Learning Activity

Take a Look at Graphic Texts

Subject Area

English Language Arts

Grade(s)

10

Overview

This learning activity is to be used in a grade 10 English Language Arts classroom and will prepare students to analyze and evaluate information presented in graphic texts to draw conclusions, defend claims, and make decisions.  Students will brainstorm different ways information can be displayed in graphic form and evaluate three graphic texts about threatened or endangered species in the United States for clarity, visual appeal, effectiveness, and form. This activity will activate prior knowledge about graphic texts and set the stage for two other learning activities using graphic texts, Graphic Texts in Action and Using Graphic Texts to Make Decisions.

English Language Arts (2021) Grade(s): 10

ELA21.10.2

Analyze and evaluate information from graphic texts to draw conclusions, defend claims, and make decisions.

Unpacked Content

UP:ELA21.10.2

Vocabulary

  • Graphic texts
  • Draw conclusions
  • Defend claims
  • Make decisions

Knowledge

Students know:
  • Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.

Skills

Students are able to:
  • Identify and analyze information presented in graphic texts.
  • Draw conclusions, defend claims, and make decisions using information learned from graphic texts.

Understanding

Students understand that:
  • Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
  • Information learned through graphic sources can be used to draw conclusions, defend claims, and make decisions.

Phase

Before/Engage
Learning Objectives

Learning Objectives

Students will:

  • brainstorm ways information can be presented graphically.
  • interpret graphic text examples.
  • evaluate the graphic texts for effectiveness.

Activity Details

The teacher will:

1. Introduce the topic by asking students to brainstorm various ways information can be presented graphically as opposed to narrative, video, or audio form and record those responses in a way for the whole class to view.  

2. Pair or group the students and instruct them to view the three graphic text examples.  Number the examples 1, 2, and 3 and instruct students to number theirs in the same way as your examples.  

3.  Prompt the students to consider these focus questions as they discuss the examples within their pairs or groups and record their responses according to normal classroom procedures (learning journals, online cloud-based note-taking app, etc.). Use the optional Notes & Observations document if desired.

For each example, consider these questions:

  • Is it visually appealing?
  • What are the elements or parts of the graphic (chart, bars, years, title, table, etc.)
  • Is it clear what the graphic text is about?
  • What information is being presented?
  • What is confusing?
  • Is there more than one kind of information being presented?
  • Can you give examples of textual evidence from the graphic to support what the topic of each one is?  

After looking at all examples, consider these questions:

  • Is there one that is superior? If so, why?
  • What traits do they have in common?
  • Without looking back at the examples, do you remember the main topic of each of the graphic texts? 
Assessment Strategies

Assessment Strategies

Monitor student responses as they brainstorm to have an idea of their prior knowledge.

Collect and review student responses to the focus questions to ensure that each student answered the following graphic text interpretation questions appropriately:

 

  • Is it visually appealing?
  • What are the elements or parts of the graphic (chart, bars, years, title, table, etc.)
  • Is it clear what the graphic text is about?
  • What information is being presented?
  • What is confusing?
  • Is there more than one kind of information being presented?
  • Can you give examples of textual evidence from the graphic to support what the topic of each one is?  

Collect and review student responses to the focus questions to ensure that each student answered the following graphic text evaluation questions appropriately:

  • Is there one that is superior? If so, why?
  • What traits do they have in common?
  • Without looking back at the examples, do you remember the main topic of each of the graphic texts? 

An optional Notes & Observations document is provided to collect student responses. 

Acceleration

Students may work individually if grouping or pairing is not the best option.

Ask students to find their own examples of graphic texts instead of using the provided examples and have them compare their examples with the provided examples.

Intervention

Present the information in both print and digital format for students who need extra support.

Allow students to provide their responses to the focus questions verbally.

Provide a way for students to record answers on paper if needed.  Use the optional Notes & Observations document if desired.

Approximate Duration

Total Duration

16 to 30 Minutes

Related Learning Activities

Learning Activity (Before)

Take a Look at Graphic Texts

Learning Activity (During)

Graphic Texts in Action

Learning Activity (After)

Using Graphic Texts to Make Decisions

Background and Preparation

Background / Preparation

Teacher preparation:  Make copies or share the three graphic text examples via an online learning management system or cloud-based service according to classroom procedures.  Decide on what classroom procedures to use for pairing or grouping students.  Determine a way for students to access and record their answers to the focus questions according to classroom procedures (print or electronic).  The optional Notes & Observations sheet is available to print out or share digitally if needed.  

Student preparation:  Be familiar with classroom procedures and protocols.  Bring an electronic device and all required materials to class.

Materials and Resources

Materials and Resources

  1. All students will need a print or electronic copy of three graphic texts.
  2.  If using an electronic copy of the document, all students will need a digital device.
  3.  Projector system, whiteboard, or interactive whiteboard to display graphic texts and record brainstorming responses.
  4. Optional Notes & Observations document for note-taking and focus question responses if needed.

Digital Tools / Resources

Threatened Species by U.S. State
https://link.gale.com/apps/doc/KTHCHL358274537/OVIC?u=avlr&sid=bookmark-OVIC&xi…
Number of Endangered Species in the United States
https://link.gale.com/apps/doc/SLRMWO805400991/OVIC?u=avlr&sid=bookmark-OVIC&xi…
Changes in Species Classifications Under the U.S. Endangered Species Act (ESA) …
https://link.gale.com/apps/doc/PGCSGH083999598/OVIC?u=avlr&sid=bookmark-OVIC&xi…

Approved Date

Owner (Author)

sjordan
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