Block 2: Literary Nonfiction

10/20-11/7

3 weeks (15 days)

3 flex days

TEKS 3.9A 3.16B, 3.9/Fig19D, 3.9/Fig 19E, Fig.19A-C

Week / Time Frame / Lessons / Focus
1 / 10/20-10/24 / 1-5 / 3.9 Literary Nonfiction Immersion & Genre Noticings
2 / 10/27-10/31 / 6-10 / 3.9A, 3.16/Fig 19D,3.9/Fig19D, Bridging 3.9/Fig 19D
3 / 11/3-11/7 / 11-15 / 3.9/Fig19E, Bridging 3.9/Fig19E

Block 2: Literary Nonfiction

Lesson / TEKS & Objective/Product / Procedure
1 / TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask questions, and monitor comprehension when reading.
Product:I will establish purpose, ask questions, and monitor comprehension when reading literary nonfiction text. / Focus:Literary Nonfiction Genre Immersion
Text: Young Thomas Edison (Journeys Unit 2 Lesson 10)
Approach: Interactive Read Aloud (IRA)
Resources/Materials:
  • Sticky Notes

2 / TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask questions, and monitor comprehension when reading.
Product:I will establish purpose, ask questions, and monitor comprehension when reading literary nonfiction text. / Focus:Literary Nonfiction Genre Immersion
Text: Becoming Anything He Wants to Be (Journeys Unit 6 Lesson 28)
Approach: IRA
Resources/Materials:
3 / TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask questions, and monitor comprehension when reading.
Product:I will establish purpose, ask questions, and monitor comprehension when reading literary nonfiction text. / Focus: Literary Nonfiction Genre Immersion
Text: Jump (Journeys Unit 3 Lesson 11)
Approach: IRA
Resources/Materials:
4 / TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask questions, and monitor comprehension when reading.
Product:I will establish purpose, ask questions, and monitor comprehension when reading literary nonfiction text. / Focus: Literary Nonfiction Genre Immersion Text:Helen Keller: The Story of My Life (see handouts)
Approach: IRA
Resources/Materials:
5 / TEKS: Fig 19 A-C, 3.9
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction and provide evidence from text to support our understanding.
Product:I will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction and provide evidence from text to support our understanding by creating a list of noticing’s and book examples. / Focus:Literary Nonfiction Genre Noticings
Text: Young Thomas Edison , Becoming Anything He Wants to Be ,Jump, & Helen Keller: The Story of My Life
Approach: Minilesson
Resources/Materials:
  • Literary Nonfiction Genre Anchor Chart

Block 2: Literary Nonfiction

Lesson / TEKS & Objective/Product / Procedure
6 / TEKS:3.9A
Obj: We will explain the difference in point of view between a biography and autobiography.
Product:I will determine the point of view of a biography or autobiography using textual evidence to explain. / Focus:Determining Point of View
Text: Helen Keller: The Story of My Life and Jump
Approach: Minilesson
Resources/Materials:
7 / TEKS: 3.16/Fig 19D
Obj: We will analayze how words, images, and graphics work together to impact meaning.
Product:I willanalyze and explain how words, images and graphics help impact the meaning of a biography for me as a reader. / Focus:How Media Influences the Reader
Text: Jump
Approach: Minilesson
Resources/Materials:
8 / TEKS: 3.9/Fig19D
Obj: We will understand and make inferences about literary nonfiction and respond by providing evidence from the text.
Product:I willmake inferences about a biography and respond by providing evidence from the text. / Focus:Inferring about Biographies
Text: Jump
Approach: Minilesson
Resources/Materials:
9 / TEKS: 3.9/Fig19D
Obj: We will understand and make inferences about literary nonfiction and respond by providing evidence from the text.
Product:I will make inferences about a biography and respond by providing evidence from the text. / Focus: Inferring about Biographies
Text: Young Thomas Edison
Approach: Minilesson
Resources/Materials:
biographies from the Journeys leveled readers
10 / TEKS: 3.9/Fig 19E
Obj: We will summarize and paraphrase texts in ways that maintain meaning and logical order within a text .
Product:I will summarize and paraphrase texts in ways that maintain meaning and logical order within a text using a summary graphic organizer. / Focus:Summarizing Literary Nonfiction
Text:
Approach: Minilesson
Resources/Materials:

