Y11 - Spring Literacy

Learning objective

Learners will effectively refine and apply skimming, scanning, and close reading techniques to analyze non-fiction texts. They will demonstrate the ability to extract key information and infer meaning from real-world and academic texts.

Student-facing objective: By the end of this lesson, I'll be able to use skimming, scanning, and close reading to find important details and understand deeper meanings in different texts.

Standards:

• Refine skimming, scanning, and close reading for different non-fiction texts.

• Apply these skills to real-world and academic texts.

Learning activities

Connector

Display a short, engaging non-fiction paragraph on the board. Ask Learners to quickly identify the main idea and one supporting detail. Allow 2-3 minutes for individual thinking. Then, have Learners share their findings with a partner. Conclude with a brief class discussion, highlighting different strategies used to identify the main idea and supporting detail.

Activate

1. Skimming and Scanning Introduction: Present a brief news article. Instruct Learners to skim the article to identify the main idea and key points. Discuss how skimming helps in quickly grasping the essence of a text. Next, have Learners scan the article for specific details, such as names, dates, or statistics. Emphasize the efficiency of scanning for locating precise information.

2. Close Reading Demonstration: Select a short speech or editorial. Guide Learners through a close reading, focusing on word choice and potential bias. Ask questions to prompt analysis, such as "What words indicate the author's tone?" and "What evidence of bias can you find?" Encourage Learners to annotate the text, noting their observations and inferences.

3. Comparative Analysis: Provide two articles on the same topic but with differing perspectives. Have Learners read both articles, using skimming and scanning to gather main ideas and key details. Then, conduct a close reading to compare how each article presents the topic. Facilitate a discussion on the differences in tone, bias, and presentation, reinforcing the application of all three reading strategies.

Demonstrate

• Think, Pair, Share: Distribute a non-fiction article to each student. Instruct them to skim the article individually, identifying the main idea and key points. Allow 5 minutes for this task.

• Have Learners pair up and discuss their findings, focusing on how they identified the main idea and key points. Encourage them to share different skimming techniques they used. Allow 5 minutes for discussion.

• Next, ask Learners to scan the article for specific details, such as names, dates, or statistics. Allow 5 minutes for this task.

• In pairs, Learners should compare the details they found, discussing any differences in their scanning process. Allow 5 minutes for this discussion.

• Conclude with a class discussion, where pairs share insights on skimming and scanning techniques. Reinforce the importance of these strategies in efficiently extracting information from texts. Allow 5 minutes for this discussion.

Independent practice

• Assign a non-fiction text for Learners to practice skimming, scanning, and close reading. Provide a link to the text [Insert link here].

• Instruct Learners to skim the text to identify the main idea and key points. Allow 5 minutes.

• Direct Learners to scan the text for specific details, such as names, dates, or statistics. Allow 5 minutes.

• Have Learners perform a close reading of a selected paragraph, focusing on word choice and potential bias. Allow 10 minutes.

• Encourage Learners to annotate the text, noting their observations and inferences.

• Circulate to observe and support Learners as needed.

Consolidation

Ask Learners to answer these questions on their way out:

1. How did skimming help you identify the main idea of the text?

2. What specific detail did you find through scanning, and why was it important?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Skimming allowed me to quickly grasp the overall theme and main points without reading every word.

2. Suggested answer to Question 2: I found the date of the event, which was crucial for understanding the timeline of the article.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple articles on the same topic, focusing on nuanced differences in tone and bias. Challenge them to create a presentation on their findings.

• Striving learners: Provide additional scaffolding by offering graphic organizers to help them track main ideas and details. Pair them with peers for collaborative skimming and scanning exercises. Use simpler texts to build confidence before progressing to more complex materials.

Notable definitions

• Skimming: A reading technique used to quickly gather the main idea and key points of a text without reading every word. It involves looking at headings, subheadings, and highlighted terms to understand the overall theme.

• Scanning: A reading strategy used to locate specific information within a text, such as names, dates, or statistics. It involves moving eyes quickly over the text to find particular details.

• Close Reading: A detailed and thorough analysis of a text, focusing on understanding deeper meanings, word choice, and potential bias. It involves annotating and questioning the text to infer meaning and evaluate the author's intent.

Required materials

• Copies of a news headline for discussion.

• Editorial and report for skimming and scanning activities.

• Speech or editorial for close reading task.

• Two articles on the same topic for comparative analysis.

• Non-fiction article for guided practice.

• Non-fiction text for independent practice.

• Annotation tools (e.g., highlighters, pens).

• Access to digital devices for online texts (if applicable).

Lesson summary

• Warm-up (5 min)

• Direct instruction (10 min)

• Guided practice (15 min)

• Independent practice (10 min)

• Exit ticket (5 min)

Learning objective

Learners will construct and present structured arguments in a debate, utilizing rhetorical techniques such as ethos, pathos, and logos to enhance their spoken arguments. They will evaluate the effectiveness of their arguments and responses to counterarguments through reflection.

Student-facing objective: By the end of this lesson, I'll be able to build and deliver a strong argument in a debate, using persuasive techniques, and assess how well I argued my points.

Standards:

• Develop structured argumentation skills in debates.

• Use rhetorical techniques to enhance spoken arguments.

Learning activities

Connector

Begin with a quick discussion prompt: "What makes a good argument?" Encourage Learners to share ideas, focusing on clarity, evidence, and persuasion. Record key points on the board. This primes Learners for the lesson's focus on structured argumentation and rhetorical techniques.

Activiate

1. Introduce Argument Structure: Explain the components of a structured argument: claim, evidence, and reasoning. Use a real-world example, such as a debate on whether school uniforms should be mandatory. Break down the argument into its components. Discuss how each part contributes to a persuasive argument.

2. Rhetorical Techniques: Define ethos, pathos, and logos. Provide examples of each from well-known speeches or debates. For instance, use Martin Luther King Jr.'s "I Have a Dream" speech to illustrate pathos. Discuss how these techniques can enhance an argument's persuasiveness.

3. Counterarguments and Rebuttals: Explain the importance of anticipating counterarguments. Use a simple example, like the benefits and drawbacks of social media. Demonstrate how to construct a rebuttal by addressing a counterargument with evidence and reasoning. Emphasize clarity and respect in responses.

Demonstrate

• Think, Pair, Share: Guide Learners through a structured debate practice.

• Think: Present the debate topic: "Is social media more harmful or beneficial?" Allow Learners 3 minutes to individually jot down their initial arguments and counterarguments.

• Pair: Pair Learners. Each pair takes turns presenting their arguments and counterarguments. Encourage them to use ethos, pathos, and logos. Allow 5 minutes for this exchange.

• Share: Reconvene as a class. Invite pairs to share their strongest arguments and counterarguments. Record these on the board, highlighting effective use of rhetorical techniques.

