Informational Text

Reading used:

Get it Done!: Writing and Analyzing Informational Texts to Make Things Happen by Jeffrey D. Wilhelm, Michael W. Smith, James E. Fredericksen

Say:

I really l.ike the way this book begins because the authors take the time to relate their subject to the Common Core State Standards (CCSS).  While South Carolina does not use these standards anymore, the state standards have been adopted based on CCSS.  I really appreciate that the authors took the time to do this because it shows that what they are writing about is still moderately relevant to today's classroom in South Carolina.  In chapter one they define informative/explanatory texts by using real world examples such as Jeff's recent trip to the Grand Canyon.  They talk about how everyone who went exchanged emails which consisted of "naming and listing"" of what "the group members...thought they would need".  They then talk about how the group summarized "gear organization, the trip itinerary, training regiments, and the like."  This would be easy to follow for any high school student as it uses something they can relate to in order to explain.  While the first two chapters hit on the definitions, the rest of the book uses those definitions and their relation to the CCSS to illustrate how to best use informational and explanatory texts in the classroom by way of lesson plans.  In these latter chapters, the authors do a fantastic job of explaining each chapter using definitions and examples.  Then, they further this by bringing it all together in various lesson plans and activities to use, for example, comparing and contrasting.  Having a book like this makes it very easy to flip to a specific chapter and find exactly what you are looking for.  It is organized very well and there are even annotations in the margins which point back to the CCSS.  Again, while South Carolina does not use the CCSS, the state standards that have been adopted are close enough that they would be easy to find.

Do:

In chapter 10: "Comparing and Contrasting", the authors explain how best to do this by using a movie club.  However, this could easily be adapted for book clubs in the classroom.  Their steps include (I have adapted these for book clubs):

1. Choose a book ("have a purpose for comparing")
2. Review the reasoning for reading and discussion ("Identify at least two things to compare at this time and in this situation")
3. "We agreed we would talk to people who had" read "one or both of the" books ("gather data about the items or issues to be compared so we can operate from a rich base of knowledge")
4. Each member brings in research and the most interesting things were categorized according to "points we wanted to consider under the headings genre, topic, reviews...special considerations, rating, and length" (identify meaningful points of comparison/contrast related to the purpose")
5. Rank and prioritize these points
6. "Decide how to present the points"
7. "Describe and characterize each point of comparison for each item"

Having students do this for book clubs is an excellent way to make sure that they are not choosing a book based on one facet that may not benefit them, such as only relying on reviews or even how long the book is.  It is very easy to judge a book based on the cover but by having students really research and prioritize what is important to them in a book will help them not only choose the best book for them but will help them enjoy it as well.  To implement this in the classroom I would have a copy of these steps on the Smart Board (assuming I have access to one).  They would do a book pass among the class and jot down notes about each book.  After the book pass, they would collaborate and then follow these steps.  After each person has decided on a book, they would be placed into groups and those would be their book clubs.  I would assign part of this for homework if I were not at a one to one school, though.  However, if every student has their own device, I would have them do all of the steps in class.