Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Instructional Period 3
Content
Strand 3: Comprehending Informational Text
Concept 1: Expository Text
PO3. Distinguish fact from opinion in expository text, providing supporting evidence
from text.
PO5. Locate specific information by using organizational features (e.g., table of contents,
headings, captions, bold print, italics, glossaries, indices, key words, topic sentences, concluding sentences,
end notes, footnotes, and bibliographic references) in expository text. (Connect to paragraph organization
and writing)
PO6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas,
almanac, dictionary, thesaurus, periodical, textbooks, CD-ROM, website) for a specific purpose.
(Connect to paragraph organization and writing)
PO8. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, and
graphs) of expository text. (Connect to paragraph organization and writing)
PO9. Apply knowledge of organizational structures (e.g., chronological and sequential order,
descriptive/defining, comparison, problem / solution, cause / effect relationships, logical order, and
classification schemes) of expository text to aid comprehension.
Concept 2: Functional Text
PO3. Interpret details from a variety of functional text (e.g., warranties, product information,
technical manuals, instructional manuals, consumer safety publications) for a specific purpose (e.g., to
follow directions, to solve problems, to perform procedures, to answer questions).
Concept 3: Persuasive Text
PO1. Determine the author’s specific purpose for writing the persuasive text.
PO2. Evaluate the effectiveness of the facts used to support an author’s argument
regarding a particular idea, subject, concept, or object.
PO3. Describe the intended effect of persuasive strategies and propaganda techniques
(e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) that an author uses.
PO4. Identify specific instances of bias in persuasive text.
1
Glendale Elementary School District 2/10/2016
Process
Strand 1: Reading Process
Concept 4: Vocabulary
PO1. Determine the meaning of vocabulary using linguistic roots and affixes (e.g.,
Greek, Anglo-Saxon, Latin).
PO2. Use context to identify the meaning of unfamiliar words (e.g., definition, example,
restatement, synonym, contrast).
PO3. Use context to identify the intended meaning of words with multiple meanings (e.g.,
definition, example, restatement, or contrast).
PO4. Determine the meaning of figurative language, including similes, metaphors,
personification, and idioms in prose and poetry.
PO5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and
parts of speech of words, by using a variety of reference aids, including dictionaries,
thesauri, glossaries, and CD-ROM and Internet when available.
Concept 5: Fluency
PO1. Read from a variety of genres with accuracy, automaticity (immediate recognition),
and prosody (expression).
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles,
topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and
sources.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making
inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and/or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant
details.
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Reading Process Throughout the Year
Strand 1: Reading Process
Concept 6: Comprehension Strategies
PO1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).
PO2. Confirm predictions about text for accuracy.
PO3. Generate clarifying questions in order to comprehend text.
PO4. Use graphic organizers in order to clarify the meaning of the text.
PO5. Connect information and events in text to experience and to related text and sources.
PO6. Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, and cause and effect relationships) of text to aid comprehension.
PO7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.
GESDPO8. Reformat elements and /or content in an appropriate graphic organizer.
GESDPO9. Summarize a written selection including the main idea(s) and relevant details.
Instructional Period 3
Topic: Persuasive Text
Strand 3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day
experiences.
Concept 3: Persuasive Text
Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.
Essential Questions: What is the author’s purpose? How is the author convincing the reader? What does the author use? What’s the purpose for this selection?
Big Idea: Author’s use techniques to convince readers.
Performance
Objective
S3C3PO1.
Determine the
author’s specific
purpose for
writing the
persuasive text.
Process Integration
(skills to use)
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
R-S1C6PO5.
Connect information and events in
text to experience and to related
text and sources.
R-S1C6PO7.
Use reading strategies to
comprehend text.
2
Explanations and Examples
Explanation:
Find out what the author is trying to attempt to prove or convince
the reader’s view point. When reading persuasive writing look for
the view point statement.
Key Vocabulary:
(see also S3C3PO3 key vocabulary)
To persuade: the act of swaying others’ feelings, beliefs, or actions
Viewpoint statement: the author’s perspective or opinion on issue
or topic
Author’s Purpose (Persuasive): To convince the reader of their
viewpoint
Glendale Elementary School District 2/10/2016
Resources
Introduction Lessons:
 Reader’s
Handbook Lesson
Plan Book, pages
247-249
 Reader’s
Handbook Student
Applications, page
107-08 (step 1)
 McDougal Littell’s
Standard Lesson
Files, Lesson 7,
Proposition-
Assessment

