Block 2: Literary Nonfiction
10/20-11/7
3 weeks (15 days)
3 flex days
TEKS 3.9A 3.16B, 3.9/Fig19D, 3.9/Fig 19E, Fig.19A-C
Week Time Lessons Focus
Frame
1
10/20- 1-5
3.9 Literary Nonfiction
10/24
Immersion & Genre
Noticings
2
10/27- 6-10
3.9A, 3.16/Fig 19D,
10/31
3.9/Fig19D, Bridging
3.9/Fig 19D
3
11/311/7
11-15
3.9/Fig19E, Bridging
3.9/Fig19E
Block 2: Literary Nonfiction
Lesson
1
2
3
4
5
TEKS & Objective/Product
TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading literary nonfiction text.
Procedure
Focus: Literary Nonfiction Genre Immersion
Text: Young Thomas Edison (Journeys Unit 2
Lesson 10)
Approach: Interactive Read Aloud (IRA)
Resources/Materials:
 Sticky Notes
TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading literary nonfiction text.
TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading literary nonfiction text.
TEKS: Fig 19 A-C, 3.9
Obj: We will establish purpose, ask
questions, and monitor comprehension
when reading.
Product: I will establish purpose, ask
questions, and monitor comprehension
when reading literary nonfiction text.
TEKS: Fig 19 A-C, 3.9
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of literary nonfiction and
provide evidence from text to support our
understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of literary nonfiction and
provide evidence from text to support our
understanding by creating a list of noticing’s
and book examples.
Focus: Literary Nonfiction Genre Immersion
Text: Becoming Anything He Wants to Be
(Journeys Unit 6 Lesson 28)
Approach: IRA
Resources/Materials:
Focus: Literary Nonfiction Genre Immersion
Text: Jump (Journeys Unit 3 Lesson 11)
Approach: IRA
Resources/Materials:
Focus: Literary Nonfiction Genre Immersion
Text: Helen Keller: The Story of My Life (see
handouts)
Approach: IRA
Resources/Materials:
Focus: Literary Nonfiction Genre Noticings
Text: Young Thomas Edison , Becoming
Anything He Wants to Be , Jump, & Helen
Keller: The Story of My Life
Approach: Minilesson
Resources/Materials:
 Literary Nonfiction Genre Anchor
Chart
Block 2: Literary Nonfiction
Lesson
6
7
8
9
10
TEKS & Objective/Product
TEKS: 3.9A
Obj: We will explain the difference in point
of view between a biography and
autobiography.
Product: I will determine the point of view
of a biography or autobiography using
textual evidence to explain.
TEKS: 3.16/Fig 19D
Obj: We will analayze how words, images,
and graphics work together to impact
meaning.
Product: I will analyze and explain how
words, images and graphics help impact the
meaning of a biography for me as a reader.
TEKS: 3.9/Fig19D
Obj: We will understand and make
inferences about literary nonfiction and
respond by providing evidence from the
text.
Product: I will make inferences about a
biography and respond by providing
evidence from the text.
TEKS: 3.9/Fig19D
Obj: We will understand and make
inferences about literary nonfiction and
respond by providing evidence from the
text.
Product: I will make inferences about a
biography and respond by providing
evidence from the text.
TEKS: 3.9/Fig 19E
Obj: We will summarize and paraphrase
texts in ways that maintain meaning and
logical order within a text .
Product: I will summarize and paraphrase
texts in ways that maintain meaning and
logical order within a text using a summary
graphic organizer.
Procedure
Focus: Determining Point of View
Text: Helen Keller: The Story of My Life and
Jump
Approach: Minilesson
Resources/Materials:
Focus: How Media Influences the Reader
Text: Jump
Approach: Minilesson
Resources/Materials:
Focus: Inferring about Biographies
Text: Jump
Approach: Minilesson
Resources/Materials:
Focus: Inferring about Biographies
Text: Young Thomas Edison
Approach: Minilesson
Resources/Materials:
biographies from the Journeys leveled readers
Focus: Summarizing Literary Nonfiction
Text:
Approach: Minilesson
Resources/Materials:
Block 2: Literary Nonfiction
Lesson
11
12
13
TEKS & Objective/Product
TEKS: 3.5/Fig19D
Obj: We will analyze, make inferences and
draw conclusions about theme and genre in
different cultural, historical, and
contemporary contexts and provide evidence
from the text to support their understanding.
Product: I will analyze, make inferences and
draw conclusions about theme and genre in
different cultural, historical, and
contemporary contexts and provide evidence
from the text to support their understanding.
TEKS: 3.9-Literary Nonfiction
Obj: We will understand, make inferences,
and draw conclusions about the structure
and elements of literary nonfiction and
provide evidence from text to support our
understanding.
Product: I will understand, make inferences,
and draw conclusions about the structure
and elements of literary nonfiction and
provide evidence from text to support our
understanding.
