Text Trek: Structure & Purpose Adventure

High School Grade Project 3 weeks

Text Trek: Structure & Purpose Adventure

KaTrina Wentzel

RI.9-10.1

RI.9-10.10

RI.9-10.2

RI.9-10.3

RI.9-10.4

+ 19 more

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Purpose

This learning experience is designed to immerse high school students in analyzing and understanding the diverse structures and features of informational texts. Through engaging, hands-on activities and challenges, students will develop critical reading and analytical skills, enabling them to discern how authors use text structures to convey meaning and engage audiences. The project culminates in a comparative analysis, where students apply their insights to evaluate the effectiveness of different texts, fostering deeper comprehension and appreciation of informational content.

Learning goals

Students will develop the ability to analyze and compare text structures and features, enhancing their understanding of how these elements shape meaning and engage readers. They will practice selecting and organizing details to support their analysis, fostering clarity and logical flow in their writing. Additionally, students will reflect on their growth as analytical readers, celebrating their learning achievements and articulating the significance of their insights.

Standards

RI.9-10.1 - Cite strong and thorough textual evidence to support analysis of what a text states explicitly as well as inferences drawn from the text.
RI.9-10.10 - Independently and proficiently read and comprehend literary nonfiction representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.
RI.9-10.2 - Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of a text.
RI.9-10.3 - Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the presence or absence of connections between them.
RI.9-10.4 - Determine the meaning(s) of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative or contradictory impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper; how an author's word choice varies from one part of a text to another).
RI.9-10.5 - Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.7 - Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized or deemphasized in each account.
RL.9-10.10 - Independently and proficiently read and comprehend literary texts representing a variety of genres, cultures, and perspectives and exhibiting complexity appropriate for the grade/course.
W.9-10.9 - Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research, applying one or more grades 9–10 Standards for Reading Literature or Reading Informational Text as needed.
W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.2 - Write informative/explanatory texts (e.g., essays, oral reports, biographical feature articles) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
WCA.9-10.10 - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
WCA.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WCA.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking; retain and further develop language skills learned in previous grades.
L.9-10.2 - Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
L.9-10.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

Competencies

Express Ideas - Select and develop my message (EXI.2)
Read The World - Evaluate use of techniques and technology (RW.3)
Learn with Purpose - Engage in discussion (LI.4)
Learn with Purpose - Reflect (LI.5)

Products

Throughout the learning experience, students will create a series of analytical reflections and comparative analyses. They will initially produce structured notes using sentence stems to articulate how authors organize their texts and the impact on readers. As they progress, students will develop a Venn diagram comparing text structures and tones, culminating in a two-paragraph comparative analysis of selected texts. This final product will demonstrate their understanding of how text structures and features shape meaning and engagement.

Launch

Kick off the learning experience with a 'Text Structure Escape Room' challenge. Students will work in teams to solve puzzles related to different text structures and features, unlocking clues to progress through the escape room. This engaging activity will foster teamwork, critical thinking, and a hands-on understanding of the five major text structures, setting the stage for deeper exploration throughout the module.

Exhibition

Students will participate in a "Text Structure Symposium," where they present their comparative analyses in small groups to peers and invited guests. Each student will create a visual display that highlights key findings and insights from their analysis, incorporating multimedia elements such as infographics or digital slides. The symposium will include a Q&A session, allowing students to engage in discussions about their work and receive feedback. This exhibition will culminate in a reflective session where students share personal growth and learning achievements through a guided reflection activity.

Plan

Week 1	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Text Structure Escape Room - Participate in a hands-on escape room challenge to identify and understand the five major text structures: description, cause/effect, compare/contrast, problem/solution, and sequence (75 min)	Reading and Analysis - Read 'Why We Crave Horror Movies' by Stephen King, focusing on identifying the cause/effect structure and emotional tone (30 min) Discussion and Reflection - Engage in a class discussion to share insights on how transitions and evidence support the text’s emotional impact (45 min)	Text Feature Scavenger Hunt - Explore various informational texts to locate and analyze text features such as headings, call-outs, and data visuals (50 min) Reflective Journal - Write a journal entry reflecting on how text features contribute to understanding the text (25 min)	Group Analysis Activity - In small groups, analyze selected text excerpts to identify and discuss the effectiveness of the author’s techniques (35 min) Mini-Lesson on Technique vs. Structure - Participate in a mini-lesson using the R8 strategy to distinguish between an author's technique and text structure (40 min)	Problem Framing Analysis - Read 'The Case for Financial Literacy in Schools' and analyze how the problem is framed using a problem/solution structure (40 min) Peer Feedback Session - Share and critique each other’s analyses, focusing on clarity and depth of understanding (35 min)
Deliverables	1. Students will submit a reflective journal entry by the end of the week, detailing their insights on each day's activities and how understanding text structures enhances comprehension. They will use sentence stems to articulate their observations, such as 'The author organizes the text by...' and 'This helps the reader...'
Preparation	1. Prepare the materials and clues for the 'Text Structure Escape Room,' ensuring all puzzles are aligned with the five major text structures. 2. Gather copies of 'Why We Crave Horror Movies' and 'The Case for Financial Literacy in Schools' for classroom use. 3. Create a scavenger hunt list with examples of text features for students to identify in various informational texts. 4. Develop a mini-lesson presentation on the R8 strategy to guide the author's technique versus structure discussion. 5. Prepare reflective journal templates with sentence stems to guide students' reflections and submissions.