Unit 9 Test A,
Questions 1, 3,
and 11

Unit 9 Test
B/C, Questions
1,3, and 11
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Author’s perspective: (a more nuanced form of view point) Is the
unique combination of opinions, values, feeling and beliefs that
influences the way the writer looks at a topic, tone or attitude often
reviles the author’s perspective.
Tone: The expression of the attitude a writer takes toward a subject.
For example: humorous, shocked, bitter, scornful
As the PO addresses persuasive text in general, the author’s
general purpose will be “to persuade”. The PO pushes students
beyond this to consider the nuances of the author’s argument, word
choice, and perspectives.
Support, pages
239-245
Supplemental
Resources:
In McDougall Littell,
“Robo-Legs” pages
928-937
McDougall Littell
Resource Manager,
pages 127-146
Example:
 After reading paragraph, work with students to recognize
strong language about author’s sympathy for poor farmers.
Examples: “low prices”, “extreme poverty”, armed gangs of
white ruffians”. Organize thoughts in organizer.
From Ida B. Wells by Dennis and Judith Fradin
“The story of these twelve condemned men is a sad commentary on American
society in the early 1900s. They and their families had been sharecroppers-farmers
who were paid low prices for their crops and generally lived in extreme poverty. In
Phillips County, Arkansas, along the Mississippi River, sharecroppers had tried to
join together into a union to demand better prices for their cotton. Outraged by the
idea for poor black farmers demanding anything, armed gangs of white ruffians
from Arkansas, Tennessee, and Mississippi poured into Phillips County and
murdered dozens of black sharecroppers.”
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Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade

Provide a prompt—e.g.: Cell phones should be allowed in
school. Groups brainstorm pros and cons in a t-chart.
Students select 1 (pro/for or con/against) and write an
opinion statement.

S3C3PO2.
Evaluate the
effectiveness of
the facts used to
support an
author’s argument
regarding a
particular idea,
subject, concept,
or object.
R-S1C4PO3.
Use context to identify the
intended meaning of words with
multiple meanings.
R-S1C4PO4.
Determine the meaning of
figurative language, including
similes, metaphors,
personification, and idioms in
prose and poetry.
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
4
Find editorials on the same “side” of an issue. Students
locate and then compare the author’s opinion statements
of the two editorials.
Explanation:
Evaluate the evidence or support the author uses to prove his/her
position. For an argument to be effective, the viewpoint must be
clear, convincing, and supported.
Introduction Lessons:
 Reader’s
Handbook, page
249-255
Key Vocabulary:
(see S3C3PO3 key vocabulary also)
Support: facts, figures, statistics, and examples used to support the
author’s opinion statement.

Reader’s
Handbook Lesson
Plan book, page
101
Opposing Viewpoint/Counter-Argument: the opposite claim or the
objection to the writer’s claims

McDougal Littel,
Standards Lesson
File— Lesson 13,
pages 301-310;
Lesson 14, pages
Proposition or Claim: the writer’s position, problem, issue
Glendale Elementary School District 2/10/2016
Assessment:
Question Stems:
Which of the
following, if added to
_____, would most
likely persuade
____ to _____?
OR Which of the
author’s statements
best persuades
____ to _____?
McDougal Littel
Assessment book,
pages 1024-1027
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
R-S1C6PO7.
Use reading strategies to
comprehend text.
Example:
 Introduce what makes a good argument (see Reader’s
Handbook Lesson Plan book, page 101)
Provide students with short piece of persuasive text.
Students work in pairs to complete the argument chart.
(See Reader’s Handbook, page 248-249)
VIEWPOINT

