Text structures deal with the idea of how words are organized in a paragraph. The most interesting thing about text structures are that they can change from one paragraph to the next. Prior to students identifying structures in a text, I ask them to write a synonym for the words "text" and "structure." I ask for volunteers to discuss answers placed in their notebooks.
There is one more thing that students need to do prior to determining textual structures in literature. I give students a text structures notes handout to use as a guide in this lesson. Because student were first introduced to text structures last school year, this lesson is created to refresh and apply their knowledge to an informational piece of text. Although not used in this lesson, the text-structure power point can be used in a direct talk with students about various types of structures if they have not been previously taught in the classroom.
Students will now move from identifying text structures to applying them to their comprehension of various nonfiction text. This portion of the lesson involve students moving through two rotation activities that allows them to (1) determine textual structures in literary excerpts and (2) read an article to fill in a graphic organizer of the text structure majority used in the passage.
For the time students are in station one, they read over the text structure questions, highlight evidences to support the type of structure, label the structure used in the paragraphs and complete a graphic organizer for example. See here how a pair of students worked on text structure handout! In the end, students will answer the front and back side of handout before moving to the next station.
The second station has students reading an article from the text structures examples & organizers handout, determining its text structure, and filling in a graphic organizer based on information supported in the text by the structure. Since each group has a different article, we end class by having one representative share their article, its text structure, and its impact on understanding the arguments of the article. The purpose of the stations here moves students from identifying structures to evaluating them in information text.
This lesson will end with one student from each group/pair going over the article and graphic organizer with the class. Here are students teaching text structure 7 , text structures 6, and text structures 5. I circulate to hear how groups used similar structures but different tactics to fill in their organizer. The need to allow students to present allows me to test students' understanding of their text structure when asking "if it changed throughout the article, would the defining of the topic be clear to the reader"?