TEKS: 3.9
Obj: We will
Product: I will
Procedure
Focus: Theme in Literary Nonfiction
Text: Jump
Approach: Minilesson
Resources/Materials:
Theme in Literary Nonfiction Anchor Chart
Focus: Bridging to the Testing Genre
Text:
Approach: Bridging Minilesson
Resources/Materials:
 Bridging Stems Handout
 Sentence Strips or Colored Paper
Focus:
Text:
Approach:
Resources/Materials:
14
TEKS: 3.9
Obj: We will
Product: I will
Flex Days
15
TEKS: 3.9
Obj: We will
Product: I will
Focus:
Text:
Approach:
Resources/Materials:
Focus:
Text:
Approach:
Resources/Materials:
Lesson 1
Literary Nonfiction Genre Immersion
Lesson Overview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: Young Thomas Edison (Journeys Unit 2 Lesson 10)
Approach: Interactive Read Aloud
Focus: Noticing Characteristics of Realistic Fiction
Create: (BEFORE THE LESSON)
 Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
o Pg.328–“Why do you think the author names inventions that were not available in Edison’s time?”
o Pg.330 –“What text evidence tells you that as a child, Thomas loved to experiment?”
o Pg.335 –“How can the reader tell Young Al was determined to keep doing experiments?”
o After you finish reading the story ask – “Why do you think that people in Edsion’s time thought his
inventions were strange and incerdible?” and follow up with “Why do you think that the author
wrote Young Thomas Edison?”
Interactive Read Aloud (IRA)
1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
o prompt students to anticipate a book by a favorite author
o invite personal connections
o provide important background knowledge
o draw attention to the genre
o prompt predictions based on the title
o ask students to make connections to a previously read text
o raise questions to spark curiosity
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
 Stopping Points –
o After reading the pg.328, ask: “Why do you think the author names inventions that were not
available in Edison’s time?” Record your thinking on your first sticky note. Ask for a couple of
volunteers to share their thinking.
o After reading the pg.330, ask: –“What text evidence tells you that as a child, Thomas loved to
experiment?”
o After reading the pg.335, ask: –“How can the reader tell Young Al was determined to keep doing
experiments?
o At the end of the story, ask: –“Why do you think that people in Edsion’s time thought his inventions
were strange and incerdible?” and follow up with “Why do you think that the author wrote Young
Thomas Edison?” Record your thinking on your first sticky note. Ask for a couple of volunteers
to share their thinking.
3. In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and
Noticings of Literary Nonfiction. We will be reading another literary nonfiction story together
tomorrow.”
4. Independent Practice: “When you are reading today, mark two places in your book where you
might share some of what you were thinking about as you read. Use sticky notes to help you
remember the place so we can share our thoughts when we gather for our group meeting. We might
want to add more kinds of thinking to our list.”
5. Group Meeting: Following the Independent Reading time, invite students to talk together about the
thinking they did about their reading. Explain that they can talk about what they are thinking about
their reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for using
sticky notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to
practice more; or thumbs down=I did not do this
Lesson 2
Literary Nonfiction Genre Immersion
Lesson Overview: 3.9, 3.2C, 3.16B, Fig. 19A, Fig19B, Fig 19C
Text: Becoming Anything He Wants to Be (Journeys Unit 6 Lesson 28)
Approach: Interactive Read Aloud
Focus: Noticing Characteristics of Literary Nonfiction
Create: (BEFORE THE LESSON)
 Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
o Pg. 35 – “How did Erik’s attitude about being blind change over time?”
o Pg.36 – “After reading the map, why do you think the author included a map of the Seven Summits?”
o Pg.39 – “What qualities does Erik have that make him a good teacher?”
o After you finish reading the story ask – “After reading about Erik, what would you tell a friend
about his life?
Interactive Read Aloud (IRA)
1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
o prompt students to anticipate a book by a favorite author
o invite personal connections
o provide important background knowledge
o draw attention to the genre
o prompt predictions based on the title
o ask students to make connections to a previously read text
o raise questions to spark curiosity

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o After reading pg. 35 – Turn & talk with your partner about,“How did Erik’s attitude about being
blind change over time?”
o After reading pg.36 – “After reading the map, why do you think the author included a map of the
Seven Summits?”Have a few students share their thinking.
o After reading pg.39 – “What qualities does Erik have that make him a good teacher?”
o After you finish reading the story – Turn & talk with your partner “After reading about Erik,
what would you tell a friend about his life?”
3. In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and
Noticings of Literary Nonfiction. We will be reading another realistic fiction story together
tomorrow.”
4. Independent Practice: “When you are reading today, mark two places in your book where you might
share some of what you were thinking about as you read. Use sticky notes to help you remember the
place so we can share our thoughts when we gather for our group meeting. We might want to add
more kinds of thinking to our list.”
5. Group Meeting: Following the Independent Reading time, invite students to talk together about the
thinking they did about their reading. Explain that they can talk about what they are thinking about
their reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky
notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice
more; or thumbs down=I did not do this.
Lesson 3
Literary Nonfiction Genre Immersion
Lesson Overview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: Jump (Journeys Unit 3 Lesson 11)
Approach: Interactive Read Aloud
Focus: Noticing Characteristics of Literary Nonfiction
Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
o Pg.373 –“How would you describe Michael Jordan?”
o Pg.375 –“Is this written my Michael Jordan, or by someone else? How can you tell?”
o Pg.378 – “How did Larry’s success affect what Michael believed about varsity tryouts?
o Pg.380- “What do you think the author means when he says Michael turned the tables on Larry?”
o After you finish reading the story ask – “Why do you think the author wrote this biography?”