SUPPORT
OPPOSING
VIEWPOINT/
COUNTERARGUMENT
315-323; Lesson
16, pages 331-344;
Lesson 17, pages
345-350
Supplemental
Resources:
Reader’s Handbook
Student Applications
book, pages 107-109,
110-112, and 97-106
McDougal Littel Student
Literature Book, pages
R25-R26
In partners, students are assigned to one of 3 groups.
Each group gets a position to argue—Group A, Group B,
Group C. Each pair is allowed 5 sentences to make their
argument. The first sentence is the claim or position and
then 4 supports.
Claim/Position sentence (all of Group A
should have the same position, etc)
First supporting sentence
Second supporting sentence
Third supporting sentence
Fourth supporting sentence
S3C3PO3.
Describe the
intended effect of
5
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
One group at a time, the teacher (or alternate students) read the
groups’ arguments aloud. Students rank these arguments and
justify their answer. What made one better than another?
Explanation:
Describe and analyze the intended effect of persuasive strategies
and propaganda techniques.
Glendale Elementary School District 2/10/2016
Introduction Lessons:
 Standards Lesson
File: Targeted


TE pp. 10241029
Unit and
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
persuasive
strategies and
propaganda
techniques (e.g.,
bandwagon, peer
pressure,
repetition,
testimonial,
transfer, loaded
words) that an
author uses.
R-S1C6PO7.
Use reading strategies to
comprehend text.
R-S1C6PO5
Connect information and events in
text to experience and to related
text and sources.
Key Vocabulary: Included but not limited to
Appeal to Loyalty: relies on people’s affiliation with a particular
group
Plain Folks Appeal: common everyday people support it
Bandwagon Appeal: appeal to the audience’s desire to be socially
accepted
Snob Appeal: the “best” people support it
Appeal to Authority: appeal to the audience’s admiration of a
specific expert or authority
Testimonial: The product or service is recommended by a celebrity.
Loaded Words: words that have strong emotional associationssuch as mother, family and patriotism-are used
Glittering Generalities: advertisement includes vague words with
positive connotation
Transfer: The advertiser connects the product to something else
that is pleasing.
Repetition: say it often-slogan-jingle
Peer Pressure: encouraging or forcing a person to change their
attitude, values or behavior in order to conform to group norms
Example:
Model how to describe the intended effect of persuasive strategies
and propaganda techniques.
 Distribute copies of a print advertisement, or play a clip for a
television ad (MEDIA SMART)
 Read aloud or listen to the information presented in the ad,
and identify the central claim or argument.
 Then identify any persuasive strategies and propaganda
techniques used to support the claim.
6




Glendale Elementary School District 2/10/2016

Instruction for
Arizona Standard
p. 41
TE R20-R26
TE R92-R93
TE 1010-1023
Standards Lesson
File: Reading and
Informational Text
pp. 321-330
Readers
Handbook pp. 247264
Benchmark
Tests - Unit 9,
pp. 205-211
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Answer the following questions to locate the techniques and
strategies:
 Does the advertiser appeal to the audience’s desire to be
socially accepted? (BANDWAGON APPEAL)
 Is the product or service recommended by a celebrity?
(TESTIMONIAL)
 Does the advertiser connect the product to something else that
is pleasing? (TRANSFER)
 Does the ad include vague words with positive connotations?
(GLITTERING GENERALITIES)
For each technique or strategy identified determine the intended
effect. For example advertisers use bandwagon appeal because the
belief that “everyone else” is using the product may persuade
potential consumers to use it, too. Think aloud about the
effectiveness of the techniques used for making an idea, a product,
or a service appealing.
S3C3PO4.
Identify specific
instances of bias
in persuasive text.
R-S1C4PO3.
Use context to identify the
intended meaning of words with
multiple meanings.
R-S1C4PO4.
Determine the meaning of
figurative language, including
similes, metaphors,
personification, and idioms in
prose and poetry.
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
R-S1C6PO7.
Use reading strategies to
comprehend text.
7
Explanation:
Determine whether a persuasive text contain bias.
Key Vocabulary:
Bias: In a piece of writing, the author’s bias is the side of an issue
that he or she favors. Words with extremely positive or negative
connotations are often a signal of an author’s bias.
Credibility: the believability or trustworthiness of a source and the
information it provides
Evidence: a specific piece of information that supports a claim
Evidence can take the form of a fact, a quotation, an example, a
statistic, or a personal experience, among other things
Inductive Reasoning: process of logical reasoning that moves from
observations, examples, of facts to broad generalizations
Deductive Reasoning: process of logical reasoning that begins with
a general premise and advances with evidence to a specific
conclusion
Glendale Elementary School District 2/10/2016
Introduction Lessons:
 Standard Lessons
File: Targeted
Instruction for
Arizona Standards
p. 42

