Vous êtes sur la page 1sur 3

Traci Overstreet

ESL 3303
SIOP Lesson

UNIT 1 Text Structures 6th Grade


Lesson Plan
Text Structures

Content Objectives
The student will be introduced to five types of text structures description / list,
sequencing / chronological order, compare and contrast, cause and effect, and problem and
solution. They will identify the different text structures from newspaper articles, essays, and
magazines.
The final assessment will be an essay. Students will choose which text structure they
would like to use for their paper and will write a one page essay using that text structure. They
will have several days to write a rough draft, revise and edit, and rewrite a final draft.

Language Objectives
The student will learn new vocabulary associated with text structures (chronological,
sequence, main idea, etc.). Students will also review vocabulary associated with writing,
revision, editing and drafts. During the unit, students will be working with their reading buddies
to discuss and comprehend the material.
SIOP COMPONENT(s):
Students will highlight cognates of technical content concepts and vocabulary.

Metacognitive Objectives
Students will use their notes to distinguish text structures from various non-fictional
works. They will reflect on why the author chose the specific text structure for the piece and why
it enhances the writing itself. Students will also connect with the different types of text structures
with real life situations and discuss what each one can be used for.
SIOP COMPONENT(s):
Students will be provided opportunities to summarize what has been taught throughout
the lessons.
1|Page

Materials:
-

PowerPoint
Dry-Erase boards
Time for Kids Magazine
Newspapers
Class notes
Writing folders

Procedures:
Until will take approximately a week and a half to complete.
1.) Students will be given an overview of text structures via PowerPoint presentation. The
teacher will use real life examples to demonstrate each type of structure and use lecture and
guided questioning so that students will be involved.
SIOP COMPONENT(s):
ELL students will be given adequate wait time to process these new ideas and answer
the questions given to them. They, along with the rest of the class, will be allowed to talk
with their reading buddies to figure out answers.
2.) During the first week, students will be going more in depth with each text structure. Every
day should include a brief introduction to the structure they will be working on, using warm ups
and PowerPoint presentations. Students will be given different types of texts to identify the text
structure, including but not limited to newspaper articles, magazine articles, blurbs, etc.
SIOP COMPONENT(s):
Students will be using a variety of reading materials to identify text structures. The will
also be viewing short texts over PowerPoint to introduce them to the concepts.

3.) Throughout the first week, students will take notes on the different text structures and will be
able to use those notes when writing their own paper.
4.) One day will be spent going to the library so that the students can peruse the non-fiction
shelves for texts that will give them an example of each text structure. During this time, students
should be thinking about which text structure they want to use in their own paper and what they
want to write about. They can gather tips and ideas from the library book they find.
5.) Before they begin their major essay, they will review the text structures. The teacher will put
up short texts on a PowerPoint and the students will identify the text structures on dry-erase
boards as well as answer questions pertaining to that specific text structure.
SIOP COMPONENT(s):
2|Page
Students will work with a partner during the dry-erase board game. They will be able
to discuss the answers to each question and write it on their own dry-erase boards.

6.) The students will begin their essay with a graphic organizer so that they may gather their
ideas and put them on paper. When they are done with that, they will start writing their first draft.
SIOP COMPONENT(s):
Students will be encouraged to use graphic organizers.
7.) The first draft will go through a self-editing phase and a peer editing phase.
8.) Students will then write a final draft of their essay using the text structure of their choice.
SIOP COMPONENT(s):
Students will be given extended time to write. They will also be allowed time for peer
editing and revising their work before the final draft. Students would have already
viewed a variety of writing samples, so they should be able to understand how the piece
is developed.

ASSESSMENT:
Students will write a one page essay using the text structure of their choice. They will choose
between description/list, chronological order/sequencing, cause/effect, problem/solution, and
compare/contrast. Students will have a first draft, be able to revise and edit, and then complete a
final draft to turn in. They will be graded on the accuracy of the use of their chosen text structure,
the content, and grammar.

TECHNOLOGY:
Students will be viewing PowerPoint presentations. They will also be able to gain extra credit by
finding their own examples of text structures outside of the classroom and bringing them to class
which may involve researching online through search engines such as Google.

EXTENSIONS:
Students will be given extra credit if they can find real life examples of text structures (i.e.
recipes, directions, newspaper articles, etc.)

3|Page