Getting students to read informational text can be trying, but analyzing Roosevelt's Pearl Harbor Address will engage your students. The new Common Core State Standards place a greater emphasis on critical thinking and implementing expository and nonfiction texts into the English Language Arts curriculum. Understanding the basics of analyzing the rhetorical situation, mood and tone, and author's purpose and point of view are essential to understanding nonfiction texts. This 4-5 day unit teaches the fundamentals of analyzing informational text with the unique acrostic "R.E.A.D.S"
Recognize (purpose, tone, point of view)
Develop (questions and judgments)
Summarize (the main idea of the text)
This multi-faceted unit integrates listening skills, reading strategies, and writing skills, as students analyze each of these elements to develop practical skills in analyzing nonfiction texts.
If you are interested in the detailed close reading bundle including PPT lectures and guided student activities visit the link below
Close Reading Guidelines and Activities Bundle
If you are interested in other close reading resources or close reading bundles, visit the link below:
Close Reading Resources
This Unit Includes
1. Common Core Alignment
2. Student Notes and Handouts
3. Teacher "day by day" schedule
4. Articles for Analysis
5. Writing Task and Rubric
6. PPT lectures to facilitate student notes (54 slides)
Active Reading and Annotations
Purpose Use the Active Reading and Annotation Handouts to teach students the fundamentals of Close Reading found in the “READS” system for analyzing informational text and the ICE system for taking annotations.
Introduce students to the “Close Reading READS Assignment” sheet and explain the 1st, 2nd, and 3rd read in close reading of informational text.
Use the 3 different “Determining Purpose, Viewpoint & Bias” handouts to instruct students on essential terms and concepts for their first close read.
1st Read “Movies vs Books” 1. Analyze title to make predictions 2. Underline statements that reveal the author’s viewpoint and purpose.
Tone and Mood
Logo Review fundamentals of 1st, 2nd, 3rd read in close reading (READS assignment sheet), and review student’s annotations identifying the author’s viewpoint and purpose.
Use the “Analyzing Tone and Mood” handouts to instruct students on the essential terms and concepts surrounding tone and mood.
Have students complete their first read and look for connotative words and figurative language that establish the author’s tone in the article.
Explain the concept of Rhetorical Appeals and Ethos/Pathos/Logos. Have students review their analysis of tone and identify the author’s use of Rhetorical Appeals.
Evaluate Evidence &
Worksheet Review the Facts vs Opinions handout and have students complete their 3rd read of the “Books vs Movies” article. In the 3rd read students should evaluate the details/evidence used to support the author’s viewpoint/purpose, and develop personal questions or judgments in the margins. Have students use their annotations to fill in the READS handout.
Have students complete another Close Reading process on the “The Great Book vs Movie Debate (Books Ain’t Always Better)” article.
Writing Use writing task and rubric to assess students understanding and analysis of the articles.
Keywords: expository; exposition; non-fiction; non fiction; real-life; informational text; Common Core; article; printable; worksheet; handout; easy; bundle; package; lesson plans; close reading