McDougal Littel,
Standard Lesson
File, lesson 15,
pages 329-333—
teaching the
techniques allows
students to identify
techniques,
quantity and
nature of
techniques aid in
identifying author’s
bias
Assessment:
Question Stem:
The author
demonstrates bias
through which of the
following
statements?
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Example:
Adaptation of Lesson from Emily Tymus in Wisconsin
Supplemental
Resources:
For homework the night before, students on a piece of paper, write
down (in their opinion) the two best sources of news. Also right
down their criteria for “quality” news source.
Have each student meet with a partner to share their lists from last
night.
Together, as a class, make two giant lists that will stay on the wall
for the duration of the unit; one list is entitled “Our Picks for Best
News Sources,” the second is called “What Makes Quality News?”
then briefly coach students to watch a tape of last night’s BBC
World News.
Give them a table for recording information
BBC World News
CRITERIA
Type of stories
Length of stories
Common graphics
Indications of bias
Reliability of source
??
Watch the BBC World News and complete the criteria chart as a
class.
Have several other news sources available (electronic, tv news,
magazine, newspaper). In partners, students complete the other
side of the criteria chart.
Lead discussion about bias in evaluating new sources. How does
this help us evaluate bias in individual pieces?
8
Glendale Elementary School District 2/10/2016
This website has many
media resources.
http://www.webenglishte
acher.com/media.html#
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Topic: Text Organization
Strand 3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day
experiences.
Concept 1: Expository Text
Identify, analyze and apply knowledge of the purpose, structures, and elements of expository text.
Essential Questions: What should I be thinking about when I'm reading? What clues indicate the organization of the text? Why did the author write this?
Big Idea: Authors' structure expository text to accomplish their purpose.
Performance
Objective
S3C1PO3.
Distinguish fact
from opinion in
expository text,
providing
supporting
evidence from text.
Process Integration
(skills to use)
R-S1C4PO3.
Use context to identify the
intended meaning of words with
multiple meanings.
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
R-S1C6PO7.
Use reading strategies to
comprehend text.
R-S1C6PO4
Use graphic organizers in order to
clarify the meaning of the text.
Explanations and Examples
Resources
Assessment
Explanation:
Recognize the difference between a statement that is a fact and a
statement that is an opinion in a piece of expository text and need
to evaluate the facts and opinion. When evaluating a fact look at
the source of the information, when reading opinions they need to
be well supported by facts, experiences, and accounts of experts
and other accounts of reliable sources.
Introduction Lesson:
 Standards Lesson
File Reading
Lesson 5
Distinguishing
Fact from Opinion
Unit 8 Test A, p. 169,
questions 1, 11, 13, &
15,
Facts:


Opinion:



Can this statement be proven?
Clues- dates, names, statistics
Is the statement a thought or feeling
Would the statement always be true?
Clues- feel, believe, worst, always, best, never, most,
never, least
Key Vocabulary:
Fact: A statement that can be proven.
Opinion: A statement of someone’s personal belief.
Supplemental
Resources:
ML Text
 Interview with a
SongCatcher
pp. 908-917
 Should Wildlife
Stay Wild? pp.
968-969
 Zoos – Myth and
Reality pp. 970973
 Zoos Connect Us
To the Natural
World pp. 974-979
Evidence: the proof from text
Example:
Write criteria for fact and opinion in one column each.
9
Glendale Elementary School District 2/10/2016

