Reading Lesson Planning Guide-Informational – BM3 | Seventh 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.
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 (e.g. drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
1
Explanations and Examples
Resources
Assessment
Explanation:
WARNING: The first step to persuasive is to determine if a piece is
persuasive. Many pieces might be labeled as persuasive yet when
you read them you find that they are really just informational.
Make sure your pieces of text are PERSUASIVE and NOT
informational.
Introduction
Lessons:
McDougal Littell
Anthology:
 Are People Paid
Fairly (2 articles
to choose from)
– Pro Athletes’
Salaries Arent’
Overly
Exorbitant and
Do Professional
Athletes Get
Paid Too Much?
Question Stem:
 What is the
author’s purpose
for this piece?
(This stem will
allow you to
have students
give a quick
explanation or
even a detailed
response/reason
for why the
author wrote the
piece)
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.
See Task Analysis for the process.
Glendale Elementary School District 3/22/2016
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
A. V.
Proposition
**Refer to S3C3PO2 and S3C3PO3 to help students see the
entire picture. All 3 PO’s have the ability to be taught
simultaneously. There is no particular order.**
Key Vocabulary:
To Persuade: the act of swaying others’ feelings, beliefs, or
actions.
Author’s Purpose (Persuasive): To convince the reader of their
viewpoint.
Topic/Big Idea: the central focus
Viewpoint: a belief that is explained and supported (an opinion)
Example:
Read article and follow the task analysis for determining the
author’s purpose. This allows you to manipulate the text in order to
pull evidence to support author’s purpose.
Task Analysis (Process) of Determining the Author’s Purpose
for Persuasive Text:
1. Identify the topic of the text or big idea
2. Collect key details (facts and opinions) that support the
topic
3. Make a decision based on the evidence
4. Based on the facts and opinions generate a statement
on the purpose of the Persuasive Text
You can use stickies to collect key details as students read. Then
add all your stickies onto a piece of notebook paper. Students
discuss their thoughts as a group making sure to justify why.
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Glendale Elementary School District 3/22/2016
– pp. 918-924

Reader’s
Workshop –
Argument and
Persuasion –
pp.912-917
Written response:
 After reading an
article, have
students come
up with one
sentence that
expresses the
author’s belief of
the topic.

Have students
take that one
sentence and
form it into a
statement as to
“Why did the
author write this
article? They
will use text
evidence to
support their
statement
(author’s
purpose).
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
S3C3PO2.
Identify the facts
and details that
support the
author’s argument
regarding a
particular idea,
subject, concept,
or object.
R-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
Explanation:
Identifying the facts and details helps support the author’s
argument. The students will determine these facts or supports.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
This PO can be taught in 2 ways:
R-S1C6PO5.
Connect information and events in
text to experience and to related text
and sources.
R-S1C6PO7.
Use reading strategies (e.g. drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
1.
2.
Determine the author’s argument
Identify the facts/details that support the argument
OR
1.
2.
McDougal Littell
Anthology:

Reader’s
Workshop –
Argument and
Persuasion –
pp.912-917

Great White
Sharks – pp. 884
– 893

Do We Have Our
Priorities
Straight? –
Article: Why We
Shouldn’t Go to
Mars - pp. 928935 (There are 2
specific points of
counterargument
s given)
Identify facts/details
Determine the author’s argument (see S3C3PO1)
**Refer to S3C3PO2 and S3C3PO3 to help students see the
entire picture. All 3 PO’s have the ability to be taught
simultaneously. There is no particular order.**
Key Vocabulary:
Argument: the writer’s position
Components of Argument:
 Viewpoint – a belief that is explained and supported (an
opinion)
 Support – the evidence/details that support the argument
such as facts, figures, statistics and examples
 Counter Argument – being aware of the other side yet
bringing the viewpoint back in your favor (not always in every
piece)
 Overgeneralization-statement about a group of people or
things that is too broad to be true “all teenagers love to listen
to loud music”
 Single-cause fallacy- suggests that there is one cause for
something when there are actually several. “The only reason
people do to the beach is to swim”
3
Introduction
Lessons:
Reader’s Handbook:
Viewpoint – pp.247255
Glendale Elementary School District 3/22/2016
McDougal Littell Best
Practices Toolkit:
 Lesson A31;
Materials A68
(transparency)
 Using Summary
B11 Frames –
Argumentation
McDougal Littell –
Assessment File –
Unit and Benchmark
Tests
 Unit 8 – Test A –
pp. 173,
Questions 10,
14, 20
 Unit 8 – Test B/C
– pp. 185,
Questions, 11,
13, 19
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
Examples:
Prerequisite Skills: Making a Generalization
Materials: Best Practices Toolkit Lesson:A31 Materials: A68
(transparency)
See example in the PO above. (S3C3PO1) Use the same process
but use a different piece of text. Use resource column for possible
text choices.
Example Lesson:
(I do)
Materials:
McDougal Littell Anthology - p919 - Pro athletes’ Salaries Aren’t
Overly Exorbitant
Teacher Actions: Use transparency or document camera to model
coding
1.
2.
3.
4.
5.
Explicitly teach vocabulary
Reading aloud text and stopping at predetermined points
to model coding strategy (underlining arguments) and
think aloud your rationale (text already has stopping
points marked)
Re-read selection to evaluate arguments using initials of
SCF(single-cause fallacy) and OG (overgeneralization)
Transfer valid arguments onto graphic organizer (flow
map see p 925)
Write a statement with author’s argument and supporting
facts from the text.
(we do)
Materials: McDougal Littell Anthology - p922 - The Horizon
4
Glendale Elementary School District 3/22/2016
McDougal Littell Write
Smart CD:
 Sample
passages Homework: Let’s
do One Thing at
a Time and
Work to Learn
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
S3C3PO3.
Describe the
intended effect of
persuasive
strategies and
propaganda
techniques (e.g.,
bandwagon, peer
pressure,
repetition,
testimonial,
transfer, loaded
words) that an
author uses.
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 (e.g. drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend text.
Explanation:
Explaining the INTENDED effect of a specific persuasive
strategy/technique that is used in a piece of text.
 Students must have a firm grasp on identifying
persuasive strategy/techniques before they can
determine their intended effect
o e.g. - Included but not limited to
 bandwagon
 peer pressure
 repetition
 testimonial
 transfer
 loaded words
 card stacking
 appealing to emotions
Steps:




Determine author’s argument and/or specific purpose
Determine persuasive strategy/technique
Identify key facts/details
Derive the intended effect
**Refer to S3C3PO2 and S3C3PO3 to help students see the
entire picture. All 3 PO’s have the ability to be taught
simultaneously. There is no particular order.**
Key Vocabulary:
bandwagon: the tap into people’s desire to belong, everybody’s
involved
peer pressure: encouraging or forcing a person to change their
attitude, values or behavior in order to conform to group norms
repetition: if a word, phrase, or element is seen enough it gives off
the sense to be persuaded into it; reinforces a writer’s message
testimonial: uses celebrities, famous people or satisfied
customers to persuade
5
Glendale Elementary School District 3/22/2016
Introduction
Lessons:
Reader’s Handbook:
 Propaganda
Techniques –
pp. 263-264
McDougal Littell
Anthology:
 Great White
Sharks pp. 886892 (examples
of loaded
language used
to persuade)
 Persuasive
Techniques –
“What Inspires
People” pp.936 – 943
 Persuasive
Techniques in
Commercials –
pp. 944-947
 Reader’s
Workshop –
Argument and
Persuasion –
pp.912-917
McDougal Littell –
Best Practices
Toolkit:
 Logical Fallacies
and Emotional
Appeals –
Transparency
A67
McDougal Littell
Anthology:
 pp. 941 question # 6, 7,
 p. 917 - Close
read questions
1, 2
McDougal Littell –
Resource Managers
 Unit 8 – Test B/C
– pp. 183,
Question 2
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
transfer: connects a product, people, or a cause with something
positive but not in a direct way like testimonials
loaded words: uses words with strong positive or negative
associations
http://pbskids.org/d
ontbuyit/advertisingt
ricks/
card stacking: telling the facts for one side only
Commercials off the
internet:
appealing to emotions: uses strong feelings/emotions, rather than
facts
www.google.com
Example 1:
videos (Preview &
download from home
due to CIPA Filter)
Kibble n Bits and Mountain Dew Commercial Analysis
Materials:
 McDougal Littell Anthology pp 944-947
 7th grade’s Media Smart
Outline:
1. Begin the Media Study using the material provided on pages
944–945.
2. Show the Introduction and First Viewings on the Media Smart
DVD.
3. Continue on the Media Smart DVD with the Media Lessons,
using the teacher notes available in the Resources section.
4. Show both Guided Analysis presentations. Have students
record their observations on the copy master located on page
192 of the Resource Manager. You might also distribute the
Guide to Analyzing TV Commercials, which is available in the
Resources section on this DVD.
5. Return to the book for the Produce Your Own Media activity
on page 947
6
Website:
Glendale Elementary School District 3/22/2016
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
Example 2:
Play ANY commercial on the SMARTboard from www.google.com
Analyze the commercial to determine which technique the
advertising company used
**These commercials can also be used for S3C3PO2 and
S3C3PO3 to help students see the entire picture**
7
Glendale Elementary School District 3/22/2016
Reading Lesson Planning Guide-Informational – BM3 | Seventh 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-S1C6PO3.
Generate clarifying questions in order
to comprehend text.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
RS1C6PO7.
Use reading strategies (e.g., drawing
conclusions, determining cause and
effect, making inferences,
sequencing) to comprehend 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
Lessons:
Readers Handbook:
 Fact and Opinion
pp. 281
McDougal Littell –
Resource Manager –
Unit 4 – pp. 83 - Test
BC – Questions 4, 9,
Fact


