ED 215R LESSON PLAN #2

RATIONALE FOR THE LESSON: I am teaching the students how to locate, identify, and explain how to use the features of expository books in order to understand their independent reading books. Understanding the features of expository text can help focus a student on what they find interesting and also help them to better understand what they are reading. The documenting great for the students in the future because they are not just learning techniques to use when reading, but they are also learning a process for better reading comprehension. This can address the different ranges of students because the techniques can be used and applied at their own level. Although we will be using this in a book I picked out, this is a book appropriate for the group of students I will be working with and these techniques can also be used in their independent reading books as well. This small group of learners is at a level L for reading, so I selected a book at that level for them. This will be a lesson to allow them to have extra practice with these features. OUTCOMES/GOALS: For the Student: CCSS.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. For the Teacher: Standard #7 The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals. - The teacher plans for learning opportunities that recognize and address variation in learning styles, learning differences, and performance models. LEARNING OBJECTIVE: The students will be able to locate, identify, and explain how to use the features of expository text in order to understand their books. ASSESSMENT: I will ask each student to individually create a list of the features of expository text in their independent reading books through the documentation on their post-it notes. I will collect these (and save them as evidence of learning) and on the dry erase board I will make a full list. As long as we have time, together we will make a short puppet show of the students saying the features and the ways to document their thinking using an application called Puppet Pals on my iPad. I will be using a checklist of the students and check their understanding as we create the video together. We will watch it together, and then I will give the teacher the web address that she can find the video on. FOLLOW-UP: In addition, I will create a sample sheet on a large piece of paper to hang in the room for all students to use as reference, which will include the main features of expository text, a sample of what they look like, and what they are used for. STRATGIES FOR STUDENTS OF VARYING ABILITIES: I will be using scaffolding in the beginning of the lesson to demonstrate the features of an expository book, so students who still need a little bit more help will be able to hear my example as I think aloud. I will also scaffold using the post-it notes in an expository text by labeling the feature and something I learned from the feature. We will look at the book and the features of it together, so they will understand what an expository text book is and how to use the features of it.

They will have the opportunity to create a list of their own with the features of their level appropriate independent expository books from their book boxes and how to document their thinking when reading by writing the type of feature and what they learned from it. This allows them to recall the information at their own pace and understand how to use it. MATERIALS: Pencils Scratch paper Post-it notes Any expository Independent Reading Books Looking at Insects Bend and Stretch iPad with application on it Dry erase board Dry erase markers My book TOTAL TIME NEEDED: 30 minutes total 3 minutes Introduction 15 minutes Demonstration/Participation 3 minutes Practice 7 minutes Performance 2 minutes Closure PROCEDURES: (Explain in detail.) _____Introduction: I will ask my small group members to come with me to the table in the hallway. I will ask them to bring their pencils, scratch paper, post-it notes and any expository Independent Reading Books they have checked out. Today we will be looking at the features of an expository reading book and how to document your thinking with post-it notes in an expository reading book. By the end of our small group lesson, we will be able to locate, identify, and explain how to use the features of expository books in order to understand our books. _____Demonstration: I will pass out the book Looking at Insects and say to the students that this is an example of an expository reading book. I think this book will be an expository book, or non-fiction, because I think it will have facts about insect. I looked at the title that says insects in it. This could be either a real story about an insect or a made-up story about an insect. Then I saw the cover, which has a realistic insect picture on it, so I think that this is a non-fiction book. What is another name for an expository text book? Non-fiction This is further explained below: I will ask the students to go through Looking at Insects with me. _____Participation (I go back and forth between demonstration and participation): What type of book is Looking at Insects? Expository text (non-fiction)

Page 3: Table of contents: A table of contents gives the heading and beginning page number of each section in a book I looked at page 3. I see that there is a table of contents. This is always in the front of the book if it is a non-fiction book. This table can help me find out what page eyes are on. I followed the dotted line to see that eyes are on page 14. Since I want to know more about eyes, I will turn to page 14. There is more information about eyes. What did you notice that I did as I look at the table of contents? Pick one of the topics that seems interesting to you and find what page it is on. How did you know what page it was on? What did you use to find that? I will scaffold how to do a post-it note labeled table of contents with something I learned written on it. Page 4: (also on pages 6, 8, 10, 12, 14, 16, 18, 20, 22) Heading: A heading tells you what the section is about I continued to look at this book and I noticed the larger print at the top of the page. I can infer that on page 4 there will be information about insects because this page has a heading that says insects. There could be information about what they look like, what they eat, or where they live, but I know it will be about insects. What did you notice I did when I looked at this page? Without reading page 6, what do you think it is about? What feature(s) of an expository text tells you that? I will scaffold how to do a post-it note labeled heading with something I learned written on it. Page 7: (also on pages 5, 9, 11, 13, 15, 17, 19, 20, 21) Photograph: A photograph is a picture made with a camera that shows how things look in real life I looked at pages 6 and 7 and I noticed some differences in the pictures on page 6 and 7. I notice that the pictures on page 6 are drawings, but the pictures on page 7 are real photographs. These photographs show me what the bodies actually look like on the insects. Why is the picture on page 4 not a photograph? What photographs do you see on page 5? I will scaffold how to do a post-it note labeled photograph with something I learned written on it. Page 7: (also on pages 5, 9, 11, 13, 15, 17, 19) Label: A label is a word that tells about a picture Along with the photographs, I also noticed labels, or a few words, that gave me more information about the photograph. I see that on page 7 the top picture here is a ladybug, while the picture down here is a leaf bug.