• Feedback: Provide constructive feedback on clarity, structure, and use of rhetorical techniques. Encourage peer feedback focusing on strengths and areas for improvement.

• Refine: Allow Learners 5 minutes to refine their arguments based on feedback. Encourage them to strengthen their use of evidence and rhetorical techniques.

Independent practice

• Debate Preparation: Assign Learners to small groups. Each group selects a debate topic from a provided list. They will spend 10 minutes researching and organizing their arguments, focusing on claim, evidence, and reasoning. Encourage the use of ethos, pathos, and logos.

• Debate Execution: Each group conducts a mini-debate within their group, with one side presenting their argument and the other side providing counterarguments. Allow 10 minutes for this activity. Rotate roles to ensure all Learners practice both arguing and counterarguing.

• Reflection: Have Learners individually write a brief reflection on their performance. Prompt them to consider the effectiveness of their arguments, the use of rhetorical techniques, and areas for improvement. Provide a template or questions to guide their reflection.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one rhetorical technique you used in today's debate?

2. How did you address a counterargument effectively?

Here are some suggested answers:

1. Suggested answer to Question 1: I used pathos to appeal to emotions by sharing a personal story.

2. Suggested answer to Question 2: I acknowledged the counterargument and provided evidence to refute it.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex debate topics or research additional rhetorical techniques. Challenge them to lead a small group debate or critique peers' arguments, focusing on nuanced use of ethos, pathos, and logos.

• Striving learners: Simplify debate topics and provide structured outlines to guide argument development. Pair them with supportive peers for practice. Offer sentence starters and examples of rhetorical techniques to build confidence in their argumentation skills.

Notable definitions

• Ethos: A rhetorical technique that establishes the speaker's credibility and trustworthiness, often by highlighting their expertise or moral character.

• Pathos: A rhetorical technique that appeals to the audience's emotions, aiming to evoke feelings that support the speaker's argument.

• Logos: A rhetorical technique that uses logical reasoning and evidence to persuade the audience, focusing on facts, statistics, and rational arguments.

Required materials

• Whiteboard and markers

• Printed debate topic list

• Paper and pens for note-taking

• Stopwatch or timer

• Access to research materials (books, articles, or internet-enabled devices)

• Reflection templates or guiding questions for written reflection

Lesson summary

• Connector(5 min)

• Activate (25 min)

• Demonstrate (10 min)

• Consolidate (5 min)

Learning objective

Learners will identify and evaluate rhetorical devices in persuasive non-fiction texts. They will analyze how writers manipulate tone, language, and structure to influence audience perception.

Student-facing objective: By the end of this lesson, I'll be able to spot rhetorical devices in persuasive texts and explain how they shape the way readers think and feel.

Standards:

• Identify and evaluate rhetorical devices.

• Analyse how writers manipulate tone, language, and structure.

Learning activities

Connector

Display a short, persuasive paragraph on the board. Ask Learners to read it silently and identify any rhetorical devices they notice. Give them 2-3 minutes. Then, prompt Learners to share their observations with a partner. Afterward, select a few Learners to share their findings with the class. Record these on the board for all to see. This primes Learners for identifying rhetorical devices and sets the stage for deeper analysis in the lesson.

Activiate

1. Introduce Rhetorical Devices: Present a list of common rhetorical devices (e.g., ethos, pathos, logos, repetition, analogy). Define each term briefly. Use a famous speech excerpt to illustrate these devices in action. Ask Learners to identify the devices used in the excerpt. Discuss how these devices contribute to the speech's persuasiveness.

2. Analyze Tone and Language: Select a persuasive article. Read a passage aloud. Highlight specific words and phrases that establish tone. Discuss how the choice of language influences the reader's emotions and perceptions. Encourage Learners to annotate the text, marking words that convey tone and noting their effects.

3. Examine Structure: Break down the structure of a persuasive text. Identify the introduction, body, and conclusion. Discuss how each part serves the overall argument. Use a real-world example, such as an editorial, to show how structure guides the reader's understanding and response. Have Learners outline the structure of a new passage, noting how it supports the argument.

Demonstrate

• Think, Pair, Share: Distribute a persuasive article to each student. Instruct them to read the article and annotate it for rhetorical devices, tone, and structure. Allow 10 minutes for this task.

• Pair: Have Learners pair up to compare annotations. Encourage them to discuss any differences in their findings and reasoning. Allow 5 minutes for this exchange.

• Share: Facilitate a class discussion where pairs share their insights. Focus on how rhetorical devices, tone, and structure influence audience perception. Record key points on the board. Allow 10 minutes for this discussion.

• Collect and Display: As Learners share, scribe their observations on a chart or board. Organize these into categories: rhetorical devices, tone, and structure. This visual aid will serve as a reference for the class.

• Consolidate Understanding: Ask Learners to rewrite a short passage from the article using different rhetorical techniques. Encourage them to alter tone and structure to change the passage's impact. Allow 10 minutes for this task.

Independent practice

• Assign Learners a persuasive non-fiction text. Instruct them to annotate the text for rhetorical devices, tone, and structure. Provide a list of rhetorical devices for reference.

• Direct Learners to write a brief analysis explaining how the identified techniques influence audience perception. Encourage them to use specific examples from the text.

• Provide a related exercise for additional practice. [Insert link to exercise here]

• Circulate to offer guidance and support as Learners work independently.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one rhetorical device you identified in today's lesson, and how does it influence the audience?

2. How does the structure of a persuasive text affect its overall argument?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: "Pathos" influences the audience by appealing to their emotions, making them more likely to be persuaded.

2. Suggested answer to Question 2: The structure guides the reader's understanding by organizing the argument logically, making it easier to follow and more convincing.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having Learners compare multiple texts, focusing on subtle differences in rhetorical strategies. Challenge them to create a persuasive piece using advanced rhetorical techniques, such as irony or paradox, and explain their choices.

• Striving learners: Provide a simplified list of rhetorical devices with examples. Use graphic organizers to help them map out tone and structure. Pair them with peers for collaborative analysis, offering sentence starters to guide their discussions.

Notable definitions

• Rhetorical Device: A technique used by writers and speakers to persuade or influence an audience. Examples include ethos (credibility), pathos (emotion), and logos (logic).

• Tone: The attitude or approach that the author takes toward the work’s central theme or subject. It is conveyed through word choice and style.

• Structure: The organization of a text, including the arrangement of ideas and arguments. In persuasive writing, structure helps guide the reader through the argument logically.

Required materials

• Copies of a famous persuasive speech for listening activity.

• Printed persuasive articles for annotation.

• Highlighters or colored pens for marking texts.

• Chart paper or whiteboard for recording observations.