Reader’s
Handbook p. 281
Question Stem:
According to the
passage, which
statement is a fact?
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Fact: Can be proven
Opinion: expressed belief by writer
Write out three pairs of statements:
 This room is cold.
 The temperature in this room is 63 degrees.
 My teacher assigns too much homework.
 My teacher assigns one hour of reading nightly.
 Our lunch break seems short.
 Our lunch break is 30 minutes.
Have student place each statement in correct column. Students
will need to explain why they choose fact or opinion in complete
sentences, for example “This is a fact because, this is an
opinion…”
Use Quick Read expository passages for distinguishing facts from
opinions.
S3C1PO5. Locate
specific information
by using
organizational
features (e.g.,
table of contents,
headings,
captions, bold
print, italics,
10
R-S1C6PO1.
Predict text content using prior
knowledge and text features
(e.g., illustrations, titles, topic
sentences, key words).
R-S1C6PO2.
Confirm predictions about text for
accuracy.
R-S1C6PO3.
Explanation:
Understanding the organization, graphic features and elements of
a textbook.
Depth of PO: Find Feature, Explain Purpose, and use the
information to Apply within text.
-Works easily with persuasive textSpecific to:
 Title – topic/main idea at passage level
Glendale Elementary School District 2/10/2016
McDougal Littell:
Resources…
Other Sources:
 Use the internet to
pull more
examples of
organizational
features.
Question Stems:
 What is the
purpose of… the
title, topic
sentence, etc.?
 What does a
heading help me
to understand?
 How do subheadings help to
comprehend
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
glossaries, indices,
key/guide words,
topic sentences,
concluding
sentences, end
notes, footnotes,
and bibliographic
references) in
expository text.
(Connected to
Research Strand in
Writing)
Generate clarifying questions in
order to comprehend text.
R-S1C6PO4.
Use graphic organizers in order
to clarify the meaning of the text.
R-S1C6PO5.
Connect information and events
in text to experience and to
related text and sources.
R-S1C6PO6.
Apply knowledge of the
organizational structures.




Headings – topic at paragraph level
sub-headings – relevant details
topic sentences – main idea/thesis statement
concluding sentences – main idea/thesis statement

Key Vocabulary:
See BM 1 for vocabulary if needed
Example 1:
Use What’s the Source – pp. 904-905. Any other text with
organizational features could be used.
BEFORE students read they add text features to their graphic
organizer. While reading students will add information they have
learned to match to the text features.
Structure your graphic organizer based on the organizational
features within the text.
Graphic Organizer (can copy and paste into SMART notebook):
Example 2:
11

Glendale Elementary School District 2/10/2016

Use mail, school
newsletter, or
flyers to pull
features.
Pull text with
features from the
library or
bookroom.
Using Science
and Social
Studies textbooks
for features
text?
Sentence Frames:
 A title tells me
___________.
 The topic
sentence for
________ is
___________.
 The difference
between
headings and
sub-headings is
______________
_________.
 I use _________
for________.
 A _________
helped me to
locate information
for
_____________.
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
The headings and titles in print go from broadest to narrowest.
The purpose of headings and titles is to create an order, from the
broadest topic to the narrowest topic.
One way to incorporate this standard is to use the above graphic
organizer with social studies and science content. Students can
reformat graphic features.
12
Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
S3C1PO6. Locate
appropriate print
and electronic
reference sources
(e.g.,
encyclopedia,
atlas, almanac,
dictionary,
thesaurus,
periodical,
textbooks, CDROM, website) for
a specific purpose.
(Connected to
Research Strand in
Writing)
R-S1C6PO1.
Predict text content using prior
knowledge and text features
(e.g., illustrations, titles, topic
sentences, key words).
R-S1C6PO2.
Confirm predictions about text for
accuracy.
R-S1C6PO4.
Use graphic organizers in order
to clarify the meaning of the text.
R-S1C6PO5.
Connect information and events
in text to experience and to
related text and sources.
Explanation:
Students will find both print and electronic sources for a purpose.
McDougal Littell
Anthology Reader’s
Workshop - pp.
1034-1051

Reader’s
Handbook pp.
515-535

Reader’s
Handbook
Student
Application Book
pp. 185-192
Key Vocabulary:
Continue defining and categorizing vocabulary from instructional
period 1.
Example:
Use a graphic organizer with specific author’s purposes on one
side of the organizer and as a class, discuss which print or
electronic reference the student would use to achieve purpose.
Enter a website on http://www.resourcelinks.net/coolkids.htm
Read and examine the personal website and ask these questions:
 What do you think is useful here?
 What errors or problems do you see?
 What is the purpose of this site?
Using a 9-column sorting mat labeled with sources, students sort
questions/statements written on cards to determine appropriate
source.
For example:
“If I want to find a synonym for a word, but not the definition,
which source would I use?”
This question would be placed in the Thesaurus column.
13

