Taking a Stand Imagine It Unit 1 Text structure

STAGE 1-Desired Results Enduring Understanding Different text structures are used in nonfiction text. Some text structures are better used with a particular purpose. Essential Questions Why is it important to recognize different text structures? Why do authors use different text structures? Transfer Goal: I want my students to be able understand, distinguish between, and compose the different text structures in nonfiction. OBJECTIVES: 2A3--2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. a. The student will apply knowledge of text features, parts of a book, text structures, and genres to understand, gain information from, interpret, respond to, or analyze text. (DOK 2) 3) Text structures - sequential order, description, simple cause and effect compare/contrast, problem/solution. Knowledge and skill

STAGE 2 ASSESSMENT EVIDENCE G-GOAL IS TO RECOGNIZE THE DIFFERENT TEXT STRUCTURES. TO COMPOSE DIFFERENT TEXT STRUCTURES. R- ROLE IS A TELEVISION NEWS REPORTER A- PEERS S-SITUATION IS BROADCASTING A NEWS REPORT THAT CONTAINS TWO TEXT STRUCTURES ON A TOPIC THAT KIDS CAN MAKE A DIFFERENCE AND ARE INTERESTED IN. P- A NEWS PIECE USING AT LEAST TWO DIFFERENT TEXT STRUCTURES. S-STANDARDS: APPLY KNOWLEDGE OF TEXT STRUCTURES, TO GAIN INFORMATION FROM, INTERPRET, RESPOND TO, OR ANALYZE TEXT.

STAGE 3--LEARNING PLAN materials needed: discovery.com internet hunt GIST Graphic organizers video recorder movie maker Cardstock

STAGE 3 DAY 1DAY2DAY 3DAY 4DAY 5 DAY 6DAY 7DAY 8DAY 9DAY 10 DAY 11DAY 12DAY 13DAY 14DAY 15 DAY 16DAY 17DAY 18DAY 19DAY 20 DAY 21DAY 22DAY 23DAY 24DAY 25

WEB HUNT TEXT STRUCTURE Go to Discovery.com click on Videos click on history watch the video Uncle Sam. write an example of a cause and effect relationship in the video. ___________________________________________ Draw a timeline to show chronological order from the video. GO TO: Earth: Volcanic:Volcanic Eruption too Close for Comfort write an example of a descriptive sentence from the video. write a cause and effect from the video Web hunt is used to engage the students, practice research, and provide a different media DAY 1

WEB HUNT Go to Discovery.com click on Videos click on history GO TO: Animals: Oil Spill puts birds at Risk Write a problem and solution from the video create a Venn diagram to compare and contrast two of the birds mentioned in the video. GO TO: Space: space probe Explode on Earth Re-Entry correctly sequence the events from the video write a cause and effect sentence from the video DAY 2

RAP AND WRITE Chief Joseph LISTEN TO “CHIEF JOSEPH” RAP and Write The RAP is useful for synthesizing and summarizing information: R – read a paragraph A – ask yourself what the paragraph was about P – put the main idea and two details in your own words DAY 3 What does taking a stand mean to you? What are some consequences you could face when you take a stand? What could happen if you take a stand against unfairness? Have you read any books where the character had to take a stand? Rap and write is used because the topic is unfamiliar to the students. It can be used to familiarize the students with the text.

Pretty Pennies Picket D.A.R.E. AFTER READING PRETTY PENNIES PICKET, USE THE D.A.R.E. PROTOCAL TO WRITE A PERSUASIVE PARAGRAPH TO THE STORE OWNER CONVINCING HIM TO RETURN THE MONEY FOR THE FAULTY SHIRTS. D.A.R.E. Develop a persuasive position statement Add supporting facts Report and refute opposite facts or ideas End with a strong conclusion DAY 4 How many ways can you think of that young people take a stand? What do you imagine a protest would be like? What could happen if you try to get your money back for something faulty? The DARE allows the students to think of problems and solutions to the problems

I-CHART Rosa Parks DAY 5 I-chart helps the students to organize their reasons for doing research.

Directed Reading-Thinking Activity “But I Choose to Remain” Before Reading Survey the text (what features are used) –subheadings –size/format of the print –bullets –paragraphs –bolded words/italicized words –references –information in a box Scan the text (purpose?) –to inform or persuade; it's an informative text Scan the text (signal words, chart ) –similarly –however –in contrast Consider the text (text structures used? opening bullets ) –Analyze the text (what's the main idea?) Plan for reading (which tool will you use to take notes?) –underline –highlight –stars –parentheses –writing in margin –symbols DAY 6 DR-TA is used to get the students to browse the text before reading to aid in understanding.

CAUSE AND EFFECT AFTER READING GHANDI cause and effect ball toss DAY 7

QAR Ghandi RIGHT THERE? WHO INFLUENCED GHANDI? ON MY OWN WHAT IN YOUR IS IMPORTANT ENOUGH TO TAKE A STAND? THINK AND SEARCH WHAT WERE THE CAUSES OF GHANDI GOING TO JAIL? AUTHOR AND ME Keep a journal that contains different experiences you have that connect to Taking a Stand. DAY 8 QAR enables the students to answer different DOK LEVELS

R.A.F.T. CREATE A RAFT FROM THE 3 STORIES: CHIEF JOSEPH, PRETTY PENNIES, GANDHI. INCLUDE A PARTICULAR TEXT STRUCTURE. Role of the Writer Who are you as the writer? Are you Abraham Lincoln? A warrior? A homeless person? An auto mechanic? The endangered snail darter? Audience To whom are you writing? Is your audience the American people? A friend? Your teacher? Readers of a newspaper? A local bank? Format What form will the writing take? Is it a letter? A classified ad? A speech? A poem? Topic What's the subject or the point of this piece? Is it to persuade a goddess to spare your life? To plead for a re-test? To call for stricter regulations on logging? DAY 9 RAFT IS A WAY FOR THE STUDENTS TO THINK ABOUT OTHER PEOPLE POINTS OF VIEW.

