LESSON OVERVIEW
Using a theme of fast food and eating in nonfiction literature, students apply pre-reading strategies to aid comprehension, and post-reading strategies to comprehend and interpret. Students analyze consumer texts such as product information and identify and interpret figurative language. Students also analyze propaganda techniques and write multi-paragraph expository essays.
ESSENTIAL QUESTIONS
§ What are the purposes of pre-reading strategies?
§ What are the purposes of post-reading strategies
§ How do features in consumer texts help to clarify meaning?
§ What are some effective advertising techniques?
§ What are some commonly used propaganda techniques?
UNIT PLAN
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Lesson One |
Applying reading strategies to aid comprehension § Literature: There’s Room for Me Here by J. Allen, Classroom Instruction that Words by R. Marzano, D. Pickering and J. Pollock § Supplies: Pencil and paper § Handouts: Wordstorming sheet § Formative Assessment: provided |
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Lesson Two |
We can eat smarter § We Can Eat Smarter by Kathryn R. Satterfield, Strategies that Work: Teaching Comprehension to Enhance Understanding by S. Harvey & A. Goudvis § Supplies: Sticky notes § Handouts: We Can Eat Smarter by Kathryn R. Satterfield § Formative Assessment: provided |
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Lesson Three |
Analyzing features of consumer text § Literature: Classroom Instruction that Works by R. Marzano, D. Pickering & J. Pollock; Inductive Reasoning by B. Carter & C. Skates. “The Rinehart Handbook for Writers.” New York. § Supplies: Overhead § Handouts: Fast Food Facts, comparison chart § Formative Assessment: provided |
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Lesson Four |
Analyzing advertising techniques § Literature: Classroom Instruction that Works by R. Marzano, D. Pickering & J. Pollock; Inductive Reasoning by B. Carter & C. Skates. “The Rinehart Handbook for Writers.” New York. § Supplies: Magazines with advertisements using various techniques, videos or overheads for display, paper and pencil § Handouts: Advertisements for a vacation package § Formative Assessment: provided |
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Lesson Five |
Recognizing advertising techniques § Literature: None § Supplies: Paper and pencil § Handouts: Recognizing propaganda techniques, fast food linked to child obesity, California bans some junk food in schools § Formative Assessment: provided |
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Lesson Six |
Writing a business letter to compare and contrast § Literature: Teaching Reading in the Content Areas: If Not Me, Then Who? by R. Billmeyer and M. Barton. § Supplies: Paper and pencil, overhead, nonfiction literature and advertisements about restaurants and food, RAFT technique § Handouts: Venn diagram, block form business letter example, Ruby Tuesday menu, Whopper vs. Big Mac comparison § Formative Assessment: provided |
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Lesson Seven |
Identify and write about cause and effect relationships § Literature: Classroom Instruction That Works by Marzano, Pickering and Pollock; Think-Pair-Share by S. Kagan § Supplies: Paper and pencil, overhead, think-pair-share description § Handouts: Fishbone graphic organizer, T-chart graphic organizer § Formative Assessment: provided |
GRADE LEVEL EXPECTATIONS
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PREVIOUS LEARNING |
TARGETED LEARNING |
FUTURE LEARNING |
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Students are able to apply pre-reading strategies to comprehend written text.
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Students will be able to comprehend increasingly difficult text. |
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Students are able to apply post-reading skills to comprehend written text. |
R1H Students will apply post-reading skills to comprehend and interpret nonfiction text. |
Students will be able to comprehend increasingly difficult text.
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Students are able to analyze text features in newspapers and magazines to clarify meaning.
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R3A Students will analyze the features of consumer texts, such as product information and instructional data (technical reading) to clarify meaning in nonfiction text.
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Students will be able to evaluate the author’s use of text features to clarify meaning.
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Students are able to identify and explain figurative language in nonfiction text. |
R3B Students will identify and interpret figurative language in nonfiction text (emphasis on hyperbole and imagery)
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Students will be able to identify and interpret figurative language in nonfiction text. |
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Students are able to use details from the text(s) to paraphrase, predict, infer, evaluate and respond to two or more sources.
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R3C Students will use details from nonfiction text(s) to summarize author’s ideas, make predictions, make inferences, evaluate the accuracy of the information, analyze propaganda techniques, and analyze two or more nonfiction texts. . |
Students will be able to use details from text(s) to evaluate evidence and to determine author’s purpose.
* Students will analyze propaganda techniques so they will be better informed when making personal decisions. |
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Students are able to write sentences and multi-paragraph expository essays. Students are able to read and follow multi-step directions. |
W3C Students will write multi-paragraph expository essays (including compare/contrast and cause/effect) drawing from nonfiction sources.
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Students will be able to write sentences and multi-paragraph expository essays with a thesis statement. |
SHOW-ME STANDARDS ALIGNMENT
Goal 1: Students in Missouri public schools will acquire the knowledge and skills to gather analyze and apply information and ideas.
1.5 comprehend and evaluate written, visual and oral presentations and works
1.7 evaluate the accuracy of information and the reliability of its sources
Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom.
2.1 Plan and make written, oral and visual presentations for a variety of purposes and audiences