TEXT FEATURES SASS ELA Lesson Plan

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1 TEXT FEATURES SASS ELA Lesson Plan Unit: Unit 2 -Unraveling Other s Stories Text(s): Textbooks, Magazine Articles, Other texts with multiple text features (at least 2 per group) Standards Common Core State Standards/Maryland State Curriculum R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. SL.3: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SASS Connection(s) SASS 1 SASS 2 SASS 3 SASS 4 SASS 5 SASS Vocabulary claim, warrant, pre-emptive counterargument, text Big Questions How do text features assist a reader? What text features best suit a reader? Objectives Students will be able to evaluate text features by using text examples to support arguments about text features. Timing Notes 90 minute lesson 5 min - Do Now 1 min Motivation 5 min Mini-Lesson 50 min Text-Based Round Robin Debate 5 min Self-Assessment 5 min Reflection 15 min Post-Debate Writing Activity 60 minute lesson: Day 1 5 min Do Now 1 min Motivation 40 min Text-Based Round Robin Debate (Round 1 and 2) 10 min Reflection 60 minute lesson: Day 2 5 min Do Now 5 min Review of previous day 15 min Text-Based Round Robin Debate (Round 3) 5 min Self-Assessment 5 min Reflection 15 min Post-Debate Writing Activity 5 min Share out 1

2 Materials Text Features Chart Texts (see above) (at least 2 texts per group) Text-based Round Robin Debate notes worksheet Debate claim cards (1 set for every group) Debate self-assessment Post-debate writing assignment Assessment Informal observation of debates Self-evaluation speaking and debate rubric Post-debate writing assignment Do Now Review: Name three text features and the purpose of each. Motivation Today, we are going to go deeper in our discussion of text features. So far, we ve reviewed text features and we ve identified different types of text features in a variety of texts. During today s class, we ll analyze how categories of text features may help a reader and we ll determine if certain categories of text features are more helpful than others. Mini-Lesson/Direct Instruction First, let s do a review of text features. If we want to be able to analyze how a text feature may help a reader, we need to make sure that we understand the different types of text features. Text Features review: 1. Distribute the text features chart from the link in the text box above. 2. Ask students to review the chart on their own/ in pairs. 3. Review: In what category does belong? How does a help a reader? Do you think you d find most of these text features in a fictional text or non-fiction text? Why? Additional OPTIONAL text features review: DRAW three examples of text features and explain them to a partner RACE to find five examples of text features in a non-fiction text Guided and Independent Practice Now that we ve reviewed text features, we are going to start evaluating why some text features are more helpful to readers than others. We are going to do this by having an text-based round robin debate. During this debate, you ll have to make claims and warrants about why certain text features are more helpful to readers than others. A judge will decide who has made the best argument. At the end, you will assess yourself and you will write your own argument for me to grade. 2

3 Evidence-based Round Robin Debate: 1. Distribute the self-assessment so that students can see what they are working toward. Ask students to pay particular attention to the difference between a meeting expectations and exceeding expectations. 2. Turn and talk: What are two things you want to focus on doing well for this debate? What is one thing that you are concerned you will not do well? Why? How can you prepare yourself to do well? 3. Group students into groups of three (ideally). If you need to, groups can be larger teams of two can compete against each other with one judge, as well. 4. Distribute the Text-based Round Robin debate worksheet and review the procedure with students: Step 1: Each of you will figure out the roles you will play during each round. Step 2: You ll get a card that tells you what your claim is going to be. Step 3: You ll get a chance to prepare two warrants for your argument. You ll notice that at least one warrant needs to have text to support it. Each group will have a few non-fiction texts with text features that you can use to support your warrant. For example, if I am arguing that a title is the most helpful text feature for a reader, then I will look at the article that I ve been given and tell exactly why that title is so helpful in that article. Please write your own warrants that you ve prepared right on the worksheet. Later, your worksheet will be graded. Step 4: After you ve prepared your two warrants, we will begin our debate. I ll give you the debate instructions after your preparation time. JUDGES: while you re waiting for your classmates to prepare their arguments, review the judges tally. 5. Allow students to begin preparing their arguments. Circulate the room to ensure that students are using the text properly. Be wary of some common problems: student s text support is too vague (for example, says that a title give the main idea of the story): How is this title helpful to a reader of this text? What is the main idea? student finishes much earlier than classmates: Can you think of what the other side might say? That s a pre-emptive counterargument. Why don t you try to respond to your classmates argument before he/she gets a chance to bring it up? judges are idle: Make a list of a few different arguments you expect to hear from each side. 6. Review the debate procedure with students: Side A speaks for 1.5 min, while Side B and the judge take notes Side B speaks for 1.5 min, while Side A and the judge take notes BREAK: preparation for Response time: Side A speaks for 1 min, while Side B and the judge take notes Side B speaks for 1.5 min, while Side A and the judge take notes 3

4 7. At the break, remind students that the judges and the self-evaluation ask them to respond to their opponents arguments. Also, discuss: What makes a response to an argument successful? (i.e. How can I respond to my opponent so that I win?) 8. Finish round Look at the self-assessments and reflect (do not fill out yet): What did you do well in that first round of the debate? What do you need to improve on for your second round? What are your thoughts about what makes a helpful text feature? 10. Conduct round Conduct round Ask students to complete their self-assessment. Remind them to write in the comment box a few reasons about why they ranked themselves as they did. If necessary, guide students through averaging their grades. 13. Reflect: What speaking skills did you practice today? How did you improve upon your argumentation skills today? How do you think you might have to use some of these skills in high school? College? Outside of school? In a career? What do you want to improve upon for the next debate we have in class? Closing Post-Debate Writing Assignment: 1. Review the prompt with students: What text feature category do you think best assists readers? you can choose the text feature category for this writing assignment make sure that you use a few different examples of specific text features when you do your warrant. For example, if I say that organizational aids best assist a reader, in my warrants I might want to talk about the top two text features from that category specifically. I would explain how titles and bold print best assist a reader. make sure that you pre-emptively respond to a counterargument. Think about what someone who disagrees with you might say and why. Then, make sure you take down their argument before they ever get a chance to say it. at the very bottom, sum up your argument in the closing 2. Ask students to review the bottom check box before turning in their work for a grade. Writing Accommodation Sentence Starters: My claim is My warrant is One text feature that I found in the text that supports my claim is because Another person may say that is a more helpful category of text features because., but I think 4

5 Homework Find a text that has at least three text features. Write a short argument about which of those three text features best helps a reader understand the reading. (The post-debate writing assignment could be given as a HW, as well.) Grade Modifications 6th - 7th grade Lesson chunking: Split the lesson, particularly the round robin debate, into small, manageable sections, so that students do not feel overwhelmed by directions. Modeling: Give a model of what a round robin debate round looks like. Use students, dramatic display, or computer graphics to assist. Additional Time: Spend more time with the self-assessment to ensure that students understand its value and how important it is to be truthful. For many early middle-school students, a self-assessment rubric may be new. After your model of a round robin debate, you can model how you might fill out the self-assessment. 7th - 8th grade Visual directions: Provide students with all of the round robin debate directions written on the board or on display so that students may self-regulate their time preparing for the debate. Writing Assignment modification: Eliminate the segregated boxes and provide students just with lines and a checklist at the bottom of the page. 5

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