Glendale Elementary School District 2/10/2016
Internet:
 Use the internet to
pull more
examples of
electronic
reference sources
Possible Online
sources:
 www.mapquest.co
m
 www.maps.google
.com
 www.farmersalma
nac.com
 www.dictionary.co
m
 www.britannica.co
m
Question Stems:
 From which key
word search
would you most
likely find this
website…

You would find
the best example
of this topic in…

The most reliable
source for this
topic would be
found…

How does your
knowledge of
these sources
help you as a
reader?
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
S3C1PO8.
Interpret graphic
features (e.g.,
charts, maps,
diagrams,
illustrations, tables,
timelines, and
graphs) of
expository text.
(Connected to
Research Strand in
Writing)
R-S1C4PO3.
Use context to identify the
intended meaning of words with
multiple meaning (e.g., definition,
example, restatement, synonym,
contrast).
R-S1C6PO3.
Generate clarifying questions in
order to comprehend text.
R-S1C6PO5.
Connect information and events
in text to experience and to
related text and sources.
R-S1C6PO6.
Apply knowledge of the
organizational structure (e.g.
chronological order, time
sequence order, and cause and
effect relationships) of text to aid
comprehension.
R-S1C6PO7.
Use reading strategies (e.g.
drawing conclusions, determining
cause and effect, making
inferences, sequencing) to
comprehend text.
14
Explanation:
Graphic aids such as photographs, charts, diagrams and maps,
illustrations, tables, timelines, captions are visual tools that allow
readers to see important details at a glance.
Reading a Graphic Preview Checklist:
 The title
 Any captions or background
 Any labels
 The column and row headings
 The key or legend
 The scale or unit of measurement
 The source
Reader’s Handbook (pp. 539)
Reader’s Handbook
p.165
Question Stems:
According to the map,
which of these
countries
boarders__________?
According to the bar
graph, which month
did ______________?
Using the timeline
above, which of the
following happened
before the ______?
** Refer back to S3C1PO5 - Text Features and Graphic Aids
are taught separately but should be integrated**
What type is the graph
above?
Key Vocabulary:
Refer back to BM1 if vocabulary is needed
When would you use a
circle graph?
Example:
Connect information from graphic features within persuasive text
in order to determine persuasive techniques and/or bias.
When would you use a
timeline?
1. Students interpret illustrations to determine persuasive
techniques within advertisements.
Glendale Elementary School District 2/10/2016
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Title of Illustration
Persuasive techniques used
and examples
Summary of information
My thoughts and connections
2. Students then look for other examples in text.
S3C1PO9.
Apply knowledge
of organizational
structures (e.g.,
chronological
order, comparison,
problem / solution,
cause /effect
relationships,
logical order, and
classification
schemes) of
expository text to
aid
comprehension.
R-S1C6PO4.
Use graphic organizers in order
to clarify the meaning of the text.
R-S1C6GESDPO8.
Reformat elements and /or
content in an appropriate graphic
organizer.
Explanation:
Identify the organization of an expository piece.
Use knowledge of this organization type to find information.
Begin to compare/contrast different types of organization and
what information is in each piece of text.
Make sure to vary length of passages to show the variation in text
organization.
**Use previously used organizational structures in this BM to
compare/contrast to cause and effect relationships**
Key Vocabulary:
*See previous vocabulary if needed*
Cause and Effect: an event and its consequences
Example:
 Read the article from TIMES for KIDS
 Reformat text using a cause effect graphic organizer
 Write a summary
March 16, 2011
Japan's Nuclear Fears
More trouble takes hold of the Asian nation after a
strong quake and powerful waves caused deadly
destruction last week
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Standards Lesson file
 Cause and Effect
p.201
Interactive ReaderStrategic Steps to
Teach
 Cause and Effect
R6
Reader’s Handbook
 Cause and Effect
p. 275
 Organizational
Structure of
Paragraphs p.5563
ML Text
 Cause and Effect
R10
Standards Lesson
File
 Cause and Effect
p.203
 Unit 9
Test A
Questions
10,12,16,17,22
 Test B/C
Questions 7,9,17
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
BY JONATHAN ROSENBLOOM AND KELLI PLASKET
The effects of the massive earthquake and tsunami that struck
Japan last Friday are still playing out at Japan's nuclear power
plants. Nuclear reactors at Japan's Fukushima Daiichi nuclear
plant are experiencing cooling problems after the tsunami waves
knocked out the plant's power and backup power.