What insect is in the first photograph on page 6? How did you know that/what clue did you use to get more information? I will scaffold how to do a post-it note labeled label with something I learned written on it. Page 20: (also on page 21) Caption: A caption is a sentence that tells about a picture On pages 20-21 I noticed that there were not just a couple words by these photographs. I noticed that there were a couple sentences written by these. This is called a caption. From this, I learned that this bug is a Birdwing Butterfly. It has the largest wings of any insect. The wings are the size if the pages in this book! What does a cockroach look like? How fast can they run/how did you know that? I will scaffold how to do a post-it note labeled caption with something I learned written on it. Page 22: Table: A table is a chart of information used to compare things. I next saw the chart on page 22. This chart has a lot of numbers and words. As I really looked at it I noticed that it gives me the answers to the questions in the book. This means that question 3 on page 8 is grasshopper. The numbers at the top of the chat are the question numbers and the numbers on the side are the page numbers. What did you notice me doing when I looked at this table? What is the answer to number 2 on page 16? I will scaffold how to do a post-it note labeled table with something I learned written on it. Page 23: Glossary: A glossary lists new or important words and shows or tells what they mean. On page 23 it says glossary. This page has definitions of words that are in this book. I dont know what pollen is, so I look at the glossary, find the word pollen (it is alphabetical) and I can see the definition is a fine powder inside a flower. What did you notice I did when I looked at the glossary? Where can I find the definition of larva? I will scaffold how to do a post-it note labeled glossary with something I learned written on it. Page 24: Index: An index tells you what page to find information in a book. It is in ABC order. The last page in this book is called the index. Now I am very interested in ladybugs, so I find the word ladybug in the index and it tells me it is on pages 7 and 11, so as I turn to pages 7 and 11 I can expect to find information about ladybugs. What pages could I find information about a walkingstick?

I will scaffold how to do a post-it note labeled index with something I learned written on it. _____Practice: I will then ask the students to use the book Looking at Insects as an example, and practice using their post-it notes to identify the features of expository books in their Independent Reading books. They will write the feature they found and what they learned from that feature on their post-it notes (they have used them before) to document the features of expository books that they have located, and so I know they understand how to use them. I will have them stay at the table with me so I can make sure they are on the right track with their post-it notes and making sure that they are actually getting into their books and not just looking at the pages. _____Performance: After they have gone through their books and put all their post-it notes with the features of expository texts in it, they will transfer these post-it notes to the scrap piece of paper. They will pick their favorite to share with the group, and then I will collect them. I will make a complete list of the expository text features they found and what they learned from it by making a chart with the features as we discussed them, then placing their post-it notes underneath the column and tape it to the poster so it stays. Together, we will make the short video with these features and techniques. This video will start with a student saying today we are looking at non-fiction books. Another will talk about table of contents (it is in the front of the book and we use it to find what page has a topic on it) and heading (it is large, usually at the top of a page. Tells what the page is about). The next will discuss photographs (these are real images, help to explain the text). The next will discuss labels and captions (labels are a couple words on a picture to describe it, captions are a few sentences to explain a photograph). The next will discuss tables (they are an easy way of saying a lot of information in a little space). The next will discuss glossaries and index (they are both at the end of the text, glossary has unknown word and definitions, the index has key words and their location in the book). _____Closure/Recap (include restatement of lesson objective): Today we wanted to be able to locate, identify, and explain how to use the features of expository books in order to understand our books, so now we can take a look at the video we made with our understanding of the expository text features and how they help us understand expository books. If we cannot do the video, I will recap the lesson through showing and re-iterating the chart we made together with the students post-it notes. I will play the video for them with a review of our lesson objective and ask them to self-assess how they think they did in learning the objective today.