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Lesson Title: Non-Fiction Text Structure

Grade: 5th
Common Core State Standards:

RI.5.5 Compare and contrast the overall structure of events, ideas,

concepts, or information in two or more texts.
RI.5.6 Analyze multiple accounts of the same event or topic, noting
important similarities and differences in the point of view they
represent.
RI.5.10 By the end of the year, read and comprehend informational
texts, including history/social studies, science, and technical texts, at
the high end of grades 4-5 text complexity band independently and
proficiently.

Objective: Students will be able to distinguish different text structures in

non-fiction passages/books and discover the importance of text structure.
Materials: Climate Change, by Dan Green, smart board text structure
passages
Procedure:
1. Lesson Introduction/Objective and Purpose:
We have been reading non-fiction books lately and we are going to
continue doing so by reading Climate Change, by Dan Green today.
Discuss and review how students can tell the different between fiction
and nonfiction. Today we are going to be looking into different nonfiction text structures. I want you to pay close attention to the
examples I will be giving you from different non-fiction books.
2. Teach and Model (Modeling the Thinking):
Let me show you how I figure out which text structure is being used
by using an example like the follow:
Many people think that they can get sick by going into cold weather
improperly dressed; however, illnesses are not caused by temperaturethey are caused by germs. So while shivering outside in the cold
probably wont strengthen your immune system, youre more likely to
contract an illness indoors because you will have a greater exposure to
germs.

In this example, the paragraph explains how germs cause illnesses.

The germs are the cause in the paragraph and the illness is the effect.
Can anyone guess what type of text structure is being used? Cause
and effect structure is being used. When an author gives reasons why
something happened, he is explaining what caused an effect. When an
author explains the results of an action, he is explaining the effects of a
cause.
Here is another example of a different kind of text structure being
used:
How to Make Cookies. First, get your materials. Then, make your
dough. Lastly, cook your dough at 400 degrees for 10 minutes.
In this example, the text is explaining how to make cookies. Can
anyone guess what type of text structure is being used? Sequence &
Order text structure is being used. When an author is organizing
information in a series of directions (sequence) we know we are looking
at a sequence and order text structure.
Here is another example of a different kind of text structure being
used:
Apples and oranges are both fruits, which means that they have seeds
inside of them. Each has a skin, but orange skins are thick and easy to
peel. Apple skins are thinner and do not peel easily. Oranges also
contain more acid than apples, but both fruits are delicious.
In this example, the text structure is exploring the similarities and
differences of two different fruits. Can anyone guess what type of text
structure is being used? Compare and Contrast text structure is being
used. When an author is discussing similarities it is comparing and
when the author is discussing ways things are different is it
contrasting. The text must do both to be considered compare and
contrast.
Here is another example of a different kind of text structure being
used:
Volcanoes are a feared and destructive force for good reason. A
volcano is like a pressure valve for the inner earth, but they can also

be very beautiful. One part of the volcano that people rarely see is the
magma chamber. The magma chamber is way beneath the Earths bed
rock. It is tremendously hot. Running from the magma chamber to the
crater of the volcano is the conduit. The conduit connects the magma
chamber to the outer world. At the top of the volcano is the crater.
This is where the magma exits. Volcanoes are a beautiful yet
dangerous natural phenomenon.
In this example, the text is describing what a volcano looks like. Can
anyone guess what type of text structure is being used? Descriptive
text structure is being used. Descriptive text structure helps readers
visualize information. It share the who, what, where, when, why, and
how of a topic/subject.
Here is one last example of a different kind of text structure being
used:
When a raptor species declines, scientists take wild bird eggs to raise
in captivity and increase the number of birds.
In this example, the text is discussing how a species declining and
what is done to remedy this issue. Can anyone guess what type of text
structure is being used? Problem and Solution text is being used.
Problem and Solution is when information in a passage is expressed as
a dilemma or concerning issue (problem) and something that was, can
be, or should be done to remedy this issue (solution).
3. Guided Practice:
Following the modeling, provide another example, and have students
assist you as you continue to take the lead in teaching the strategy.
The example might look something like this:
All matter, all things can be changed in two ways: chemically and
physically. Both chemical and physical changes affect the state of
matter. Physical changes are those that do not change the make-up or
identity of the matter. For example, clay will bend or flatten if
squeezed, but it will still be clay. Changing the shape of clay is a
physical change, and does not change the matters identity. Chemical
changes turn the matter into a new kind of matter with different
properties. For example, when paper is burnt, it becomes ash and will
never be paper again. The difference between them is that physical
changes are temporary or only last for a little while, and chemical

changes are permanent, which means they last forever. Physical and
chemical changes both affect the state of matter.
Lets look at this example together. The author is describing physical
and chemical changes. He is discussing similarities and differences
between the two. What type of text structure is being used? Compare
and Contrast. The author talks about how both changes are similar is
some ways but different in others, which is using the compare and
contrast text structure.
Give another example. Use less teacher help.
Dr. Miller doesnt want the tigers to vanish. These majestic beasts are
disappearing at an alarming rate. Dr. Miller thinks that we should write
to our congress people. If we let them know that we demand the
preservation of this species, maybe we can make a difference. Dr.
Miller also thinks that we should donate to Save the Tigers. Our
donations will help to support and empower those who are fighting the
hardest to preserve the tigers. We owe it to our grandchildren to do
something.
What can you tell me from reading this paragraph? What text
structure is being used? How can you tell which text structure is being
used? Which words did the author use to help guide you in deciding
what text structure he/she used?
4. Independent Practice:
Once students demonstrate confidence in text structure, you might
want to use an example from Climate Change but provide little or no
assistance.
Some of the activities of man also produce greenhouse gases. These
gases keep increasing in the atmosphere. The balance of the
greenhouse gases changes and this has effects on the whole of the
planet.
Burning fossil fuels - coal, oil and natural gas - releases carbon dioxide
into the atmosphere. Cutting down and burning trees also produces a
lot of carbon dioxide.
A group of greenhouse gases called the chlorofluorocarbons, - which
are usually called CFCs, because the other word is much too long! have been used in aerosols, such as hairspray cans, fridges and in

making foam plastics. They are found in small amounts in the

atmosphere. They are dangerous greenhouse gases because small
amounts can trap large amounts of heat.
Because there are more and more greenhouse gases in the
atmosphere, more heat is trapped which makes the Earth warmer. This
is known as GLOBAL WARMING.
A lot of scientists agree that man's activities are making the natural
greenhouse effect stronger. If we carry on polluting the atmosphere
with greenhouse gases, it will have very dangerous effects on the
Earth.
With more heat trapped on Earth, the planet will become warmer,
which means the weather all over Earth will change. For example,
summers will get hotter, and winters too. This may seem a good idea,
but the conditions we are living in are perfect for life, and a large rise
in temperature could be terrible for us and for any other living thing on
Earth. At the moment, it is difficult for scientists to say how big the
changes will be and where the worse effects will occur.
Look for clues to determine what text structure is being used by the
author in this passage. Remember that I am going to ask you to tell me
how you figured it out, so be aware of the thinking you are doing.
5. Assessment:
You will be able to determine if the lesson was a success if students are
able to
determine which text structure their independent non-fiction
reading book was
written in and explain why and how they got to this
answer.