LASSIS: Language Arts Sample Systematic Instruction Script Theme: Making Choices Grade Band: High School Focus: Using Informational Text Topic Access Points Florida Standards Essential Understanding LASSI Objectives AUTHOR’S PURPOSE LAFS.11-12.RI.2.AP.6c Determine/identify the specific language/words that the author uses that contribute to the power, persuasiveness or beauty of the text. LAFS.11-12.RI.2.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. Identify an author’s point of view. Match details to an author’s point of view. Identify persuasive words the author uses and determine if the author wants you to like or dislike. COMPREHENSION LAFS.11-12.RI.1.AP.1a Use two or more pieces of evidence to support inferences, conclusions or summaries of text or an adapted text. LAFS.11-12.RI.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. Make an inference from an informational text. Identify a conclusion from an informational text. Identify a summary from an informational text. Identify details to support the inference, conclusion, or summary. Select an inference, conclusion, or summary statement using 2 or more details from a high school informational text (how do you know). appropriate
What is the topic of this article? Assist students as needed to affix or write the topic on the graphic organizer. The author has three facts to support the purpose or reasons for writing this article. In this article, the author describes one reason in each paragraph. Point to each paragraph in the article. The author also uses a signal word in each paragraph to let you know a reason is coming up. The signal words are “first”, “next”, and “last.” I’m going to read the 1st paragraph again. Listen for a reason. The sentence will start with the word “first.” Reread the 1st paragraph. What is the first reason the author states that teens make good volunteers? - First, there are a large number of teens who can volunteer. - Nearly 60% of teens aged 12-17 years volunteer. - In addition, girls are more likely to volunteer than boys. - Teens make good volunteers for three reasons. Assist students as needed to affix the reason in the “reason 1” box of the graphic organizer. Points to the correct sentence strip from options or reads/points to the correct sentence in the 1st paragraph (i.e., "First, there are a large number of teens who can volunteer."). If more help is needed, limit the number of options students select from 4 to 3 options. Options: For this part of the lesson, students can indicate the reason by underlining or highlighting it. Affixes the reason in the “reason 1” box of the graphic organizer. What signal word tells you a fact is coming? Let’s put the signal word on the graphic organizer. Assist students as needed to affix the signal word on the graphic organizer. Selects from options or reads/points to the word “first” in the article. Affixes the signal word “first” on the graphic organizer. Another fact to support the purpose or reason the author wrote this article is in the 2nd paragraph. The sentence starts with the word “next.” I’m going to read the 2nd paragraph again. Listen for the sentence that starts with the word “next.” Reread the 2nd paragraph. What is the next fact to Points to the correct sentence from options or reads/points to the correct sentence in the 2nd paragraph (i.e., "Next, teens have time to volunteer.") If more help is needed, limit the number of options students select from 4 to 3 options.
Let’s put the signal word on the graphic organizer. Assist students as needed to the signal word on the graphic organizer. Affixes the signal word “last” on the graphic organizer. Let’s review our graphic organizer together. Point to the topic, reasons, and signal words as you read them. The author chooses words to persuade you. The author wants you to agree with his or her point of view. In this case, the author uses the words “first, next, and last” to list three facts to support the purpose or reasons that teens make good volunteers. Does the author want you to agree with them or disagree with them? Selects from the response options. Hint: If more help is needed, explain that the author is giving reasons for believing that teens make good volunteers. This author also uses other words to persuade you to agree. Listen as I read a sentence from each paragraph and see if you hear the same phrase in each of the sentences. Read the sentences. - In addition, girls are more likely to volunteer than boys, but just by a little. - In addition, they spend 1-2 hours each time they volunteer. - In addition, teens get their friends to volunteer. What phrase did you hear in each of the sentences? That’s The author uses the phrase “in addition” to give you a fact that supports each of their reasons. Assist students as needed to the persuasive words on the graphic organizer. Selects “In addition” from the response options or points to the words on the sentence strips. Hint: If students need more help, point to the words “in addition” or highlight the words in the article. Affixes the persuasive words “in addition” on the graphic organizer. 11th Objective: Determine the author’s purpose or of view. Use article #2 – Teens and the Media and Author’s Purpose graphic organizer.