• Access to a digital platform for sharing additional exercises (optional).

Lesson summary

• Warm-up (5 min)

• Direct instruction (10 min)

• Guided practice (15 min)

• Independent practice (10 min)

• Exit ticket (5 min)

Learning objective

Learners will construct sentences with precision and variety by refining sentence structures and avoiding fragments and run-ons. They will apply these skills to enhance clarity and coherence in their writing.

Student-facing objective: By the end of this lesson, I'll be able to write clear and varied sentences without fragments or run-ons.

Standards:

• Refine sentence structure (simple, compound, complex).

• Avoid fragments and run-ons.

Learning activities

Connector

Present Learners with three short, simple sentences: "The cat slept. The dog barked. The bird sang." Ask them to combine these into one complex sentence. Encourage creativity and different approaches. After a few minutes, invite Learners to share their sentences and discuss the variety of structures used. This primes them for exploring sentence precision and variety.

Activate

1. Conceptual Understanding: Introduce sentence types—simple, compound, and complex. Use real-world examples: "The sun sets" (simple), "The sun sets, and the stars appear" (compound), "When the sun sets, the stars appear" (complex). Discuss how each type adds precision and variety.

2. Procedural Skills and Fluency: Demonstrate sentence transformation. Start with a simple sentence: "The student reads." Show how to expand it into a compound: "The student reads, and she takes notes." Then, into the complex: "While the student reads, she takes notes." Highlight punctuation's role in clarity.

3. Application: Present a short persuasive text. Identify sentence types within it. Discuss how sentence variety enhances the text's persuasiveness. Encourage Learners to think about how they can apply similar techniques in their writing.

Demonstrate

• Think, Pair, Share: Guide Learners through sentence transformation exercises.

• Think: Present a simple sentence: "The teacher explains." Ask Learners to individually transform it into a compound and then a complex sentence. Allow 3 minutes for this task.

1. Pair: Have Learners pair up to share their transformed sentences. Encourage them to discuss the differences in structure and clarity. Allow 5 minutes for this exchange.

2. Share: Invite pairs to share their sentences with the class. Discuss the variety of transformations and the role of punctuation in clarity. Highlight effective examples.

3. Monitor: Circulate the room, providing feedback and ensuring Learners understand sentence transformation.

4. Connect: Conclude by connecting the exercise to the lesson's objective. Emphasize how sentence variety enhances writing precision and coherence.

Independent practice

• Direct Learners to complete a sentence transformation exercise. Provide a worksheet with simple sentences to be expanded into compound and complex forms. Include a mix of declarative, interrogative, and exclamatory sentences for variety. [Link to exercise]

• Encourage Learners to self-edit their sentences, focusing on avoiding fragments and run-ons. Remind them to use punctuation purposefully to enhance clarity.

• Circulate the room to observe and support Learners as needed. Offer guidance on sentence structure and punctuation.

Consolidate 

Ask Learners to answer these questions on their way out:

1. How did you transform a simple sentence into a complex one today?

2. What role does punctuation play in sentence clarity and variety?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: By adding a dependent clause, such as "While the teacher explains, the Learners listen."

2. Suggested answer to Question 2: Punctuation helps separate ideas and clarify meaning, making sentences easier to read and understand.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to experiment with more complex sentence structures, such as compound-complex sentences. Challenge them to rewrite a paragraph from a favorite book, varying sentence structures for effect.

• Striving learners: Provide sentence starters and scaffolding. Use visual aids to illustrate sentence types. Offer additional practice with sentence combining and transformation exercises. Focus on one sentence type at a time to build confidence.

Notable definitions

• Simple Sentence: A sentence consisting of a single independent clause, with a subject and a predicate. Example: "The cat sleeps."

• Compound Sentence: A sentence with two or more independent clauses, usually joined by a conjunction or a semicolon. Example: "The cat sleeps, and the dog barks."

• Complex Sentence: A sentence containing an independent clause and one or more dependent clauses. Example: "While the cat sleeps, the dog barks."

Required materials

• Worksheets with simple sentences for transformation exercises

• Copies of a short persuasive text for analysis

• Whiteboard and markers for demonstration

• Pencils and erasers for student use

• Projector for displaying examples and instructions

Lesson summary

• Warm-up (5 min)

• Direct instruction (15 min)

• Guided practice (20 min)

• Independent practice (10 min)

• Exit ticket (5 min)

Learning objective

Learners will construct persuasive arguments using logical reasoning and emotive appeals. They will employ varied sentence structures and punctuation to enhance the effectiveness of their writing.

Student-facing objective: By the end of this lesson, I'll be able to create a persuasive argument with strong reasoning and emotional appeal, using different sentence styles and punctuation to make my writing more convincing.

Standards:

• Craft compelling arguments using logical reasoning and emotive appeals.

• Use varied sentence structures and punctuation for effect.

Learning activities

Connector

Display a short persuasive letter on the board. Ask Learners to read it silently. Then, prompt them to identify and list persuasive elements they notice, such as emotional appeals, logical reasoning, or varied sentence structures. Encourage Learners to share their observations with a partner. After a few minutes, facilitate a brief class discussion to highlight key persuasive techniques identified. This primes Learners for deeper exploration of persuasive writing techniques in the lesson.

Activate

1. Introduce Persuasive Techniques: Present a real-world example of a persuasive speech, such as a public service announcement. Break down the speech into key components: claims, evidence, and persuasive language. Discuss how logical reasoning and emotive appeals are used to strengthen the argument. Highlight varied sentence structures and punctuation that enhance the speech's impact.

2. Analyze a Model Text: Provide Learners with a model persuasive text. Guide them in identifying the main claim, supporting evidence, and persuasive language. Ask Learners to annotate the text, noting where logical reasoning and emotional appeals are used. Discuss how sentence variety and punctuation contribute to the text's persuasiveness.

3. Plan a Persuasive Speech: Instruct Learners to choose a topic relevant to their lives, such as a school policy or community issue. Have them outline their argument, focusing on a clear claim, supporting evidence, and persuasive language. Encourage them to plan varied sentence structures and punctuation to enhance their speech. Use a graphic organizer to help structure their ideas.

Demonstrate

• Think, Pair, Share: Guide Learners through a collaborative exercise to refine their persuasive speech plans.

• Think: Ask Learners to individually review their speech plans, focusing on the clarity of their claims, evidence, and use of persuasive language. Encourage them to consider how varied sentence structures and punctuation enhance their argument.

• Pair: Have Learners pair up with a partner. Instruct them to share their speech plans, providing constructive feedback on each other's use of logical reasoning, emotive appeals, and sentence variety.

• Share: Facilitate a class discussion where pairs share insights gained from their partner's feedback. Highlight effective examples of persuasive techniques and sentence structures.

