Lesson Plan : Comprehending Informational Text

Teacher Name:
 Grade 9-10
 Language Arts

 Types of Nonfiction: Narrative, Expository, and Persuasive.
 English III
 Students will recognize and appreciate exposition, persuasion, and narration as literary genres. Students will read and analyze a variety of exposition, persuasion, and narration. Students will apply reading skills. Students will analyze literary elements. Students will build vocabulary.
 Arizona Academic Reading Standard-Strand 3 Concept 1: Expository Text - Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text. Concept 2: Functional Text - Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text. Concept 3:Persuasive Text - Explain basic elements of argument in text and their relationship to the author's purpose and use of persuasive strategies.
 Prentice Hall Literature (Red book) Unit 3 Prentice Hall Literature Teaching Resources book Prentice Hall Literature Diagnostic and Benchmark Tests
 Introduce author Andrew Mishkin on page 422.
 Have students read aloud pages 422-423. Option: Teachers can read aloud to students to model reading strategies.
 Ask students the following questions: 1. What aspects of Andrew Miskin's life affected his writing? 2. When can you find forms of essays and articles in advertising? In politics? 3. What does Mishkin's interpretation suggest about Mark Twain's quotation about the writing process? Have students read aloud pages 424-425. After students have read the selection, ask the following questions: *Give examples of subjects that would fit in each category under "Organization." *What type of tone would you expect an author to use for a scientific article? *Give several reasons why you would write a letter. *What is the difference between biography and autobiography?
Checking For Understanding:
 Have students read their answers aloud.
 Read page 426 aloud to students. Call their attention to the words, form, inform, explain, and reflect. Ask them to identify these words when reading the next nonfiction piece.

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