1. TEAM ASSESSMENT: use your notes that you gathered in GROUP; together as a team, combine your thinking to analyze and complete the QUICK QUIZ. Team-Work to answer the comprehensive questions. Discuss how the reading has contributed to your understanding of Peregrine Falcons. Consider these questions while you read... 1. Why is the author giving this information? 2. What does this paragraph "do" (what is its purpose)? 3. How does it better help me understand the topic (Peregrine Falcons)? Group 1: Peregrine Falcon ~Kids National Geographic Group 2: Peregrine Falcon ~National Geographic Group 3: http://natgeotv.com.au/videos/animal- encounters-with-ben-britton/peregrine-falcon- 6BBE10AE.aspx 1. What 3 factors might most endanger peregrine falcons? 2. Peregrine falcons live to be an average of _____ years old. 3. Peregrine falcons can dive at up to ______ miles per hour. 4. The name, "peregrine" means ___________________. 5. Peregrine falcons' wingspans are, on average, ______ feet across. 6. ______ % of birds live long enough to raise their young.

2. U 5 - R 3 B u i l d i n g B a c k g r o u n d # 2 f o r F r i g h t f u l ’ s M o u n t a i n 2 Friday, May 6, 2015

3. Do Now… …I thought the Craigheads might be the only family in America that was having more fun than the Kennedys. Obsessed with falcons as I was from birth, I read My Side of the Mountain in 1964. … I entered Millbrook upstate New York drawn by its informal falconry program….My experience as a young falconer accounts in large part for my lifelong devotion to raptors and my continued interest in natural history….My years as a falconer helped drive my own career choice as an environmental lawyer and advocate. The knowledge and experience I acquired from falconers have marked my life and made me a far more effective advocate on nature’s behalf.” Analyze this foreword by Robert F. Kennedy, Jr. that was included in the novel, Frightful’s Mountain. Now, with your team, GENERATE ONE question for the class. STARBUCK…Prepare to discuss & defend ideas and questions with TBE and logical reasoning. 3

4. U5-3: Close Reading & Building Background Lesson Vocabulary NPS author’s purpose author’s points main idea text evidence text features Connection Today, we continue paying attention to NPS by applying the Coordinates to help us better understand the key aspects that the author intends for us (readers) to know and learn about Peregrine Falcons. We also realize that NPS can be used in print text and media.

5. ML: Close Readers apply NPS coordinates to analyze how sections contribute to the author’s main points (RI.6.1, RI.6.5, RI.6.6, RI.6.7, RI.6.9; DOK4, DOK4)

6. CRITICAL THINKING QUESTIONS… A. Should wild animals and humans co-exist? B. Can Animals Think? C. Should animals be exploited by the entertainment industry? D. Should widely different species co-exist with each other? E. Should humans be responsible for the land of wild animals? 6

7. REFLECTION ON U5-R2 LESSON... NPS (Nonfiction Positioning System): NPS Coordinates help you answer questions about what authors include in texts and how it contributes to our understanding of the topics and central idea of texts. Strategies 1. When you find a coordinate, underline it...then, 2. Write a little note about how it contributes to our understanding of "falconry". Coordinates anecdotes Descriptions Comparison/contrast Examples Metaphors Cause/effect statements Embedded definitions Analogies Repetition Numbers and statistics Questions and answers

8. Model: Watch how I annotate the below text using the NPS Coordinates. The NPS Coordinates help readers understand what the author thinks is important to better understand Peregrine Falcons. Questions that I might think about while I read are... 1. Why is the author giving this information? 2. What does this paragraph "do" (what is its purpose)? 3. How does it better help me understand the topic (Peregrine Falcons)? 8

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10. Quick Assessment#1 (DOK2) 10 Read the following excerpt from the article "Welcome Back"... In the 1950s and 1960s, farmers used DDT, dichlorodiphenyltrichloroethane, to kill insects that damaged their crops, Birds that the peregrine falcon fed on were eating the insects with DDT in them, which built up in the falcon's body, causing the female falcons to lay thin-shelled eggs. When they say on their eggs to keep them warm, the eggs broke before the chicks could hatch. This information contributes to the article by... a. helping the reader understand how it took care of the falcon problem. b. helping the reader understand the impact humans had on the falcon population. c. helping the reader understand the weaknesses of the falcons. d. helping the reader understand the falcons history.

11. Quick Assessment#2 (DOK4) Read the following poem from the article "Welcome Back". "Cherry Blossom Spirit” Pink buds rain upon People waking underneath A petal shower Air smelling sweet Light and graceful on your feet Dance, Sakura-Chan Soft and round Swirling, twirling to the ground Looks, feels, smells like love With the sunrise, she Is blown away by the wind In it's smooth branches Her blossoms still live. ~Cassie Lowell, 14, Maryland. How does the poem contribute to the overall purpose of the article? a. It helps the reader understand the cherry blossom spirit. b. It helps the reader visualize the falcons and their power. c. It helps the reader understand the author's attitude/tone. d. It helps the reader establish a strong connection with the falcons. 11