Exploring Nonfiction Text Structures (Description, Sequence, Question and Answer, Problem-Solution, Compare-Contrast, and Cause-Effect) [Explore nonfiction text structures with books at tables]
Exploring Nonfiction Text Features: Table of Contents, Headings, Boldface print and Italics, Captions and Photographs, Labels, Glossary, Index, etc. [Explore nonfiction text features with books at tables]
Internet Workshop: Causes of the Great Depression
Cause/Effect (Students artistically represent cause/effect relationships found in book and through Internet Workshop)
Options for workshop presentations include: PowerPoint, graphic organizers-Inspirations, Who Am I Poem? What Am I Poem? or I Poem, Poster, etc
Launching The Great Depression and Bud, Not Buddy Interdisciplinary Unit Focus and Review
Students will view all of the pictures, documents, artifacts, and books that center around The Great Depression.
Students will listen to a variety of music that was popular during the Depression era as they are viewing and reading:
Brother Can You Spare A Dime?-Bing Crosby
I Got Rhythm-Ethel Waters
It Don’t Mean a Thing (If It Ain’t Got That Swing)- Duke Ellington and His Orchestra
Ask students what they notice about the artifacts and the music- When did all of this take place? (The Great Depression)
Students will complete “What I Noticed About These Artifacts” at Area 1, 2, 3 Activity Sheet
Students will rotate through all three areas
Fifth Grade English-Language Arts
2.01 Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, reread the text, consult other sources, ask for help, summarize, paraphrase, question).
2.02 Interact with the text before, during, and after reading, listening, and viewing by:
* making predictions.
* formulating questions.
* supporting answers from textual information, previous experience, and/or other sources.
* drawing on personal, literary, and cultural understandings.
* seeking additional information.
2.05 Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
2.06 Analyze choice of reading materials congruent with purposes (e.g., reading for information, reading to extend content area learning, reading for pleasure, entertainment).
2.07 Evaluate the usefulness and quality of information and ideas based on purpose, experiences, text(s), and graphics.
2.08 Explain and evaluate relationships that are: causal.
2.09 Listen actively and critically by:
delving deeper into the topic.
elaborating on the information and ideas presented.
evaluating information and ideas.
making inferences and drawing conclusions.
FIFTH GRADE UNITED STATES HISTORY, CANADA, MEXICO, AND CENTRAL AMERICA 5.08 Cite examples of surplus and scarcity in the American market and explain the economic effects.
Teacher will explain to students that they are beginning a unit that centers around the book Bud, Not Buddy, and it is set during a period known as The Great Depression.Teacher will elaborate on this interdisciplinary unit.
Teacher will review K-W-L; engage students in a conversation about why we use this strategy
Gives students an active role before, during, and after reading
Students write down what they Know: Activate background/prior knowledge by brainstorming, predicting, or questioning so that students are aware of what they know.
Students write down questions that they wish to have answered for “W”: Questions are created. Remind students if they get stuck, think about beginning their questions with the 5 Ws and H: Who, What, Where, When, Why and How.
During the reading students will use sticky notes to mark places in the text that may answer their questions or places in the text where they make connections.
After the reading-students discuss the reading and write down information learned in the “L” column under What We Learned.
Information is then organized or categorized.
Students may have questions that were unanswered; this information is placed under another column “What We Still Want to Know.” This is used to further guide students in their research as they will be completing the job of “Investigator” or “Internet Investigator.”
Students will complete KWL in small groups using chart paper; students will remember to “Pass the Pen” so that all group members contribute. Students will complete the K and the W before the reading. If students finish before the other groups, they should continue looking through books and other information (artifacts) connected to The Great Depression and Jazz.
We will come back together as a whole group and discuss the K and the W.
Next, teacher will introduce students to the nonfiction text Kids During the Great Depression.
Discuss reading level of this text; this is a fifth grade unit, so why use easier nonfiction text? (Nonfiction harder to read than narrative text: reader must comprehend new facts, retain them in memory, and then integrate them with other facts; this places greater demand on memory and available cognitive resources; good idea to read easier nonfiction text)
Review with studentsNonfiction Text Features: Table of Contents, Headings, Boldface print and Italics, Captions and Photographs, Labels, Glossary, Index, etc. (refer to handout).
Review with students Nonfiction Text Structures (Description, Sequence, Question and Answer, Problem-Solution, Compare-Contrast, and Cause-Effect). Discuss importance of pointing this out to children. If we understand how the text is organized, we may have better comprehension (understand relationship of ideas presented in text).
Our text will be organized in Cause-Effect Text Structure
Teacher explains Cause/Effect Relationships: We all experience cause and effect relationships daily, whether we recognize them or not. Actions have consequences; more simply put, there is a reason (cause) behind what happens (effect). The effect is what happened; the cause explains why, or what caused the effect.
Discuss and introduce students to how we will be reading this text: Kids During the Great Depression
Discuss difference between different types of comprehension instruction with expository or nonfiction text:
Students who are involved in reading text where the teacher asks most all of the questions or students answer questions in the text (end of chapter or worksheet) may associate comprehension with simply answering someone else’s questions.
Students will partner up and read the book Kids During the Great Depression. As they read, students will be responsible for thinking about the effects of the Great Depression.
Teacher will model the first two sections: Troubled Times and Stock Market Crash. This information will explain what caused the Great Depression.
The Great Depression--
what happened or the EFFECT
Students will be responsible for reading the entire book. Students will be reading in one of four groups. Then each group will focus on their 2 sections of text:
An American Family/Moving
School/Passing the Time
Helping and Hoping/A New Deal
The teacher will assign each group’s section of text after they have completed the reading. This is to ensure that each group reads the entire book.
Students will be responsible for completing the effects [what happened as a result of the Great Depression.] Students should include a visual representation with their cause and effects.
Teacher will move among groups and support groups as needed.
Each group will share their cause/effect charts and visual representations with the entire class.
After the reading, students will get back into their KWL groups with their KWL charts and complete the “L.” They should bring book, paper, sticky notes, and something to write with- (Instruct students on the necessity for preparation and movement to and from groups; important classroom management techniques).
Whole class will come back together to discuss the reading and what we learned about The Great Depression. We will also discuss questions we still have.