• Revise: Allow Learners time to revise their speech plans based on peer feedback. Encourage them to strengthen their arguments and refine their use of language and punctuation.

• Reflect: Conclude with a brief reflection where Learners consider how the feedback process improved their persuasive writing skills.

Independent practice

• Draft a Persuasive Speech: Direct Learners to independently draft their persuasive speech using their revised plans. Remind them to incorporate clear claims, supporting evidence, and persuasive language. Encourage varied sentence structures and punctuation for effect.

• Exercise Link: Provide Learners with a link to a related exercise on persuasive writing techniques. [Insert exercise link here]

• Monitor and Support: Circulate the classroom to observe Learners' progress. Offer guidance and feedback as needed to ensure they are effectively applying persuasive techniques and structuring their arguments.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one persuasive technique you used in your speech?

2. How did you vary your sentence structures to enhance your argument?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I used emotive appeals to connect with the audience's feelings.

2. Suggested answer to Question 2: I used a mix of short and long sentences to create emphasis and maintain interest.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them compare multiple persuasive texts, identifying nuanced differences in argumentation and language use. Challenge them to incorporate rhetorical devices such as analogies or metaphors in their speeches.

• Striving learners: Provide sentence starters and graphic organizers to help structure their arguments. Offer examples of simple persuasive techniques and guide them in identifying these in texts. Pair them with peers for additional support during planning and drafting stages.

Notable definitions

• Claim: A statement or assertion that is open to challenge and that requires support. In persuasive writing, a claim is the main point or argument that the writer is trying to convince the audience to accept.

• Evidence: Information or details from a text that support a claim. In persuasive writing, evidence is used to substantiate the writer's argument and can include facts, statistics, examples, or expert opinions.

• Persuasive Language: Words or phrases used to influence the audience's thoughts or actions. This includes emotive language, rhetorical questions, and other techniques designed to persuade the reader or listener.

Required materials

• Copies of a short persuasive letter for warm-up activity

• Example of a persuasive speech (audio or video)

• Model persuasive text for analysis

• Graphic organizers for speech planning

• Writing materials (paper, pens, or digital devices)

• Access to a related online exercise on persuasive writing techniques

Lesson summary

• Warm-up (5 min)

• Direct instruction (10 min)

• Guided practice (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Students will analyze the purpose, audience, and tone of an unseen non-fiction text. They will structure their responses clearly and effectively, demonstrating comprehension and language analysis skills.

Student-facing objective: By the end of this lesson, I'll be able to figure out who a non-fiction text is for, why it was written, and how it sounds, and I'll write my thoughts in a clear way.

Standards: Apply analytical reading and writing skills to an unseen text.

Learning activities

Connector

Notice and Wonder: Display a short, engaging non-fiction excerpt. Ask students, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down ideas. Pair students to share observations and questions. Select a few students to share with the class. Record their insights to highlight key elements like purpose, audience, and tone. This primes students for deeper analysis in the lesson.

Activate

1. Complete feedback slip

2. Introduce Key Concepts: Briefly define purpose, audience, and tone in the context of non-fiction texts. Use a real-world example, such as a newspaper article, to illustrate each concept. Explain how these elements influence the text's content and style.

3. Model Analysis: Display a new non-fiction excerpt. Think aloud as you analyze the text, identifying its purpose, audience, and tone. Highlight specific language choices that support your analysis. Use placeholders to indicate where you will provide solution steps.

4. Structured Response: Demonstrate how to organize a written response. Outline a clear structure: introduction, analysis of purpose, audience, and tone, and conclusion. Emphasize the importance of using evidence from the text to support claims.

Demonstrate

Think, Pair, Share:

1. Think: Present students with a new, unseen non-fiction text. Ask them to individually identify the text's purpose, audience, and tone. Allow 5 minutes for this task.

2. Pair: Have students pair up to discuss their analyses. Encourage them to compare their findings and discuss any differences in interpretation. Allocate 5 minutes for this exchange.

3. Share: Invite pairs to share their insights with the class. Facilitate a brief discussion to highlight diverse perspectives and reinforce key concepts. Spend 10 minutes on this activity.

4. Collect and Display: As students share, scribe their observations on the board, organizing them under headings: Purpose, Audience, Tone. This visual aid will serve as a reference for the class.

5. Clarify and Connect: Use the collected insights to clarify any misconceptions and connect the analysis to the structured response model introduced earlier. Conclude with a brief summary to reinforce learning.

Independent practice

• Read and Analyze: Provide students with a new unseen non-fiction text. Instruct them to independently analyze the text's purpose, audience, and tone. Allow 15 minutes for this task.

• Write Structured Response: Direct students to write a structured response, using the model from direct instruction. They should include an introduction, analysis of purpose, audience, and tone, and a conclusion. Allocate 15 minutes for writing.

• Peer Review: Pair students to exchange their written responses. Instruct them to review each other's work, focusing on clarity, structure, and use of evidence. Allow 10 minutes for this activity.

• Revise: Ask students to revise their responses based on peer feedback. Provide 5 minutes for revisions.

• Submit: Collect the final responses for assessment.

Consolidate

Ask students to answer these questions on their way out:

1. How did identifying the purpose, audience, and tone help you understand the text better?

2. What evidence did you find most useful in supporting your analysis?

Here are some suggested answers:

1. Suggested answer to Question 1: Identifying these elements clarified the author's intent and how they tailored the message for the audience.

2. Suggested answer to Question 2: Specific language choices and examples from the text were most useful in supporting my analysis.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by asking students to consider the historical or cultural context of the text. Challenge them to identify subtle nuances in tone or purpose. Suggest they explore alternative interpretations and justify their reasoning with evidence.

• Striving learners: Provide sentence starters or graphic organizers to help structure their responses. Offer additional examples of purpose, audience, and tone. Pair them with peers who can model analytical thinking. Use guided questions to scaffold their analysis.

Notable definitions

• Purpose: The reason why a text is written, which guides its content and style. Understanding the purpose helps in identifying the author's intent and the message they wish to convey.

• Audience: The intended readers or viewers of a text. Recognizing the audience aids in understanding how the text is tailored to meet their needs, interests, and expectations.

• Tone: The attitude or feeling expressed by the author in the text. Analyzing tone involves examining language choices and stylistic elements to determine how the author conveys emotions and perspectives.

Required materials

• Copies of unseen non-fiction texts for analysis

• Feedback Slip

• Whiteboard and markers

• Projector for displaying excerpts

• Paper and pens for student responses

• Peer review checklists

Lesson summary

• Warm-up (5 min)

• Direct instruction (15 min)

• Guided practice (20 min)

• Independent practice (15 min)

• Exit ticket (5 min)

Learning objective

Learners will craft a creative nonfiction narrative that blends factual accuracy with engaging storytelling techniques. They will experiment with voice, style, and perspective to enhance the narrative's impact and clarity.

