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Non-fiction Textand Graphic Organizers
Campbell Union High School District in conjunction withLaurie Stapleton, MFA, PhD, Secondary Literacy Coordinator
Outcomes
To learn strategies for using various non-fiction texts (e.g. speeches, articles, video, and images)and graphic organizers in order to support students’ informational reading and writing.
To examine resources for:Grade/content-specific non-fiction videoGraphic organizers
“New Literacies”Text types in the 21st
Century
StoriesMemoirPoetryArgumentative EssayLiterary CriticismOperaRapAdvertisements
Lab reportsPosition papersProblem SetsEquationsExpressionsChartsGraphsFinancial ReportsSpeechesMapsVisual media
PowerpointMusical ScoreDirections for cooking or building an engineComputer softwareVoicethreads / PodcastsGoogle DocsText messageEmailVideo Games
Lesson Study
Getting Ready to Write Independently reading
complex texts
Engaging in structured academic conversation
Writing a range of formal and informal evidence-based texts
Reading
Writing
VIDEO AS TEXTUAL ARGUMENT
• What’s the argument?Claims, evidence, reasoning
• Use a yellow G.O. to explain the argument in this public service announcement (PSA) Link to video
VIDEO AS TEXTUAL ARGUMENT
“We Felt Completely Free” from “Nostalgia for the Light” (PBS)
Basic GOs Yellow
Title of Presentation
Even in the most challenging circumstances, people can experience inner freedom, especially when they focus on something outside of their own lives, and do so in companion with others.
Title of Presentation
Informational Paragraph(sequence, description)
Long ago, under the notorious Pinochet regime in Chile, millions of “disappeared” were imprisoned in concentration camps. Early on, a concentration camp called Chacabuco was constructed out of 19th century miners’ buildings. From 1973-1974, twenty prisoners observed the stars guided by a quiet hero, Dr. Alvarez. He gave prisoners lessons during the day, and at night prisoners observed stars to recognize constellations using a home-made device similar to a viewfinder. The prisoners felt great inner freedom observing the skies and stars. Even in the most challenging circumstances, people have found ways to experience inner freedom, especially when they focus on something outside of their own lives, and do so in companion with others.
Structure of a Performance Task
About 3 stimuli for Grades 6-8; Up to 5 stimuli for Grades 9-12.
Emphasis related to science, history, social studies.
“The Architect of Memory”(Miguel Guzman)
Structure of a Performance Task
About 3 stimuli for Grades 6-8; Up to 5 stimuli for Grades 9-12.
Emphasis related to science, history, social studies.
“What can we learn about inner freedom from incarcerated
people?”
Video
“We Felt Completely Free” – Chile/Pinochet (pbs.org)http://www.pbs.org/pov/nostalgiaforthelight/video-we-felt-completely-free.php#.UPNEZSf4Jac
“The Architect of Freedom” – Chile/Pinochet (pbs.org)http://www.pbs.org/pov/nostalgiaforthelight/video-architect-of-memory.php#.UPNE7Sf4Jac
Surviving the Camps – Nazi Germanyhttp://www.youtube.com/watch?v=adVxY0x-4Tk
WWII Literature:
Night, Survival in Auschwitz, Diary of Anne Frank…Unbroken, Farewell to Manzanar…
Other Textbooks, websites, primary/secondary sourcesData/Statistics: http://www.bls.gov/bls/other.htm
Take/organize notes using G.O.s, and apply notes to informative paragraph/essay
Title of Presentation
5 Paragraph Informative Essay (Explanatory/Descriptive)
Introduction(thesis/problem statement)
Example #1
ELABORATE: Describe or explain with facts and
evidence
Example #2 Example #3
ELABORATE: Describe or explain with facts and
evidence
ELABORATE: Describe or explain with facts and
evidence
Conclusion(take-away, key learning, message to reader)
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5 Paragraph Informative Essay (Compare/Contrast)
Introduction(thesis/problem statement)
Example #1
ELABORATE: Describe or explain with facts and
evidence
Example #2 Compare/ Contrast
ELABORATE: Describe or explain with facts and
evidence
ELABORATE: Describe or explain with facts and
evidence
Conclusion(take-away, key learning, message to reader)
5 Paragraph Informative Essay (Compare/Contrast)
Introduction(thesis/problem statement)
Compare Examples 1-2
ELABORATE: Describe or explain with facts and
evidence
Contrast Examples 1-2
C and/or C Example 3
ELABORATE: Describe or explain with facts and
evidence
ELABORATE: Describe or explain with facts and
evidence
Conclusion(take-away, key learning, message to reader)
5 Paragraph Informative Essay (Problem-Solution)
Introduction(thesis/problem statement)
Problem
ELABORATE: Describe or explain with facts and
evidence
Solution (Examples 1-2)
Prob-Solution Example 3
ELABORATE: Describe or explain with facts and
evidence
ELABORATE: Describe or explain with facts and
evidence
Conclusion(take-away, key learning, message to reader)
Graphic Organizers for Argumentative Writing
Common Features• Claims, Evidence, Reasoning/Elaboration• Counterclaim, Rebuttal• Synthesis
Common Structures• Single Source• Multiple Sources• Essay Organization
Problem-Solution(cause and effect, description)
Video as Non-fiction Text with an organized structural pattern.
A Different Kind of Fuel
Problem-Solution
Problem:
Problem phrased as question:
Title of Video Text:
Conclusion:
Paragraph 2
Paragraphs 3 & 4
Resources—Graphic Organizers
PDF File on Our Course WebsiteGOOGLE, Key Search Terms:• “graphic organizers”• “interactive graphic organizers”• “Graphic Organizers” + structural pattern of
writing. Example: “graphic organizers” “cause and effect”
Title of Presentation
Websites—Graphic Organizers
http://my.hrw.com/nsmedia/intgos/html/igo.htm• http://www.teachervision.fen.com/graphic-organizers/
printable/6293.html• http://edhelper.com/teachers/graphic_organizers.htm http://its.leesummit.k12.mo.us/graphic_organizers.ht
m http://creately.com
Title of Presentation
Websites for Video Clips
All content areas, loads of topics• http://www.pbs.org/teachers/ • http://ca.pbslearningmedia.org• www.ted.com• http://storycorps.org/• http://www.teachersdomain.org/• www.youtube.com
Websites for Video Clips
Science• http://learningcenter.nsta.org/
History• http://www.history.com/news/ask-history• http://teachinghistory.org/teaching-materials/lesson
-plan-reviews
Outcomes
To learn strategies for using various non-fiction texts (e.g. speeches, articles, video, and images)and graphic organizers in order to support students’ informational reading and writing.
To examine resources for:Grade/content-specific non-fiction videoGraphic organizers
Getting Ready to Write: Citing Textual Evidence
How does the teacher prepare students to cite textual evidence in their writing?
How does the teacher structure students’ text-based discussion?
Grade 6, ELA or H/SSChild Laborhttps://www.teachingchannel.org/videos/teaching-about-textual-evidence?fd=1
Getting Ready to Write: Citing Textual Evidence