Using Text Structures in Our Writing
Lesson 3 of 11
Objective: SWBAT read a text in order to determine it’s text structure and then transfer that knowledge to their own writing.
In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “For the past two days we have been generating ideas about inventions or a business idea we could develop. Today we are going to determine the different text structures a text can have and then try one out as we write about our invention."
In the past two brainstorming lessons they have tried out problem/solution and cause/effect, but will be asked later on to revise either one if they choose.
Teach: I will say, I am going to practice the skill of reading a text and determining its structure(s). I am going to use the strategy of annotating on the text by coming up with my own key. The process I will use is as follows:
1) Read through the different text structures
2) Make a key for the three structures
3) After every two paragraphs jot the structure and annotate with readers marks important details that help me understand the structure
4) Choose a structure to organize my writing about my invention idea.
I will have student volunteers read the each text structure. I will ask them, throughout our last three units, when have we used ___________text structure. How do you know? I will make a key for each text structure (P/S for problem solution, C/E for cause and effect and D for Description).
Then I will show the students how read the first part of the text (under the first subtitle) and stop and jot what text structure I infer the author is using and starring the text details. Here is how I used the handout
Active Engagement: I will say, “Now you are going to read the next section and annotate what type of text structure you think it is and the text details that prove your thinking. After about 5 minutes I will ask my different levels of learners (at least 3 students-one who is at standard, one is approaching standard, and one who is above standard).
Closing of Active Engagement: I will say, “Remember successful writers practice the skill of reading a text and determining its structure(s) by using the strategy of annotating on the text. They annotate important details that help them understand the structure in order to choose the structure to organize their writing .
Partner Work: I will say, Students read independently and then share with a partner after they have finished one section (about every 5 minutes, depending on their reading stamina).
My students have low reading stamina (time with eyes on text), so we will stop after every section with a subheading to turn and talk (“knee to knee”). We will build up our stamina over time.
I will say, “Decide who will be partner A and who will be partner B. Partner A you will share your what you think the text structure of this section is and what text details provide evidence for your thinking. Partner B, I want you to tell Partner A if you agree with their inferred text structure and why.Then switch.” .
Independent Practice: Students will be then be directed to write out a text structure of their choice. I will show them an example of descriptive writing since they have not tried that out with their invention yet, but will tell them they can revise their problem/solution and or cause/effect writing from the day(s) before. I will confer with them and use the possible conferences for Text Structure Writing.docx
For closing today I will ask;
“What text structure did you use today? Give an example of how you used this text structure in your writing.
What questions do you still have about your invention (this is for front loading tomorrow’s research lesson).”