UNIT 3: Analyzing Informational Text

UNIT 3: Analyzing Informational TextUNIT 3: Analyzing Informational Text

LESSON 2: Evaluating Graphics in Procedural TextLESSON 2: Evaluating Graphics in Procedural Text

Content ObjectiveContent Objective

What am I doing today? What am I doing today? I CAN... evaluate the I CAN... evaluate the use of images in expository texts.use of images in expository texts.How can images enhance the message in How can images enhance the message in expository texts?expository texts?

BRAINSTORBRAINSTORMMBRAINSTORBRAINSTORMM

Examine this image, Examine this image, taken from one of taken from one of the expository texts the expository texts we read during we read during Lesson 1Lesson 1..What cultural or What cultural or social issues are social issues are apparent in the apparent in the image?image?

IDENTIFYIDENTIFYIDENTIFYIDENTIFY

http://www.time.com/time/magazine/0,9263,7601921207,00.html

Examine this image, Examine this image, taken from one of taken from one of the expository texts the expository texts we read during we read during Lesson 1Lesson 1..How does the image How does the image add to or detract add to or detract from the message in from the message in the text?the text?

EVALUATEEVALUATEEVALUATEEVALUATE

http://www.time.com/time/magazine/0,9263,7601921207,00.html

Examine this image, Examine this image, taken from one of taken from one of the expository texts the expository texts we read during we read during Lesson 1Lesson 1..Who is the Who is the intended audience?intended audience?

IDENTIFYIDENTIFYIDENTIFYIDENTIFY

Examine this image, Examine this image, taken from one of the taken from one of the expository texts we expository texts we read during Lesson 1read during Lesson 1..How does the How does the audience influence audience influence the tone and the tone and formality of the formality of the image?image?

UNDERSTANUNDERSTANDDUNDERSTANUNDERSTANDD

Examine this image, Examine this image, taken from one of the taken from one of the expository texts we expository texts we read during Lesson 1read during Lesson 1..How would the tone How would the tone and formality of the and formality of the image be affected if image be affected if the audience the audience changed?changed?



What What elseelse am I doing today? am I doing today? I CAN ALSO... I CAN ALSO... synthesize information and draw conclusions synthesize information and draw conclusions based on graphical information within a text.based on graphical information within a text.

Writers often use graphics such as Writers often use graphics such as chartscharts, , graphsgraphs, and , and diagramsdiagrams in procedural texts to in procedural texts to clarify ideas.clarify ideas.How would using graphics help a reader How would using graphics help a reader understand relationships or to make understand relationships or to make connections between ideas?connections between ideas?


• chart chart A graphical representation of data A graphical representation of data which depicts the relationship between two or which depicts the relationship between two or more parts of a whole.more parts of a whole.

DEFINEDEFINEDEFINEDEFINE

• graph graph A graphical representation of data A graphical representation of data which depicts the relationship or intersection which depicts the relationship or intersection between two variables. between two variables.


• diagram diagram A plan, sketch, drawing, or outline A plan, sketch, drawing, or outline designed to demonstrate or explain how designed to demonstrate or explain how something works, or to clarify the relationship something works, or to clarify the relationship between the parts of a whole.between the parts of a whole.


Examine this page, Examine this page, taken from one of taken from one of the expository texts the expository texts we read during we read during Lesson 1Lesson 1..How does the use How does the use of graphics in this of graphics in this selection help to selection help to clarify the ideas?clarify the ideas?


Examine this page, Examine this page, taken from one of taken from one of the expository texts the expository texts we read during we read during Lesson 1Lesson 1..What connections What connections do they help you do they help you make?make?


When should a writer include graphics in a When should a writer include graphics in a text?text?



What What elseelse am I doing today? am I doing today? I CAN ALSO... I CAN ALSO... evaluate the graphics used in a procedural text.evaluate the graphics used in a procedural text.The success or The success or effectivenesseffectiveness of the graphics used of the graphics used in texts depends on several factors, such as:in texts depends on several factors, such as:• visual appealvisual appeal;;• legibility legibility (readability) and (readability) and clarityclarity;;• appropriatenessappropriateness; and; and• how they help the reader how they help the reader make connectionsmake connections..

Performance IndicatorPerformance Indicator

Now that we understand the criteria that should Now that we understand the criteria that should be used to evaluate the be used to evaluate the effectivenesseffectiveness of graphics, of graphics, we need to decide the we need to decide the valuevalue of each criterion. of each criterion.As a class, we will create a rubric to evaluate As a class, we will create a rubric to evaluate procedural texts for their clarity of graphics and procedural texts for their clarity of graphics and visual appeal. We will then apply this rubric to a visual appeal. We will then apply this rubric to a group-created procedural text and write a group-created procedural text and write a paragraph drawing a conclusion about the ideas paragraph drawing a conclusion about the ideas presented in the graphics.presented in the graphics.

Let’s examine the criteria we have discussed, Let’s examine the criteria we have discussed, and decide how we wish to value them against and decide how we wish to value them against each other.each other.


Look at the rubric below. Look at the rubric below. How should we weight these variables?How should we weight these variables?

Visual Appeal

Connection of Ideas

Appropriateness

Readability

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

RATING (Circle One)PERCENTAGE

100% TOTAL


Look at the rubric below. Look at the rubric below. What percentage of the whole is each category What percentage of the whole is each category worth?worth?

Visual Appeal

Connection of Ideas

Appropriateness

Readability

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

RATING (Circle One)PERCENTAGE

100% TOTAL


PERCENTAGE

Here are the percentages that we have agreed Here are the percentages that we have agreed upon. upon. Write these values on your own rubric Write these values on your own rubric handout.handout.

Visual Appeal

Connection of Ideas

Appropriateness

Readability

Enter % Here

Enter % Here

Enter % Here

Enter % Here

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

RATING (Circle One)

100% TOTAL


PERCENTAGE

In groups, you will now use these criteria to In groups, you will now use these criteria to create a procedural text with graphics.create a procedural text with graphics.

Visual Appeal

Connection of Ideas

Appropriateness

Readability

Enter % Here

Enter % Here

Enter % Here

Enter % Here

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

1 2 3 4 5

RATING (Circle One)

100% TOTAL


UNIT 3: Analyzing Informational Text

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