Interactive Read Aloud (IRA)
1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
o prompt students to anticipate a book by a favorite author
o invite personal connections
o provide important background knowledge
o draw attention to the genre
o prompt predictions based on the title
o ask students to make connections to a previously read text
o raise questions to spark curiosity
2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
 Stopping Points –
o Pg.373 –“How would you describe Michael Jordan?”
o Pg.375 –“Is this written my Michael Jordan, or by someone else? How can you tell?”
o Pg.378 – “How did Larry’s success affect what Michael believed about varsity tryouts?
o Pg.380- “What do you think the author means when he says Michael turned the tables on Larry?”
o After you finish reading the story ask – “Why do you think the author wrote this biography?”
7. In closing, you might say “On Friday, we will be creating an Anchor Chart with Characteristics and
Noticings of Literary Nonfiction. We will be reading another realistic fiction story together
tomorrow.”
8. Independent Practice: “When you are reading today, mark two places in your book where you might
share some of what you were thinking about as you read. Use sticky notes to help you remember the
place so we can share our thoughts when we gather for our group meeting. We might want to add
more kinds of thinking to our list.”
9. Group Meeting: Following the Independent Reading time, invite students to talk together about the
thinking they did about their reading. Explain that they can talk about what they are thinking about
their reading.
10. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky
notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice
more; or thumbs down=I did not do this.
Lesson 4
Literary Nonfiction Genre Immersion
Lesson Overview: 3.9, 3.2C, Fig. 19A, Fig19B, Fig 19C
Text: Helen Keller:The Story of My Life (see handouts)
Approach: Interactive Read Aloud
Focus: Noticing Characteristics of Literary Nonfiction
Create: (BEFORE THE LESSON)

Stopping Points – Record the following on sticky notes and place on the correct pages in the text:
o Paragraph 1 – “Who is telling us about Helen Keller?”
o Paragraph 3 – “How do the words been at sea in a dense fog….white darkness shuts you in help
the reader understand how Helen feels about being blind and deaf?”
o Paragraph 6– “How does Helen feel about breakng the doll?”
o After you finish reading the story ask – “How is the point of view different in Helen Keller than
Jump?”
Interactive Read Aloud (IRA)
1. Introduce Text. Choose an appropriate introduction to engage your students and get them thinking
about the text. You might…
o prompt students to anticipate a book by a favorite author
o invite personal connections
o provide important background knowledge
o draw attention to the genre
o prompt predictions based on the title
o ask students to make connections to a previously read text
o raise questions to spark curiosity

2. Read aloud the story to students. Stop periodically for very brief discussion of the text. Use the
Stopping Points you created before the lesson.
Stopping Points –
o Paragraph 1 – “Who is telling us about Helen Keller?”
o Paragraph 3 – “How do the words been at sea in a dense fog….white darkness shuts you in help
the reader understand how Helen feels about being blind and deaf?”
o Paragraph 6– “How does Helen feel about breakng the doll?”
o After you finish reading the story ask – “How is the point of view different in Helen Keller than
Jump?”
3. In closing, you might say “Tomorrow we will be creating an Anchor Chart with Characteristics and
Noticings of Literary Nonfiction.”
4. Independent Practice: “When you are reading today, mark two places in your book where you might
share some of what you were thinking about as you read. Use sticky notes to help you remember the
place so we can share our thoughts when we gather for our group meeting. We might want to add
more kinds of thinking to our list.”
5. Group Meeting: Following the Independent Reading time, invite students to talk together about the
thinking they did about their reading. Explain that they can talk about what they are thinking about
their reading.
6. Informal Assessment: Have students reflect on how well they followed the procedure for using sticky
notes. This can be easily accomplished with thumbs up=I did it; thumbs to the side=I need to practice
more; or thumbs down=I did not do this.
Lesson 5
Literary Nonfiction Genre Immersion
Lesson Overview: 3.9, Fig19A, Fig19B, Fig19C
Texts: Helen Keller, Jump, Becoming Anything He Wants to Be, Young Thomas Edison
Approach: Minilesson
Focus: Noticing Characteristics of Literary Nonfiction
BEFORE THE LESSON
1. Create the Literary Nonfiction Genre Study Anchor Chart with the definition completed, but leaving
both the Noticings and Book Examples columns blank. You will complete this with your students.
Literary Nonfiction Noticings Minilesson
1. Display the Literary Nonfiction Genre Anchor Chart and discuss the definition of realistic fiction
with your students.
2. Explain that all Literary Nonfiction stories have certain characteristics. You might say “We have read
four examples of literary nonfiction text: Helen Keller, Jump, Young Thomas Edison, and Becoming
Anythng He Wants to Be.” Ask “What did all of these stories have in common?” Facilitate the
discussion using the bullet points below. You may have to model your thinking about the genre
noticings.
All of these stories …
 nonfiction, story about a real person/real person’s life
 the author is informing the reader about why a person’s life is/was important
 the setting is the time and place in which the person lived, its important because it affects how
the person saw life
 each story is sequenced in an order of events from that person’s life
 these events are told in a narrative structure that may cover their entire life or just a specific
time in that person’s life
 3rd person point of view(he, she, his, her) for biographies, 1st person(I, me, my) for
autobiographies
3. Following the discussion, complete the Genre Noticings Column of the Literary Nonfiction Anchor
Chart.