Block 2: Literary Nonfiction

Lesson / TEKS & Objective/Product / Procedure
11 / TEKS:3.5/Fig19D
Obj: We will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Product:I will analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. / Focus:Theme in Literary Nonfiction
Text: Jump
Approach: Minilesson
Resources/Materials:
Theme in Literary Nonfiction Anchor Chart
12 / TEKS: 3.9-Literary Nonfiction
Obj: We will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction and provide evidence from text to support our understanding.
Product:I will understand, make inferences, and draw conclusions about the structure and elements of literary nonfiction and provide evidence from text to support our understanding. / Focus:Bridging to the Testing Genre
Text:
Approach:Bridging Minilesson
Resources/Materials:
  • Bridging Stems Handout
  • Sentence Strips or Colored Paper

13 / TEKS: 3.9
Obj: We will
Product:I will / Focus:
Text:
Approach:
Resources/Materials:
14 / TEKS: 3.9
Obj: We will
Product:I will / Focus:
Text:
Approach:
Resources/Materials:
15 / TEKS: 3.9
Obj: We will
Product:I will / Focus:
Text:
Approach:
Resources/Materials:

Lesson 1

Literary Nonfiction Genre Immersion

LessonOverview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C

Text: Young Thomas Edison (Journeys Unit 2 Lesson 10)

Approach: Interactive Read Aloud

Focus: Noticing Characteristics of Realistic Fiction

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
  • Pg.328–“Why do you think the author names inventions that were not available in Edison’s time?”
  • Pg.330 –“What text evidence tells you that as a child, Thomas loved to experiment?”
  • Pg.335 –“How can the reader tell Young Al was determined to keep doing experiments?”
  • After you finish reading the story ask –“Why do you think that people in Edsion’s time thought his inventions were strange and incerdible?” and follow up with“Why do you think that the author wrote Young Thomas Edison?”

Interactive Read Aloud (IRA)

  1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking about the text. You might…
  • prompt students to anticipate a book by a favorite author
  • invite personal connections
  • provide important background knowledge
  • draw attention to the genre
  • prompt predictions based on the title
  • ask students to make connections to a previously read text
  • raise questions to spark curiosity
  1. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson.
  • Stopping Points –
  • After reading the pg.328, ask: “Why do you think the author names inventions that were not available in Edison’s time?”Record your thinking on your first sticky note. Ask for a couple of volunteers to share their thinking.
  • After reading the pg.330, ask: –“What text evidence tells you that as a child, Thomas loved to experiment?”
  • After reading the pg.335, ask:–“How can the reader tell Young Al was determined to keep doing experiments?
  • At the end of the story, ask: –“Why do you think that people in Edsion’s time thought his inventions were strange and incerdible?” and follow up with“Why do you think that the author wrote Young Thomas Edison?” Record your thinking on your first sticky note. Ask for a couple of volunteers to share their thinking.

3.In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and Noticings of Literary Nonfiction. We will be reading another literary nonfiction story together tomorrow.”

4.Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. We might want to add more kinds of thinking to our list.”

5.Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading. Explain that they can talk about what they are thinking about their reading.

6.Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this

Lesson 2

LiteraryNonfiction Genre Immersion

LessonOverview: 3.9, 3.2C, 3.16B, Fig. 19A, Fig19B, Fig 19C

Text: Becoming Anything He Wants to Be (Journeys Unit 6 Lesson 28)

Approach: Interactive Read Aloud

Focus: Noticing Characteristics of Literary Nonfiction

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
  • Pg. 35 –“How did Erik’s attitude about being blind change over time?”
  • Pg.36 –“After reading the map, why do you think the author included a map of the Seven Summits?”
  • Pg.39–“What qualities does Erik have that make him a good teacher?”
  • After you finish reading the story ask –“After reading about Erik, what would you tell a friend about his life?

Interactive Read Aloud (IRA)

1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking about the text. You might…

  • prompt students to anticipate a book by a favorite author
  • invite personal connections
  • provide important background knowledge
  • draw attention to the genre
  • prompt predictions based on the title
  • ask students to make connections to a previously read text
  • raise questions to spark curiosity

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson.

  • Stopping Points –
  • After reading pg. 35 – Turn & talk with your partner about,“How did Erik’s attitude about being blind change over time?”
  • After reading pg.36 – “After reading the map, why do you think the author included a map of the Seven Summits?”Have a few students share their thinking.
  • After reading pg.39–“What qualities does Erik have that make him a good teacher?”
  • After you finish reading the story –Turn & talk with your partner “After reading about Erik, what would you tell a friend about his life?”
  1. In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and Noticings of Literary Nonfiction. We will be reading another realistic fiction story together tomorrow.”
  1. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. We might want to add more kinds of thinking to our list.”
  1. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading. Explain that they can talk about what they are thinking about their reading.
  1. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this.

