Eye of the Storm: Determining Text Structure of a Single Text
Lesson 3 of 8
Objective: SWBAT analyze the overall text structure of Eye of the Storm
This is day 1 of a week-long focus on RI 5 - comparing and contrasting the overall text structure of more than 1 text. I taught this skill in the first theme: Give it All You've Got. We only mastered analyzing a single text structure. This is where I begin this week's focus since it is a requisite skill to comparing and contrasting the overall structure of 2 or more texts. We will introduce comparing and contrasting overall text structure tomorrow. Today is about reviewing content previously taught, gaining confidence and solidifying the prerequisite skill of analyzing the overall structure of a single text. Click here for a more in-depth rationale.
I give scholars 1 minute to review (find & re-read) their text structure foldable that they created when we initially learned about text structure. Click here to see a student reviewing text structure foldable. These foldables were glued into notebooks so that scholars could reference them over & over again. This is a great strategy to help prevent loss and promote organization.
I call 5 friends from my cup to state the text structure type, review key words & description. We do this quick review to access prior knowledge regarding text structure.
Then, scholars re-watch the video on storm chasers that we watched the previous week. This time, when we watch, we focus on the way in which the information is organized (structure of the video). I remind scholars that some great questions to help them identify the overall text structure are: What is the author's purpose for sharing this information? What does he/she hope for you to learn? Therefore, how does she/he organize the information?
After viewing the video, I give them 1 minute to chat with their table groups about what they think the overall structure of the video was & why. I remind them to use EVIDENCE from the video to support their response. Here is one cue set response. Notice, the student correctly answered the question, but did not use EVIDENCE from the video to support her response. Here is another student using the foldable to assist with response.
After students share with their small groups, I take 2 friends from my cup and 1 volunteer. As friends from my cup and the volunteer are sharing, I encourage scholars to agree/disagree non-verbally and I remind them to use EVIDENCE from the video to support their responses!
I try to keep the teaching strategy rather short today. The reason for a shorter teaching strategy is because this is a review lesson. Scholars should be able to accomplish the objective with relatively little support since we previously learned the topic. They just need a bit of a refresher.
We do a cloze reading of pages 59-61 in Eye of the Storm by Warren Faidley. I think aloud about the way in which the text is structured. I say something like, "Hmm, it seems as if this text is organized by description. I can clearly see that each section has a heading which makes me think there are multiple main ideas that tell us about one single topic. I know that description can be organized by topic, main ideas & supporting details. Therefore, my hypothesis right now is that the text is organized by description. I am going to read on to continue to gather evidence from the text as to whether or not my hypothesis is correct." I model how to use my tag board as I gather evidence that the text is overall organized by description (by sticking the correctly colored post-it in a spot in the text where I find evidence). Then, I model how to use the Graphic Organizer to record my thinking AFTER I have read the section. Again, the Graphic Organizer is helpful for me to gauge student understanding and since we share textbooks with another class, scholars need to capture their thinking here.
Remember, scholars only answer the question about TEXT STRUCTURE on the graphic organizer. This is a general Graphic Organizer that can be used with many texts and skills in preparation for seminar. It is important to have scholars highlight the appropriate question that they are answering so that they do not become confused.
Depending on student need (as gauged by the cue set & determining overall structure of the video) I may or may not model a non-example (i.e. problem/solution).
As I model, scholars practice using the post-it notes with me and they practice using the Graphic Organizer to record my thinking. This way they have a model in their notes of strong thinking before they try to analyze the text with a partner.
During the guided practice, scholars split into heterogeneous partnerships. Above grade level readers read with grade level readers, grade level readers read with below grade level readers. I do not pair above with below as that can be very frustrating for both scholars. Scholars are able to get up and move to a comfy place in the classroom so that they can stretch a bit and change scenery. This enhances engagement and can inspire creativity.
Scholars complete reading the text and continue to jot down thinking on their note taking template and mark books with yellow post-it notes. Here is an example of partner reading. I pull a small group of my ELL scholars who need more support accessing the text and analyzing the overall text structure.
Scholars will NOT complete the text during this time. They will have time during independent rotations to finish the re-read on their own and be prepared for the seminar tomorrow.
During this time scholars rotate through 2 stations. I start the time by reviewing our checklist items for the week and explicitly state what should be completed by the end of the day. This holds scholars accountable to their work thereby making them more productive. Then, the ELL teacher and I share the materials that our groups will need to be successful (i.e. a pencil and your book baggies). Then, I give scholars 20 seconds to get to the place in the room where they will be for the first rotation. The first scholars who are there with all materials they need receive additions on their paychecks or positive PAWS.
During the rotations for this lesson, my small group objective today is to identify the overall text structure in books that are on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). Then we discuss overall text structure. For my higher groups, we will actually compose a PCR response.
After the first rotation, I do a rhythmic clap to get everyone's attention. Scholars place hands on head and eyes on me so I know they are listening. Then they point to where they go next. I give them 20 seconds to get there. Again, scholars who are at the next station in under 20 seconds with everything they need receive a positive PAW or a paycheck addition. We practice rotations at the beginning of the year so scholars know if they are back at my table, they walk on the right side of the room, if they are with the ELL teacher, they walk on the left side of the room and if they are at their desks, they walk in the middle of the room. This way we avoid any collisions.
At the end of our rotation time I give scholars 20 seconds to get back to their desks and take out materials needed for the closing part of our lesson. Timing transitions helps to make us more productive and communicates the importance of our learning time.