• During the lesson, keep the focus on the objective of identifying diverse nonfiction text structures and how all may be used to support an author’s purpose. While students are reading and completing the reading guide, circulate to assist with questions and reteach or give students additional examples.
• At the end of Part 1, through class discussion and review, spot-check comprehension of those who were hesitant earlier in the class. Make available additional review and extension activities for these students.
• During Part 2, monitor and assess participation and accuracy of additional nonfiction information that students find on the topic of homelessness. Completion of student Position Outlines will provide information on each individual’s understanding of different text structures and how diverse passage types may be synthesized for a meaningful purpose.

Focus Question: How does an author use text structures to present information in nonfiction texts?

Ask, “What is your definition of a home?” Ask volunteers to share their definitions. Then ask, “What does it mean when a person is homeless?” (A person has no permanent place to live.) Have students brainstorm possible nonfiction text structures that an author would use to discuss the topic of homelessness. List the types on the board/interactive whiteboard. Say, “Let’s review these text structures. Cause and effect might examine the reasons for homelessness and the effects on individuals or communities. Question and answer would pose questions about the issue—for example, ‘Who are people who are homeless?’—and then provide answers. The definition approach would attempt to define homelessness and what it really means. Problem and solution would explain the problems of homelessness and examine possible approaches to solving those problems. Comparison/contrast might compare the issue of homelessness to other issues in an attempt to find ways of dealing with the issue. Any one of these approaches can work, depending on the author’s purpose and research.” 

Part 1

Say, “First, let’s examine what we know about homelessness by completing a cubing exercise. Cubing allows you to see six different perspectives on a topic, in this case, homelessness.” Give each student a copy of the Cubing Template (L-8-3-2_Cubing Template.doc). Explain to students how to complete at least three sections of the template. Encourage them to write freely because there are no right or wrong answers. Emphasize that at this point students are merely exploring different perspectives on the topic.

After students complete the exercise, ask volunteers to share their responses. (Responses may vary widely.) Say, “Cubing demonstrates the many ways to look at a topic or an issue. You can see that the way authors perceive a topic will influence the text structures they choose to develop that topic. For example, breaking a topic into parts lends itself to problem/solution or cause/effect. The author’s overall purpose is essential in deciding which text structure to use.”

Say, “In our discussion so far, we’ve defined what it means to be homeless and have seen that there are many approaches to the topic. We’ve identified types of text structures that might be used to present information about the topic. Each type of structure presents information about the same topic in a different way. Now let’s read ‘Homeless’ by Anna Quindlen.”

The piece may be read aloud to the class or silently by students. Have students complete the Reading Guide (L-8-3-2_Reading Guide and Key for 'Homeless'.doc). Circulate to answer questions and assist with vocabulary and reading guide completion. When students have finished the reading guide, review answers with the entire class, and then collect the assignment for individual assessment.

After students have read and completed the handout, ask, “What type of informational text is this?” (personal essay) Ask, “How is the structure of a personal essay different from the structure of a nonfiction narrative, such as an autobiography?” (Possible answers: Personal essays often seem shorter. The author focuses on ideas rather than describing a series of events. The author establishes a point of view about the subject.)

Part 2

Have students use online or other nonfiction resources, such as newspapers, magazine articles, essays, editorials, and testimonies, to find additional information on homelessness. Describe the following scenario to students: “A community is trying to decide whether or not to help people who are homeless. Your goal is to gather information that supports both sides of the issue. Each time you find and write down statistics or strong reasons for either side, you must also write where the information came from. This is called citing sources. For example, if the information came from a magazine, write the title of the magazine, the title of the article, the author of the article, the date of the magazine, and the page numbers of the article. Be sure to cite each source on its own separate index card.” Have students read and gather information for approximately 20 minutes.

Divide the board or wall space into two areas: one for “taking action” and one for “inaction.” Ask students to tape their individual notes in the appropriate places. Use the following prompts to discuss with students the information they found:

• “Who found descriptions of homeless people’s lives or statistics describing people’s situations?”
• “Who found definitions of homelessness or homeless conditions?”
• “Who found a passage examining the causes of homelessness?”
• “Who found a passage that narrated events in the life of a homeless person or a homelessness community service activist?”
• “What other types of text structures did you find?”

Say, “Identifying how others feel about a problem is an important step in reading comprehension. But it is just as important to determine how you feel and how you will communicate your position to a larger audience based on what you’ve learned. Choose a position based on the evidence found by the class and your own reasons. Should a community help people who are homeless or not? Complete the Position Outline handout (L-8-3-2_Position Outline.doc). List what information you would use to build your argument and what text structures are represented.”

If time permits, have students share their outlines by separating into groups based on their position of whether or not to help people who are homeless. Ask students to explain how different text structures impact the presentation of the argument. Within the groups, have students share the research information they used to build a strong position. Do not advocate for one position or the other. Emphasize that there are two sides to almost any problem and that statistics and data can often be used to support either side. Collect student outlines for further analysis of comprehension.

Extension:

• Students who need additional practice with text structure identification can find newspaper or magazine articles on a topic relevant to them. They should identify which type of text structure is used and how it supports the author’s purpose.
• Students who are ready to move beyond the standard may do one of the following activities:
• Read another personal essay and identify the different types of text structures used. Ask students to quote sentences providing evidence of text structures.
• Write a personal essay on a single topic using at least two different types of text structures.