Education Standards
Content Vocabulary Notes
Formative Assessment
Google Slides
Infographic "Refugees"
Infographic "Who are the Homeless"
Matching Game
Power Point Slides
Analyze & Apply Author Tools in Informative Text
Overview
This lesson focuses on the vocabulary and skills students need to define, identify, discuss and apply a variety of informative writing techniques. The texts in this lesson are infographics related to marginalized people. Students are asked to apply the techniques they learn to an informative text of their own.
Analyzing & Applying Author Tools in Informative Text
Step by step instructions are embedded in the speaker notes below each slide.
LESSON DESCRIPTION
Analyzing & Applying Author Tools in Informative Text
Author of the Lesson: Paige Myers
Lesson Summary/Overview: This lesson guides students to develop the vocabulary, syntax and skills to engage in a written or spoken analysis of how authors implement certain techniques in informative writing. The theme of the texts in this lesson could be described as Family & Fate or Marginalized People.
LESSON GOALS AND OBJECTIVES
Alignment and Objectives
Content Standards:
| IB Programme | Common Core | ELP |
|---|---|---|
| Analysis and evaluation - To what extent does the candidate analyze and evaluate how textual features and/or authorial choices shape meaning?Language - How clear, varied and accurate is the language? How appropriate is the choice of register and style? (“Register” refers, in this context, to the candidate’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the analysis). | RI.3 - Analyze how the author crafts an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between themW.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. | ELP 1 - construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewingELP 3 - speak and write about grade-appropriate complex literary and informational texts and topics |
Content Objectives: Language Objectives:
| IB Programme | Common Core | ELP |
|---|---|---|
|
|
|
Supporting Academic Language
Language Functions: Define, identify, analyze, discuss
Language Modalities: Reading and writing or speaking
Vocabulary:
- Academic vocab: Author, tool, text, text feature, to define, to notice, to identify, to discuss, to impact, infographic
- Content vocab: Title, photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading
Syntax or Sentence Structure(s):
I noticed ______________________________.
I identified a ______________________.
I think the author uses a __________________ because _______________________________.
I think that _____________________________ impacts the reader by ____________________.
(tool) (impact)
In the infographic ________________, __________ uses ______________________
(Title) (Author) (Tool)
because ________________ ______________________________________________.
(Impact on the reader)
For example, ___________________________________________________________.
(Example of the tool)
This is important because _______________________________________________.
(Connection to world or self)
LESSON PREPARATION
Considerations
Prerequisite Knowledge and Skills:
- Students will have varied knowledge of the list of “tools”, but they will be familiar to students who have had prior language arts instruction.
- Students have varied L1s and language levels.
- Students will have varied knowledge of and personal connection to the topics of the infographic we will discuss in class (homelessness, refugees).
Instructional Materials
Resources, Materials, and Technology required or recommended for the lesson:
Materials
- Smartphones or chromebooks/laptops are necessary for Quizlet Live and helpful for digital note-taking
- Sticky notes are helpful for vocabulary activity, but not required. Students could write directly on the paper if there are enough copies for each student.
Slides
DocumentsVocabulary
- Author’s Tools Notes
- Academic Vocabulary Notes
- Tools Quizlet for Quizlet Live
- Tools/Impact Cards for group vocabulary activity
Infographics
Formative Assessment
*Students could write on a separate piece of paper or speak about their ideas
Learning Supports
Socio-emotional supports: The texts for this lesson are related to family experiences that are relevant to students in diverse communities. The lesson asks students to make connections to themselves or to the world.
Cultural & Linguistic Responsiveness: The texts for this lesson are related to family experiences that are relevant to students in diverse communities. The texts in this lesson are related to marginalized people. The lesson asks students to make connections to themselves or to the world.
Accessibility: Frontloading academic and content language, gradual release, visual directions, making use of L1, sentence stems, student choice, differentiated product
Instructional Supports
Differentiation: Content is differentiated through leveled sentence frames and leveled essential questions. Product is differentiated by language modality (students can either speak or write about their ideas).
L1 Supports: Students can translate academic and content vocabulary to their L1. Student’s L1 is utilized in a translanguaging opportunity during the group vocabulary activity.
L2 Development (by level):
Level 1: Define
Level 2: Define, identify
Level 3: Define, identify, analyze
Level 4: Define, identify, analyze, discuss
Level 5: Define, identify, analyze, discuss, apply
LESSON PROCEDURES
Lesson 1: Anticipatory Set/Motivation/Hook and Guided Instruction (Teacher-to-Student Joint Responsibility)
Time: 45 mins
Teacher Does/Students Do: Students take notes about definitions of academic and content vocabulary. Students play a formative assessment game using Quizlet to interact with the vocabulary.
- Sample academic vocabulary: author, tool, text, text feature, to notice, to identify, to discuss, to impact, infographic
- Sample content vocabulary: photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading
Step by step instructions are embedded in the slide deck (slides 1 - 22).
Lesson 2: Group Application (Student-to-Student Joint Responsibility)
Time: 60 mins
Teacher Does/Students Do: In pairs, students identify author tools on posters around the school and report back to the class using sentence frames if needed. In small groups, students identify author tools on the infographic “Refugees: What do you know about them” and report back to the class with sentence frames if needed.
Step by step instructions are embedded in the slide deck (slides 23 - 31).
Lesson 3: Group Application (Student-to-Student Joint Responsibility)
Time: 45 mins
Teacher Does/Students Do: In small groups, students play a matching game to connect author tools to their impact on the reader. Students report back to the class using sentence frames if needed. As a class, students add the impact to their vocabulary notes.
Step by step instructions are embedded in the slide deck (slides 32 - 52).
ASSESSMENTS
Lesson 4: Formative Assessment
Content:
- Students can identify author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading
Language:
- Students can discuss how author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading impact the reader
Step by step instructions are embedded in the slide deck (slides 53-63).
Lesson 5: Plans for Summative Assessment
Content:
- Students can apply author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading to a presentation about a topic of their choice
Language:
- Students can develop the topic with relevant details such as a photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading or subheading in a presentation about a topic of their choice (in their L1 or L2)
Step by step instructions are embedded in the slide deck (slides 64-70).
EXTENSIONS
Ideas for Key Assignments, Extensions, and Adaptations for Online Learning Environments:
Extensions - Consider using Lesson 5 as an extension assignment rather than a summative assessment. Step by step instructions are embedded in the slide deck (slides 64-70). This assignment could be adapted for a specific topic. Some ideas would be presenting on important authors, presenting on historical events that may connect to a text the class will be reading, or presenting more information about a different marginalized group.
Adaptations for Online Learning - There are multiple games other than QuizletLive that students can play to study the vocabulary on Quizlet. This lesson could be adapted to utilize a Digital Interative Notebook on Google Slides.