4. Distribute a copy of the Literary Nonfiction Genre Anchor Chart to students with the noticings already
filled in.
5. For each Noticing, cite an example from one of the books read this week and record it in the Book
Examples (examples may be from different books) column of the anchor chart. Students will write the
text examples on their copy.
6. Students will paste the completed Literary Nonfiction Genre Chart in the Whole Group Section of
their Reading Notebook.
Literary Nonfiction – A biography is the true story of a real
person’s life, written by another person. An autobiography is the true
story of a person’s life, written by that person.
Noticings
Author’s Purpose: to inform; to show
why this person’s life is important
Characters: the real person the
biography is about is the subject; a
biography tells what the subject
accomplished and why he/she is
important; other characters in the
biography are real people who
influenced the life of the subject in
some way
Setting: thinking about the time and
place in which the subject lived will
help readers understand more about
the person
Narrative Structure: events are told in
order as a story; events may span the
person’s entire life or may represent a
specific time in the person’s life
Point of View:
-biography – 3rd person point of view
-autobiography – 1st person point of
view
Book Example
Lesson 6
Identifying Point of View
Lesson Overview: 3.9A
Text: Helen Keller, and Jump
Approach: Minilesson
Focus: Identifying point of view in a biography & autobiography
Create: (BEFORE THE LESSON)
Write on chart paper or type into a document for the smartboard the following excerpts from
Jump and Helen Keller.
His name is Michael, and from the time he was a little boy, he always seemed to be in and out of
mischief. His parents did their best to keep all of the Jordan kids bust at their home in Wallace,
North Carolina. James Ronald and DeLoris, Larry, and Roslyn-those kids couldn’t have been
happier playing sports and games. But Michael? He just had a different kind of energy, and
curiousity, too.
The most important day I remember in all my life is the one on which my teacher, Anne
Mansfield Sullivan, came to me. I am filled with wonder when I consider the
immeasurable contrasts between the two lives which it connects. It was the third of
March, 1887, three months before I was seven years old.
Minilesson
1. Have a discussion relating back to the Literary Nonfiction Genre Anchor Noticings
about biographies and autobiographies. (difference between the 2) Then discuss and site
examples of pronouns assciated with 1st person and 3rd person point of view.
2. Present class with excerpt anchor or on smart board. Have students follow along as you
read aloud each excerpt.
3. Following the reading use marker or smartboard pen and underline the pronouns in the
first excerpt. Ask “What point of view is this excerpt written in by the author?” “So is
this a biography or autobiography?”
4. Repeat the underlining of pronuouns process using the second excerpt and asking the
same questions.
Independent Practice: Have students look at Becoming Anything He Wants to Be or
Young Thomas Edison, and decide if the point of view is 1st person or 3rd person. Students
must be able to cite textual evidence from the story that shows the pint of view/how they made
their determination.
Group Meeting: Following the Independent Reading time, invite students to talk together
about their thinking and the textual evidence to determine point of view of the story they chose.
Informal Assessment: Ask the students that found point of view for Young Thomas Edison
to hold up 1 finger or 3 fingers to show the point of view they determined for the selection.
Next, repeat with other story/students.
Lesson 7
Media in Literary Nonfiction
Lesson Overview: 3.16/Fig. 19D
Text: Young Thomas Edison (Journeys, Unit 2, Lesson 10, pg. 327)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Media Literacy Anchor Chart with the definitions and the first 3 columns
completed, but leaving the last column blank. You will complete this with your students.
Media in Literary Nonfiction Minilesson
1. Display Media Literacy Anchor Chart and discuss the definition of media.
2. Explain that authors include different types of media in biographies and autobiographies to
help readers understand what they’re reading. Sometimes biographies and autobiographies
are hard for readers to understand because we might not have any background knowledge on
the time period or the subject of the text. Authors include different types of media to give
readers extra information and visuals to help us learn more about the setting and subject of
biographies and autobiographies.
3. Have students turn to each page(s) with the example of media in their student
books. “I noticed the author chose to include a picture of Thomas Alva Edison on the
very first page of the biography.” Read the paragraph on page 330 of the biography.
“This paragraph is giving me a short description of Al. So, I’m thinking the picture is
included to help me visualize what he looked like doing experiments and to show his
love for inventing. I know that Thomas Edsion did invent many things in his life. Why
wouldn’t the author just include photographs of all his inventions instead?”
4. Talk through the first “Purpose” of the photograph on page 327 & 331 and record
it on the Anchor Chart using the COMPLETED sample Anchor Chart included in
the handouts.
5. Continue this process for the remaining examples of media. You might have students
turn and talk to a partner about the last 1 to help you record the purpose for that
example of media. Reinforce/discuss that author’s may not always use photographs.
They might include maps, charts, text boxes or photographs with captions as well.
6. Independent Practice: Students will use Becoming Anything He Wants to Be
(Journeys Unit 6, Lesson 28) and complete the Media Literacy Chart in their
Reading Notebook using the handout provided.
