Unit 9.

3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks Stage 1 - Desired Results Unit Summary
This unit focuses on informational or expository text. Students will read different types of fiction and non-fiction texts that have an informational structure to analyze the components, purpose, style, and conventions of informational texts. Students will also produce original informational texts, using the writing process, to show comprehension of the topic. Transfer goal: The students will leave the class able to use their learning about informational texts to research a topic and find needed information.

Content Standards and Learning Expectations

Listening/Speaking L/S.9.2 Listens and responds to, analyzes, gives, and discusses complex instructions; constructs complex sentences and statements to explain, describe, support, and discuss information; answers and formulates closed and open-ended questions. L/S.9.4 Uses a variety of language patterns and structures to explain text, and discuss topics and themes; expresses thoughts and opinions to analyze plot, problem, and solution, make predictions and inferences, and draw conclusions from listening to a variety of texts and multimedia sources. L/S.9.5 Explains the main idea or topic and important details from learned concepts or readings of a variety of expository texts; applies sequence of events to discuss and summarize text; compares and contrasts topics from a variety of texts. Reading R.9.1 Analyzes the text, establishes purpose, states authors purpose, and distinguishes between text features. R.9.2 Analyzes context clues, reference sources, and other vocabulary expansion strategies to assess word meaning using prior knowledge to relate to new meaning; uses prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Writing W.9.3 Applies organizational patterns and the elements of descriptive, narrative, expository, and persuasive forms of writing to construct a composition.

Big Ideas/Enduring Understandings:

Literature both reflects and contributes to knowledge. We can develop and enhance our knowledge and expertise of various topics by reading and writing informational/expository text. Informational/expository text features help the reader more easily navigate the text and often provide additional information to help readers comprehend the content.

Essential Questions:
In what ways does literature contribute to our understanding of the world? How does comprehension of informational text contribute to lifelong learning? How can text structure and graphic aids help me understand what I read?

June 2012

Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks Content (Students will know)
A variety of language patterns and structures to explain text Organizational patterns and the elements of expository writing to construct a composition. Features of informational text The difference between closed and openended questions Prefixes, suffixes, and root words Context clues Prefixes Suffixes Root words Organizational structures (cause-effect, comparison-contrast, definition-example, problem-solution) Text features (title, captions, labels, headings, bullets, table of contents, index, charts, tables, graphs, diagrams, glossary, types of print, timeline, etc.)

Skills (Students will be able to)

Listen and respond to, analyze, give, and discuss complex instructions. Answer and formulate closed and open-ended questions. Compare and contrast topics from a variety of texts. Analyze context clues, reference sources, and other vocabulary expansion strategies to assess word meaning. Use prefixes, suffixes, and root words to determine the meaning of unfamiliar, multiple-meaning, and compound words. Explain main idea and select important details.

Content Vocabulary

Stage 2 - Assessment Evidence Performance Tasks

Using Research for Discovery Students will select a topic of interest to research. Students will formulate questions for inquiry, using a KWL chart to be approved of by the teacher before research begins. The teacher will be sure that the students have enough want to know questions to make for interesting inquiry. (Students will complete the Learned column as they research.) Students will use encyclopedias, books, textbooks, internet resources (if available), interviews, etc. to find information on their research topic. Students will use attachment 9.3 Performance Task Main Idea Mania to record the main idea and supporting details of informational

Other Evidence
Reading log Students will continue reading books on their own and keep a running record of the titles and pages read. Informal observation during organizational structure classification activity to assess students understanding of the topic (Teacher will circulate and take anecdotal notes of progress.) Recording Chart from Model Text Scavenger Hunt (see attachment 9.3: Learning Activity Text Feature Find) Cloze Passage Using context clues Informal Observations of students ability to give complex directions and ask closed and open-ended questions during the partner drawing activity (see Learning Activities). (Teacher will circulate and take anecdotal notes of demonstrated proficiency.) 2

June 2012

Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks
passages they read. (The teacher should provide each student with 3-5 copies of the graphic organizer.) The students should use a Venn diagram to compare the topic as presented in at least two different texts. Students will write an informational essay about the topic they researched in the Using Research for Understanding performance task and using the writing process. Pre-writing should consist of a graphic organizer which complements the organizational style the student plans to use for the composition. (Examples available here: http://www.adlit.org/article/39906/#organize rs) An outline should also be written and turned in with the final copy. Students will be provided with time in class to participate in a peer-editing session to edit and revise drafts. A final copy will be produced and assessed using a rubric. (example expository writing rubric available here: http://www.greatsource.com/iwrite/educator s/e_rubrics.html) Create a Word Wall as a class using unit vocabulary and new concepts/words students encounter in texts they read during the unit. Students will create individual word walls in their reading logs for unknown words they encounter while reading.

