<p>Students will be guided through the process of comprehending text structures in various passages and combining knowledge to achieve a goal in this lesson. At the end of this lesson, students are going to:&nbsp;<br>- Determine the aim of the writer of a nonfiction work.&nbsp;<br>- Identify how writers convey ideas through text structures.&nbsp;<br>- Determine and examine the passage structures in nonfiction.&nbsp;<br>- Investigate and compile data on a nonfiction subject.</p>

<p>- How can readers decide which information from what they hear, read, and see to believe?&nbsp;<br>- How do literary and informational texts become meaningful to strategic readers?&nbsp;<br>- How does interaction with text elicit thought and response?&nbsp;<br>- What is the objective?&nbsp;<br>- What exactly is the topic of this text?&nbsp;<br>- What distinguishes effective and clear writing?&nbsp;<br>- What methods and tools do I employ to decipher unfamiliar vocabulary?&nbsp;<br>- Why acquire new vocabulary?<br>&nbsp;</p>

<p>- Author’s Purpose: The author’s intent is either to inform or teach someone about something, to entertain people, or to persuade or convince the audience to do or not do something.&nbsp;<br>- Text Structure: The author’s method of organizing a text.&nbsp;<br>- Nonfiction Structure: An organizational structure found in nonfiction (e.g., sequence, question/answer, cause/effect, problem/solution)</p>

<p>Teachers may substitute other books to provide a range of reading and level of text complexity.<br>- Anna Quindlen. (1994).<i> “Homeless”.</i> Living Out Loud. Ballantine Books.<br>- examples of nonfiction passages that present information in different ways: description, definition, process, problem/solution, comparison, cause/effect<br>- Reading Guide for “Homeless” handout and teacher answer guide (L-8-3-2_Reading Guide and Key for 'Homeless')<br>- Cubing Template (L-8-3-2_Cubing Template)<br>- Position Outline handout (L-8-3-2_Position Outline)</p>

<p>- Keep the main focus of the lesson on the goal of recognizing various nonfiction text structures and how each one can be utilized to further the author's goal. As students read and complete the reading guide, go around answering questions, and&nbsp;providing reteaching or more examples.<br>- Spotcheck comprehension of those who were unsure earlier in the class through discussion and review at the end of Part 1. Give these students access to extra review and extension materials.<br>- In Part 2, keep an eye on student participation and evaluate the veracity of any further nonfiction material they come across regarding homelessness. Students' Position Outlines when completed, will reveal information about their comprehension of various text structures and how various passage types can be combined for a purposeful outcome.<br><br>&nbsp;</p>

<p>Explicit instruction, active engagement, and scaffolding<br>W: Help students recognize and evaluate different nonfiction text structures to better grasp the ideas presented by authors and to improve their understanding of concepts.&nbsp;<br>H: Get students interested in the topic of homelessness by starting a class discussion about it.&nbsp;<br>E: Allow students to investigate text structures through passage analysis, independent reading, and reading guide questions.&nbsp;<br>R: Before the independent reading and research-gathering task, give students the chance to clear up any misunderstandings and improve their comprehension of text structures through cooperative brainstorming and group work.&nbsp;<br>E: Provide opportunities for students to share what they've learned in class by organizing information to support a position, organizing texts on the subject of homelessness, and completing the "Homeless" reading guide.&nbsp;<br>T: Adapt the lesson to take into account the multiple intelligences of verbal-linguistic, visual-spatial, intrapersonal, and interpersonal.&nbsp;<br>O: After reviewing material in class, students work in groups to complete guided exercises, conduct independent research, and analyze it. Finally, they return to class to check their understanding and get clarification.&nbsp;</p>