7. Reading Workshop: Each day as students complete the independent practice, they
SHOULD read their independent book, record thinking on sticky notes, paste them in
their Reading Notebook in the Reading Response section, and continue to keep a
Record of their Reading.
Media in Literary Nonfiction
Young Thomas Edison
Media = text and graphic features the author includes to help the reader
understand when reading the biography/autobiography
Type of Media Page #
What is it?
Purpose for the Reader
Photograph
327 & Al with a beaker filled
a chemical and
331 with
wearing an apron.
Photographs
332 &
333
Photograph
341
Oil lamp and horse and
carriage
Al working on the
telegraphy key
Media in Literary Nonfiction *WITH ANSWERS*
Young Thomas Edison
Media = text and graphic features the author includes to help the reader
understand when reading the biography/autobiography
Type of Media Page #
What is it?
Purpose for the Reader
The picture of Al gives the reader a
Photograph
327 & Al with a beaker filled
a chemical and
visual representation of what Al looked
331 with
wearing an apron.
like experimenting in his “laboratory.”
Photographs
332 &
333
Photograph
341
Oil lamp and horse and
carriage
Al working on the
telegraphy key
The page tells us a little bit about who
he is and what he aspires to become.
The author states that Thomas Alva
Edison was born in 1847. These
photographs show us as readers what
this time period looked like. It helps us
visualize him actually growing up in
this era and how differently technology
was then compared to now.
The author writes that Al was a
scientist and pure genius for his
inventions. This photograph illustrates
that creativity connected to the story of
Al’s job and how he got fired working
as a telegraph dispatcher.
Lesson 8
Inferring in Literary Nonfiction
Lesson Overview: 3.9/Fig. 19D
Text: Jump (Journeys, Unit 3, Lesson 11, pg.367 )
Approach: Minilesson
BEFORE THE LESSON
1. Create the Inference Anchor Chart with the definition and column headings completed. You will
complete the rest with your students.
See completed Inference Anchor Chart.
Inferring Minilesson
1. Display Inference Anchor Chart and discuss the definition of each inferring.
2. “Sometimes you need to make an inference using text evidence and background knowledge. Today we
are going to make inferences in Literary Nonfiction.” Read the Text Evidence in the first row. You
might want to open your copy of the text to that page.
3. Think aloud about how readers use text evidence and their schema to infer ideas about the text.
“Even though we are not going to record our schema/background knowledge on this chart, we can still
use it in making our inference.” Model composing the inference then record it on the Anchor Chart
in the first row.
4. “Sometimes we need to find text evidence to support an inference.” Read the inference from the
second row. Think aloud about how readers use an inference to locate supporting text evidence.
Model locating the text evidence, then record it on the Anchor Chart.
5. Repeat the same process for the remaining row. (You could have students work in pairs or groups
to make inferences for the remaining row and share their thinking with the class.)
7. Independent Practice: Students will use the Inferring Handout and the text Becoming Anything
He Wants to Be (Journeys) to make an inference and locate text evidence to support an inference in
their Reading Notebook.
8. Reading Workshop: Each day as students complete the independent practice, they SHOULD read
their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the
Reading Response section, and continue to keep a Record of their Reading.
Inferring in Literary Nonfiction
Jump
Text Evidence
His parents did their best to keep all of the
Jordan kids busy at their home in Wallace,
North Carolina. James Ronald and Deloris,
Larry, and Roslyn-those kids couldn’t have
been happier playing sports and games. But
Michael? He just had a different kind of
energy, and curiosity, too.
Inference
Micahel -
Pg. 368
The reader can conclude that Michael was
made fun of and teased.
What text evidence supports the statement
above?
He came back and played the next day, and
Larry’s success affected Micahel’s belief about
the next, and the next. And the truth is he got varsity tryouts by better and better. Finally one day, he and his
buddy Leroy decided to try out for the Laney
High School varsity basketball team. Surely he
would make it-Larry had.
Pg. 378
Inferring in Literary Nonfiction
Jump: WITH ANSWERS
Text Evidence
His parents did their best to keep all of the
Jordan kids busy at their home in Wallace,
North Carolina. James Ronald and Deloris,
Larry, and Roslyn-those kids couldn’t have
been happier playing sports and games. But
Michael? He just had a different kind of
energy, and curiosity, too.
Inference
Michael – has an enormous amount energy
that is far greater than his siblings.
Pg. 368
“Hey, Ears, open your eyes.”
With each dribble, he was scoffed at for his
“little boy” haircut and the way his ears stuck
out. With every layup he was jeered about the
way his tongue hung out of his mouth when
he shot the ball.
The reader can conclude that Michael was
made fun of and teased.
What text evidence supports the statement
above?
Pg. 377
He came back and played the next day, and
Larry’s success affected Micahel’s belief about
the next, and the next. And the truth is he got varsity tryouts by – making him feel confident
better and better. Finally one day, he and his
about making the team.
buddy Leroy decided to try out for the Laney
High School varsity basketball team. Surely he
would make it-Larry had.
Pg. 378
Inferring in Literary Nonfiction
Becoming Anything He Wants to Be
Text Evidence
Inference
What text evidence supports the inference?
When Eric lost his eye sight completely
he almost gave up on a normal life
completely.
