plates slide past each other in that region.

For days after the quake, stores were low on milk, bread, and bottled water. But Alaskans were

pulling together, said Anchorage mayor Ethan Berkowitz. “People who might have been

reaching for the last item looked over and saw someone else and said, ‘Yes, we are sharing this

with you.’”
A Leader Dies
Shay Maunz

THE 41ST PRESIDENT Former president George H.W. Bush in 2011.

DAVID HUME KENNERLY—GETTY IMAGES

Former president George H.W. Bush died on November 30 at age 94. Bush was the 41st

president of the United States, serving from 1989 to 1993. He also served as vice president to

Ronald Reagan and as director of the CIA.

His son George W. Bush later served two terms as president. Bush was only the second president

to see his son elected to the presidency. “George H.W. Bush was a man of the highest character

and the best dad a son or daughter could ask for,” the younger Bush said in a statement.
Air Force One was sent to Bush’s adopted home state of Texas to bring his casket to

Washington, D.C. There, his body lay in state in the Capitol Rotunda. Bush was buried on

December 6 on the grounds of his presidential library, in College Station, Texas.

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Name: __________________________________ 
 

How am I Doing? 
I​ ​understand the following concepts: 
 
❏ What an introduction is and what it 
does 
❏ What headings are and what they do 
❏ What details are  
❏ What quotations are 
❏ How to find a quotation in the text 
❏ What a conclusion is 
❏ What informational text is  
❏ Examples of informational text 
Name: ________________________________ 
 
Introduction to Informational Text Exit Slip 
 
Directions: Put the parts of informational text in the correct order that they appear in 
an informational text. Then, write a brief description of what each part does (1 sentence 
max.). 
Word bank: quotations, conclusion, introduction, details, headings 
 

--------------------------------------------------------------------------------------------------------------------------

Name: ________________________________ 
 
Introduction to Informational Text Exit Slip 
 
Directions: Put the parts of informational text in the correct order that they appear in 
an informational text. Then, write a brief description of what each part does (1 sentence 
max.). 
Word bank: quotations, conclusion, introduction, details, headings 
 
 Student Observation Notes 
Lesson Title: __________________________ Lesson Date:____________ 
 
Student Name  Notes on the Student 
The mini sheet of notes the students will glue in their writing journals:

The Components of an Informational Text 

 
Introduction:​ ​The introduction is the very first part of any informational text. It tells the 
reader what they are going to be reading about. The introduction is always the very first 
paragraph of an informational text. 
 
Headings: ​Headings are the underlined or bolded text that break up an informational 
text. They tell the reader when there is going to be a change in topics discussed in the 
text. Headings are usually found in between paragraphs. 
 
Details:​ Details are all of the information that comprises the paragraphs of an 
informational texts. These are facts, quotations, numbers, and more that tell the reader 
about the subject of the text. Details are always found in the sentences that make up 
paragraphs. 
 
Quotations: ​Quotations are a type of detail that can be included in an informational text. 
They are statements that someone else said that the author of the text thought would 
provide informative details to their writing. Quotations can be found by looking for 
quotation marks in writing. 
 
Linking Words:​ Linking words are words that connect ideas. They can be found in the 
middle of sentences or at the beginning of sentences that have similar ideas.  
 
Conclusion: ​The conclusion is the ending part of an informational text. It wraps up and 
summarizes everything the writer wrote about in the text. Oftentimes, conclusions leave 
the reader with something to think about. Conclusions are usually the last paragraph of 
a text.  
Draft of the Anchor Chart:
Acknowledgements:

Maunz, S. (2019, January 18). ​Digital detectives​. Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/digital-detectives/

Katzman, R. (2019, January 18). ​Historic moon landing.​ Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/

Katzman, R. (2019, January 25). ​Species at risk​. Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/species-at-risk/

Katzman, R. (2018, November 16). ​Turning green.​ Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/turning-green-3/

Mcgrath, B. (2018, December 14). ​Alaska shakes.​ Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/alaska-shakes-2/

Maunz, S. (2018, December 14). ​A leader dies​. Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/a-leader-dies/

Maunz, S. (2019, February 1). ​Into the wild​. Retrieved February 12, 2019, from
https://www.timeforkids.com/g34/into-wild-2/