Understanding Text Structure: Analyzing & Sequencing Strategies

Unit 3: Writing Assignment 3 (Resubmission) Shelia Daniels Belhaven University EDU 631: Individualized Instruction for Students with Special Needs Dr. Brittany Singleton March 26, 2024

Planning Grade: 9 th Grade Unit: Text Structure Objective: The student will be able to analyze the structure of a text, and identify signal words for various text structures. The students will be able to explain why a specific text structure is used for a specific passage. Time allotted for assignment lesson: This unit will be 140 minutes/ 1 class period Target assignment goal: The goal is for the students to understand when and why might an author use a specific text structure and which signal words help the readers understand when this structure is used. Initial Activity : The lesson will open with the teacher telling a story about the previous school, and it will not be told in chronological order. Students will then be asked if they found the story hard to follow. Next, the idea of text structure will be introduced. The teacher will then explain that authors have organized their words so that it makes sense. The students will then be asked how improvements could be made to the story that was just shared about the previous school day to make it clearer and able to be understood ("Flocabulary - Educational hip-hop," 2024). Second Activity: The teacher will play the Flocabulary Text Structure video ( Text Structure - Compare and Contrast - Sequence - Flocabulary ). The class will discuss the various text structures that were included in the song. The video will be repeated a second time, but in “Discussion Mode,” and the teacher will pause to hold a class discussion to answer them as they appear ("Flocabulary -

Educational hip-hop," 2024). Third Activity : Students will work in small groups and be given a poster board. The group will be responsible for taking a closer look at one of the text structures. The students will then create a poster on that text structure, and will answer the following questions:  Identify their chosen text structure.  Identify three examples of topics you could write about while using the chosen text structure.  Identify the signal words/phrases that aid the reader in knowing when a text structure is being used.  Provide an example of a topic that the students would not write about with this particular text structure. Explain as to why.  Identify at least 3 things to remember when using this particular text structure.  Other relevant information that pertains to this text structure. Each group will then present their structure and their posters to the class ("Flocabulary - Educational hip-hop," 2024). Calumniating Activity: Students will be given a writing prompt that will use two different text structures. The prompt would be to write about a person who they feel made an important contribution to history. Grade: 9 th Grade

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Unit: Sequential Order Objective: The students will be able to read a story and narrow down that story to 6 key events. They will then create a sequencing quiz to accompany the story. They will then be able to allow their classmates to take the quiz that they created. Finally they will adapt/edit the quiz at the end of the activity. Time allotted for assignment lesson: Instructions will last for four days for a minimum of 50 minutes per class period in order for students to be able to grasp the idea and concepts on placing events in sequential order. There will be various methods of instructions that will be provided so that collaboration among students with their classmates can be done to aide in them grasping the concepts. Target assignment goal: The goal is for the students to be able to understand placing events in sequential order. Initial Activity : To activate the students’ prior knowledge of sequential order, the students will provide step by step directions of the route they take to school by using sequential order vocabulary. Second Activity: Students will have a whole group instruction on sequential order as text structure. This is done in order for students to understand the importance of placing events in the order in which they happened. Third Activity : The students will be placed with a partner, and given an article that have been cut up into

sections and put inside of an envelope. Using the paper and glue, the students will be given instructions in order to collaborate to reassemble the article into proper sequence. The students will utilize signal words to help guide them. Calumniating Activity: For the final assignment, the students will take a summative assessment comprised of multiple- choice questions and a short essay where they will write their own sequence of events story. Grade: 9 th Grade

Unit: Making Inferences Objective: The students will be able to demonstrate understanding of a text by making inferences when reading nonfiction. The student will become familiar with components of an inference and make inferences based on background knowledge and clues from the text. Time allotted for assignment lesson: Instructions will last 60 – 90 minutes/2-3 class periods. Target assignment goal: The goal is for students to understand how inferring gives readers a better understanding of nonfiction texts. Initial Activity : Students will select a poem that supports inferences and read it allowed (different poems will be substituted to increase text complexity and analysis requirements). The teacher will explain to the students that an inference is an idea that is based on more than what the words/text says directly. Second Activity: The class will be broken into groups of three or four and given a set of cards from the inferring game ( L-3-4-2_Inferring Game and KEY.docx ). The teacher will instruct the students to place the cards face down on a desk. They will then have each student take turn choosing a card and making an inference about the sentence. Students will be encouraged to tell what experience they have and that helps make the inference. Third Activity : The students will be placed with a partner, and given an article that have been cut up into

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

sections and put inside of an envelope. Using the paper and glue, the students will be given instructions in order to collaborate to reassemble the article into proper sequence. The students will utilize signal words to help guide them. Calumniating Activity: The students will be assessed on understanding the concepts by completing the Making Inferences Assessment ( L-3-4-2_Making Inferences Assessment.docx ). The teacher will collect and grade the sheet to determine whether the students successful in meeting the goal of understanding making inferences when reading nonfiction text. Observation of students during their think-pair-share to evaluate students ability to make inferences and explain how their experiences help make inferences when reading nonfiction text. References

Flocabulary - Educational hip-hop . (2024). Flocabulary - Educational Hip- Hop. https://www.flocabulary.com/lesson/text-structure/ Making inferences by analyzing key ideas and details . (2013, June 1). SAS - Pennsylvania Department of Education Standards Aligned System - SAS. https://www.pdesas.org/ContentWeb/Content/Content/13032/Lesson%20Plan Mississippi college and career readiness standards for English language arts scaffolding documents . (2016). The Mississippi Department of Education. https://www.mdek12.org/sites/default/files/Offices/Secondary%20Ed/ELA/ ccr/09.Grade-9-ELA-Scaffolding.pdf Text structure - Compare and contrast - Sequence - Flocabulary . (2024). Flocabulary - Educational Hip-Hop. https://www.flocabulary.com/unit/text-structure/

Resubmission of Writing Assignment 3

Related Documents