<p><strong>Focus Question:&nbsp;How does an author use text structures to present information in nonfiction texts?</strong><br><br>Ask,<strong>&nbsp;“What is your definition of a home?”</strong>&nbsp;Ask volunteers to share their definitions. Then ask,&nbsp;<strong>“What does it mean when a person is homeless?”&nbsp;</strong>(A person has no permanent place to live.) Have students brainstorm possible nonfiction text structures that an author would use to discuss the topic of homelessness. List the types on the board/interactive whiteboard. Talk: <strong>"Let's go over these text structures again. Cause and effect analysis could look at the causes of homelessness as well as its effects on people individually or in communities. Question and answer sessions would ask pertinent questions (e.g., "Who are people who are homeless?") and then offer responses. The definition approach would make an effort to clarify what homelessness entails. Problem and solution would outline the issues surrounding homelessness and look at potential solutions. Comparison and contrast: To identify solutions, the homelessness problem may be compared to other problems. Depending on the author's goals and research, any one of these strategies may be effective."</strong><br><br><strong>Part 1</strong><br><br>Say, <strong>"First, let's do a cubing exercise to review what we know about homelessness. Cubing allows you to view a subject from six different angles, in this case, homelessness."&nbsp;</strong>Distribute copies of the Cubing Template (L-8-3-2_Cubing Template) to every student. Describe to the students how to fill out the template in at least three sections. Since there are no right or wrong answers, encourage them to write whatever comes to mind. Remind students that they are just now investigating various viewpoints on the subject.<br><br>Invite volunteers to share their answers once students have finished the exercise. (Reactions might differ greatly.) Say, <strong>"Cubing shows the various perspectives on a subject or problem. As you can see, authors' perspectives have an impact on the text structures they select to explore a given subject. For example, segmenting a subject makes it easier to discuss cause-and-effect or problem-solution relationships. Selecting the appropriate text structure requires consideration of the author's overall goals."</strong><br><br>Say, <strong>"We've defined what it means to be homeless and seen that there are many approaches to the topic in our discussion so far. Text structure types that could be used to convey information about the subject have been identified.&nbsp;Each structure presents information on the same topic uniquely. Let's read Anna Quindlen's "Homeless" now."</strong><br><br>Students can choose to read the text aloud to the class or silently. Provide the reading guide (L-8-3-2_Reading Guide and Key for 'Homeless') for the students to complete. Move around to provide answers to questions, help with vocabulary, and provide reading guides. After the reading guide is finished, have the class go over the answers and then gather the assignments for individual evaluation.<br><br>Ask students, <strong>"What type of informational text is this?" </strong>after they have read and completed the handout.&nbsp;(Individual composition) Ask, <strong>"What distinguishes the format of a personal essay from that of a nonfiction narrative, like an autobiography?"&nbsp;</strong>(Possible responses: Shorter personal essays are common. Instead of recounting a sequence of occurrences, the author concentrates on concepts. The writer presents their perspective on the topic.)<br><br><strong>Part 2</strong><br><br>Ask students to investigate homelessness further using the internet or other nonfiction sources, including newspaper articles, magazine articles, essays, editorials, and testimonies. Give students a description of the following scenario:&nbsp;<strong>"A community is debating whether or not to provide homeless people with assistance. Your objective is to compile data that bolsters each side of the argument. You have to include the source of all the information you find and record, whether it be statistics or compelling arguments on either side. We refer to this as citing sources. For instance, if the information originated from a magazine, note the name of the publication, the article's title, the author, the publication date, and the article's page numbers. Make sure you cite every source on a different index card."&nbsp;</strong>Give students 20 minutes or so to read and gather information.<br><br>Make two divisions in the board or wall space: one for "taking action" and another for "inaction." Request that each student tape their note to the proper location. Discuss the information students discovered with them using the following questions:<br><br>"Who discovered the life stories of the homeless or data detailing people's circumstances?"<br>"Who defined conditions related to homelessness or homelessness?"<br>"Who discovered a chapter analyzing the reasons behind homelessness?"<br>"Who discovered a section that described the experiences of a homeless person or an activist for community service related to homelessness?"<br>"Did you find any other types of text structures?"<br>Say, <strong>"A critical first step in reading comprehension is figuring out how other people feel about a problem. Determining your feelings and how you will present your case to a wider audience in light of what you have learned, however, is equally crucial. Select a position based on your justifications as well as the evidence the class has found. Is it appropriate for a community to assist the homeless? Fill out L-8-3-2_Position Outline, the Position Outline handout.&nbsp;Enumerate the details you would use to support your position and the text structures that are included."</strong><br><br>Let students share their outlines after dividing into groups according to whether or not they agree with helping the homeless if time allows. Request explanations from the students regarding how the argument is presented to various text structures. Let students present the research data they used to formulate a compelling argument within their groups. Don't support a particular viewpoint over another. Insist that there are usually two sides to every story and that data and statistics can be used to bolster any position. Gather student outlines for additional comprehension analysis.<br><br><strong>Extension:</strong><br><br>You can locate newspaper or magazine articles on a topic that interests your students if they need more practice identifying text structures. They ought to specify the kind of text structure that is employed and how it advances the author's goals.<br>Students who are prepared to go above and beyond the requirements can engage in any of the following:<br>Examine a different personal essay and note the various text structures that are employed. Request that students cite passages that illustrate textual structures.<br>Write a personal essay utilizing at least two distinct textual structure types on a single topic.</p>