Erik wanted to lead rock climbers. He wanted
to find toeholds and places by hands touch.
One night he proved he could lead.
Eric changed by -
Pg. 36
What text evidence supports the inference?
Eric is truly aunique and inspirational young
man.
Lesson 9
Inferring in Literary Nonfiction
Lesson Overview: 3.9/Fig. 19D
Text: Young Thomas Edison (Journeys, Unit 2, Lesson 10, pg. 327)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Inference Anchor Chart with the definition and column headings completed. You will
complete the rest with your students.
See completed Inference Anchor Chart.
Inferring Minilesson
2. Display Inference Anchor Chart and discuss the definition of each inferring.
3. “Sometimes you need to make an inference using text evidence and background knowledge. Today we
are going to make inferences in Literary Nonfiction.” Read the Text Evidence in the first row. You
might want to open your copy of the text to that page.
4. Think aloud about how readers use text evidence and their schema to infer ideas about the text.
“Even though we are not going to record our schema/background knowledge on this chart, we can still
use it in making our inference.” Model composing the inference then record it on the Anchor Chart
in the first row.
5. “Sometimes we need to find text evidence to support an inference.” Read the inference from the
second row. Think aloud about how readers use an inference to locate supporting text evidence.
Model locating the text evidence, then record it on the Anchor Chart.
6. Repeat the same process for the remaining row. (You could have students work in pairs or groups
to make inferences for the remaining row and share their thinking with the class.)
7. Independent Practice: Students will use the Inferring Handout and a text (Journeys guided
reading leveled reader) to make an inference and locate text evidence to support an inference in their
Reading Notebook. Teacher may need to supply students with text evidence to make an inference or
the inference to locate text evidence to support the inference.
8. Reading Workshop: Each day as students complete the independent practice, they SHOULD read
their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the
Reading Response section, and continue to keep a Record of their Reading.
Inferring in Literary Nonfiction
Young Thomas Edison
Text Evidence
Inference
Al was determined to keep doing
experiments.
What text evidence supports the statement
above?
Eventually with permission of the conductor,
Al set up a laborataory in the baggage car of
the train.
The reader can conclude that Al-
Pg.336
Thomas, who was called Young Al by his
family, lived in an era very different from
ours. There was no electric light, no
telephone, no radio, or CD player, not even a
movie theatre.
Pg. 328
People in Edison’s time thought his inventions
were -
Inferring in Literary Nonfiction
Young Thomas Edison: WITH ANSWERS
Text Evidence
He needed momey to continue his
experiments. So he went into business as a
paperboy on the train that went from Port
Huron, where he now lived, to Detroit
Michigan.
Pg. 334-335
Eventually with permission of the conductor,
Al set up a laborataory in the baggage car of
the train.
Inference
Al was determined to keep doing
experiments.
What text evidence supports the statement
above?
The reader can conclude that Al-wanted to
spend every spare minute experimenting.
Pg.336
Thomas, who was called Young Al by his
family, lived in an era very different from
ours. There was no electric light, no
telephone, no radio, or CD player, not even a
movie theatre.
Pg. 328
People in Edison’s time thought his inventions
were –People thought that were incredible
and strange because in those days they didn’t
under science as we do today.
Inferring in Literary Nonfiction
Title:_______________________
Text Evidence
Inference
Lesson 10
Summarizing Main Events in Literary Nonfiction
Lesson Overview: 3.9/Fig. 19E
Text: Becoming Anything He Wants to Be (Journeys, Unit 6, Lesson 28, pg. 34)
Approach: Minilesson
BEFORE THE LESSON
1. Create the Summarizing Literary Nonfiction Anchor Chart with the Summary section left blank.
Summarizing Literary Nonfiction Minilesson
1. Display Summarizing Literary Nonfiction Anchor Chart and discuss the elements of a good
summary. Emphasize that the most important parts of a literary nonfiction summary are the major events
that make Erik Weihenmayer memorable.
 paraphrase – to express the meaning of something written in different words, especially to clarify the
message
2. Have students Turn and Talk with a partner or group about the major memorable events in Joseph’s life.
Have students share their thinking with the rest of the class. Create a list of the important events your
students have shared, either on chart paper, whiteboard, or on the SmartBoard.
 If your students share events that are unimportant or that are not major events, talk through WHY the
event should not be included in a summary.
3. Paraphrase each major event you recorded. Craft the summary with your students on the Summarizing
Literary Nonfiction Anchor Chart using the paraphrased events. Good summaries often combine
paraphrased events in a concise way. *A complete sample Anchor Chart is included.*
4. Independent Practice: Students will write a summary in partners or groups using same process for
paraphrasing major events in their Reading Notebook using Young Thomas Edison (Journeys).
5. Reading Workshop: Each day as students complete the independent practice, they SHOULD read
their independent book, record thinking on sticky notes, paste them in their Reading Notebook in the
Reading Response section, and continue to keep a Record of their Reading.
Major Events in Erik Weihenmayer’s Life
 Erik was born with a rare eye disease. By age 13 he was
completely blind.
 Erik was angry at first, but encouraged by his dad he
changed his thinking, and focused on what he could do.
