Objective

• Students will be able to identify important elements within a nonfiction text

• Standards: – W9: Draw evidence from literary or informational texts to support analysis,

reflection, and research– R14: Analyze impact of word choice on tone– R16: Determine author’s purpose and analyze use of rhetoric– SL2: Integrate multiple sources of information presented in diverse formats

Commas make all the difference.

Warm-up: DOL/Bell Ringer #37

Revise the following sentences by adding commas where they are needed. If a sentence is correct, write (C) for "correct".

1. Richard caught the ball ran for five yards and scored a touchdown.

2. Judy who works for the local school district is asking her boss for a raise.

3. I didn't realize however that the main character was already dead. 4. I want to buy a shirt and a pair of shoes. 5. Because we have a test tomorrow I'm not going to the party.

Why you should keep the last comma in a series…

Test on Wednesday!!

• No Greek and Latin this week

• Test on nonfiction unit on Wednesday! This will be your second test grade so make sure you study!

• We will review completely tomorrow

Main IdeaSupporting DetailArgumentPrimary sourceSecondary sourceCause and EffectWord choiceToneAuthor’s Purpose Drawing Conclusions

Terms to Know

Why the author wrote the text or presented the image

Writer or speaker’s choice and arrangement of words

Attitude the writer takes toward a subject

Particular point the author is trying to convey

Examples that help to promote the main idea

Taking a stance about a topic using logic, ethics, and emotions

Document or object created during a specific time that offers an insiders view

Interprets or analyzes a primary source

The relationship between actions and events

Information that was implied from the text

Author’s Purpose• To inform or explain: Uses facts and statistics,

directions, steps in a process, diagrams, or illustrated explanations.

• To persuade: Uses a statement of opinion, supporting evidence, appeals to emotion, or a call to action.

• To entertain: Uses suspenseful or exciting situations, humorous or fascinating details, or intriguing characters.

• To express thoughts or feelings: Uses thoughtful descriptions, insightful observations, or the writer’s personal feelings.

Tone

• Tone: Attitude the writer takes toward a subject• When trying to determine an author’s tone, the

reader must look at the author’s word choice. In what manner does he/she present the topic?

• You can also look for tone in visual texts as well, such as pictures, videos, murals, etc…

• What is the tone of each of the following pictures?

Overwhelmed

Exhausted

Tranquil

Calm

The Lost Boys

• http://www.youtube.com/watch?v=GuwLkvepaJM

• Find examples of tone in the video.• WRITE THE EXAMPLES down. What is verbally

said that makes you determine tone? What do you see that determines tone?

The Lost Boys

• http://www.youtube.com/watch?v=GuwLkvepaJM

• Whilst watching the video, start thinking about the contrasting lives of the boys in Africa and boys in America. Begin filling in your dual concept chart.

• http://www.youtube.com/watch?v=ndg6kxCNFPQ

What’s happening now?

• As a class, we will read several excerpts from different pieces of nonfiction texts about what is being done for The Lost Boys of Sudan.

• You may use this, or other similar texts, to complete your letter.

• While reading, identify the following within the text:– Tone– Author’s purpose– Main idea– Cause and effect

Indep. Practice U.S. Refugee Resettlement Program

Main IdeaSupporting DetailArgumentPrimary sourceSecondary sourceCause and EffectWord choiceToneAuthor’s Purpose Drawing Conclusions

Terms to Know

Why the author wrote the text or presented the image

Writer or speaker’s choice and arrangement of words

Attitude the writer takes toward a subject

Particular point the author is trying to convey

Examples that help to promote the main idea

Taking a stance about a topic using logic, ethics, and emotions

Document or object created during a specific time that offers an insiders view

Interprets or analyzes a primary source

The relationship between actions and events

Information that was implied from the text

Objective Tuesday 3/19

• Students will assess their knowledge on nonfiction literary elements and be able to identify them within a passage.

• Standards: – W9: Draw evidence from literary or informational texts to support analysis,

reflection, and research– R14: Analyze impact of word choice on tone– R16: Determine author’s purpose and analyze use of rhetoric– SL2: Integrate multiple sources of information presented in diverse formats

• What is the Main Idea of the passage? What is the Author’s Purpose for writing this piece?

• Identify Supporting Details that support your answer.

• What is the author’s Argument?• Is this a Primary source or Secondary source?• What is the Tone of the piece?• Identify the author’s Word Choice that helps you

identify his/her tone.• What information can you imply from the text?

Identify these elements in your passage