Step Teacher Says/Does Student Response I am going to read another article. The topic of this article is teens and the media. Remember, the topic is what the article is about. Give each student a copy of article #2 – Teens and the Media. I need your help reading the article. When I read, “The media influences what we buy”, I want you to help me read “what we buy.” (Hold up a sentence strip with the words “The media influences what we buy.” Point to the words as you read them, but wait for student to read the underlined words. Let’s practice. “The media influences what we buy.” Read article #2 – Teens and the Media. Some students may be able to read this passage aloud independently. Reads “what we buy.” (e.g., student may use voice output device to say “what we buy” or speak the words to help read it). Give each student the author’s purpose graphic organizer. Authors have a purpose for writing. The author’s purpose can be to entertain us (just for to the “entertain” column on the graphic organizer, to persuade us (convince us of something)… point to the “persuade” column on the graphic organizer, or to inform us (give us facts)…point to the “inform” column on the graphic organizer. I’m going to read a sentence from the article and you decide which column it goes in. Here’s the first sentence. “Teens watch 40,000 ads a year through television alone.” What is the purpose of this sentence? Let’s put the sentence in the “inform” category? Assist students as needed to affix the sentence on the graphic organizer. Selects “inform” from response options or points to “inform” column on the graphic organizer. Hint: If students need more help, remind them that when the author’s purpose is to inform us, they will tell us facts and reasons. Affixes the response option on the graphic organizer or writes the sentence the “inform” column.
Let’s try another sentence. “These ads affect the food and beverage choices teens make.” What is the author’s purpose? Assist students as needed to the sentence on the graphic organizer. Selects “inform” from response options or points to the “inform” column on the graphic organizer. Affixes the response option on the graphic organizer or writes the sentence under the “inform” column. Here’s one more. Listen as I read this sentence aloud. “Parents have the greatest influence over whether teens eat healthy foods.” What is the author’s purpose? Assist students as needed to affix the sentence on the graphic organizer. Selects “inform” from response options or points to the “inform” column on the graphic organizer. Affixes the response option on the graphic organizer or writes the sentence the “inform” column. Let’s look at the graphic organizer. Read graphic organizer with students. All of the sentences are in the “inform” column. What is the author’s purpose? Yes, the purpose is to inform the reader about a topic. What was the topic of this article? That’s right! The purpose of this article is to inform the reader about teens and media. Selects “inform” from response options or points to the “inform” column on the graphic organizer. Selects “teens and media” from response options. 11th Objective: Pose a question and use a KWHL to find the answer using two or more sources (internet is one). Use article #3 – Tips for a Successful Job Interview and KWHL graphic organizer. Step Teacher Says/Does Student Response Give each student a copy of article #3 – Tips for a Successful Job Interview. Some of you may want to get a job. Many times, when you are trying to get a job, you will have an interview. Next, we are going to learn some tips for a successful job interview. Point to each tip as I read them. Read article #3 – Tips for a Successful Job Interview. Some students may be able to read this passage aloud independently. Points to each tip as the teacher reads it.
Assist students as needed in affixing their responses on the KWHL chart. Affixes responses in the W column on the KWHL chart. The third column on the KWHL chart is where we list some ideas for how we can learn more about what we want to know. What are some ways we can learns more about what we want to know? If needed, assist students in affixing responses on the KWHL chart. Selects or otherwise communicates one or more of the following possible sources of information: internet, books, videos, people, and library. The response options included are: internet, videos, people, and library. Affixes responses in the H column on the KWHL One of the things you said you wanted to learn more about is what to wear to a job interview. Point to "what to wear" on the KWHL chart. The internet is one of the ways you can learn more about what to wear to a job interview. Let's visit a website that has some pictures of clothes that are to wear for a job interview. Assist the students by Click on “Enter Gallery” to see the pictures. Students use the “next” and “previous” buttons to go forward and backward. We can what we learned about the right clothes to wear to an interview in the L column of the KWHL chart. Point to the L column. What is one thing that is appropriate for a girl to wear to an interview? If needed, assist students in affixing their responses on the KWHL chart. Selects “sweater” from response options. If more help is needed, use LIP. Affixes the response to the L column of the KWHL chart. What is one thing that is appropriate for a boy to wear to an interview? If needed, assist students in affixing their responses on the KWHL chart. Selects “shirt and tie” from response options. If more help is needed, use LIP. Affixes the response to the L column of the KWHL chart.