On Monday
morning, an
explosion
occurred at
the
Fukushima
Daiichi plant
that blew off
the roof of
one of the
buildings.
Some
radiation—
KYODO NEWS/AP
energy that
can be
People with empty jugs walk through a damaged
harmful at
high levels— neighborhood in Kesennuma, Japan, in search of
fresh water. Water and food supplies are low
has been
released into following Friday's massive earthquake and
tsunami.
the air as
efforts
continue to shut down the reactors. Two of the three reactors that
were operating when the quake struck have since been damaged.
Cooling problems at the reactors have led to nuclear fuel
overheating and fires, causing fears of a meltdown at the plant.
Now, 50 workers are working around the clock to flood the
reactors with seawater to cool off the fuel rods.
Fears of radiation exposure in Japan are slowing down recovery
efforts from the tsunami. Some 70,000 residents have been
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Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
evacuated from the 12-mile area around the plant. Another
140,000 people in a 19-mile area have been told to stay indoors.
Many outside of the area are heading south, just to be safe.
Radiation exposure testing centers have been set up for
residents, but authorities believe that most people have not been
exposed to high levels of radiation.
A Rippling Effect
The massive earthquake that struck Japan last Friday registered a
9.0 magnitude—upgraded from an original 8.9-magnitude reading
by the U.S. Geological Survey. It was the most powerful temblor
to hit Japan since officials there began keeping records 140 years
ago. Before this, the country's worst earthquake was an 8.3
temblor in 1923. Japan lies on the "Ring of Fire"--an area rimming
the Pacific Ocean. About 90 percent of the world's earthquakes
take place in that region. With the updated 9.0 reading, Friday's
quake ranks as the fourth largest quake in the world since 1900,
scientists say.
The center of the quake was located about 17 miles beneath the
ocean floor, in a spot 80 miles off the eastern coast of the island
nation. "The earthquake has caused major damage in a broad
area in northern Japan," Prime Minister Naoto Kan said. This
week, millions of people are still without water, food or heat as
recovery efforts continued and as new problems arose at the
nation's nuclear power plants.
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Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Dozens of
cities and
villages along
a 1,300-mile
Residents of Kesennuma in northern Japan, walk stretch of
along a road with the ruins of the town behind
coastline
them
were shaken
by violent
tremors Friday. Because it struck below the Pacific Ocean, the
quake set off waves as high as a three-story building. The
monstrous waves, called a tsunami (soo-nah-mee), swept away
homes, boats and cars as the water roared several miles inland,
stopped, and rolled back out to sea. Highways buckled, telephone
lines snapped, and fires broke out. Hundreds of aftershocks, or
smaller quakes, have followed the big quake, causing more
damage and forcing residents to seek safety outside.
TSUYOSHI MATSUMOTO—THE YOMIURI
SHIMBUN/AP
Tokyo, Japan's capital, is about 230 miles away from the center of
the quake (Click here to see a map of Japan). But even there,
people felt the ground shake. Buildings swayed, at least 2 million
homes were without electricity, and trains stopped running. "At
first it didn't feel unusual, but then it went on and on. So I got
myself and my wife under the table," said Jesse Johnson, an
American living in Tokyo. "I've lived in Japan for 10 years and I've
never felt anything like this before. The aftershocks keep coming.
It's gotten to the point where I don't know whether it's me shaking
or an earthquake."
Japan's Devastation
The total damage, deaths and injuries won't become clear for
days or even weeks. On Wednesday, Japanese officials reported
that the death toll has reached more than 3,600, though
thousands remain missing. "In the 65 years after the end of World
War II, this is the toughest and the most difficult crisis for Japan,"
Prime Minister Kan said.
A large-scale emergency response operation continues in
northern Japan. As of Monday, about 15,000 people have been
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rescued. A 60-year-old Japanese man floated on a piece of his
house's roof for over two days. He was rescued 10 miles offshore
Sunday when sailors spotted the man waving a red flag.
Many of the world's nations have offered to assist Japan.
President Obama has ordered five Navy ships to head for the
island to help, as well as search and rescue teams. Secretary of
State Hillary Clinton is closely watching the situation. She
