Analyzing Text Structure: “Generation Z Stereotyped…” | EL Education Curriculum

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ELA 2012 G7:M2B:U1:L8

Analyzing Text Structure: “Generation Z Stereotyped…”

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Long Term Learning Targets

  • I can determine the central ideas of an informational text. (RI.7.2)
  • I can analyze the development of a central idea throughout the text. (RI.7.2)
  • I can analyze the organization of an informational text (including how the major sections contribute to the whole and to the development of the ideas). (RI.7.5)

Supporting Targets

  • I can analyze the organization of "Generation Z Stereotyped ..." to determine its central ideas and evidence.
  • I can analyze the central ideas and evidence of "Generation Z Stereotyped ..." and how they relate to one another. 

Ongoing Assessment

  • Forming Evidence-Based Claims Graphic Organizer: "Teen Slang: What's, Like, So Wrong with Like?" (from homework)


AgendaTeaching Notes

1.  Opening

     A.  Listening for Gist: "Generation Z Stereotyped ..." (10 minutes)

2.  Work Time

     A.  Analyzing the Structure of the Text: "Generation Z Stereotyped ..." (1o minutes)

     B.  Reading Closely: "Generation Z Stereotyped ..." (10 minutes)

     C.   Unstructured Review for the End of Unit Assessment (10 minutes)

3.  Closing and Assessment
     A.  Identity Journal (5 minutes)

4.  Homework

     A.  Continue reading in your independent reading book for the unit at home and study for your assessment. Be sure to bring your independent reading book to class.

  • This lesson follows the same structure as Lesson 7, except with a different text and adjustments to the Opening and Closing. All Teaching Notes and "Meeting Students' Needs" for Lesson 7 also apply here.
  • "Generation Z Stereotyped ..." discusses generational identity and is used to help students further develop their definitions of identity.
  • Keep in mind that "Generation Z Stereotyped ..." differs from "What's, Like, So Wrong with Like?" in one critical way: It is an informative text, not an argumentative text. Therefore, this lesson uses the language of RI.7.2: "central idea," "supporting idea," and "evidence," rather than the language of RI.7.8: "central claim," "reasons," and "evidence."
  • The format of the text "Generation Z Stereotyped ..." mirrors that of the text students will read for their End of Unit 1 Assessment. Bear this in mind if areas of challenge come up for students during this lesson; if there is time available, consider using Work Time C as a means of targeting those challenges.
  • Work Time C is a short, unstructured review session. Use this time to reteach any point of the instruction that may be helpful to your students before the End of Unit 1 Assessment in Lesson 9, or consider simply increasing the time allotted for Work Time B.
  • Post: Learning targets.


garnering, apathetic, characterizations, priorities, sedentary, obesity


  • "Generation Z Stereotyped ..." (reformatted version, with wide margins for students to make annotations; one per student)
  • "Generation Z Stereotyped ..." Definitions (for teacher reference)
  • "Generation Z Stereotyped ..." Structure anchor chart (one per student and one to display)
  • Document camera
  • Text-Dependent Questions: "Generation Z Stereotyped ..." (one per student)
  • Text-Dependent Questions: "Generation Z Stereotyped ..." (answers, for teacher reference)
  • "Generation Z Stereotyped ..." Structure anchor chart (for teacher reference)
  • Identity anchor chart--student version (in Identity Journals; begun in Lesson 1)
  • Identity anchor chart (begun in Lesson 1)
  • Sample Cultural Identifiers anchor chart (from Lesson 1)


OpeningMeeting Students' Needs

A. Listening for Gist: "Generation Z Stereotyped ..." (10 minutes)

  • Direct students' attention to the learning targets, and read them out loud together:

*   "I can analyze the organization of "Generation Z Stereotyped ..." to determine its central ideas and evidence."

*   "I can analyze the central ideas and evidence of "Generation Z Stereotyped ..." and how they relate to one another."

  • Let students know they will now begin work on these targets by listening to the text as they read.
  • Distribute "Generation Z Stereotyped ..." and orient students to the text. Explain that the left margin is where they will take gist notes.
  • Tell students that you will read this text aloud while they read along silently in their heads.
  • As they listen, they should write down the gist of each paragraph. Remind them to write legibly and small. Assure them that you will pause so they will have time to jot down notes without missing the next part of the text, but they should feel free to underline words or phrases they think are important as you read. (This text takes about 6 minutes to read aloud, not including time to stop and allow students to take notes.)
  • Begin. Make sure students are adding to their notes as you read.
  • Define the vocabulary words listed under "vocabulary" for students as you read and have them jot down a brief definition of each on their texts. (See "Generation Z Stereotyped ..." Definitions for reference).
  • Hearing a complex text read slowly, fluently, and without interruption or explanation promotes comprehension and fluency for students: They are hearing a strong reader read the text aloud with accuracy and expression and are simultaneously looking at and thinking about the words on the printed page. Be sure to set clear expectations that students read along silently in their heads as you read the text aloud.
  • Consider posting the list of definitions for this text so students may refer to it as they read.

