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Latextstructure

This document provides context and plans for a 5th grade language arts lesson on text structures. The lesson will take place in a classroom of 12 students with varying literacy levels. Students will identify different text structures in sample paragraphs and learn to construct sentences using each structure. They will then apply their knowledge by choosing a topic to research and brainstorm how to incorporate multiple text structures in their next writing assignment. The teacher will introduce, model, guide practice with, and have students independently apply their understanding of comparing and contrasting text structures.

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72 views

Latextstructure

This document provides context and plans for a 5th grade language arts lesson on text structures. The lesson will take place in a classroom of 12 students with varying literacy levels. Students will identify different text structures in sample paragraphs and learn to construct sentences using each structure. They will then apply their knowledge by choosing a topic to research and brainstorm how to incorporate multiple text structures in their next writing assignment. The teacher will introduce, model, guide practice with, and have students independently apply their understanding of comparing and contrasting text structures.

Uploaded by

api-298987924
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Text Structures

October 12, 2015


1. Context and Learning Environment for this Lesson:
Interns name ___________Ashlyn Simmons___________
____________WAW/TPA________________
Mentor teacher __________Ashlee Anno____________
Arts_____________
Grade level (s) ____5th______
Time _________12:40_____

School

Subject ____________Language

Tentative date to be taught ___October 12, 2015_____

The setting:
Class Description: This is a class of 12 students ranging in academic ability. Some students are on
grade level (5th), but some are in 7th grade at a 5th grade literacy level. TPAs literacy classes are
grouped based on ability, and this is the low group. There are 8 boys and 4 girls who all seem to
get along pretty well. This is a very talkative group that tends to get off task easily and distracted
often. There are a few students who have a hard time getting started with projects and do not
follow directions well. One student has para support.
Classroom Physical Setting:
Students sit in clusters of 3 or 4 at groups of individual desks toward the front of the classroom. There is a
smart board, marker board, teacher computer access, an ELMO, iPods and an iPad, and each student has their
own chromebook. The classroom is very bright and decorated for William Allen Whites 5th grade class. One
wall is mostly windows, which could cause some distractions.
Materials :
For the Teacher:
Large paper (at least 5)
Text structure handouts (enough for each student)
Text structure tables (enough for each student)
ELMO and projector
Pens/Pencils/Markers

For the Student:


Markers (one color per group of 4 students)
Pencil
Scratch paper
May need chromebooks to brainstorm topics

2. Lesson Goals, Outcomes, Objectives (domain and level):


2.1 Instructional Objectives:
The student will be able to identify types of text structure in multiple texts. The student will be able to
construct at least a sentence using each of the five text structures.

2.2 Relevant local district outcomes and state/common core (ksde.org):


RI.5.5: Compare and contrast the overall structure of events, ideas, concepts, or information in two or more
texts.

3.

Assessment:

I know students have mastered identifying and constructing different text structures when they can identify
and construct at least 4 out of 5 of the text structures completed during modeling and guided practice.

4. Adaptations:
4.1 Gearing down I will provide a simplified handout with features of each text structure for students to
reference to. One student does have para support but I will provide sentence stems to this, and any other, student if
they need assistance constructing sentences/paragraphs during guided practice and independent practice.
4.2 Gearing up I will provide an additional text for students to read that contains multiple text structures.
They will list and describe the structure(s) they find and the identifying features.

5.

Integration:

Across: science is integrated with writing when they match the text structures during the anticipatory set and
modeling.
Within: reading is integrated with writing when they brainstorm a topic and different types of text structures
to use for their next writing piece.

6.

References/Resources Used: (author, date, title, publisher or URL format)

http://www.new-science-theory.com/solar-system-problems.php
Used for information to use in one of the text structure paragraphs.

7.

Instructional Design Teaching Plan

7.1 Introduction
a. Anticipatory Set:
I will explain to students we will be doing a little bit of what we have been doing in science the
past few weeks. Except this time we are going to look at how the text well be reading is
structured. First they will each get a handout with five different short paragraphs which feature a
text structure. They will be asked to read the paragraphs and make their best guess as to what
text structure is being featured.

b. Communication of Objectives:
After today we will know how to look at informational (instructional/non-fiction) text and decide
what kind of information the author is giving us so we can read and understand it better. We will
also be able to use these kinds of text to structure our next writing piece.

*7.2. Input:

I will now hand out the text structures table and students will put their paragraphs away. I will use
the ELMO to go over the table and complete it with them. We will discuss the different graphic
organizers they might see for each text structure and also go over key words that should signal
them to understanding which structure is being used.

*7.3 Modeling:
After discussing the definitions, signal words, and graphic organizers for each text structure, we will
go back to our paragraphs and underline signal words used throughout the text. We will check
together as a class to make sure we have correctly identified each passage. (Each structure will be
used only once.)

*7.4 Guided Practice:


I will have a large piece of paper at the front of the classroom that we will use to map out sample
sentences/facts using each of the five text structures. I will use the topic of fall. Students will
brainstorm for a short minute and then we will come back together to complete the map together.
Students will then form groups and do a jot thought, walking to the five different text structure
papers hanging around the room. Groups will use different colors to make sure each group comes up
with something different for each structure.

*7.5 Checks for Understanding:


I will walk around the room as they are doing their jot thought and make sure they are using the
correct signal words with each structure. I will refer students back to their text structures table if
they need help remembering how each one looks and words used.

7.6 Independent Practice/Assignment:


Students will now choose a topic they want to research for their next writing piece. They will need to
pick a broad topic and begin brainstorming different structures they can use within their writing.
They will be encouraged to use their text structure table during this process as well.

7.7. Closure, wrap-up:


I will ask volunteers to share their topics and what kind of text structures they may be able to use in
their writing.

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