Sequence/Procedural Ice Cream The Big Deal about Salt Compare and contrast the difference between making the ice cream with salt and without salt. DAY 10 1/2 cup milk 1/2 teaspoon vanilla 1 tablespoon sugar 4 cups crushed ice 4 tablespoons salt 2 quart size Zip-loc bags 1 gallon size Zip-loc freezer bag

D.A.R.E. Pretend that you are trying to sell your ice cream to Blue Bell Ice Cream Company. Use the DARE to predict any complications you may face. Develop a persuasive position statement Add supporting facts Report and refute opposite facts or ideas End with a strong conclusion DAY 11 DARE allows the students to brainstorm different problems and solutions

TEXT-RENDERING/Readers Theater AFTER READING “MY BROTHER MARTIN” DAY 12 TEXT-RENDERING 1.Choose a sentence in the text that resonates with you 2. Choose a phrase in the text that resonates with you 3. Choose one word in the text the strikes you Readers Theater AFTER READING “LETTERS FROM THE BURMINGHAM JAIL” 1.CHOOSE A SENTENCE THAT SHOWS COMPARE AND CONTRAST, CAUSE AND EFFECT OR DESCRIPTION. 2.CHOOSE A PHRASE THAT INDICATES TEXT STRUCTURE. 3.CHOOSE A SIGNAL WORD THAT INDICATES TEXT STRUCTURE. Text-Rendering allows students to narrow in on the main idea Readers Theater helps the students with fluency and comprehension

CHALK TALK WHAT COMPARISONS CAN BE MADE WITH CHIEF JOSEPH AND MARTIN LUTHER KING? WHAT CONTRASTS CAN BE MADE WITH CHIEF JOSEPH AND MARTIN LUTHER KING? WRITE A DESCRIPTIVE SENTENCE ABOUT CHIEF JOSEPH. WHAT SIGNAL WORDS INDICATE CAUSE AND EFFECT? GIVE AN EXAMPLE. WHAT WOULD BE A SOLUTION TO BULLYING? WHAT IS THE MOST IMPORTANT REASON TO TAKE A STAND? DAY 13 Chalk Talk allows students the opportunity to express their ideas without speaking in front of the class.

COMPARE AND CONTRAST USE A VENN DIAGRAM TO COMPARE AND CONTRAST TWO PEOPLE OR EVENTS FROM THE UNIT. PLACE THE INFORMATION IN PARAGRAPHS. DAY 14 Venn Diagram allows the students the opportunity to organize their ideas.

Harvesting Hope GIST Summarizing strategy DAY 15 The GIST allows the students to organize paragraphs and summarize passages. WHEN WHERE WHO WHY WHAT HOW

WEBQUEST AFRICAN AMERICAN WRITER INVESTIGATION Day 16 The first step is to gather information about your selected writer. You must locate the writer's birthdate, home, and significant work(s). You will decide what social impact this writer had and summarize his/her work. The second step is to compile your information using one of the following text organization features: (1) Cause and Effect (2) Compare and Contrast (3) Problem and Solution (4) Chronological Order (5) Order of Significance Webquests let the student practice researching and organizing information How do you think the author and text impacted society? Do you think the world would be different without the writers? Ida B. WellsSojourner Truth Frederick Douglass Booker T Washington WEB DuBois

Reader’s Theater Harriet Tubman day 17 Readers Theater helps students with fluency and comprehension

Passage to Freedom Text Rendering 1. Choose a sentence in the text that resonates with you 2. Choose a phrase in the text that resonates with you 3. Choose one word in the text the strikes you day 18 Text-Rendering allows students to narrow in on the main idea

Rights around the World Compare and Contrast Day 19

Sixth Grade News Making a difference Day 20 Choose your topic Oil Spill (slide 2) Global Warming Stop Bullying or Fight against hunger and poverty Animal Cruelty Gang Obesity School Dropouts Child Abuse For what issue would you take a stand?

Text Structure for News Report Role of the Writer News Reporter Audience To whom are you writing? Is your audience the American people? A friend? Your teacher? Readers of a newspaper? A local bank? Format What text structure will you use to organize your topic? Are you persuading your listeners, comparing and contrasting, cause and effect, description, sequence, problem/solution? Topic What's the subject or the point of this piece?

Presentation Be sure to answer the following questions: Why have you chosen to take a stand on this issue? Why do you think this issue needs someone to stand behind it? How you are going to get your message out? (This can be something you actually plan to do or it can be hypothetical.) How can you influence or persuade people to join this cause or support it ?

Reflection Now that you've learned about people that have taken a stand and heard presentations from your peers, here are some questions to reflect upon: 1.If others had not taken a stand in the past, how might the world be different today? Why do you think so? 2.Given the information you learned from your classmates, would you still choose to take a stand on the issue you chose? Why or why not? 3.Having heard what others have said, would you change the way you would get your message out to others? Explain why or why not? 4.What did you learn about yourself in the process of researching, planning, and carrying out your plan? 5.Would you be interested in supporting any of the issues you learned about? If so, which would you choose and why? 6.Do you think you could realistically continue your commitment to the cause you've chosen? Why or why not?