Opinion



Can this statement be proven?
Clues - dates, names, statistics
Is this statement a thought or feeling?
Would the statement always be true?
Clues - feel, believe, worst, always, best, never, most,
none, least
Key Vocabulary:
Fact: a statement that can be proven
Opinion: a statement of someone’s personal belief
Evidence: the proof from text
8
Glendale Elementary School District 3/22/2016
McDougal Littell
Anthology:
 How Hemingway
wrote – pp.476 –
479
 Resource
Manager – Unit 4
– pp. 75
McDougal Littell
Standards Lesson
File – Reading and
Informational Text:
 Distinguishing
Fact from
Opinion pp.39-47
McDougal Littell –
Best Practices Toolkit
– Distinguishing Fact
and Opinion - pp.A29
McDougal Littell –
Assessment File –
Unit and Benchmark
Test :
 Story: “Getups
from Wouldn’t
Take Nothing for
My Journey
Now” pp. 79-80,
Questions 1, 7,
10
 Unit 8 – Test A –
pp. 171–
Questions 1, 3,
11, 16, 17, 23
 Benchmark Test
4 – pp.301 –
Questions 15,
17, 23
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
Example:
Objective: Students will identify facts and opinions in an article.
1.
2.
3.
4.
5.
6.
7.
9
Glendale Elementary School District 3/22/2016
Define fact and opinion.
Using sentence strips with facts and opinions, have
students sort fact/opinion.
Examples:
 All people must breathe to live.
 All people love basketball.
 Blue is the best color.
 He is stupid.
 Abraham Lincoln was a U.S. president.
 In most cases, Chihuahua’s are the best pets
for families.
 Movies are extremely entertaining and
invented by Thomas Edison. (Has both
opinion and fact)
Ask students to brainstorm books where facts can be
found and where opinions can be found. Make a
classroom chart.
Through “I do, we do, you do,” read one of the articles
listed in the Resource section. Practice finding facts and
opinions.
Divide the class into two groups, one group underlining
the facts and the other group circling the opinions. Both
groups strike out/omit anything that is not their focus.
Have the students share facts and opinions and discuss
any discrepancies and how to resolve them.
Groups also discuss their omitted information and why it
did not apply to them. Justification of the omitted
information allows them to critically think/support their
information.
Websites:
Fact and Opinion Text
http://www.npr.org/te
mplates/story/story.ph
p?storyId=4536142
http://www.npr.org/te
mplates/story/story.ph
p?storyId=6254308
http://www.npr.org/te
mplates/story/story.ph
p?storyId=5568583
http://www.npr.org/te
mplates/story/story.ph
p?storyId=5552257
Testing Option:
Choose a piece of
text give a fact or
opinion and have
students highlight the
evidence that
supports that fact or
opinion.
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
S3C1PO5.
Locate specific
information by using
organizational
features (e.g., table of
contents, headings,
captions, bold print,
italics, glossaries,
indices, key/guide
words, topic
sentences,
concluding
sentences, end
notes, footnotes, and
bibliographic
references) of
expository text.
(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-S1C6PO3.
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
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
 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 Lesson:
Use Stars with Wings – pp. 588-591. 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.
McDougal Littell
Anthology:
 Stars with Wings
– pp. 588-591
 Newspaper
Articles: Montreal
Signs Negro
Shortstop &
Robinson Steals
Home in Fifth pp.
822-827
Readers Handbook:
 Textbook Headings and
Titles - pp. 160161
 Student
Applications
Book “Earthquake and
Fire” Newspaper
Article - pp. 9193
Other Sources:

