Analyzing Text Teacher Resources
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What does a text say? What does it do? Good readers use these questions to help them understand the structure of a problem/solution text. Model this approach by putting a copy of the included article on an overhead (or interactive white board). After completing a think-aloud in front of the class, engage learners in a guided practice activity. For independent practice, groups identify a problem and discuss two possible solutions before drafting their own problem/solution essay.
Hamlet's "To be or not to be" soliloquy (Act III, scene i) gets the close reading treatment in a group of skill building exercises. As an engagement activity, class members assume the role of a WWE wrestler, a kindergarten teacher, ninja assassin, etc., and in character, deliver a line from the soliloquy. Groups then reread the speech, highlighting the punctuation, unfamiliar words, and figurative language. The class reconvenes to discuss how the language indicates Hamlet's emotions. A great addition to your curriculum library.
What is a KWL chart? Here is a well thought-out lesson that has learners use KWL charts to gain historical perspective. Your class examines primary sources about historical events and identifies what they know, want to know, and, finally, what they learned about the chosen topic. Consider having them write a summary paragraph after completing their chart.
Learners explore the history of Montana's Native Americans by reading James Welch's Fools Crow. Set shortly after the Civil War, the novel focuses on a young Blackfoot Indian and his tribe. Over the course of several weeks, class members respond to study questions and complete different projects designed for each chapter.
Let the synthesizing begin as your learners trace and explore thematic ideas through informational and literary texts that concern Ramses II and the fall of Saddam Hussein. Learners begin by examining an encyclopedia article concerning Ramses and progress to “Ozymandias” by Shelly, and an article from National Geographic of the same topic but of a different tone. Readers compare the three texts and finalize the persona of Ramses. They also develop a theme from the three texts. Learners connect the themes through a photograph of the fall of Saddam Hussein’s statue in a Bagdad city square. From that, they analyze hubris of the leaders. Everyone in the class is challenged with argument and synthesis essays.
Complex text can be a challenge for even good readers. Encourage your class members to develop the skills needed to tackle big reads with a series of activities based on a passage from "The Offshore Pirate." The second in a three-part series of close reading exercises based on passages written by F. Scott Fitzgerald, models how to cite strong textual evidence to support an analysis, how to analyze stylistic choices, and how to pose and respond to text-based questions.
How do you read non-fiction, informational text? How do you recognize the rhetorical devices a writer is using? How do you determine the tone of such a document? Lincoln’s First Inaugural Address provides a perfect vehicle for learners to develop and practice these necessary skills. The richly detailed resource packet provides everything you need, from the complete text of the speech to fill-in-the-blank sentence templates, from guided questions and graphic organizers to a writing assignment. A great way to prepare learners for challenging text and for document-based exams.
To conclude a three-part unit that examines how different writers express their views on the American Puritan tradition, class members compare the views of Ralph Waldo Emerson as expressed in his essay on "Self-Reliance" with those presented in Jonathan Edwards' sermon "Sinners in the Hands of an Angry God." To prepare for the concluding comparative essay, learners engage in a series of activities including explaining the transcendental concepts in several Emerson aphorisms, completing graphic organizer that contrasts transcendental and puritan beliefs, and researching the rhetorical devices the two writers employ.
“An Occurrence at Owl Creek Bridge,” Ambrose Bierce’s short story, is used to model how structural moves, the decisions an author makes about setting, point of view, time order, etc., can be examined to reveal an author’s purpose. Groups examine the three parts of the story and collect evidence to show how the point of view, tone, and mood change in each part. They then posit theories about why the author may have made these choices and share their ideas with the whole class.
Pupils create a poem that expresses the physical and emotional turmoil of living through the Dust Bowl. In this Out of the Dust lesson, students research facts about the time period and discuss the cause-effect patterns associated with that difficult time. Pupils compose a poem and a written response based on their research and discussion.
Eighth graders discover that literature can be a great way to gather information about the past. Using various types of text, they research its historical data and determine if it is correct. They write two papers to respond to the literature they have read to end the lesson.
Practice literary analysis and citing evidence in this lesson about heroes. Ninth graders complete research activities for a literary analysis of a character who meets the definition of a hero. Then, they write journal entries about heroism and work in groups to define and characterize heroes. After reading a literary selection and listening to the lyrics of a song, they can compose an essay about heroes. Use this lesson to reinforce analysis skills and using textual skills.
"The best-laid schemes o'mice an' men/Gang aft agley." Snowball groups discuss Robert Burns' "To a Mouse" as part of their study of the first two chapters of Steinbeck's novel. Included with the resource, are links to sites that examine the Great Depression, before and after reading activities, and group improvisation projects.
After modeling how to write responses to literature that provide an interpretation, recognize ambiguities, nuances, and complexities, class groups are presented with short stories and/or art transparencies and asked to craft their own analysis. Individuals then draft, revise, and polish an essay that reflects an understanding of a work.
Using informational text to make cross cultural comparisons is a great way to build a global understanding and comparative analysis skills. With several handy worksheets and a Venn diagram the class will read to make cross textual comparisons about specific topics related to all cultures. They'll read several texts and make comparisons about religion, food, and society.
Twelfth graders discuss a fictional text that they are given, they identify passages, which highlight the author's style, language naances and textual ambiguities. Pupils brainstorm possible topics for an analytical essay, they are engaged in the writing process as they develop a literary topic into an analytical essay.
Through this three-day lesson plan, learners will develop an understanding of several elements of narration such as plot, characterization, setting, point of view, and theme. Reading several fiction texts and taking notes using dialectical journaling, your class will make analytical observations, comparisons, and ask textual questions. Using the data collected, they will present their findings in an analysis. Home connections, extensions, and differentiation activities included.
Individuals complete a pre-assessment to gauge their ability to determine the main idea and supporting details in nonfiction text. They examine a new piece of nonfiction reading by looking at the table of contents, headings, and index before using a table diagram to record the main idea and supporting details. Using the information from the table, they write a paragraph about the reading.
Whether or not Zora Neale Hurston's classic novel is a part of your course, this packet deserves a place in your curriculum library. Designed as a close reading exercise, the series of activities begins with the instructor modeling, with a chunk of text, how to highlight imagery and figurative language, and how to use in-text citations to answer guiding questions. For guided practice, groups repeat the process with a second chunk of text. Individuals then tackle another passage for independent practice. Everything you need, text passages, worksheets, and answer keys are included in the richly detailed packet.
Students analyze primary documents and images. Students organize and evaluate the causes and results of the Omaha race riot of 1919. Students study and recognize key personalities involved. Students relate history to certain quotes diagrammed on the board. Students encounter graphic organizers.