Unit Title: Why do they say it like that?

Informational Text Structures

Reading/Writing Unit
Class: 7th Grade English Teacher: Flood/Keller Approximate Timeline: 3
Weeks

Unit Goals:

1. Reading: Students will analyze various writing structures authors use by closely reading a
wide range of informational texts with a variety of organizational structures. They will observe
how each composition is built of many sections that must cohesively link together to deliver a
writer’s broader point. They will work with a particular text to explain the relationship between
the sections and how the sections connect to cover a whole topic.

2. Writing: Students will write informative/explanatory texts in which they create cohesion of
relationships among ideas and concepts throughout their writing, by applying various
organizational patterns or text structures. Students will select and incorporate relevant
examples, concrete details, and quotations to clearly develop their controlling idea.

3. Language: Students will use their familiarity with language and its structure as a tool to aid
their comprehension. To achieve this, students will draw from a variety of skills including
using context and function to determine a word’s meaning.

Core Content or Common Core Standards:

1. Reading: R.I.7.5- Reading Informational Texts

Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to the development of the ideas.
2. Writing:
W.7.2- Writing Informative/Explanatory Texts
Write informative/explanatory texts to examine a topic and convey ideas, concepts,
and information through the selection, organization, and analysis, of relevant content.
W.7.2.a- Text Structure/Organizational Patterns
Organize ideas, concepts, and information, using strategies such as definition,
classification, comparison/contrast, and cause/effect.
W.7.2.c- Transitions to Clarify Relationships among Ideas
Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
3. Language:
L7.1.b- Recognizing Relationships among Ideas
Choose among simple, compound, complex, and compound-complex sentences to
signal differing relationships among ideas. (signal words)
L.7.4.a- Vocabulary Acquisition through Context
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of the word or phrase.
Assessment/Culminating Event:
1. Reading/Language: Students will analyze a text for its structure and how the major
sections contribute to the central idea. They will also use context to determine the
meaning of words/phrases. This will be in the form of a Common Assessment that is
10 multiple choice questions and 1 Open Response.
2. Writing: Students will write a paragraph using each text structure we study. As a
culminating activity, students will choose one topic and overarching text structure to
more fully develop into an article, essay, or blog.

Pre-assessment:
Text Structure Sort: Students will be given several paragraphs that represent various text
structures. They will group and classify them based on their similarities and differences.
They will write a statement about how the structure contributes to the main idea.

Prior Skills/Knowledge:
In the previous unit, students analyzed informational texts for how authors introduce a topic
clearly, preview what is to follow, and develop their ideas, through relevant facts, definitions,
concrete details, quotations, or other information and examples. Students applied this
knowledge when writing their own articles about effective study habits. They wrote
introductions that clearly introduced their topics and previewed what was to follow in their
articles. They supported their topics and main ideas with what we referred to as the
informative building blocks: relevant definitions, concrete details, quotations, and examples.
Students will draw on this knowledge during this unit as they write paragraphs in which they
apply a specific text structure, such as definition, classification, comparison/contrast, and
cause and effect. Students will determine which combination of informative building blocks to
use to achieve each structure while writing clear paragraphs for their readers.

Academic Vocabulary: Tier II Vocabulary:

1. text structure 1. capacity
2. section 2. maximum
3. contribute 3. boisterous
4. development 4. inept
5. concept 5. restrained
6. organizational patterns: 6. commentary
7. cause/effect 7. marvel
8. problem/solution 8. factor
9. compare/contrast 9. cumulative
10. sequential/procedural 10. intimidate
11. chronological/time 11. painstakingly
12. extended definition/example 12. anguish
13. main ideas and specific details 13. unanimous
14. description 14. continuous
15. anecdotal 15. erupted
 Materials/Technology:
1. Computers or personal devices for research
2. Abell and Atherton Text Structure Templates
3. Text Structure Graphic Organizers
4. Text Structure Placemat
5. Informational Reading Texts
6. Paint chips for vocabulary words- manipulatives

Learning Targets/I Can Statements:

Reading Targets for Unit Goal 1:
1. I can identify the structure an author uses to organize a text (i.e., definition,
classification, comparison/contrast, cause/effect, problem/solution, description, or
anecdote). R.I.7.5
2. I can analyze the structure an author uses to organize a text and how it contributes to
the central idea. R.I.7.5
3. I can determine an author’s purpose for a particular text structure. R.I.7.5
4. I can analyze how major sections of a text contribute to the whole text. R.I. 7.5
5. I can analyze how major sections of a text contribute to the development of the idea.
R.I.7.5
Writing Targets for Unit Goal 2:
1. I can introduce a topic clearly, previewing what is to follow. W.7.2.a
2. I can organize ideas, concepts and information, using the organizational pattern of
definition. W.7.2.a
3. I can organize ideas, concepts and information, using the organizational pattern of
classification. W.7.2.a
4. I can organize ideas, concepts and information, using the organizational pattern of
comparison/contrast. W.7.2.a
5. I can organize ideas, concepts and information, using the organizational pattern of
cause/effect. W.7.2.a
6. I can organize ideas, concepts and information, using the organizational pattern of
description. W.7.2.a (optional: if time permits)
7. I can use appropriate transitions to create cohesion and clarify the relationships
among ideas and concepts. W.7.2.c
Language Targets for Unit Goal 3:
Support claim(s) with logical reasoning and relevant evidence, using accurate, credible
sources and demonstrating an understanding of the topic or text.
L.7.1.b

1. I can use the overall meaning of a sentence or paragraph as a clue to the meaning of
a word or phrase.
2. I can use the word’s position or function in a sentence as a clue to the meaning of a
word or phrase.

Instructional/Assessment Activities:
Day Instructional Activities Assessment
1 Objective: Students will demonstrate their knowledge of Pre-assessment- Informational
text structures on an Informational Pre-assessment. Questions
Activities: Text Structure Sort and or Informational
Questions
Text Structure/Main Idea Statements
Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze the structure an author uses to
organize a text and how it contributes to the central
idea. R.I.7.5
3. I can determine an author’s purpose for a particular
text structure. R.I.7.5
Formative assessment-
Pre-assessment

Identify instructional strategy(s) Marzano 6-

Cooperative Learning

interactive activity-groups will present the main idea and

text structure utilizing PED

2 high level questions:

1. How does text structure impact one’s writing?
2. How do readers know how to believe in what they
read, hear, and view?
3. How do strategic readers create meaning from
information in a literary text?

1b Activity: Text Structure Graphic Organizers-fill in based Formative Assessment-Text

on prior knowledge of Text Structure Passages Structure Workmat

Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5

Formative assessment-workmat

Identify instructional strategy(s)-Marzano 4 (Homework

and Practice)

Interactive activity-NA
 2 high level questions-
How does text structure help readers understand
nonfiction?
What is the most likely reason the author structured the
text this way?

2 Activities: Text Structure and Paragraph Frame Prior Formative Assessment-Exit Slip
Knowledge tied from 6th Grade
Text Structure Power Point Note Taking by Kristi Orcutt
**Student Handout-Transitional Words Underline the signal words
that help identify the text
Learning target: structure and complete the
1. I can identify the structure an author uses to following sentence:
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect, The central idea of this
problem/solution, description, or anecdote). R.I.7.5 passage is ____________ and
2. I can determine an author’s purpose for a particular the text structure,
text structure. R.I.7.5 ____________, helps conveys
the author’s purpose
Formative assessment: Exit Slip ________________.
Wild chimpanzees are rapidly
identify instructional strategy(s)-Marzano 2 disappearing. Some people are
Summarizing and Note Taking trying to solve this problem.
Otherwise, chimpanzees may
Interactive activity: one day exist only in
NA zoos. People are trying to save
the rain forests and woodlands
2 high level questions: where the chimps live from
Why is it important that readers can recognize and being cut down. It will
understand text structures? take many people working
How does the author make his/her points clear, together to solve this problem.
convincing, and engaging through text structures?

