Disaster Strikes 2.2.2 Text Features Materials Needed

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Disaster Strikes

• 2.2.2 Text Features

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Materials Needed

• Disaster Strikes article
• Pen/pencil
• paper

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Carousel Brainstorm Activating background
knowledge

• You are divided into four groups and each have a
  different colored writing utensil.
• There are four papers coming to your group with
  four different headings.
• The people of the Titanic
• The Titanic tragedy
• The problems/flaws with the ship
• Knowledge about icebergs

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Carousel Brainstorm cont.

• You have two minutes for each paper to brainstorm
  all terms associated with the topic. Write all
  terms you think of on the paper.
• Brainstorming means you write all terms that come
  to mind. Dont filter ideas out (as long as they
  are school appropriate).

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Carousel Brainstorm cont.

• After two minutes you will pass your paper to the
  group to your right and receive a paper from the
  group to your left.
• Eventually your brainstorm will be on all four
  sheets.
• After brainstorming is complete, you will present
  your original sheet with all its terms to the
  class.

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Vocabulary Development Skim/Scan for Parentheses

• Skim/scan the article Disaster Strikes for
  vocabulary words that are defined within a set of
  parenthesis (there are 10).
• What is the purpose of the parenthesis when used
  like this?
• This author uses parenthesis to dine words the
  reader may not know.
• Always look for context clues to a words
  definition in your reading.

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Previewing Text Features

• Look at this articles magazine-style layout
• Call-outs
• Text boxes
• Captions under pictures photos
• What would you read first? Mark what areas you
  would read first, second, and so on. There are
  16 areas. Why did you choose to read them in that
  order? Top to bottom? Left to right?

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Setting a Purpose

• You will read this article to explore how one
  author organized information on a page and to use
  that pattern to comprehend the information.
• Remember the GLE we are focusing on is 2.2.2 Text
  Features. We will use a Chunking activity to
  read this article.

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Chunking Text Features

• Is it true that any place you start in the text
  is just as effective?
• Does every reader have to start in the same
  place?
• Are there some places that are more effective
  than others?
• Chunking find similar kinds of information.

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Chunking Fatal Flaws

• Lets read the text box When people say, and
  Fatal Flaws out loud.
• What information connects the two chunks
  together?
• Highlight a rectangle around both sections to
  show they go together.
• As you read with a partner, decide which other
  parts should be chunked together. Mark these
  chunks with a highlighter.

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Finding the Main Idea

• Lets look at the Fatal Flaws chunk again.
  Highlight key words that indicate the main idea.
• Take the highlighted words and write a one
  sentence summary of this chunk. Include two
  details from the text in the summary.
• Continue writing one sentence summaries for each
  chunk in this article.

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Summarizing with Main Ideas

• Who will read his/her summary?
• What is the main idea?
• Raise your hand if your summary is similar.
• Whose summaries are different? Share.
• What are all the main ideas of this article?

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Learning Log

• Respond to this question on your paper.
• How has studying the organizational pattern of
  this article helped you understand the content of
  the text? When will you use this in the future?