Writing an Informational Text

Stage 3 - Learning Plan Learning Activities

Organizational structures for Informational text The teacher will explain the multiple organizational structures for informational texts (cause-effect, comparison-contrast, definition-example, problem-solution, logical order, chronological order, classification) A chart with visual cues will be helpful for most students. Example: Picture Cue Type of Informational Writing Compare/Contrast Definition/ Example

Cause/effect

June 2012

Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks
(see attachment 9.3: Learning Activity Expository Text Structure) After discussion, the teacher should provide students with examples of informational texts and ask the students to classify the texts according to their organizational structure. Learn to Read Informational Text Over the course of several class periods, the teacher will explain the different types of informational text features and how they are used, showing students models from textbooks and nonfiction library books (see attachment 9.3: Learning Activity Text Features). The students will practice identifying and using different text features with a Model Text Scavenger Hunt. Students will work in cooperative groups to hunt for examples of informational text features in various model texts in the classroom (science and social studies textbooks, reference books, books from Literature Connections section, etc.) (see attachment 9.3: Learning Activity Text Feature Find). The teacher will put pairs of students back-to-back and give each a paper and pencil. (Students can face each other if it is easier for them to hear each other that way, but a visual barrier needs to be placed between their papers.) The teacher will explain that the pairs of students are going to try to draw the same picture, but without looking at each others work. The goal is to make their pictures as similar as possible. Student one will choose something simple to draw and both partners will draw it (example: Lets both draw a tree). Then student two should choose something to add to the drawing (Lets draw a bird in the tree). When theyre finished, allow students to compare their drawings. They should discuss the similarities and differences. As a class, discuss what the pairs could do differently to make their pictures more similar (example: Use detail in their instructions, ask questions, etc.). The teacher will ask the students to do the activity again (while drawing something different). They should focus on being as detailed as possible with their directions and also on asking good, openended questions about the drawings so that the pictures can be as similar as possible. The teacher should explain to the students that context clues are hints that the author gives to help define a difficult or unusual word. The clue is sometimes in the same sentence as the word, though it may precede or follow the sentence. o Types of context clues: Synonym: A synonym, or word with the same meaning, is used in the sentence. My opponent's argument is fallacious, misleading plain wrong. Antonym: A word or group of words that has the opposite meaning reveals the meaning of an unknown term. Although some men are loquacious, others hardly talk at all. Explanation: The unknown word is explained within the sentence or in a sentence immediately preceding. The patient is so somnolent that she requires medication to help her stay awake for more than a short time. Example: Specific examples are used to define the term. Celestial bodies, such as the sun, moon, and stars, are governed by predictable laws.

Listen, respond to, and give complex directions in a partner drawing activity

Using Context Clues

June 2012

Unit 9.3: Communicating About Our World Through Informational Texts English as a Second Language 7 weeks
The students will complete attachment 9.3 Learning Activity Word Detective to practice using context clues to find the meaning of unknown words. For practice assessing the meaning of unknown words, the teacher should provide the student with a cloze passage. The teacher will photocopy a passage from a page of text (passage can be from a textbook or novel that the class is working on). The teacher will then white out target vocabulary, and draw a line where word was deleted. (A word bank of the deleted vocabulary can be provided.) The students will then use context clues to decide which word should go in which blank. Research Building Blocks: Organize This!: http://www.readwritethink.org/classroomresources/lesson-plans/research-building-blocks-organize-179.html Context Clues: http://www.fcrr.org/curriculum/PDF/G4-5/45VPartFour.pdf http://users.manchester.edu/Student/lehouser/ProfWeb/Context%20Clues%20Lesson%20Plan.pdf Exploring How Section Headings Support Understanding of Expository Texts: http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-section-headingssupport-24.html An introduction to text features: http://www.schooltube.com/video/a623aca4cd8a44ec8e93/Introduction-to-Text-Features Many activities for expository text and features, ready to print http://www.fcrr.org/curriculum/PDF/G4-5/45CPartTwo.pdf Reading (and Scaffolding) Expository Texts: http://www.adlit.org/article/39906/#organizers Using Context Clues: Exercises http://wps.ablongman.com/long_licklider_vocabulary_2/6/1626/416421.cw/index.html http://www.english-zone.com/vocab/vic02.html Freedom Writers the Movie The Magic School Bus Series by Joanna Cole Stargazers by Gail Gibbons The Important Book by Margaret Wise Brown The Flag I Love by Pam Muoz Ryan Sharks by Seymour Simon READ XL (Ninth grade) Textbook o Finding Your Place in the Crowd page 76 (Magazine Article: Problem and Solution) o Nonconformist by Angela Shelf Medearis page 81 (Poetry: Problem and Solution) o Fighting for My Future page 110 (Magazine Article: Problem and Solution) o Autobiography in Five Short Chapters by Portia Nelson page 116 (Poem: Problem and Solution) o from Warriors Dont Cry by Melba Patillo Beals page 190 (Autobiography: Draw Conclusions) o When the Doors Opened at Central High by Rodney L. Slater page 196 (Newspaper Editorial: Draw Conclusions ) o Voices From What Are You? Essays and poetry by young people page 324 (Essays and Poetry: Make Inferences)

Sample Lessons

Additional Resources

Literature Connections

June 2012 Adapted from Understanding by Design by Grant Wiggins and Jay McTighe