 Erik took 2nd in state in wrestling, he learned to rock climb
and lead climbs. In 1995 through 2001 he climbed the 7
Summits.
 Erik not only is an athlete, but writes books, made a
movie, and formed a group for people with disabilities.
 Erik’s efforts are encouraging to people to overcome
obstacles.
Summarizing Literary Nonfiction
A summary is the retelling in your own words, or paraphrasing, of the
most important parts.
The most important parts in literary nonfiction are the major events in
the person’s life that made them memorable.
Ask yourself:
What about this person makes them worthy of having their life
story told?
Summary:
Summarizing Literary Nonfiction
A summary is the retelling in your own words, or paraphrasing, of the
most important parts.
The most important parts in literary nonfiction are the major events in
the person’s life that made them memorable.
Ask yourself:
What about this person makes them worthy of having their life
story told?
Summary:
Erik Weihenmayer became blind at 13 after being born with
a rare eye disease. He was angry, but with encouragement of
his father he focused on what he could do as a blind person.
He won 2nd place in state wrestling. He then began rock
climbing. From 1995-2001 he climbed all seven summits.
Erik not only climbs mountains, but writes books, has made a
movie, and formed support groups for people with
disabilities. Erik is an inspiration to people to overcome their
obstacles.
Lesson 11
Theme in Literary Nonfiction
Lesson Overview: 3.5/Fig. 19D
Text: Helen Keller , Jump (Journeys, Unit 3 , Lesson 11 )
Approach: Minilesson
(BEFORE THE LESSON)
1. Refer back to the Common Themes Anchor Chart from Block 1, lesson 29 (the picture of this chart is
included).
2. Create the Understanding Theme Anchor Chart for Literary Nonfiction with the definitions and
headings completed, but leaving the table blank.
Theme Minilesson

1. Display Common Themes Anchor Chart and discuss it with your students.
Theme is an abstract concept for students. This anchor chart explains many common themes that appear in
literature. Students need to be able to connect texts they read to the ideas on the chart in order to infer a
specific them.


Display Understanding Theme Anchor Chart and discuss it with your students.
Distribute a copy of the Understanding Theme Anchor Chart.

Complete the first two rows of the chart with you students using the Understanding Themes Anchor
Chart and the text. Model your thinking as you complete each section.

For the last two rows leave the Lesson Learned, Personal Connection, and Theme columns blank.

Independent Practice: Students will complete the chart and explain the Themes of Young Thomas
Edison (Journeys) and Becoming Anything He Wants to Be (Journeys) on the Understanding Theme
Chart using their Reading Notebook.

Reading Workshop: Students engage in Reading Workshop when they complete the Independent
Practice.
Understanding THEME
***WITH ANSWERS***
Theme = the implied message, moral, or lesson in the
story.
- The author uses the real person’s experiences to teach the reader
something about life.
Text
Helen Keller
Jump
Becoming
Anything He
Wants to Be
Young Thomas
Edison
Lesson Person
Learned
Personal
Connection
Helen learned that
courage doesn’t come
easily, but when she
finally accepted help her
whole life changed. She
went to school, wrote an
extraordinary
autobiography and
became a teacher.
“I have been scared to do
things before, like
jumping off of the high
dive board at the pool.
After I climbed the ladder
and was at the top, I
realized there was no
going back. I had to jump,
just like Joseph had to
follow through with being
a soldier!
*COMPLETE WITH YOUR
OWN PERSONAL
CONNECTION*
The author learns a
lesson about being a
successful basketball
player after failure to
make the team the first
time.
THEME

Courage, Never Give
Up
When facing our fears
we overcome many
obstacles and challenges,
and those experiences
can be rewarding.
 Never Give Up
When trying to achieve a
goal, you will
experiences challenges
and failures, but you can
achieve anything when
you keep persevering!
Understanding THEME
Theme = the implied message, moral, or lesson in the
story.
- The author uses the real person’s experiences to teach the reader
something about life.
Text
Helen Keller
Jump
Becoming
Anything He
Wants to Be
Young Thomas
Edison
Lesson Person
Learned
Personal
Connection
THEME
Lesson 12
Bridging: Inferring, Summarizing, Theme, and Media in Literary Nonfiction
Lesson Overview: 3.9/Fig 19D, 3.9/Fig 19E, 3.16, 3.5
Text: “The Jim Thorpe Story” (Texas Write Source book)
Approach: Minilesson
BEFORE THE LESSON
1. Read the selection that is included as a handout at the end of this lesson 3rd Grade Bridging Read
Aloud: “The Jim Thorpe Story.” You will be using this selection to read aloud and THINK aloud
with your students, either under the document camera or on the SmartBoard. During the lesson, you will
want to track your thinking about what you are reading, according to the genre noticings and
minilessons you taught. (For example, you will want to notice characteristics of the genre, record
inferences, identify any themes you notice, record the purpose of any media that may be included, and
infer the author’s purpose.) Identify and plan these Think Aloud stopping points using sticky notes and
“The Jim Thorpe Story.” Be familiar with the text and what you want to record on the passage before
you teach the lesson.
2. Cut apart the questions that follow the 3rd Grade Bridging Read Aloud: “The Jim Thorpe Story” so
that you can attach them to the appropriate anchor chart.
