Académique Documents
Professionnel Documents
Culture Documents
Content Objectives
1. Students will be able to analyze expository text by annotating their thinking while reading.
2. Students will be able to create inferences on an expository text by using text evidence from a
biography and using their background knowledge on the literary non-fiction, Harvesting Hope.
Language Objectives
3. Students will be able to explain to a partner how their text evidence supported their understanding of
Cesar Chavez.
4. Students will be able to restate pre-taught vocabulary to understand the expository text.
Assessment (Description/Criteria)
The FQR will be an informal assessment that will let me know if they understand what they are reading about
and if they are providing text evidence.
Having them Think-Pair-Share will help me check for understanding.
The Kahoot assessment will help me assess their prior knowledge on Cesar Chavez.
Anticipatory Set
I will ask the class who’s an important person in history we have been talking about these past few weeks. I
will show them a movie trailer of Cesar Chavez (stop the video at 1.10).
Input/Modeling
I will tell the class that a few weeks ago we read what kind of expository text of Cesar Chavez (literary non-
fiction). To recap what they have read about the literary non-fiction of Cesar Chavez, Harvesting Hope, they
will play a game of Kahoot.
Have the class recall autobiography, biography, and literary non-fiction by doing Think-Pair-Share. Tell them
that the story we read about Cesar Chavez was a literary non-fiction and today we will be reading a biography.
I will pass out a FQR chart for the biography we will be reading. Before reading the expository text, come up
with questions as a class that we may still have about Cesar Chavez.
Guided Practice
Before reading the biography, ask them what good readers do when they read. (Annotate their reading).
Model how I am analyzing the expository text by thinking out loud and using the stop jot strategy on the first
paragraph. I will go back to my FQR and put facts I have learned from reading the first paragraph and check to
see if I can answer any of my questions. If I answered one of my questions, I will model how I would provide
text evidence on the FQR.
Independent Practice
After modeling how I annotated the biography, students will work in pairs to finish annotating the rest of the
expository text and doing their FQRs. Before having them work in partners, ask why we are doing this and
restate objectives.
I will be monitoring students to see if they need help or if I need to reteach something.
Closure
Have them talk with a different partner on how the biography was different from the literary non-fiction.
End the lesson by making sure, with the class, if we covered the objectives.