Student-facing objective: By the end of this lesson, I'll be able to write a true story that is both accurate and interesting, using different voices and styles to make it more engaging.

Standards:

• Blend factual accuracy with engaging storytelling techniques.

• Experiment with voice, style, and perspective.

Learning activities

Connector

Begin with a brief discussion: "What makes a story engaging?" Encourage Learners to share thoughts on storytelling elements like voice, style, and perspective.

Next, present a short, factual statement (e.g., "The sun rose at 6:30 AM"). Ask Learners to transform it into a more engaging sentence using creative techniques.

Example: "As the first light of dawn crept over the horizon, the sun made its grand entrance at precisely 6:30 AM, painting the sky with hues of pink and gold."

Invite a few Learners to share their sentences. Highlight how they used voice, style, or perspective to enhance the narrative. This primes them for the lesson's focus on blending factual accuracy with storytelling.

Activate

1. Conceptual Understanding: Introduce the concept of creative non-fiction by discussing its dual nature—factual accuracy and creative storytelling. Use a real-world example, such as a memoir or a historical event retelling, to illustrate how facts are woven into a compelling narrative. Highlight the importance of maintaining truth while engaging the reader.

2. Procedural Skills and Fluency: Present an excerpt from a well-known creative non-fiction piece. Read it aloud, then dissect it with the class. Identify and discuss the storytelling techniques used, such as vivid descriptions, varied sentence structures, and unique perspectives. Encourage Learners to note how these techniques enhance the factual content.

3. Application: Guide Learners in writing a short personal anecdote. Instruct them to focus on a factual event from their lives, using the storytelling techniques discussed. Emphasize the balance between factual accuracy and creative expression. Provide a framework: start with a factual statement, then expand it using descriptive language and varied perspectives.

Demonstrate

• Think, Pair, Share: Guide Learners through a collaborative exercise to refine their personal anecdotes.

• Think: Ask Learners to silently review their anecdotes, focusing on factual accuracy and storytelling techniques. Encourage them to identify areas for improvement.

• Pair: Have Learners pair up. Each student reads their anecdote aloud to their partner. Partners should listen for clarity, engagement, and factual accuracy.

• Share: Partners provide constructive feedback, focusing on how well the anecdote balances fact and creativity. Encourage specific suggestions for enhancing voice, style, and perspective.

• Revise: Allow time for Learners to revise their anecdotes based on peer feedback. Emphasize the importance of clarity and impact.

• Class Discussion: Conclude with a brief class discussion. Invite a few Learners to share their revised anecdotes and discuss the changes they made. Highlight effective use of storytelling techniques.

Independent practice

• Direct Learners to write a creative non-fiction piece based on a factual event from their lives.

• Encourage them to use storytelling techniques such as vivid descriptions, varied sentence structures, and unique perspectives.

• Remind them to maintain factual accuracy while making the narrative engaging.

• Provide a link to a related exercise for additional practice: [Insert exercise link here].

• Circulate the room to offer guidance and support as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. How did you use storytelling techniques to enhance your factual anecdote?

2. What was the most challenging part of balancing fact and creativity in your writing?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I used vivid descriptions and varied perspectives to make my story more engaging.

2. Suggested answer to Question 2: Ensuring factual accuracy while making the narrative interesting was challenging.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration of voice and style by experimenting with multiple perspectives or narrative structures. Suggest they incorporate complex literary devices, such as symbolism or irony, to enhance their narratives.

• Striving learners: Provide additional scaffolding by offering sentence starters or templates to help structure their anecdotes. Focus on one storytelling technique at a time, such as vivid descriptions, to build confidence before integrating more elements.

Notable definitions

• Creative Non-Fiction: A genre of writing that uses literary styles and techniques to create factually accurate narratives.

• Voice: The distinct personality, style, or point of view of a piece of writing or its author.

• Perspective: The lens through which a story is told, influencing how events and characters are perceived.

Required materials

• Excerpt from a creative non-fiction piece

• Paper and pens/pencils

• Whiteboard and markers

• Peer feedback forms

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Consolidate(5 min)

Learning objective

Learners will analyze and identify bias in various media sources, evaluating the credibility of information and detecting misinformation. They will apply critical thinking skills to compare and contrast different media perspectives.

Student-facing objective: By the end of this lesson, I'll be able to spot bias in news and social media, check if information is credible, and tell if something might be misinformation.

Standards:

• Identify bias in different media sources.

• Develop critical thinking when evaluating information online.

Learning activities

Connector

Display two headlines with opposing perspectives on a current event. Ask Learners to quickly jot down their initial reactions to each headline. Then, prompt them to discuss in pairs: "How do these headlines shape your opinion?" After a brief discussion, invite a few Learners to share insights with the class. This primes Learners to recognize bias and prepares them for deeper analysis.

Activate

1. Introduce Bias Concepts: Present the concept of media bias. Define key terms: bias, misinformation, credibility. Use real-world examples, such as two contrasting headlines on a recent event. Describe the visual layout of these headlines, noting language and imagery that may influence perception. Discuss how these elements can shape reader opinion.

2. Analyze Articles: Provide Learners with two short articles on the same topic from different sources. Instruct them to identify language that indicates bias. Ask them to note differences in tone, word choice, and omitted information. Facilitate a class discussion on their findings, emphasizing how these elements contribute to bias.

3. Fact-Checking Exercise: Present a viral social media claim. Guide Learners through a fact-checking process. Outline steps: verify the source, cross-check with reputable outlets, and assess the evidence. Use a real example, describing the claim and the steps to verify it. Encourage Learners to reflect on the importance of these skills in evaluating information credibility.

Demonstrate

• Think, Pair, Share: Distribute two news articles on the same event from different sources.

• Think: Ask Learners to individually read both articles and jot down notes on perceived bias, focusing on tone, word choice, and omitted information.

1. Pair: Have Learners pair up to discuss their observations. Encourage them to compare notes and identify commonalities and differences in their analyses.

2. Share: Facilitate a class discussion where pairs share their findings. Highlight key points and guide Learners to connect these observations to the concept of media bias.

3. Reflect: Prompt Learners to reflect on how their understanding of bias has evolved through this exercise. Encourage them to consider how this skill applies to evaluating other media.

4. Consolidate: As a class, create a list of indicators of bias and misinformation. Display this list for future reference, reinforcing the lesson's objectives.

Independent practice

• Exercise: Direct Learners to an online platform where they can practice identifying bias in media articles. Provide a link to a curated list of articles with varying perspectives.