Work Time

Work TimeMeeting Students' Needs

A. Analyzing the Structure of the Text: "Generation Z Stereotyped..." (1o minutes)

  • Distribute the "Generation Z Stereotyped ..." Structure anchor chart and display a copy using a document camera. Ask students to find the overall purpose of the text and put their finger on it. When most students have their fingers in the right place, ask someone to read the central idea out loud.
  • Remind students that readers generally can't say for sure what the central idea of a text is until they've read the whole thing, because it doesn't always appear in the same place. As in yesterday's lesson, to help students see the structure of the text, you are telling them the central idea, which you determined in the same way they will determine the supporting ideas in various sections of the text.
  • Direct students to Paragraph 2 and point out that the central idea is directly stated there. Ask if this is where they would expect a central idea to be.
  • Now ask students to find the part of the anchor chart that shows the supporting idea of Paragraphs 1-3 and put their finger on it. When most students have their finger in the right place, call on one student to read it aloud.
  • Remind students that identifying a reason is more than gist notes and less than a full summary. Assure them that they will have a chance to analyze how you determined this supporting idea, and then they will think about how it relates to the central idea.
  • Careful attention to learning targets throughout a lesson engages, supports, and holds students accountable for their learning. Consider revisiting learning targets throughout the lesson so that students can connect their learning with the activity they are working on.
  • Using an analogy helps to make abstract concepts more accessible to students.
  • Consider writing these questions on the board for struggling learners who benefit from visuals to reinforce discussion.

B. Reading Closely: "Generation Z Stereotyped ..." (10 minutes)

  • Arrange students in pairs. Tell them they will now read the text closely with a partner, just as in the last lesson. They will read with some guiding questions; after they've discussed the questions, they will write their ideas in the left-hand side of the text, where they wrote their gist notes.
  • Distribute the Text-Dependent Questions: "Generation Z Stereotyped ..." and ask students to read along as you read the directions. Clarify any questions. Circulate to help as needed.
  • After 10 minutes, debrief students on the questions. Use the Text-Dependent Questions: "Generation Z Stereotyped ..." (answers, for teacher reference) as a guide.
  • Finally, direct students back to the Structure anchor chart. Ask them to turn and talk:

*   "How does each section connect to the overall central idea?"

  • Use the "Generation Z Stereotyped ..." Structure anchor chart (for teacher reference) to guide students to an understanding of how each section of the text connects to the central idea. Add these explanations to the class anchor chart; prompt students to add them to their own copies.

C. Unstructured Review for the End of Unit Assessment (10 minutes)

  • Use this time to cover any section of the unit material, practice sample questions, or answer any queries from students that will help them be successful on the assessment.
  • In particular, consider practicing skills that are embedded in the standards to which the assessment is tied: RI.7.1, 7.3, and 7.5.

Closing & Assessments


A. Identity Journal (5 minutes)

  • Have students turn to their Identity anchor chart--student version in their Identity Journals. As you record notes on the posted Identity anchor chart, ask them to copy them down in the anchor chart in their journals.
  • Ask students to briefly summarize how the "Teen Slang" article from Lesson 7 may fit with a sense of identity. Remind them that this was the fourth question in their text-dependent questions on "Teen Slang." Listen for something like: "People can define their identity through their language by using it to indicate who is 'in' and who is 'out' of their group." Indicate that this idea is going to be very important in Unit 2.
  • Ask students to think now about how "Generation Z Stereotyped ..." may relate to identity. Answers may vary widely here; choose the most insightful answers, particularly ones that connect the idea of identity to generation or societal group (you may wish to point students back to the Sample Cultural Identifiers anchor chart), and record them.
  • Remind students that their Mid-Unit Assessment is in the next class. Assure them that they have been practicing the exact skills that will be on the assessment, and that there will be no "tricks" or new materials. Express your confidence in their abilities and your excitement at seeing how they have grown as readers and writers so far.


  • Study for your assessment. Look over the feedback on your Reader's Notes and the mid-unit assessment from Lesson 5. See which questions and/or skills you could practice again before the assessment in the next lesson. Consider studying with one of your Diversity Discussion Appointment partners.
  • Continue reading in your independent reading book for the unit at home. Be sure to bring your independent reading book to class.

Note: The End of Unit 1 Assessment is in Lesson 9. Review and return of this assessment is left up to the discretion of the teacher.

Lesson 10 is a celebration of independent reading; consider now how you might prepare for the celebration. Note that Lesson 10 also includes an important launch of Unit 2, reading aloud the myth of Pygmalion. Be sure whatever celebration you plan allows for time for this crucial read-aloud.

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