Where and When?

Overview

In this third lesson of Investigating Text Through Evidence, students examine how dates, places, sequence words, and contextual clues establish where and when information occurs. Building on earlier practice locating explicit evidence, students will organize details on a timeline or map and explain why the context matters.

Learning intentions

Students will be able to:

• Explain where and when events or ideas occur in an informational text.
• Identify dates, places, transition words, and other context clues.
• Explain relationships between events or ideas using specific evidence.
• Compare how the text’s structure helps readers understand sequence.

Success criteria

• I can identify at least four details that show where or when events or ideas occur.
• I can place those details accurately on a timeline or map.
• I can quote or paraphrase evidence from the text accurately.
• I can explain why the setting, time period, or sequence matters.

Curriculum links

• Reading Informational Text — explaining relationships and interactions between events, ideas, or concepts.
• Reading Informational Text — comparing and contrasting the structure of information in texts.
• Reading Informational Text — quoting accurately and drawing inferences from evidence.
• Reading Literature — comparing details about settings or events when appropriate.

Lesson structure (30 minutes)

1. 0–4 min · Hook and retrieval. Display the opening question in the hook and retrieval slides: “How would a story about a storm change if it happened 100 years earlier and in a different place?” Students briefly discuss with a partner, then recall one way readers find important evidence in a text. Teacher introduces the goal: “Today we will investigate where and when information happens, and why that context matters.”

2. 4–9 min · Model context clues. Teacher displays a short informational passage, such as an article about the building of the transcontinental railroad, using the context-clue modeling slides. Think aloud while highlighting a date in blue, a place in green, and transition words such as first, later, and afterward in orange. Students identify what each clue tells them and help place two modeled details on a simple timeline.

3. 9–19 min · Evidence investigation. Distribute the Where and When evidence worksheet and ask students to read the short informational text twice: first for meaning, then to annotate evidence. Students mark dates and time clues, circle places, underline sequence words, and record at least four details on the worksheet’s timeline or map. Teacher meets briefly with each student, asking, “What does this detail tell us?” and “Which exact words support your answer?” Students may construct the timeline collaboratively, but each student records evidence independently.

4. 19–24 min · Explain relationships. Reopen the discussion and relationship slides and guide students to compare their timelines or maps. Students explain how one event or idea led to, followed, or depended on another, using sentence frames such as “Because ___ happened in ___, ___ occurred afterward” and “The word ___ shows the order because ___.” Teacher prompts students to quote a short phrase or identify the paragraph that supports each explanation.

5. 24–28 min · Structure check. Teacher asks students to decide whether the text is mainly organized chronologically, by cause and effect, or in another recognizable way. Students use evidence from transition words and paragraph order to justify their choice in one or two sentences. Discuss how the structure helps readers follow the events or ideas.

6. 28–30 min · Exit response. Display the final prompt in the plenary and exit prompt slide. Students complete the worksheet exit question: “Name one place or time clue, quote or paraphrase the evidence, and explain why it matters.” Invite one student to share a strong response while the others listen for accurate evidence.

Resources

• the Where and When teaching deck
• the Where and When evidence worksheet
• Short grade 5 informational passage about a historical event or scientific process
• Enlarged or audio version of the passage
• Highlighters or colored pencils in three colors
• Pencils
• Visual timeline and simple map
• Timer

Assessment

• During modeling, check whether students can distinguish dates, places, and sequence words.
• Confer during annotation and require each student to point to the exact evidence supporting a timeline or map detail.
• Collect the worksheet and exit response; look for four accurate details, appropriate placement, and an explanation of why context matters.

Differentiation

• Support: Provide a visual timeline, a labeled map, color-coded annotation directions, and sentence frames. Read the passage aloud, allow repeated reading, and complete the first detail together.
• Dyslexia-friendly options: Provide enlarged text, an uncluttered simplified timeline template, audio support, extra processing time, and transition words already highlighted.
• EAL and SEN support: Preteach essential place and time words with simple visuals; allow students to explain orally before writing and construct the timeline collaboratively.
• Extension: Students identify how changing the time or place might change the events or ideas, then support their prediction with details from the text.

Extension

• Rewrite one timeline detail as if it occurred in a different time period or location.
• Explain which event, relationship, or idea would change most and why.