• Task: Instruct Learners to select two articles on the same topic. Ask them to independently analyze the articles, noting bias indicators such as tone, word choice, and omitted information.

• Reflection: Have Learners write a brief reflection on their findings, explaining how they identified bias and evaluated the credibility of the information.

• Support: Circulate the room to offer guidance and answer questions as Learners work through the exercise.

Consolidate

Ask Learners to answer these questions on their way out:

1. How can you identify bias in a news article?

2. What steps would you take to verify the credibility of a social media claim?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Look for tone, word choice, and omitted information that may indicate a particular perspective.

2. Suggested answer to Question 2: Verify the source, cross-check with reputable outlets, and assess the evidence provided.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore additional articles or media sources. Challenge them to identify subtle biases and discuss the impact of these biases on public perception. Suggest they create a presentation on their findings, highlighting complex bias indicators.

• Striving learners: Provide structured support with graphic organizers to help them identify bias indicators. Use simpler articles with clear examples of bias. Pair them with peers for collaborative analysis. Offer sentence starters to guide their reflections and discussions.

Notable definitions

• Bias: A tendency to present information in a way that reflects a particular perspective or agenda, often leading to a partial or unbalanced view.

• Misinformation: False or misleading information spread regardless of intent to deceive, which can distort public understanding.

• Credibility: The quality of being trusted and believed in, often assessed by evaluating the reliability and accuracy of the source and information.

Required materials

• Projector: For displaying headlines and articles.

• Printed Articles: Two articles on the same topic from different sources.

• Fact-Checking Tools: Access to online fact-checking websites.

• Computers/Tablets: For online exercises and research.

• Whiteboard/Markers: For class discussions and creating lists.

• Handouts: Graphic organizers for identifying bias indicators.

Lesson summary

• Connector (5 min)

• Activate (15 min)

• Guided practice (10 min)

• Independent practice (10 min)

• Consolidate ticket (5 min)

Learning objective

Learners will edit and refine a piece of writing to enhance clarity, conciseness, and grammatical accuracy. They will also use punctuation purposefully to emphasize and create effect.

Student-facing objective: By the end of this lesson, I'll be able to improve my writing by making it clearer and more concise, and I'll use punctuation to add emphasis and style.

Standards:

• Edit and refine writing for clarity, conciseness, and grammatical accuracy.

• Use punctuation for emphasis and effect.

Learning activities

Connector

Activity: Spot the Error

• Display a short paragraph with intentional grammatical and stylistic errors on the board.

• Ask Learners to read the paragraph silently and identify errors related to clarity, conciseness, and punctuation.

• Encourage Learners to signal when they spot an error.

• Select a few Learners to share the errors they found and discuss why these are errors.

• Briefly correct the errors as a class, emphasizing the importance of clarity and punctuation for effect.

Activate

1. Conceptual Understanding: Introduce the concept of clarity and conciseness in writing. Use a real-world example, such as a confusing email or memo, to illustrate how lack of clarity can lead to misunderstandings. Discuss how concise writing conveys messages more effectively. Provide a rewritten version of the example, highlighting improvements in clarity and conciseness.

2. Procedural Skills and Fluency: Demonstrate the use of punctuation for emphasis and effect. Write a sentence on the board, such as "Let's eat, Grandma!" and "Let's eat Grandma!" to show how punctuation changes meaning. Explain the rules for commas, apostrophes, and colons. Provide a few sentences with missing punctuation and ask Learners to suggest corrections. Use placeholders for solution steps.

3. Application: Present a short, poorly written paragraph. Ask Learners to work in pairs to edit the paragraph for clarity, conciseness, and correct punctuation. Encourage them to discuss their changes and reasoning. Afterward, review a few pairs' edits as a class, focusing on how their changes improved the text.

Demonstrate

Activity: Stronger and Clearer Each Time

1. Initial Draft: Provide Learners with a short, unclear paragraph. Ask them to individually rewrite it for clarity and conciseness, focusing on grammatical accuracy and purposeful punctuation.

2. Pair and Share: Have Learners pair up to exchange their rewritten paragraphs. Each student reads their partner's work and provides feedback on clarity, conciseness, and punctuation use.

3. Revise: Learners revise their paragraphs based on peer feedback, aiming to make their writing stronger and clearer.

4. Class Discussion: Select a few Learners to share their revised paragraphs with the class. Discuss the changes made and how they improved the writing.

5. Final Edit: Allow Learners a final opportunity to refine their paragraphs, incorporating insights from the class discussion.

Independent practice

• Exercise 1: Provide Learners with a new paragraph containing errors in clarity, conciseness, and punctuation. Instruct them to independently edit the paragraph, focusing on refining the text for grammatical accuracy and effective punctuation use. [Link to exercise]

• Exercise 2: Assign a brief writing task where Learners create a short paragraph on a given topic. They should apply the skills learned to ensure clarity, conciseness, and purposeful punctuation. [Link to exercise]

• Circulate to observe Learners' progress, offering guidance and feedback as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one way punctuation can change the meaning of a sentence?

2. How did you improve clarity in your writing today?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Punctuation can change the meaning by clarifying pauses or separating ideas, such as the difference between "Let's eat, Grandma!" and "Let's eat Grandma!"

2. Suggested answer to Question 2: I improved clarity by removing unnecessary words and using punctuation to separate ideas clearly.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex sentence structures and varied punctuation for nuanced expression. Challenge them to refine a longer piece of writing, focusing on subtle stylistic improvements. Suggest peer review with a focus on advanced grammar and style techniques.

• Striving learners: Provide additional examples and practice with basic sentence structures and punctuation rules. Use visual aids to illustrate concepts. Offer one-on-one support to guide them through editing tasks. Simplify exercises to focus on one skill at a time, such as clarity or punctuation.

Notable definitions

• Clarity: The quality of being easily understood, free from ambiguity or confusion in writing.

• Conciseness: The use of the fewest words necessary to convey an idea effectively, without unnecessary detail.

• Punctuation: Symbols used in writing to separate sentences and clarify meaning, such as commas, periods, and colons.

Required materials

• Whiteboard and markers

• Printed paragraphs with errors for warm-up and exercises

• Handouts with punctuation rules and examples

• Peer feedback forms

• Access to digital devices for online exercises (optional)

Lesson summary

• Connector (5 min)

• Activate(10 min)

• Demonstrate (15 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will analyze and compare two non-fiction texts on the same topic, focusing on differences in tone, perspective, and audience. They will articulate how these elements influence the overall message and effectiveness of each text.

Learners-facing objective: By the end of this lesson, I'll be able to compare two articles on the same topic, noticing how their tone and perspective affect what they say and who they're talking to.

Standards: Analyse how two texts on the same topic differ in approach, audience, and message.

