Text Structures and Energy

Ashlyn Simmons
1. Context and Learning Environment for this Lesson:
Interns name: Ashlyn Simmons
School: William Allen White
Mentor teacher: Ashlee Anno
Grade level (s ): 5

Subject: Reading

Tentative date to be taught: October 13, 2015

Time: 8:25

The setting:
Class Description: This is a class of 24 students with a wide range of academic ability. There is one student
who receives para support but also quite a few low achievers. The students occasionally have difficulty getting
along so it is important to group students wisely.
Classroom Physical Setting: Mrs. Annos classroom is bright and colorful with minimal distractions. Students
use large tables that seat 4 students as desks. Each table has a crate of supplies and their personal school
supplies. ELA posters around the room guide summarizing, main idea, and gathering information from texts.

Materials :
For the Teacher:
Science A-Z text for each student
Reading guide for each student
Blank graphic organizer templates

Pencil

For the Student:

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

2.1 Instructional Objectives:
The students will identify text structure and use it to create a graphic organizer.

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

RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in two or more texts.
SL.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly.
3.

Assessment:
I know students have mastered identifying text structure when they complete steps 4 and 5 on their Reading
guide they complete during guided and independent practice.

4. Adaptations:
4.1 Gearing down I will provide a template for the organizer the student chooses.
4.2 Gearing up I will ask the student to design their own graphic organizer for a different passage.

5.

Integration:
Across: Science is integrated with Reading when they read passages about energy resources.
Within: Speaking and listening is integrated with Reading when they work in groups to compare their graphic
organizers.

6.

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

Text: Dreier, David. "Energy Resources." Science A-Z: Internet-delivered, Leveled Elementary Science Units.
Science A-Z, n.d. Web. 20 Sept. 2015.

7.

Instructional Design Teaching Plan

7.1 Introduction
a. Anticipatory Set:
We will review text structures as a class. We will discuss all 5 (descriptive, sequential,
compare/contrast, problem/solution, cause/effect). I will ask for volunteers to share a structure
and one characteristic of that structure.
b. Communication of Objectives: Today we will be reading text that has descriptive,
sequential, and problem/solution text structures. You will be able to identify these text structures
and organize the information in a graphic organizer.

*7.2. Input:
I will reiterate the characteristics of the three text structure: descriptive, sequential, and
problem/solution.
I will then show them graphic organizers for each of the three structures.
Descriptive: Story/descriptive map and concept web
Sequential: Timeline, steps, cycles
Problem/solution: Fishbone and problem/solution web
Now I will pass out their text and reading guide. We will go over each section of the guide so they
are sure of what do.
*7.3 Modeling:
We will do step one together.
Step 1: Read introduction of text and write down in the correct box on their guide what they predict the
text will be about.
Sample prediction: The text will be about different kinds of energy resources.
*7.4 Guided Practice:
With their table groups they will complete step 2.

 Step 2: Read each selected passage and identify which text structure is being used. Write down your
responses in the correct boxes on the reading guide.
One student from each group will report on one passage and explain why their group thought it was that
structure. Other students will have a chance to add to or disagree with their answers. I will continue
repeating this with each passage.
*7.5 Checks for Understanding:
Once we have agreed on the text structures the passages use, I will instruct students to create a
graphic organizer for one of the passages. They will do this independently.
Students will first list which passage and which graphic organizer they are using in the correct box
under step 3. After 10 minutes, I will form groups based on passage they chose so students can
compare organizers. I will stop in with each group to check accuracy of information and organization.

7.6 Independent Practice/Assignment:

Students will complete steps 4 and 5 independently.
Step 4: In the correct box on their reading guide, students will summarize what they learned from all the
passages they read. This summary should be 2-4 sentences.
Step 5: In the correct box, students will explain one way the energy they read about affects their daily life.

7.7. Closure, wrap-up:

I will ask for volunteers to come up and share their graphic organizers to the class.
*students will staple their graphic organizers to their reading guide before turning them in.