Text Structure: Chronological Order Part 1
Lesson 5 of 16
Objective: SWBAT recognize chronological order and the purpose behind its use.
To open this lesson we will continue from yesterday's lesson with our Powerpoint on slide 16 "What is a text structure". Since I have laptops in the classroom and utilize blended learning, I link any resource electronically to my students' Edmodo classroom. If you do not have this capability, I suggest printing "handout" copies of the powerpoint with 6 slides per page so students can have a copy to refer to when needed.
Before beginning I will have students take two handouts from the caddy in the center of the table. One is Scholastic Scope's Glossary of Nonfiction Terms, and the other is a text structure chart I found online. (the chart is a few pages into the pdf packet linked here.) I will then review these materials and explain to students that we will use them daily in our study of nonfiction text. Note that the terms periodical and primary/secondary source (reviewed yesterday) are not on the terms list I gave students, so I will remind students that these handouts join the ones from yesterday's class as reference material.
Next, we will follow and discuss the slides to the "Practice Slide" (28).
At this point, we will review the information on the text structure chart about Chronological Order (including writing in the box so that it reads "chronological, time or sequence order". I want my students to know all possible terms for the structure.) and remind them that this is a resource.
I'll review the instructions for practice (on the powerpoint) and students will take what is needed from their caddy in the center of the table. For this task students will use "The Monroe Family" and "An Interview with Evelyn Green" both from Scholastic's "Teaching Students to Read Nonfiction". Students will begin the practice task in class, but will complete it at home.
*Other materials can be substituted for those I've used if needed. See my reflection for more.
To wrap up class today, I will ask students to (based on their study of the article so far) consider how "The Monroe Family" might connect to our unit idea of perseverance. I will ask students to discuss this as a table and share their response aloud or through Today's Meet (depending on time and class ability/speed with technology) for each table. (Se an earlier lesson with Today's Meet) The response must begin - "According to the article," and must include evidence from the article.
We will discuss these before students leave.