3 Activity: Read the passage, “Tips for Healthy Living” Macaroni and Cheese: An
American Classic—written
Learning target: Assessment
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze how major sections of a text
contribute to the whole text. R.I. 7.5
3. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5

Formative assessment:
“Macaroni and Cheese: An American Classic”
 Instructional Strategies: Marzano 6-Corporative
learning

Interactive activity: Think-Pair-Share with elbow partner

2 high level questions:

How does the text structure change from the first
paragraph to the second paragraph of the introduction?
How does the author’s text organization impact
comprehension skills?

4 Activity: Note/Practice with PED- Formative Assessments with

“KPREP: Analyzing Informational Text” PED (Group Presentations)—
Remind students to cite textual
Learning target: evidences
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze how major sections of a text
contribute to the whole text. R.I. 7.5
3. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5

Formative assessment
PED Group presentations

Identify Instructional strategies: Marzano 2-

Summarizing and Note taking

Interactive activity:
Small Groups
2 planned high level questions
How do text structures contribute to an author’s purpose?
How do the text structures in the reading passages
contribute to the main ideas?
How does the organizational pattern aid in
comprehension?
5 Activity: Text Structure Guided Practice & Pow-Toon-text Formative Assessment
structure video

Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
 2. I can determine an author’s purpose for a particular
text structure. R.I.7.5
formative assessment:
Text structure activity is the formative assessment

identify instructional strategy(s) used:

Independent Practice
interactive activity:
NA
2 high level questions:
How can multiple text structures contribute to one topic?
How do the central idea presented in the text contribute
the overall purpose?
6 Activity: GRR (Me, We, Two, You)- Model and Practice Formative assessment (Two-in
Chronological Order/Sequence of Events pairs, You)

Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5

2. I can determine an author’s purpose for a particular

text structure. R.I.7.5

Formative assessment:
Two-in pairs, You

Identify instructional strategy(s) used: Marzono 6-

Cooperative Learning

Interactive activity: Think-Pair-Share

2 high level questions:

How do the text structures provided in the passage
contribute to the main idea?
How does the structure help organize the text?

7-8 Activity: Formative assessment-Chart

Analyze Cause/Effect Text Structure You Tube Video: Cause and Effect
“Harry Potter and The Prisoner of Azkaban”
https://www.youtube.com/watch?v=ETGDLmyH4O4
& Student designed planning tool
https://www.youtube.com/watch?v=OSkEwim5rzI
“Cause/Effect Paragraph”
Planning tool Craft Cause Effect
For topic procrastination, 1st support, 2nd support Aunt Margie
and 3rd support claims Harry’s
father is drunk
Aunt Margie
insults Harry’s
father
Aunt Margie
Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can determine an author’s purpose for a particular
text structure. R.I.7.5
3. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5

Formative assessment:
See Cause Effect Chart
Student Design Planning Tool
with their chosen topic-Be Creative

Identify instructional strategy(s) used:

Video Representation and Graphic Organizer Cause and
Effect

Interactive activity: Marzano 4 & 6: Homework and

Practice in small groups

2 high level questions: Explain how the text structure

can be used to support the main idea/topic?
In what ways do authors use text structures
to create various genres and informational texts?
9 Text Structure Quiz Formative Assessment Quiz 1
Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze the structure an author uses to
organize a text and how it contributes to the central
idea. R.I.7.5
3. I can determine an author’s purpose for a particular
text structure. R.I.7.5
4. I can analyze how major sections of a text
contribute to the whole text. R.I. 7.5
5. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5
formative assessment: Text structure Quiz 1
identify instructional strategy(s) used: Independent
Practice for Assessment
interactive activity: NA
2 planned high level questions: How do authors use
text structures to communicate ideas/topics?
How do text structures help readers comprehend text?
10 Cause/Effect Paragraph(s) Writing utilizing Rubric Writing-Formative Assessment
Learning target: utilizing writing rubric and
1. I can identify the structure an author uses to creative planning tool project
organize a text (i.e., definition, classification,
comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze the structure an author uses to
organize a text and how it contributes to the central
idea. R.I.7.5
3. I can determine an author’s purpose for a particular
text structure. R.I.7.5
4. I can analyze how major sections of a text
contribute to the whole text. R.I. 7.5
5. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions
11 Compare/Contrast Text Structure Video Formative assessment
https://www.youtube.com/watch?v=wPoxKFQlIgA Crosswalk Book pages 112-114
Guided Practice: Cross Walk Book-lesson 12 (Pages
112-114)
Learning target:
1. I can identify the structure an author uses to
organize a text (i.e., definition, classification,
 comparison/contrast, cause/effect,
problem/solution, description, or anecdote). R.I.7.5
2. I can analyze the structure an author uses to
organize a text and how it contributes to the central
idea. R.I.7.5
3. I can determine an author’s purpose for a particular
text structure. R.I.7.5
4. I can analyze how major sections of a text
contribute to the whole text. R.I. 7.5
5. I can analyze how major sections of a text
contribute to the development of the idea. R.I.7.5

