1. Unit 1 Lesson 2
Making Connections through Research: Connecting Research to the 21st Century Learner

2. OBJECTIVE
Students will analyze texts in order to determine relevant information to include in an accurate summary.
ANALYZE
To think about something carefully in order to understand all of its parts

3. Research portal
Click
We will be visiting a research portal as we travel through Unit 1
Lets take our first visit to examine the pictures “Strange Phenomena”

4. New vocabulary What is a phenomenon?
something that is impressive or extraordinary

5. New vocabulary What is a legend?
a story handed down by tradition and accepted as historical

6. PHENOMENOM LEGEND New vocabulary
something that is impressive or extraordinary
LEGEND
a story handed down by tradition and accepted as historical

7. something that is impressive or extraordinary LEGEND
PHENOMENOM
something that is impressive or extraordinary
LEGEND
a story handed down by tradition and accepted as historical

8. -The Abominable Snowman -Loch Ness Monster -Area 51 -King Arthur
PHENOMENOM
something that is impressive or extraordinary
LEGEND
a story handed down by tradition and accepted as historical
-Crop Circles
-Aliens/UFOs
-Lunar Eclipse
-Beethoven
- The Bermuda Triangle
-Bigfoot
-The Abominable Snowman
-Loch Ness Monster
-Area 51
-King Arthur
Paul Bunyan
John Henry

9. Legend or phenomenon
We will be researching a legend or phenomenon in this unit to write an informational essay. It is important that we know how to find relevant details to use in our research.

10. Chessie: Sea Monster of the Chesapeake
PART 1
Chessie: Sea Monster of the Chesapeake
What details are relevant?
Relevant details are significant or important, They support to the main idea. These are the details that tell us who, what, when, where, why and how.
What details irrelevant?
Irrelevant details are not significant or important. They do not support the main idea. They are details that make you think, “So What?”

11. Relevant vs. Irrelevant Details in “Chessie: Chesapeake Bay Serpent”
With your teacher, underline relevant details that help move the story along. These are the details that tell us who, what, when, where and how.
With your teacher, draw a line through irrelevant details that do not move the story along. They are “So What?” details.

12. GIST SUMMAry
When you get the GIST of something, you understand the main idea of something.
In a GIST summary, you identify the who, what, when, where, why and how of the article or story.
You then use the answers to that question to create a 20 word summary.
Let’s try a GIST summary of “Chessie: Chesapeake Bay Serpent” using our relevant details.

13. PART 2 In Search of…Chessie
With your partner, read “In Search of…Chessie”.
Read and underline the relevant details. REMEMBER relevant means the details move the story along. Your underlined details should help summarize the story and answer the questions who, what, when, where, why and how.
Put a line through any irrelevant details that make you think, “So What?”
On your own, create a GIST summary for the story.