Author:
Paige Myers, Oregon Open Learning
Subject:
Language Education (ESL), English Language Arts, Language, Grammar and Vocabulary, Reading Informational Text
Material Type:
Diagram/Illustration, Game, Lesson, Lesson Plan, Reading
Level:
High School
Tags:
  • Academic Vocabulary
  • ELP Level 1
  • ELP Level 2
  • ELP Level 3
  • ELP Level 4
  • ELP Level 5
  • Homeless
  • Homelessness
  • Infographics
  • Informative Text
  • Refugees
  • Text Features
    License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs, Graphics/Photos, Interactive, Mobile

    Education Standards

    Analyze & Apply Author Tools in Informative Text

    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 ProgrammeCommon CoreELP
    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 ProgrammeCommon CoreELP
    • Students can analyze and evaluate how textual features and/or authorial choices shape meaning
    • Student language is clear, varied and accurate
    • Student vocabulary, tone and sentence structure is appropriate to the analysis
    • Students can identify author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading
    • Students can discuss how author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading impact the reader
    • Students can define academic words such as author, tool, text, text feature, to notice, to identify, to discuss, to impact, infographic
    • Students can define author tools such as photograph, illustration, bulleted list, chart/graph, hyperlink, keywords, heading, and subheading

    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

    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.