Reading, analyzing, and evaluating informational text is a challenge for students. Here are some strategies for helping students complete close reading.
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One theory suggests that students tend to list in an essay because they lack the tools to elaborate. Because they do not have the strategies, they attempt to fill up the empty space by introducing new primary ideas instead of fleshing out the ideas they have already presented. This activity attempts to make students aware of the need to elaborate and to provide students with some workable strategies for elaborating. Using a PowerPoint presentation, the teacher demonstrates the necessity for elaboration in a problem/solution essay. Students then choose a particular point in the PowerPoint presentation to expand through elaboration.
- Arts and Humanities
- Material Type:
- Lesson Plan
- University of North Carolina at Chapel Hill School of Education
- Provider Set:
- LEARN NC Lesson Plans
- Margaret Ryan
- Date Added:
In this module, students engage with literature and nonfiction texts that develop central ideas of guilt, obsession, and madness, among others. Building on work with evidence-based analysis and debate in Module 1, students will produce evidence-based claims to analyze the development of central ideas and text structure. Students will develop and strengthen their writing by revising and editing, and refine their speaking and listening skills through discussion-based assessments.
In this study of the letters of John Adams and John Quincy Adams from 1774 to 1793, two central themes are highlighted — how Adams unfolded his “curriculum” for citizen leadership, and how his point of view changed from parent-teacher to mentor-guide as John Quincy entered the realm of American political life. To Adams, a citizen leader of the United States needed to exhibit upstanding moral character and self-discipline, acquire a solid foundation in classical learning, develop keen insight into the political dynamics of a democracy, and accept the challenges and sacrifices of public life. As his son grew from a child into a young man, John Adams fostered these qualities through the long-distance medium of letters.
This unit is centered around an anchor text that may be common among content area teachers in a high school setting. Although this unit may be incorporated into any high-school English class, it is aligned with Common Core standards for 9-10. This unit will primarily focus on informational and argumentative texts, and can be used to incorporate more informational texts (as directed by the Common Core) into English classrooms at the high school level. This unit is best suited to a collaborative model of development in which ELA and content area teachers share an anchor text (The Universal Declaration of Human Rights) and communicate about how to connect diverse skills to common texts and essential questions.
These 3 lessons are for high ABE/low ASE students at a level D-E Reading level to practice identifying key points in video and text and analyzing the causes and effects of social issues, and identifying solutions to these problems. By watching two short videos and reading EPA materials on the effects of lead exposure and a short article on the specific drinking water crisis in Flint, MI, students will examine key issues, analyze the problem and its causes, identify approaches to solving this problem and ones like it in other locations, and apply this approach to other scenarios that are relevant to their immediate lives.
With a focus on education in Afghanistan, the Witness to Education in Afghanistan and Throughout the World curriculum examines global and local examples of how education can be use to create social change. Students address the driving question: "How can we, as youth, utilize education to promote positive change within our communities?"
This is the first lesson in a week-long, mini-unit contains four individual lessons. Through the course of all these lessons, students will be introduced to the concept of civil disobedience—people purposefully disobeying a law or protesting nonviolently about laws or social issues they feel to be unjust. They’ll read from, watch, and listen to three examples that address the issue: Henry David Thoreau’s “Civil Disobedience," Dr. Martin Luther King, Jr.’s “Letter from a Birmingham Jail," and the Teaching Tolerance documentary Viva La Causa written and directed by Bill Brummel.Activity Description: This lesson focuses on introducing, defining, and providing a basic example of historical civil disobedience using Henry David Thoreau's experience and an excerpt from his essay "On the Duty of Civil Disobedience."This lesson is designed to be used in a blended environment. Accommodations are listed for non-blended courses.Time needed for activity: ~45 minute class periodResources needed: Online discussion board(s) set up at either pinup.com or answergarden.ch; copies of the "On the Duty of Civil Disobedience" excerpt (printed or electronic)
In this lesson students build their knowledge base and learn to read and summarize informational texts. Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.
A short quiz on CCSS.RI.9-10.3. The text is from George Orwell's "Politics and the English Language". It has a Dale-Chall text-difficulty level of 7-8 and a Flesch-Kincaid level of 11.
In Module 10.1, students engage with literature and nonfiction texts and explore how complex characters develop through their interactions with each other, and how these interactions develop central ideas such as parental and communal expectations, self-perception and performance, and competition and learning from mistakes.