Rosa Parks: Analyzing Complex Text Structure Continued
Lesson 6 of 12
Objective: SWBAT analyze text structure using Rosa Parks: My Story
In this lesson, we are continuing to practice a skill. The major focus of the lesson is in the guided practice and independent practice so that scholars can receive support on an individual or small group level.
For the Cue Set I have scholars analyze a Comic. I do this because it is a fast way to practice the skill of analyzing text structure and it is fun!
I give scholars 2 minutes to read the Comic and determine how the text is structured. They also write WHY the author would choose to structure the comic in that way and what is he/she trying to communicate.
After 2 minutes, scholars share with the friend who is sitting next to them. Then, I pull 2 friends from my cup and 2-3 volunteers. The idea is that the comic is structured by cause/effect and he chose this structure to emphasize the effect that the government furlough is having.
We do a cloze reading of pages 55-56 in Rosa Parks' autobiography (Rosa Parks: My Story). I remind scholars to read the word as I pause. I do this to enhance engagement and to provide all scholars with access to complex text.
I do a think aloud, "How is this section organized? Is it problem/solution? Cause/Effect? Let's see, there isn't an explicit problem or solution, so its not that. There isn't 1 event that causes another, so it's not cause/effect. It does describe how Rosa and her husband met. Hmm, that makes me think it is description. It also tells the events in time order. This makes me think it might be sequence of events. Let's read a bit more to test that theory." As I do the think aloud, I actually use the text structure foldable to help guide my thinking and questioning.
Then, I model how to record my thinking.
I challenge the scholars to think about how the rest of the chapter is structured. I leave them with this challenge because it will help them to make a prediction about what they are going to do with a partner.
Scholars get into the same partnerships as yesterday. These partnerships are determined by me, changed weekly and are based on reading level. I pair high scholars with medium high scholars, medium scholars with medium low scholars and all scholars who cannot access the text independently are pulled to the front to read with me or the ELL teacher.
I assign partnerships a place in the room where they can go to read to one another. I like for them to get up and move around because it stimulates their brains a bit more to move around. I pick the location for efficiency and to ensure that the same scholars aren't continuing to monopolize an area in the classroom.
I give scholars 25 minutes to read the remainder of chapter 4 and complete the graphic organizer for the structure of chapter 4. While scholars read with one another, I circulate and ask questions like, "how do you think this section is organized? How do you know? Why would Rosa have chosen to organize it in this way?"
During this time scholars rotate through 3 stations. I have a bit more time for this today it is the third lesson in our sequence on text structure. We have three lessons on text structure because day 1 is the introduction to text structure, day 2 they apply it to the complex text and day 3 they continue to practice so that they can independently master the skill.
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 text structure within books that are on each group's highest instructional level. Scholars read a portion of the same text (different for each group depending on reading level, but the same text is read in each group). Then we discuss text structure.
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.