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Internal Text Structures

This lesson plan introduces students to internal text structures in nonfiction writing. It includes two differentiated activities to engage students at different levels, including English Language Learners. In the first activity, students work together to sort mini passages by text structure. English Language Learners highlight signal words and draw pictures to aid comprehension. The second activity has students analyze longer passages posted around the room individually or in pairs, noting evidence of each text structure in a graphic organizer. The goal is for students to understand how an author organizes information and be able to identify the organizational pattern used.

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63 views

Internal Text Structures

This lesson plan introduces students to internal text structures in nonfiction writing. It includes two differentiated activities to engage students at different levels, including English Language Learners. In the first activity, students work together to sort mini passages by text structure. English Language Learners highlight signal words and draw pictures to aid comprehension. The second activity has students analyze longer passages posted around the room individually or in pairs, noting evidence of each text structure in a graphic organizer. The goal is for students to understand how an author organizes information and be able to identify the organizational pattern used.

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api-534520744
Copyright
© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan Two

Jennifer King

UED 496

Regent University

February 28, 2022


The lesson plan entitled “Internal Text Structures” is student-centered and differentiated

to meet the needs of many learners, including English Language Learners. This lesson plan

includes two different developmentally appropriate activities. This lesson introduced the way

authors organize nonfiction writing. Understanding how an author organizes their writing will

allow students to make connections between ideas, individuals, or events (VDOE) and make

connections with a text. Using graphic organizers, students can organize information to draw

conclusions by recognizing transitional and signal words, allowing them to identify an author’s

organizational pattern. 

I had been searching for ways to meet the needs of all learners in my classroom,

particularly the English Language Learners. I wanted to integrate strategies that allow

engagement with the content. As a Christian, it is essential to recognize all persons individually

who have different needs. As an English teacher, I am in a unique position to meet my learner’s

needs to help them develop into functioning and contributing members of society. Finding ways

to meet the developmental needs of all learners is integral to this goal. By providing

differentiated activities, both higher and lower-level learners are engaged and can demonstrate

the essential knowledge and skills of the lesson. 

After completing focused AVID notes, the students and I practiced recognizing an

author’s text structure with a graphic organizer. Together, we read a passage, determined the

author's text structure, and provided evidence supporting the selected text structure. Next,

students are broken into two groups to complete the differentiated activities. While the goal is for

each student to complete one activity, all students will have the opportunity to complete both

activities if time allows. The first activity is a text structure sort. As an interactive sorting game,

students work together to read and determine the text structure of 20 different mini nonfiction
passages, relating to four various topics of interest (the evolution of fast food and video games,

the invention of chocolate chip cookies, and information on swimming). Using their notes,

students identify signal words to help determine the text structure and place the passage in the

appropriate category on the sorting board. English Language Learners highlight the signal words

and draw pictures in their notes to deepen their understanding. For the second activity, a gallery

walk, the students engage with six longer nonfiction passages are posted in the hallway. Students

are given a graphic organizer with divided sections for each text structure that require students to

note text evidence. Individually or in pairs, students will rotate through the posted passages.

After reading the passage, students will determine the type of text structure and write down the

supporting evidence. “Differentiating process is all about practice based on the content. This

involves students trying to figure things out, asking questions, and making mistakes'' (ASCD

2011). By differentiating the process, all students can display mastery of the lesson.     
References

ASCD (2011). “Key elements of differentiated instruction.” 

Virginia Department of Education. (2022). Standards of learning (SOL) and testing. 

https://www.doe.virginia.gov/testing/index.shtml.

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