Structure your graphic organizer based on the organizational
features within the text.
Graphic Organizer (can copy and paste into SMART notebook):


10
Glendale Elementary School District 3/22/2016
Use the internet
to pull more
examples of
organizational
features.
Use mail, school
newsletter, or
flyers to pull
features.
Pull text with
features from the
library or
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
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 – BM3 | Seventh Grade

S3C1PO6.
Locate appropriate
print and electronic
reference sources
(e.g., encyclopedia,
atlas, almanac,
dictionary, thesaurus,
periodical, textbooks,
CD-ROM, 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.
11
Explanation:
Students will find both print and electronic sources for a purpose.
Key Vocabulary:
Continue defining and categorizing vocabulary from instructional
period 1.
Example:
Enter a website on 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?
 Name three good things/problems of this site?
 When was it created?
Have students work together or alone to find three reliable
websites that they may use for a possible report. Students should
print an example page for evaluation as to why they consider it
reliable.
Glendale Elementary School District 3/22/2016
bookroom.
Using Science
and Social
Studies
textbooks for
features
McDougal Littell –
Standards Lesson
File – Writing,
Research, and Study
Skills
 Using Reference
and Search
Tools – pp. 503505
 Using a Website
for Research –
pp. 513-517
 Evaluating Print
Sources – pp.
538-541
 Evaluating
Electronic
Sources – pp.
550-552
Collection of BM1 &
BM2
Question Stems:
 How does your
knowledge of
these sources
help you as a
reader?
 If I wanted to find
__________,
which source
would I use?
 Which link would
you click to
find…
 From which key
word search
would you most
likely find this
website…
 You would find
the best example
of this topic in…
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade


The most reliable
source for this
topic would be
found…
How does your
knowledge of
these sources
help you as a
reader?
Sentence Frames:
 The _____ could
be used to find
______.
 A _____ would
be best to use
because ______.
S3C1PO8.
Interpret graphic
features (e.g., charts,
maps, diagrams,
illustrations, tables,
timelines, and
graphs) of expository
text.
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
12
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)
** Refer back to S3C1PO5 - Text Features and Graphic Aids
are taught separately but should be integrated**
Key Vocabulary:
Refer back to BM1 if vocabulary is needed
Glendale Elementary School District 3/22/2016
**ADD
INFORMATION**
**ADD
INFORMATION**
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
sequence order, and cause and
effect relationships) of text to aid
comprehension.
Example:
Connect information from graphic features within persuasive text
in order to determine persuasive techniques and/or bias.
R-S1C6PO7.
Use reading strategies (e.g.
drawing conclusions, determining
cause and effect, making
inferences, sequencing) to
comprehend text.
1. Students interpret illustrations to determine persuasive
techniques within advertisements.
Title of Illustration
Persuasive techniques used
and examples
Summary of information
My thoughts and
connections
2. Students then look for other examples in text.
13
Glendale Elementary School District 3/22/2016
Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
S1C6PO6.
Apply knowledge of
the organizational
structures (e.g.,
chronological and
sequential order,
descriptive/defining,
time-sequence order,
comparison, problem/
solution and cause
/effect relationships)
of text to aid
comprehension.
R-S1C6PO4.
Use graphic organizers in order to
clarify the meaning of the text.
Explanation:
Identify the organization of an expository piece.
Use knowledge of this organization type to find information.
R-S1C6GESDPO8.
Reformat elements and /or
content in an appropriate graphic
organizer.
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:
Change to comparing and contrasting 2 pieces of organizational
structures and why they are different.
Make sure to vary the length of text (paragraph, 3 paragraphs,
sentences, entire pieces of text). Students will need to see that
structure of text changes constantly based on the main idea of the
passage.
Then give different organizational structures and have students
identify the structure and justify why. Questions will then be
developed for at least 2 different types of structures to show
students that your questions will vary based on the structure of the
text.
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Glendale Elementary School District 3/22/2016
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Reading Lesson Planning Guide-Informational – BM3 | Seventh Grade
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Glendale Elementary School District 3/22/2016