Week 2	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Structural Analysis Workshop - Dive into 'The Case for Financial Literacy in Schools' to identify and discuss the argument and problem/solution structures through group collaboration (40 min) Class Reflection - Share insights from the workshop in a reflective journal entry focusing on structural effectiveness and reader engagement (35 min)	Text Feature Contrast - Pair the science procedural 'How Vaccines Work' with an infographic; analyze how text features like visuals and syntax interact and enhance understanding (45 min) Peer Discussion - Facilitate a discussion to compare findings and explore how different features aid comprehension (30 min)	Lead and Conclusion Exploration - Examine diverse texts to identify strategies used in crafting introductions and conclusions, focusing on clarity and impact (40 min) Venn Diagram Creation - Develop a Venn diagram comparing structure and tone across two selected texts to visualize similarities and differences (35 min)	Challenge Activity - Analyze the effectiveness of an author's technique and structure in selected articles, using sentence stems to articulate findings (50 min) Feedback Exchange - Engage in peer review sessions to critique each other's analyses, focusing on clarity and reader impact (25 min)	Comparative Analysis Planning - Begin crafting a comparative analysis of two texts, incorporating insights from previous activities with organizer supports (45 min) Draft Review Session - Conduct teacher-led conferences to receive targeted feedback on analysis drafts, encouraging refinement and depth before final submission (30 min)
Deliverables	1. Completed visual organizer comparing text structures and effectiveness from Day 7. 2. Venn diagram comparing structure and tone across two texts from Day 10.
Preparation	1. Gather and distribute printed copies of 'The Case for Financial Literacy in Schools'. 2. Prepare digital or physical infographic on financial literacy for Day 8 pairing activity. 3. Provide sentence stems and graphic organizers for text structure analysis. 4. Create a collection of example lead and conclusion strategies for Day 9. 5. Arrange materials for creating visual organizers and Venn diagrams (e.g., large paper, markers).

Week 3	Day 1	Day 2	Day 3	Day 4	Day 5
Activities	Introduction to Capstone Task - Discuss the comparative analysis task focusing on structure and purpose across two texts, reviewing organizer supports and sentence frames (20 min) Text Selection and Initial Reading - Choose two texts from the module for analysis and begin reading with a focus on identifying key structures and features (55 min)	Detailed Text Analysis - Analyze the chosen texts for structure and features using the organizer to note key observations and insights (40 min) Peer Collaboration - Work in pairs to discuss findings, comparing notes on how structures and features impact reader understanding (35 min)	Comparative Analysis Drafting - Begin writing the comparative analysis, organizing thoughts and insights into structured paragraphs using provided sentence frames (45 min) Draft Review and Feedback - Exchange drafts with peers for feedback on clarity, logic, and depth of analysis, focusing on potential areas for improvement (30 min)	Revising and Editing - Incorporate peer feedback and refine analysis for coherence, structure, and argument strength (40 min) Teacher Conference - Participate in a teacher-led conference to receive targeted feedback on revised drafts, addressing any remaining concerns (35 min)	Final Analysis Submission - Complete and submit the final version of the comparative analysis, ensuring alignment with learning goals and standards (45 min) Reflective Gallery Walk - Participate in a gallery walk to view peers’ analyses, leaving feedback and reflections on growth as an analytical reader (30 min)
Deliverables	1. Submit a peer-reviewed comparative analysis draft with feedback incorporated. 2. Finalized comparative analysis with multimedia elements. 3. Visual display for the Text Structure Symposium presentation.
Preparation	1. Prepare peer-review checklists for students to use during feedback sessions. 2. Ensure availability of multimedia tools (e.g., computers, software) for creating digital slides and infographics. 3. Arrange for invited guests to attend the Text Structure Symposium. 4. Set up presentation spaces for the symposium, including tables for visual displays and technology for multimedia presentations. 5. Create reflection prompts and guided activities for the final reflective session.