How the Writer Built It: Text Structure in a Passage About Honeybees

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English Language Arts · English 9-12
SP-ELA912-006 · Free to print and use in your classroom · substituteplans.com
Page 2
How the Writer Built It: Text Structure in a
Passage About Honeybees
English Language Arts · English 9-12 · Grades 9-10 · 45 minutes
Time needed
45 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). No board work needed.
Technology
None.
Student
independence
High. Silent reading, then individual analysis.
Copies to make
One 2-page worksheet per student
Materials
Pencils, Worksheet
Goal for today: Students will identify the main idea and organizational structure of each paragraph in an
informational text and explain why the writer ordered the paragraphs as they did.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: Writers organize ideas in patterns, such as description, sequence or process, cause and
effect, and compare and contrast.
☐ Keep the answer key on your desk. No science knowledge is needed.
Say this to start
Good morning! Today you are going to read a short informational text about how honeybees share directions. As you
read, notice not only what the text says but how the writer built it. Each paragraph has a job. You will name that job
and then answer a few questions. Everything you need is in the passage.
Run of show
Minutes
What you do
What students do
0–5
Take attendance. Hand out the worksheet and read the
board note about text patterns aloud.
Settle in and listen.
5–15
Ask students to read the passage silently, then read it a
second time and number the sentences that confuse them.
Read twice and mark confusing spots.
15–28
Tell students to complete the paragraph chart using the
word bank. Partners may compare quietly.
Write a main idea and a structure label for
each paragraph.
28–36
Tell students to answer questions 1–6.
Answer the multiple-choice and true/false
items.
36–42
Tell students to answer question 7. Walk the room.
Write a short explanation.
42–45
Collect the worksheets and place them in a stack.
Hand in the worksheet.
If things go wrong
• If students say they have not studied bees, tell them the passage contains everything needed.

SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-006 · Free to print and use in your classroom · substituteplans.com
Page 3
• If two labels seem to fit one paragraph, tell students to pick the best one and add a short reason.
• If a student finishes early, use the early finisher list.
Early finishers
• Draw a simple picture of a dancing bee with an arrow showing the direction of the waggle run, using only the
passage.
• Rewrite paragraph 1 as a two-sentence hook for a different animal.
Support and challenge
• Support: Let students work in pairs and read each paragraph aloud before labeling it.
• Challenge: Ask students to rewrite paragraph 4 using only a cause-and-effect pattern.
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: