Non-fiction Text
and Graphic Organizers
Campbell Union High School District in conjunction with
Laurie Stapleton, MFA, PhD, Secondary Literacy Coordinator
Outcomes
 To learn strategies for using various non-fiction
texts (e.g. speeches, articles, video, and
images)and graphic organizers in order to
support students’ informational reading and
writing.
 To examine resources for:
 Grade/content-specific non-fiction video
 Graphic organizers
“New Literacies”
Text types in the 21st Century
Stories
Memoir
Poetry
Argumentative
Essay
Literary Criticism
Opera
Rap
Advertisements
Lab reports
Position papers
Problem Sets
Equations
Expressions
Charts
Graphs
Financial Reports
Speeches
Maps
Visual media
Powerpoint
Musical Score
Directions for
cooking or
building an engine
Computer software
Voicethreads /
Podcasts
Google Docs
Text message
Email
Video Games
Lesson Study
Getting Ready to Write
 Independently reading
complex texts
Reading
 Engaging in structured
academic conversation
 Writing a range of formal
and informal evidencebased texts
Writing
Getting Ready to Write:
Citing Textual Evidence
“Textdependent
Questions”
Reading
Writing
Getting Ready to Write:
Citing Textual Evidence
“Video as
text
analysis”
Reading
Writing
Getting Ready to Write:
Citing Textual Evidence
“Video as
text
analysis”
Reading
Writing
Basic
Graphic
Organizers
for Nonfiction
Texts
VIDEO AS TEXTUAL ARGUMENT
• What’s the
argument?
Claims, evidence,
reasoning
• Use a yellow G.O.
to explain the
argument in this
public service
announcement
(PSA)
Link to video
VIDEO AS TEXTUAL ARGUMENT
• What’s the argument?
Claims
Evidence
Reasoning
Basic GOs
Yellow
VIDEO AS TEXTUAL ARGUMENT
“We Felt Completely Free”
from “Nostalgia for the Light” (PBS)
Basic GOs
Yellow
Title of Presentation
Even in the most
challenging
circumstances, people
can experience inner
freedom, especially
when they focus on
something outside of
their own lives, and do
so in companion with
others.
Title of Presentation
Informational Paragraph
(sequence, description)
Long ago, under the notorious Pinochet regime in Chile,
millions of “disappeared” were imprisoned in concentration
camps. Early on, a concentration camp called Chacabuco was
constructed out of 19th century miners’ buildings. From 19731974, twenty prisoners observed the stars guided by a quiet hero,
Dr. Alvarez. He gave prisoners lessons during the day, and at night
prisoners observed stars to recognize constellations using a homemade device similar to a viewfinder. The prisoners felt great inner
freedom observing the skies and stars. Even in the most
challenging circumstances, people have found ways to
experience inner freedom, especially when they focus on
something outside of their own lives, and do so in companion
with others. Title of Presentation
Structure of a Performance Task
About 3 stimuli for Grades 6-8;
Up to 5 stimuli for Grades 9-12.
Emphasis related to science, history, social studies.
“The Architect of Memory”
(Miguel Guzman)
Farewell to Manzanar
Jeanne Wakatsuki
Houston and JD.
Houston
Title of Presentation
Structure of a Performance Task
About 3 stimuli for Grades 6-8;
Up to 5 stimuli for Grades 9-12.
Emphasis related to science, history, social studies.
“What can we learn about inner
freedom from incarcerated people?”
Video
“We Felt Completely Free” – Chile/Pinochet (pbs.org)
http://www.pbs.org/pov/nostalgiaforthelight/video-we-feltcompletely-free.php#.UPNEZSf4Jac
“The Architect of Freedom” – Chile/Pinochet (pbs.org)
http://www.pbs.org/pov/nostalgiaforthelight/video-architectof-memory.php#.UPNE7Sf4Jac
Surviving the Camps – Nazi Germany
http://www.youtube.com/watch?v=adVxY0x-4Tk
WWII
Literature:
Night, Survival in Auschwitz, Diary of Anne Frank…
Unbroken, Farewell to Manzanar…
Other
Textbooks, websites, primary/secondary sources
Data/Statistics: http://www.bls.gov/bls/other.htm
Take/organize notes using G.O.s,
and apply notes to informative
paragraph/essay
Title of Presentation
5 Paragraph Informative Essay
(Explanatory/Descriptive)
Introduction
(thesis/problem statement)
.