I can identify the structure an author uses to organize

a text (i.e., definition, classification,
comparison/contrast, cause/effect, problem/solution,
description, or anecdote). R.I.7.5
formative assessment
identify instructional strategy(s) used: think Pair
Share of Thinking it Through Page 114
interactive activity
2 planned high level questions
12 Compare Contrast Reading Passages Quiz formative Assessment-
I can identify the structure an author uses to organize a Crosswalk Book pages 115-119
text (i.e., definition, classification, comparison/contrast,
cause/effect, problem/solution, description, or anecdote).
R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions
13 Problem/Solution Text Structure Video (Great Minds) Formative assessment-written
https://www.youtube.com/watch?v=gEEXvMPMU2k text structure answers with
paragraphs
Analysis of Text Structures through paragraphs-1-8

Learning target:
I can identify the structure an author uses to organize
a text (i.e., definition, classification,
comparison/contrast, cause/effect, problem/solution,
description, or anecdote). R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions
 14 Text Structure Quiz 2 Formative Assessment-Text
Learning target: Structure Quiz 2
I can identify the structure an author uses to organize a
text (i.e., definition, classification, comparison/contrast,
cause/effect, problem/solution, description, or anecdote).
R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions
15-16 Activities: analyze full article for how major sections Formative Assessment-Graphic
contribute to the development off idea Organizer and written
Learning target: statements
I can identify the structure an author uses to organize a
text (i.e., definition, classification, comparison/contrast,
cause/effect, problem/solution, description, or anecdote).
R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions:
Why is it important that readers can recognize and
understand text structures?
How does text structure impact one’s writing?
17 Analyze Text Structure by Reading 2 articles and Common Assessment
answering multiple choice and open response questions
Learning target:
I can identify the structure an author uses to organize a
text (i.e., definition, classification, comparison/contrast,
cause/effect, problem/solution, description, or anecdote).
R.I.7.5
formative assessment
identify instructional strategy(s) used
interactive activity
2 planned high level questions

Standard- Based Sentence Stems for Assessment:

1. What was the purpose of (insert sentence, paragraph, chapter, section)? R.I.7.5
2. How does the organizational pattern of the (sentence, paragraph, chapter, or section)
contribute to the overall structure (help to structure) the text? (examples, cause and effect,
sequence, description, etc.)

Modifications:
ECE/ESL – Graphic Organizers, Sentence Stems, Signal Words, Example Manipulatives
GT – Students will not only analyze text structures of specific paragraphs, but will see how
authors utilize multiple organizational patterns throughout full articles. They will analyze the
articles, determining when, how, and why the author switches patterns during subsequent
sections of the text. They will examine how the section fits into the overall structure and how
each section contributes to the development of ideas.

7 Habits Tie In:

As a writer, we must “begin with the end in mind” by determining which text structure will most
clearly inform our readers about a chosen topic.

Re-teaching/Enrichment:

This will occur during the argumentative unit, since many of the same text structures are used
to develop argumentative writing. Based on the common assessment, I will form flexible
groups of students who would benefit from explicit re-teaching of the most common
expository text structures. While I am teaching them in small groups, students who have
mastered these skills will explore more complex text structures in collaborative groups.