When the Common Core first released its standards, I was resistant to the requirements for informational texts. Until that point, nonfiction seemed to be confined to textbooks and newspapers. Even after most schools adapted the Common Core standards, I resisted informational texts. Eventually, I integrated it into class as independent reading, but that was it until recently.
Over the years, I learned that nonfiction comes in many forms. While I still don’t love reading textbooks, I read informational texts in many other forms, including articles, biographies, and memoirs (my favorite genre).
Last year, I realized that my student held the same view of informational texts as I used to: they found them irrelevant and boring. Even though I encouraged reading nonfiction, I learned that independent reading isn’t enough. Therefore, I designed a unit dedicated to nonfiction, where I emphasized three things:
- Stories of humanity can be found in literature and nonfiction alike.
- The words of great leaders teach us about our past and future.
- Rhetoric is used and misused more often than we think.
Here’s a rundown of some of my favorite informational texts and how I use them in my class. You can replicate the lessons on your own, or purchase them from my TpT store. There is a discounted bundle available as well, complete with a suggested unit plan and unit test.
Stories of humanity can be found in literature and nonfiction alike
Some of my favorite texts in my personal reading are memoirs and nonfiction texts. When exposing students to nonfiction, I wanted to find texts that had interesting stories, themes that connect to literature, and engaging warm-ups.
Into Thin Air Close Reading
My first Jon Krakauer book was Into Thin Air (tied with Into the Wild as my favorite). Many of my sophomores, especially the boys, are intrigued with adventure stories in the wilderness, so an Everest expedition gone wrong is right up their alley—especially when you realize the story is true.
To warm up for this lesson, we watch this video, explaining how Nepal does little to moderate how many climbers travel to Everest each year. This is leading up to a huge problem with overcrowding, a problem with deadly consequences.
For close reading of this text, I define mountaineering terms and introduce the main figures of the book, but ask questions in the margin about the story’s tone, the purpose of details, the narrator’s perspectives, etc.
Our wrap-up for this text stays with the text. After publication, Krakauer was criticized by some for monetizing off of the deaths of his travel companions, or for blaming some for others’ deaths. I ask students to judge Krakauer’s tone and storytelling and weigh in on this conflict. This allows students to express their opinion but use textual examples to support their view.
Just Mercy Informational Text Lesson
I usually save this lesson for the end of our unit, as students are most excited for it. Many of them have heard of the movie (some have seen it), and they read excerpts of the book in our 9th grade class while studying To Kill a Mockingbird. However, they don’t get the full story of Walter McMillian until this lesson.
Before viewing the movie, we a several newspaper clipping about McMillian’s arrest and trial, as reported by The Montgomery Adviser in 1988. Next, students read an excerpt from Just Mercy. Third, students watch the original 60 Minutes episode described in both the book and the movie, featuring both Bryan Stevenson and Walter McMillian. This finally concludes with various clips from Just Mercy (or, if you want, the whole movie). All the while, students analyze how the facts of this case are presented, omitted, or skewed.
My students love this lesson. Obviously, Walter McMillian was treated unfairly by his community and state. However, this resource proves how the media treated the case as well. It increases sympathy for Walter and Bryan and their noble cause.
The words of great leaders teach us about our past and future
Too often we confine the words of orators and leaders to social studies, when it deserves close reading in ELA courses as well. However, this can often seem “boring.” Here are some lessons to liven up the study of speeches.
“I Have a Dream” by Martin Luther King, Jr.
In this informational text lesson, which is typically our first lesson in our unit, I introduce the concept of seminal documents with Lincoln’s “The Gettysburg Address.” Although it was only 3 minutes long and followed a 2 hour speech, Lincoln’s words remain some of the most important of presidential speeches. The remainder of the lesson focuses on analyzing Martin Luther King, Jr’s “I Have a Dream” speech in its entirety.
In our end of term Socratic Seminar last fall, this was one of the most talked about and appreciated texts of the semester. Many students admitted to knowing of the speech but never reading or listening to it fully. They appreciated how naturally he spoke and how he integrated analogies and figures of speech to further his point.
The lesson concludes with analysis, discussion, and reflection. My students’ homework was to explain how this speech functions as a seminal document, both when it was given and today.
Born a Crime/Nelson Mandela’s Speeches lesson
Trevor Noah’s Born a Crime is one of my favorite nonfiction texts, but almost none of my students have heard of him. In order to connect his story with historical events, I pair it with several excerpts from Nelson Mandela’s speeches.
In this lesson, students study the central claim of a text, as well as how the speaker uses details to refine this claim. This is a common question on the PSAT and ACT/SAT, but students don’t get enough practical practice with it. The lesson begins with a brief overview of apartheid and Mandela’s role in South African history. After an analysis of Born a Crime (I like the first chapter for this) students analyze several of Mandela’s speeches.
Rhetoric is used and misused more often than we think
Now more than ever, it is important to teach students how to discuss rather than argue. Part of the art of discussion is a study of rhetoric, rhetorical appeals, and logical fallacies.
Logical fallacies lesson with sample essays
Since so many of our students eventually move on to AP Lang, I try to give them some exposure to logical fallacies. I’ve created materials that require students to take notes on each of the types of logical fallacies and others that offer the definitions beforehand. I usually use the latter, as it speeds up the lesson.
Once we’ve gotten an overview of different logical fallacies, I give students two different essays on the topic of gun control. Since gun control is a highly controversial issue, it is often discussed using logical fallacies. Each essay contains 3-4 examples of erroneous arguments in it, and students are tasked to find and label each logical fallacy. As a bonus activity, they can even write their own argument using logical fallacies. This is a risk, but I believe that forcing them to write badly helps them realize the mistakes they often make—and hopefully helps them avoid them in the future.
Here’s one of the sample essays on gun control and the logical fallacies are bolded. Students are asked to find and label each logical fallacy.
Sample Essay with Logical Fallacies
The issue of gun violence in the United States demands immediate action. We cannot continue to ignore the devastating impact of firearms on our communities. It is time to implement common-sense gun control measures to protect our citizens and prevent further tragedies.
Most countries have strong measures of gun control in place, so America needs to do so as well. For example, background checks for all gun purchases are a crucial step in preventing firearms from falling into the hands of dangerous individuals. Waiting periods must be implemented to allow for thorough checks, which will reduce the risk of firearms being used in acts of violence.
Those who oppose gun control only care about their own selfish interests and don’t care about the lives lost due to gun violence. Critics of gun control often argue that it infringes on the Second Amendment right to bear arms. However, we must remember that the right to self-defense is crucial and must be balanced with public safety. Common-sense regulations will not take away our right to bear arms, but they will help protect our communities from gun violence. Opponents of gun control want every citizen to have unlimited access to military-grade weapons.
In conclusion, it is time for action. We cannot wait for another tragedy to occur. It’s time to demand that our elected officials take a stand on gun control and implement the necessary measures to protect our citizens. We either implement strict gun control measures or accept that mass shootings will continue to happen.
Propaganda Media Lesson with Advertisement Analysis
Once we’ve covered the basics of logical fallacies, one of my favorite lessons is analyzing advertisements and marketing for them as well. Consider the ads below. How do they use logical fallacies to promote a product?
Once students have analyzed a few print ads and commercials for logical fallacies, I ask them to select their own advertisement to study. Students can do this through a graphic organizer or in a formal presentation, depending on the time we have for that lesson.
What do you do?
I’d love to hear what nonfiction and informational texts your students find the most powerful. Please share any strategies or text ideas in the comments below!