Learning activities

Connector

Display two short non-fiction excerpts on the same topic. Ask Learners to read both silently. Then, prompt them to jot down initial observations on tone and perspective. Encourage them to consider:

• What emotions or attitudes do the authors convey?

• How might the authors' backgrounds influence their perspectives?

After a few minutes, facilitate a brief discussion. Invite Learners to share their observations, focusing on differences in tone and perspective. Record key points on the board to set the stage for deeper analysis in the lesson.

Activate

1. Introduce Key Concepts: Begin by defining "tone" and "perspective" in the context of non-fiction texts. Use real-world examples, such as comparing a news article and an opinion piece on the same event. Highlight how tone reflects the author's attitude and how perspective is shaped by the author's background and purpose.

2. Model Analysis: Display two non-fiction texts on the same topic. Read aloud a passage from each, emphasizing differences in tone and perspective. Annotate the texts live, marking words or phrases that indicate tone and noting any background information that reveals perspective. Explain how these elements influence the text's message and audience.

3. Facilitate Comparison: Guide Learners in a structured comparison of the two texts. Use a Venn diagram to visually organize similarities and differences in tone and perspective. Prompt Learners to consider how these differences affect the texts' messages. Encourage them to articulate their findings, focusing on how structure and language shape meaning.

Demonstrate

• Think, Pair, Share: Distribute two non-fiction texts on the same topic to each Learners.

• Think: Instruct Learners to individually read and annotate the texts, focusing on tone and perspective. Encourage them to highlight key phrases and jot down notes on how these elements influence the message.

• Pair: Have Learners pair up to discuss their annotations. Ask them to compare their observations, focusing on differences in tone and perspective. Encourage them to use specific examples from the texts.

• Share: Facilitate a class discussion where pairs share their findings. Prompt Learners to articulate how the authors' tone and perspective shape the texts' messages and intended audiences.

• Collect and Display: As Learners share, scribe their observations on the board, organizing them into categories of tone and perspective. Use this collective reference to highlight common themes and unique insights.

• Consolidate: Guide Learners to reflect on how their understanding of tone and perspective has deepened. Encourage them to consider how these skills apply to analyzing other non-fiction texts.

Independent practice

Direct Learners to independently read two non-fiction texts on the same topic. Instruct them to annotate each text, focusing on identifying tone and perspective. Encourage them to note specific language choices and structural elements that reveal these aspects.

• Exercise: Complete the comparison chart [insert link to exercise].

• Task: Write a structured response comparing the texts, emphasizing differences in tone and perspective. Use evidence from annotations to support analysis.

Circulate to provide guidance and feedback.

Consolidate

Ask Learners to answer these questions on their way out:

1. How did the tone of the two texts differ, and what impact did that have on their messages?

2. In what ways did the authors' perspectives shape the content and audience of each text?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: The tone of Text A was formal and objective, while Text B was informal and subjective, affecting the perceived credibility and engagement of each message.

2. Suggested answer to Question 2: The authors' perspectives, influenced by their backgrounds, led Text A to target a professional audience with factual content, while Text B aimed at a general audience with personal anecdotes.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having Learners explore additional texts on the same topic. Challenge them to identify nuanced differences in tone and perspective. Suggest they consider the historical or cultural context influencing the authors' perspectives. Encourage them to present their findings in a brief oral presentation or written report.

• Striving learners: Provide graphic organizers to help structure their comparison of texts. Offer sentence starters to guide their analysis of tone and perspective. Pair them with peers for collaborative work, allowing them to discuss and refine their ideas. Provide additional examples of tone and perspective to reinforce understanding.

Notable definitions

• Tone: The author's attitude or emotional stance toward the subject, as conveyed through word choice and style.

• Perspective: The author's viewpoint or angle on the subject, shaped by their background, experiences, and purpose.

• Audience: The intended group of readers or viewers for whom the text is written, influencing the text's tone and perspective.

Required materials

• Two non-fiction texts on the same topic (printed copies for each Learners)

• Highlighters or colored pens for annotation

• Venn diagram templates

• Whiteboard and markers

• Comparison chart handouts

• Access to a digital platform for sharing and feedback (optional)

Lesson summary

• Connector (5 min)

• Activate(15 min)

• Demonstrate (10 min)

• Independent practice (10 min)

• Consolidate (5 min)

Learning objective

Learners will compose a comparative analysis of two non-fiction texts, demonstrating analytical skills and constructing a cohesive argument. They will apply persuasive and evaluative writing techniques to support their insights with textual evidence.

Learner-facing objective: By the end of this lesson, I'll be able to compare two non-fiction texts, use evidence to support my analysis, and write a clear, persuasive argument.

Standards:

• Demonstrate analytical skills in a comparative essay.

• Apply persuasive and evaluative writing skills.

Learning activities

Connector

Notice and wonder: Display two short non-fiction excerpts on a projector or board. Ask Learners, "What do you notice? What do you wonder?" Give them 2-3 minutes to think and jot down observations and questions. Pair Learners to share their thoughts. Select a few Learners to share with the class, recording key points. Guide the discussion towards noticing differences and similarities, setting the stage for comparative analysis.

Activate

1. Introduce Comparative Analysis: Explain the purpose of a comparative analysis. Highlight its role in understanding and evaluating texts. Use a real-world example, such as comparing two news articles on the same event, to illustrate how different perspectives can be analyzed.

2. Model Textual Comparison: Display two non-fiction excerpts. Conduct a think-aloud to demonstrate how to identify key similarities and differences. Focus on aspects like tone, purpose, and evidence. Use a graphic organizer to visually map these elements. [Provide solution steps here.]

3. Constructing an Argument: Explain how to build a cohesive argument from the comparison. Emphasize the importance of a clear thesis and supporting evidence. Use a sample thesis statement and outline the structure of a persuasive essay. [Provide solution steps here.]

Demonstrate

Think, Pair, Share: Comparative Analysis

1. Think: Present two non-fiction texts to the class. Ask Learners to individually read and identify key similarities and differences. Encourage them to note aspects like tone, purpose, and evidence.

2. Pair: Have Learners pair up to discuss their findings. Instruct them to compare notes and refine their observations, focusing on textual evidence to support their insights.

3. Share: Invite pairs to share their analyses with the class. Facilitate a discussion that highlights diverse perspectives and reinforces the importance of evidence in comparative analysis.

4. Guide: Provide feedback on the shared analyses, emphasizing clarity, organization, and the use of evidence. Encourage Learners to refine their arguments based on peer and teacher input.

5. Reflect: Ask Learners to reflect on how their understanding of the texts has deepened through comparison. Prompt them to consider how this skill applies to broader contexts.

Independent practice

• Assign Learners to write a comparative analysis of two non-fiction texts. Provide the texts and a graphic organizer to help structure their analysis.

