(1)Nonfiction Lesson 8
(2)Nonfiction Lesson 8
Atlantic by G. Brian Karas
Atlantic by G. Brian Karas (Hold up the book)
When readers read literary nonfiction, it is important
Who do you think this book is about?
for them to examine the facts while also noticing the
descriptive language that is used. It is also important
(Allow responses)
for readers to ask questions while they are reading.
This question is tricky because the Atlantic
Questioning is a very important strategy for us to use
while unpacking a literary nonfiction text.
(Display Appendix 1 “Collecting Evidence”)
First, while we read, we should ask ourselves the
following question: “Who” is this book about? The
Ocean may not appear to be a “who” at first
glance. However, as we dive into the book we
will discover the author, G. Brian Karas, makes it
seem like the ocean is a person by the way he
writes the story.
book might be about a person, such as Dr. Seuss, or a
thing such as a butterfly.
(3)Nonfiction Lesson 8
(4) Nonfiction Lesson 8
Atlantic by G. Brian Karas (display the first two-page spread)
Atlantic by G. Brian Karas (display the first two-page spread)
The author started this book with the words, “I
Another question readers should consider is,
am the Atlantic Ocean.” So it’s safe to say that
the answer to our first question (“Who” is this
book about?) is the Atlantic Ocean.
The next question we should ask is “What is the
author trying to teach us?” As we read through
this book, we will read deeply to determine the
answer. What is G. Brian Karas trying to teach
us?
“What kinds of words is the author using to help
us envision and better understand the
information related to the main topic or big
idea?”
As we read through this beautiful literary
nonfiction selection today, we will notice the
important role that language and word choice
plays in deepening our understanding.
(5) Nonfiction Lesson 8
(6) Nonfiction Lesson 8
Atlantic by G. Brian Karas (display the first two-page spread)
Atlantic by G. Brian Karas (mention examples like mist and
salty smells)
Finally, we as readers will locate evidence to help us
answer this very important question: “Why did G. Brian
Karas write this book?” By taking the time to stop,
reflect on, and answer questions about purpose, we
can deepen our understanding and act like detectives
who gather evidence.
(Read up to the two-page spread that says, “that salty smell is
me too.”)
As we have already noticed, this book is about the
Atlantic Ocean. We discovered this on the first two
pages. But now the author is sharing attributes, or
characteristics, of this ocean.
Turn and talk with your partner about the use of
these descriptions and what they do for you as a
reader.
(Allow students time to talk, leading them to discuss the use
of sensory details. Then read the next two-page spread,
noting factual information)
By mentioning other continents, other oceans,
and the North and South Poles, it seems like the
author just gave us some really important
factual evidence.