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

Getting Ready to Write: Citing Textual Evidence

“Text-dependent Questions

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Reading

Writing

Getting Ready to Write: Citing Textual Evidence

“Video as text

analysis”

Reading

Writing

Getting Ready to Write: Citing Textual Evidence

“Video as text

analysis”

Reading

Writing

Basic Graphic Organizers for Non-fiction Texts

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

• What’s the argument?ClaimsEvidenceReasoning

Basic GOs Yellow

VIDEO AS TEXTUAL ARGUMENT

“We Felt Completely Free” from “Nostalgia for the Light” (PBS)

Basic GOs Yellow

Title of Presentation

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)

Farewell to Manzanar

Jeanne Wakatsuki Houston and JD.

Houston

Title of Presentation

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

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Problem-Solution

Problem:

Problem phrased as question:

Title of Video Text:

Conclusion:

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

Closure

Thank you

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

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?

Potential implications for students’ reading and writing?