• Instruct Learners to identify and compare key elements such as tone, purpose, and evidence.

• Require Learners to construct a thesis statement and outline their argument, ensuring they use textual evidence to support their insights.

• Encourage Learners to draft their essays, focusing on clarity, organization, and persuasive writing techniques.

• Circulate to offer guidance and feedback, ensuring Learners stay on task and address the success criteria.

Consoladate

Ask Learners to answer these questions on their way out:

1. What is one key similarity you found between the two texts?

2. How did you use evidence to support your analysis today?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: Both texts address the same topic but from different perspectives.

2. Suggested answer to Question 2: I used direct quotes from the texts to highlight differences in tone and purpose.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by comparing more complex texts or additional texts. Challenge them to explore nuanced differences in author intent or rhetorical strategies. Suggest they incorporate counterarguments in their essays to enhance their persuasive skills.

• Striving learners: Simplify the texts or provide annotated versions to aid comprehension. Use graphic organizers to help them structure their analysis. Offer sentence starters or writing frames to support essay construction. Pair them with peers for collaborative analysis and feedback.

Notable definitions

• Comparative Analysis: The process of examining two or more texts to identify similarities and differences, focusing on elements such as tone, purpose, and evidence.

• Textual Evidence: Specific details or quotes from a text used to support an analysis or argument.

• Cohesive Argument: A well-structured and logical presentation of ideas that are connected and flow smoothly, often supported by evidence.

Required materials

• Two non-fiction texts for analysis

• Projector or board for displaying excerpts

• Graphic organizers for mapping comparisons

• Writing materials (paper, pens)

• Access to computers or tablets (optional, for drafting essays)

Lesson summary

• Connector (5 min)

• Activate (10 min)

• Guided practice (10 min)

• Independent practice (15 min)

• Consolidate (5 min)

Learning objective

Learners will conduct independent research on a non-fiction topic of their choice and synthesize information from multiple sources. They will produce a well-structured written report and present their findings clearly in both written and spoken formats.

Learner-facing objective: By the end of this lesson, I'll be able to research a non-fiction topic, combine information from different sources, write a detailed report, and share my findings with the class.

Standards:

• Conduct independent research and present findings.

• Produce a well-structured written report.

Learning activities

Connector

Notice and Wonder: Display a short non-fiction article excerpt or infographic related to a real-world issue. Ask Learners, "What do you notice? What do you wonder?" Give them a few minutes to think and jot down observations and questions. Pair Learners to share their thoughts. Select a few Learners to share with the class, recording key points. This primes Learners for research by engaging curiosity and critical thinking.

Activate

1. Introduction to Independent Research: Begin by explaining the importance of independent research in understanding non-fiction topics. Use a real-world issue, such as climate change, to illustrate how multiple perspectives can provide a comprehensive view. Discuss how to identify credible sources and the significance of synthesizing information from these sources.

2. Structuring a Non-Fiction Report: Outline the key components of a well-structured report: introduction, body (analytical and persuasive sections), and conclusion. Provide an example using a familiar topic, like the impact of technology on education. Highlight how each section contributes to the overall argument and clarity of the report.

3. Effective Presentation Techniques: Discuss strategies for presenting findings clearly and engagingly. Emphasize the importance of clarity, organization, and audience engagement. Use a simple example, such as presenting the benefits of a balanced diet, to demonstrate how to structure a presentation and handle a Q&A session effectively.

Demonstrate

• Think, Pair, Share: Guide Learners through a structured research activity.

• Think: Ask Learners to individually select a non-fiction topic of interest related to a real-world issue. Instruct them to spend 5 minutes brainstorming potential sources and perspectives they might explore.

• Pair: Have Learners pair up to discuss their chosen topics and brainstormed sources. Encourage them to provide feedback and suggest additional perspectives or sources to each other.

• Share: Invite pairs to share their topics and research plans with the class. Facilitate a brief discussion, highlighting diverse topics and approaches. Record key ideas and sources on the board for collective reference.

• Research Guidance: Circulate the room, offering guidance on source credibility and synthesis techniques. Encourage Learners to consider how different perspectives can be integrated into their reports.

• Drafting: Allow Learners time to begin drafting their report outlines, focusing on structuring their introduction, analytical, and persuasive sections. Provide feedback as needed to ensure clarity and coherence.

Independent practice

• Research and Write: Direct Learners to independently research their chosen non-fiction topic. Instruct them to gather information from at least three credible sources, ensuring a variety of perspectives. Guide them to synthesize this information into a cohesive report, focusing on clarity and structure. Remind them to include analytical and persuasive sections.

• Presentation Preparation: Have Learners prepare a brief presentation of their findings. Encourage them to practice clear and engaging delivery, anticipating potential questions from peers.

• Peer Review: Organize a peer review session where Learners exchange reports with a partner. Instruct them to provide constructive feedback on clarity, structure, and synthesis of information. Encourage them to suggest improvements and ask clarifying questions.

• Revise and Finalize: Allow time for Learners to revise their reports based on peer feedback. Ensure they refine their arguments and enhance the clarity of their writing. Circulate to offer additional support and guidance as needed.

Consolidate

Ask Learners to answer these questions on their way out:

1. What is one new perspective you discovered during your research today?

2. How did you ensure the credibility of the sources you used?

3. What's one question you still have from today's lesson?

Here are some suggested answers:

1. Suggested answer to Question 1: I discovered a perspective on how technology impacts education differently in rural versus urban areas.

2. Suggested answer to Question 2: I checked the author's credentials and cross-referenced the information with other reliable sources.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration by having them investigate more complex or controversial non-fiction topics. Suggest they incorporate additional sources, such as academic journals or expert interviews, to enhance their reports. Challenge them to include a critical analysis section that evaluates the reliability and bias of their sources.

• Striving learners: Provide structured templates for report writing to help organize their thoughts. Offer a list of pre-vetted, credible sources to simplify the research process. Pair them with peers for collaborative research and writing support. Use graphic organizers to help them visualize the synthesis of information from multiple sources.

Notable definitions

• Synthesis: The process of combining information from different sources to form a comprehensive understanding or new idea.

• Credibility: The quality of being trusted and believed in, often used to evaluate the reliability of sources.

• Perspective: A particular attitude or way of viewing something, often influenced by personal experiences or background.

Required materials

• Computers or tablets with internet access

• Access to a library or online database for research

• Notebooks or digital note-taking tools

• Presentation software (e.g., PowerPoint, Google Slides)

• Projector and screen for presentations

• Peer review checklists or rubrics

• Whiteboard and markers for class discussions

Lesson summary

• Connector(5 min)

• Activate (10 min)

• Demonstrate(15 min)

• Independent practice (15 min)

• Consolidate (5 min)