Eye of the Storm: Comparing & Contrasting Overall Text Structure with 2 Complex Texts
Lesson 5 of 8
Objective: SWBAT compare & contrast text structure with 2 or more texts (Eye of the Storm and Volcanoes).
Today we will compare & contrast the overall structure of 2 or more texts. I begin with concrete practice using pictures so that scholars can gain practice with easier text and focus on skill practice before applying the skill to complex text.
I show scholars two pictures. Picture 1- Types of volcano hazards is an image of a volcano. It describes a volcano by labeling all of its parts. Picture 2 - Cascadia earthquake sources shows the souce of the Cascade Volcanoes. This picture is structured by cause/effect.
I ask scholars to look at and read both images. I ask them to think about what the overall structure of each image is. I remind them that a great question to ask yourself is, What does the author of these images want to teach me? What information is he/she trying to share? Therefore, how does he/she structure the image in a way that best teaches me?
I give scholars 2 minutes to read the images and jot down their ideas about how they are each structured. Now we're going to think about how the structure of the images are the same, different and why that might be the case. Since we had a similar cue set yesterday, I do not support as much with an explicit think aloud. I remind scholars that they should first organize their thinking using an appropriate graphic organizer.
Then, I give scholars 3 minutes to complete their own Venn Diagram with their table partner. After the 3 minutes, I ask scholars to share in their table groups (1 minute). As scholars share, I circulate and provide support to table groups as needed. Lastly, I take 2 friends from my cup and select 1 volunteer to share how the overall structure of the images was the same and different.
Today, scholars will compare and contrast the overall structure of Volcanoes (first read last week) and Eye of the Storm (read this week). We begin today's lesson with some notes and a bit of a think aloud.
Scholars copy the following into their notebooks.
When I compare & contrast overall text structure, I think about:
1. Text features - heading, photographs, captions, diagrams, etc.
2. How information and ideas are organized - description, cause/effect, problem/solution, etc.
3. Topic of each text
4. Author's purpose & what, specifically they want to teach me
Then, I explain that as we read today, I'm going to compare/contrast Volcanoes and Eye of the Storm with those questions in mind. I re-read the first two pages of Volcanoes and model how to think through the first two questions. Then, I model how to use the yellow post-it notes to mark my evidence. Finally, I record my thoughts on the venn diagram.
During the guided practice, scholars split into heterogeneous partnerships. Above grade level readers read with grade level readers, grade level readers read with below grade level readers. I do not pair above with below as that can be very frustrating for both scholars. Scholars are able to get up and move to a comfy place in the classroom so that they can stretch a bit and change scenery. This enhances engagement and can inspire creativity.
Scholars complete re-reading the texts and continue to jot down thinking on their venn diagrams and mark books with yellow post-it notes. I pull a small group of my ELL scholars who need more support accessing the text and comparing & contrasting the overall text structure in both texts.
Scholars should complete the venn diagram at this time. Click here to see scholars hard at work!
During this time scholars rotate through 2 stations. 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 the overall text structure in books that are on each group's highest instructional level. Scholars read a portion of the same book (different for each group depending on reading level, but the same text is read in each group). Then we discuss overall text structure. For my higher groups, we will actually compose a PCR response. Click here to see scholars at my Teacher Station.
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.