Region 4 Education Service Center



TEKS Student Expectation: Grades 6-8Grades 6-8: analyze characteristics and structural elements of informational text, including:Grade 6: 8 (D) (iii) organizational patterns such as definition, classification, advantage, and disadvantage;Grade 7: 8 (D) (iii)organizational patterns that support multiple topics, categories, and subcategories;Grade 8: 8 (D) (iii) multiple organizational patterns within a text to develop the thesis;English I-IVEnglish I-IV: analyze characteristics and structural elements of informational text, including:English I: 7 (D) (ii) multiple organizational patterns within a text to develop the thesis;English II: 7 (D) (ii) the relationship between organizational design and thesis;English III: (D) (ii) the relationship between organizational design and author's purpose;English IV: (D)(ii) the relationship between organizational design and author's purpose;* This lesson will serve as a precursor/foundation lesson to tackle the listed TEKS more in depth in subsequent lessons. Student Learning Objective1) Learn to identify the structure of informational/ expository text. * This lesson builds on the previous introductory lesson on expository text structure, as well as the lessons on getting the gist and identifying key details. High Leverage strategy Focus: Chunking, Graphic OrganizersGrade Level Band: 6-12 Approximate time for lesson: Two 45—60 minutes lessons Preparation To prepare for this lesson, become familiar with the text structure of the article This map lets you plug in your address to see how it’s changed over the past 750 million years.EngageDisplay the Ancient Earth interactive map found at . Have students name places and use the drop-down menu to show where that location existed in the ancient past. Remind students they read the article This map lets you plug in your address to see how it’s changed over the past 750 million years and determined the main ideas of the paragraphs/sections using the Get the Gist strategy as well as the key details. Display the Summary Template with the gist statements and key details. Briefly review the Get the Gist strategy and the informational/expository text structures from previous lessons. Tell students that today they will continue exploring informational/expository text structures by revisiting the article This map lets you plug in your address to see how it’s changed over the past 750 million years. I DoEnsure students have the following resources:This map lets you plug in your address to see how it’s changed over the past 750 million years article Text Structure Signal/Transition WordsSummary Template Read aloud the first three paragraphs of This map lets you plug in your address to see how it’s changed over the past 750 million years article. Explain this passage uses a descriptive text structure. Underline the following phrases and point out how this language is descriptive in nature:enormous supercontinentEncompassingbore little resemblancewedged almost directly adjacentmillennia-spanning visualizationTell students that the resource Text Structure Signal/Transition Words is also helpful to determine text structure. Display and circle the words almost and encompassing. Emphasize that not all the words in a text will appear on the Text Structure Signal/Transition Words handout, but it can be a helpful resource. Record the identified overall text structure on the Summary Template. 5968179337300318894270319Descriptive 00Descriptive 319623164135Descriptive 00Descriptive We DoTell students they will now have an opportunity to practice identifying both the text structure and the specific associated language of the next section. Read aloud paragraphs 4-5. Have students discuss in pairs what they think the overall text structure is, what specific language from the text shows this, and what words they can locate from the Text Structure Signal/Transition Words handout. Post and discuss their responses using the following graphic organizer:Overall Text Structure Language From the Text Words from Text Structure Signal/Transition Words Descriptive the map offers 26 timeline optionspop up on the bottom left side of the screenBrief descriptions of chosen time periodssuch as, offers, allows, including, top, bottom,You DoHave students work in pairs or small groups to determine the text structure and identify signal/transition words or language associated with the text structure for passages 3-5. Students may show their work using the same graphic organize from the We Do component of this lesson. * Example ResponsesPassageAssociated Language/Signal/Transition WordsOverall Text StructureOther Clues3because, in this way, as a result Cause and EffectThere is a cause and effect relationship between the crocodiles and the birds. 4problem, issue, situation, if/thenProblem/Solution The passage describes thing people can do to help crocodiles, which are solutions. DebriefAsk students to share responses from the graphic organizer.Encourage students to explain any other clues they used to determine the text structure. Ask students to discuss: How might knowing the structure of a text help when we write summaries? Virtual ToolsIf conducting this lesson in a virtual setting, consider using the following apps to allow students to display their work:—allows users to post writing on sticky notesGoogle docs—allows uses to create digital word documents uses to post written and short video responses ExtendThe skills and concepts in this lesson will be extended in the next lesson. Literature The following sites provide free access to variety of literature: ................
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