.
.
.
.
.
.
ELABORATE:
.
.Describe or explain with
. facts and evidence
Example #1
.
.
.
.
.
.
.
ELABORATE:
.
. Describe or explain with
facts and evidence
.
Example #2
.
.
.
.
.
.
.
ELABORATE:
.
. Describe or explain with
. facts and evidence
Example #3
Conclusion
(take-away, key learning, message to reader)
5 Paragraph Informative Essay
(Compare/Contrast)
Introduction
(thesis/problem statement)
Example #1
ELABORATE:
Describe or explain with
facts and evidence
Example #2
ELABORATE:
Describe or explain with
facts and evidence
Compare/
Contrast
ELABORATE:
Describe or explain with
facts and evidence
Conclusion
(take-away, key learning, message to reader)
5 Paragraph Informative Essay
(Compare/Contrast)
Introduction
(thesis/problem statement)
Compare
Examples 1-2
ELABORATE:
Describe or explain with
facts and evidence
Contrast
Examples 1-2
ELABORATE:
Describe or explain with
facts and evidence
C and/or C
Example 3
ELABORATE:
Describe or explain with
facts and evidence
Conclusion
(take-away, key learning, message to reader)
5 Paragraph Informative Essay
(Problem-Solution)
Introduction
(thesis/problem statement)
Problem
Solution
(Examples 1-2)
ELABORATE:
Describe or explain with
facts and evidence
ELABORATE:
Describe or explain with
facts and evidence
Prob-Solution
Example 3
ELABORATE:
Describe or explain with
facts and evidence
Conclusion
(take-away, key learning, message to reader)
Graphic Organizers for
Argumentative Writing
Common Features
• Claims, Evidence, Reasoning/Elaboration
• Counterclaim, Rebuttal
• Synthesis
Common Structures
• Single Source
• Multiple Sources
• Essay Organization
Problem-Solution
(cause and effect, description)
Video as Nonfiction Text with
an organized
structural
pattern.
A Different Kind
of Fuel
Problem-Solution
.
.
.
.
.
.
Problem-Solution
Title of Video Text:
Problem:
Problem phrased as
question:
Conclusion:
Problem-Solution
Title of Video Text:
Problem:
Paragraph 2
Problem phrased as
question:
Paragraphs 3 & 4
Conclusion:
Resources—Graphic Organizers
PDF File on Our Course Website
GOOGLE, Key Search Terms:
• “graphic organizers”
• “interactive graphic organizers”
• “Graphic Organizers” + structural pattern of writing.
Example: “graphic organizers” “cause and effect”
Title of Presentation
Websites—Graphic Organizers
 http://my.hrw.com/nsmedia/intgos/html/igo.htm
• http://www.teachervision.fen.com/graphicorganizers/printable/6293.html
• http://edhelper.com/teachers/graphic_organizers.htm
 http://its.leesummit.k12.mo.us/graphic_organizers.htm
 http://creately.com
Title of Presentation
Websites for Video Clips
All content areas, loads of topics
•
•
•
•
•
•
http://www.pbs.org/teachers/
http://ca.pbslearningmedia.org
www.ted.com
http://storycorps.org/
http://www.teachersdomain.org/
www.youtube.com
Websites for Video Clips
Science
• http://learningcenter.nsta.org/
History
• http://www.history.com/news/ask-history
• http://teachinghistory.org/teaching-materials/lessonplan-reviews
Outcomes
 To learn strategies for using various non-fiction
texts (e.g. speeches, articles, video, and
images)and graphic organizers in order to
support students’ informational reading and
writing.
 To examine resources for:
 Grade/content-specific non-fiction video
 Graphic organizers
Closure
Thank you
Getting Ready to Write:
Citing Textual Evidence
 How does the teacher prepare students to
cite textual evidence in their writing?
 How does the teacher structure students’
text-based discussion?
Getting Ready to Write:
Citing Textual Evidence
Grade 6, ELA or H/SS
Child Labor
https://www.teachingchannel.org/videos/te
aching-about-textual-evidence?fd=1
Getting Ready to Write:
Citing Textual Evidence
 How does the teacher prepare students to
cite textual evidence in their writing?
 How does the teacher structure students’
text-based discussion?
 Potential implications for students’ reading
and writing?