Text Mapping Paired Text - Hard Times Generation -Part 1

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SWBAT use text mapping as a tool to help them preview and analyze paired text.

Big Idea

Tolkien said, "Not all those who wander are lost", but we'll map out the journey anyway.

Warm Up

15 minutes

Today is Trailer Tuesday, so I will show students a book trailer or two depending on length. I select trailers for new release books and great books that students aren't picking up. (The link provided will take you to an earlier lesson with my reflection explaining more about my use of book trailers.)

There are several sites online for locating book trailers.  A quick search on you tube will locate several. Of course, always preview the trailer before showing a class.


Lesson/Guided Practice

35 minutes

To open the lesson for today, students will view the 60 minutes clip "Hard Times Generation" below.


The texts for today continue what the video began.  All print materials come from Scholastic's fabulous Scope Magazine November 2013 issue. If you follow me you know that, if you do not have access to these articles, you can adjust this lesson to fit whatever reading material is current. See samples below for an idea of the content.

Students will read the article "I was Homeless" and a smaller inset essay "Are We Doing Enough" with a partner.

The text mapping task for today is one students had experience with a few days ago.  Today, there is less actual text, but I have added a new element that I hope will improve results.  

To begin they will follow these instructions from the SMART board:

Text Mapping Instructions –

Step 1:

Use tape to create a scroll of your article (or articles if you are using paired text).

Step 2:

Using markers, highlighters, or colored pencils:

            Draw a PURPLE box around the title.

            Draw a GREEN box around headings.

            Draw a RED box around any subheadings.

            Draw BROWN or GRAY box around any illustrations, graphics, sidebars, charts or graphs.  (In hindsight, this wasn't the best choice of color.  It doesn't stand out enough to do the job.  We (me and the class) originally chose these because I had used the analogy of words flowing around these text features like water around rocks or islands.) 

Step 3:

Now complete the "Before Reading" section of your handout. This is in bold on my instructions because this is the area of concern.  I'm trying to show my students the importance of "previewing" and thinking before you actually read.  They tend to skip it.

Step 4:

Now read the article, and as you read:

Complete the "during reading" portion of the handout.

Use YELLOW to highlight any unfamiliar vocabulary

Use ORANGE to underline any questions asked in the text and draw an arrow (ORANGE) to the answer in the text (if provided).  If the answer is not provided write your answer in pencil in white space and draw an arrow to it.

Finally, put all group members names on the back in pencil.  As a group analyze the parts of each article, and complete the "After Reading" part of the packet including question 12 which I added (shared in the resources).


Wrap Up

5 minutes

To wrap up, I'll ask students to stand back and look at their product -text map and packets -to ensure nothing is missing.  I'll ask their thoughts on using the questions as they explore the text instead of just after (as we did two lessons ago).  I want to discuss this a bit for feedback.

Then, students will clean up the classroom putting markers, etc. back into the caddy and placing their text in a designating spot in the room for tomorrow.