Bridging: Literary Nonfiction Minilesson
1. Display the Genre Noticings Anchor for Literacry Nonfiction, Making Inferences Anchor
Charts, Media in Literary Nonfiction Anchor Chart, Summarizing Literary Nonfiction Anchor
Chart, and Understanding Theme Anchor Chart and explain that test makers have certain
language that they use when they write test questions.
 You must explicitly make the connection between the skills they have learned in class and what
the test question is asking the reader to do.
2. Using the questions from the 3rd Grade Bridging Read Aloud: “The Jim Thorpe Story,” read the
first question and explain what the question is asking the reader to do. Then model using the
appropriate Anchor Chart and the evidence from the text to support your thinking in crafting your
answer.
For example, you might say:
“The reader can tell that the web consists of evidence of genre structure noticings. - The stem tells
me that I need to understand the noticings in the text and identify the genre based on those
noticings. Let’s look at our genre anchor chart. What genre noticings are there for literary
nonfiction? We need identify which of these noticings are on the web. So we need to reread to see
what appears in each detail bubble. Think aloud “I know that the passage was about Jim Thorpe.
It gave facts and details about his life in time order. I see that 1 of the detial bubbles is blank. The
test maker wants me to fill in that bubble with a noticing about this text. Now, let’s read the
answer choices.” Read each answer choice and think through what makes it a possibility or not.
You might want to mark the answer that you think is correct with a maybe dot or question mark until
you read and think through all the answer choices. Then mark the correct answer.
3. Cut out this question and add it to the appropriate anchor chart (in this case you will add this question
to the genre noticings anchor chart).
4. Continue using this same process until you have bridged all 5 questions.
Question 2=Inference Anchor Chart
Question 3= Summary Anchor Chart
Question 4=Media Anchor Chart
Question 5=Theme Anchor Chart
5. Independent Practice: Student will complete the bridging assessment…
 Use the data from this assessment to make informed decisions about individual student’s needs.
6. Reading Workshop: Each day as students complete the independent practice, they SHOULD read
their independent book, record thinking on sticky notes, paste them in their Reading Notebook in
the Reading Response section, and continue to keep a Record of their Reading.
3rd Grade Literary Nonfiction Bridging Passage
The Jim Thorpe Story
1
You can probably name many athletes alive today.
You see them in TV ads, in magazines, and sometimes
even in movies. Have you ever heard of the athlete Jim
Thorpe? Jim Thorpe lived long ago, but he is still known
as one of the greatest athletes of all time.
Early Years
2
Jim Thorpe was born on May 28, 1887. He was born
in a small cabin in Oklahoma. Jim's mother was a Native
American.He grew up around other Native Americans.
His family gave him a special name_. Wa-Tho-Huk.This
means "Bright Path."
3 When Jim was in college, he played for a great coach
named Pop Warner.He did well at baseball, football,and
track. He was an important athlete in his school.
A Gold Medal Winner
4
In 1912, Jim went to the Olympics. He won two gold
medals for running.A newspaper said that he had once
been paid to play baseball.This was against the rules,
so Jim's medals were taken away. His family tried for
many years to get them back. Finally, in 1982, Jim's
children got the medals back.
A Great Player
5
In the same year that Jim won his medals, he helped
his college football team become national champs. He
also scored 25 touchdowns and 198 points in one
season! This was a great achievement.
,a
Jim still played baseball, too.He played one game on
the border between three states. In that game, he hit
home runs into all three states! He hit the first over left
field into Oklahoma. He hit his second over right field
into Arkansas. He hit his third into center field into Texas.
Later Years
7
Over the years, Jim played both football and baseball
for many teams.Then, in 1920,he became the first
president of the National Football League.He was
named one of the world's best athletes by many groups.
He died in 1953. Then in 1963, he was elected to the
Football Hall
Fame. This great athlete deserved every
honor he received.
o!
Read the web below and use it to answer
the question.
Jim Thorpe is known as one of the greatest
athletes of all time because o he played many different sports well
o the newspapers wrote about him
o he went to ·the Olympics in 1912
o he hit home runs into three states
.;
Which is the best summary of
paragraphs 4-6?
Which of these best completes the web?
o Is about a made-up person
o Is a biography
o s written by Jim Thorpe about
his own life
o Tells how to do something
o Jim scored 25 touchdowns
and 198 points in one
football season. He won
gold medals in the
Olympics, but then they
were taken away.
o In 1912, Jim won two gold
medals in the Olympics for
running, he helped his
college football team
·
become national champs,
and he hit home runs playing
baseball.
o Jim's family tried to get the
gold medals that were taken
from him. In one baseball
game, he played on the
border between three states.
o In one baseball game, Jim
hit three home runs into
Oklahoma, Texas, and
Arkansas. Healso scored
25 touchdowns in one
football season.
Refer to the web page. Where would you
click to findout more about Jim Thorpe?
o The Hall/Plan a Visit
o New Members for 2010
o Information on Members
Past and Present
o How Members Are Chosen
for the Hall of Fame
What is one theme presented in this selection?
0 Finding a personal interest is
difficult
o Cheating can get you in trouble
o One can be successful inmany areas
o Being famous is easy when you play sports