promised immediate disaster relief assistance. "We are working
closely with the government of Japan to provide additional help,"
she said in a statement. As the damage becomes clearer, Japan
may need all the help it can get.
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Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
Topic: Functional Text
Strand 3: Comprehending Informational Text
Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day
experiences.
Concept 2: Functional Text
Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.
Essential Questions: What is functional text? How does organization and clarity aid in the comprehension of functional text? How does the reader solve problems and draw
conclusions from functional text? When reading functional text, why is it critical to analyze the information and interpret details?
Big Idea: The reader interprets details for specific purposes.
I will be able to find information from many sources to solve a problem and draw conclusions.
Performance Objective
S3C2PO3. Interpret
details from a variety of
functional text (e.g.,
warranties, product
information, technical
manuals, instructional
manuals, consumer safety
publications) for a specific
purpose (e.g., to follow
directions, to solve
problems, to perform
procedures, to answer
questions).
Process Integration
(skills to use)
R-S1C6PO6
Apply knowledge of the
organizational structure
(e.g. chronological order,
time sequence order, and
cause and effect
relationship) of text to aid
comprehension
R-S1C6PO3.
Generate clarifying
questions in order to
comprehend text.
R-S1C6PO7.
Use reading strategies to
comprehend text.
R-S1C6PO5
Connect information and
events in text to
experience and to related
text and sources.
Explanations and Examples
Resources
Assessment
Explanation:
Students identify a specific purpose for reading the text. Read,
understand, and organize details in this text to achieve this
purpose.
Introduction Lessons:
 McDougal Little,
Standard Lesson
File—lessons 1820, pages 351-381
Key Vocabulary:
Functional Text: text with everyday information (This includes
workplace documents, recipes, manuals, registration forms.
Sometimes works can be both persuasive and functional—for
example, a registration form for a local karate class.)
Question Stems:
Which information is
not necessary to
know before
entering the
contest?
Supplemental
Resources:
 McDougal Littel
Student Literature
Book, pages R16R19—give
samples of
functional text.
Details: important information that supports the main idea. If the
details are not important, they should be considered extraneous.
Purpose for Reading: This is the reason we read. Functional text
purposes will generally fall into one of four categories—Reading to:
follow directions, gain information, fill out forms, use references.
Author’s Purpose: This is why the author writes a text. This is often
integrally related to the reader’s purpose for reading.
Warranty: This is a guarantee on a product or service.
Manual: This is a text which gives instructions on how to do
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Which of the
following details are
important to
_________?
If you want to ____,
what would you do
_____?
Reading Lesson Planning Guide-Informational – IP3 | Eighth Grade
something.
Product Label: This is text typically found on the outside of a
product which give details about its content.
Form: A form is an organized structure for information. Often a
form is a collection device for demographic or personal information.
Application: A form submitted to request inclusion or consideration.
Example:
 Teacher sets up various scenarios. If I wanted to take a test,
what would I need? Directions If I wanted to bake cookies,
what would I need? Recipe If I wanted to program my cell
phone, what would I need? Instruction Manual If I wanted to
register to play soccer, what would I need? Registration Form
Students sort functional text into categories—“Reading to
Follow Directions”, “Reading to Gain Information”, “Reading to
Fill Out Forms”, “Reading to Use References”. (This can also
be done as an open sort with students developing the
categories themselves.) Give specific instruction on which
details are relevant to achieving these different reading
purposes. Allow students to refine their sorts.
Students should justify their sorting rationale. (This can later
be turned into work stations.) Students would answer
questions pertaining to the specific purpose involved with their
reading type.

Students complete graphic organizer for a piece of functional
text.
My Purpose for Reading:
Which details from this text will help me achieve/meet my
purpose?
Author’s Purpose for Writing:
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