Lesson 3

LiteraryNonfiction Genre Immersion

LessonOverview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C

Text: Jump (Journeys Unit 3 Lesson 11)

Approach: Interactive Read Aloud

Focus: Noticing Characteristics of Literary Nonfiction

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
  • Pg.373 –“How would you describe Michael Jordan?”
  • Pg.375 –“Is this written my Michael Jordan, or by someone else? How can you tell?”
  • Pg.378–“How did Larry’s success affect what Michael believed about varsity tryouts?
  • Pg.380- “What do you think the author means when he says Michael turned the tables on Larry?”
  • After you finish reading the story ask –“Why do you think the author wrote this biography?”

Interactive Read Aloud (IRA)

1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking about the text. You might…

  • prompt students to anticipate a book by a favorite author
  • invite personal connections
  • provide important background knowledge
  • draw attention to the genre
  • prompt predictions based on the title
  • ask students to make connections to a previously read text
  • raise questions to spark curiosity

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson.

  • Stopping Points –
  • Pg.373 –“How would you describe Michael Jordan?”
  • Pg.375 –“Is this written my Michael Jordan, or by someone else? How can you tell?”
  • Pg.378–“How did Larry’s success affect what Michael believed about varsity tryouts?
  • Pg.380- “What do you think the author means when he says Michael turned the tables on Larry?”
  • After you finish reading the story ask –“Why do you think the author wrote this biography?”
  1. In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and Noticings of Literary Nonfiction. We will be reading another realistic fiction story together tomorrow.”
  1. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. We might want to add more kinds of thinking to our list.”
  1. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading. Explain that they can talk about what they are thinking about their reading.
  1. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this.

Lesson 4

LiteraryNonfiction Genre Immersion

LessonOverview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C

Text: Helen Keller:The Story of My Life (see handouts)

Approach: Interactive Read Aloud

Focus: Noticing Characteristics of Literary Nonfiction

Create: (BEFORE THE LESSON)

  • Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
  • Paragraph 1 –“Who is telling us about Helen Keller?”
  • Paragraph 3 – “How do the words been at sea in a dense fog….white darkness shuts you inhelp the reader understand how Helen feels about being blind and deaf?”
  • Paragraph 6– “How does Helen feel about breakng the doll?”
  • After you finish reading the story ask –“How is the point of view different in Helen Keller than Jump?”

Interactive Read Aloud (IRA)

1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking about the text. You might…

  • prompt students to anticipate a book by a favorite author
  • invite personal connections
  • provide important background knowledge
  • draw attention to the genre
  • prompt predictions based on the title
  • ask students to make connections to a previously read text
  • raise questions to spark curiosity

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the Stopping Points you created before the lesson.

  • Stopping Points –
  • Paragraph 1 – “Who is telling us about Helen Keller?”
  • Paragraph 3 – “How do the words been at sea in a dense fog….white darkness shuts you inhelp the reader understand how Helen feels about being blind and deaf?”
  • Paragraph 6– “How does Helen feel about breakng the doll?”
  • After you finish reading the story ask –“How is the point of view different in Helen Keller than Jump?”
  1. In closing, you might say “Tomorrowwe will be creating an Anchor Chart with Characteristics and Noticings of Literary Nonfiction.”
  2. Independent Practice: “When you are reading today, mark two places in your book where you might share some of what you were thinking about as you read. Use sticky notes to help you remember the place so we can share our thoughts when we gather for our group meeting. We might want to add more kinds of thinking to our list.”
  1. Group Meeting: Following the Independent Reading time, invite students to talk together about the thinking they did about their reading. Explain that they can talk about what they are thinking about their reading.
  1. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice more; or thumbs down=I did not do this.

Lesson 5

LiteraryNonfiction Genre Immersion

LessonOverview: 3.9, Fig19A, Fig19B, Fig19C

Texts: Helen Keller, Jump, Becoming Anything He Wants to Be, Young Thomas Edison

Approach: Minilesson

Focus: Noticing Characteristics of Literary Nonfiction

BEFORE THE LESSON

  1. Create the LiteraryNonfiction Genre Study Anchor Chart with the definition completed, but leaving both the Noticings and Book Examples columns blank. You will complete this with your students.

LiteraryNonfiction Noticings Minilesson

1.Display the Literary Nonfiction Genre Anchor Chart and discuss the definition of realistic fiction with your students.