SMALL GROUP LESSON PLAN

Date: Monday/Tuesday/Wednesday/Friday September 28th,

29th, 30th & October 2nd 2015

Teacher: Mrs. Caprio

Standards: ELA 5.6 The students will demonstrate comprehension of text

features in nonfiction text.
5.6.3 The students will use text features to predict and
categorize information.
VS.2a The student will locating Virginia and its bordering
states on maps of the United
States.
VS.2b The student will locating and describing Virginias
Coastal
Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and
Ridge, and Appalachian Plateau;
VS.2c The student will locating and identifying water features
important to the early history of Virginia (Atlantic Ocean,
Chesapeake Bay, James River, York River, Potomac River,
Rappahannock River, and Lake Drummond and the Dismal
Swamp);

Goal: Students will be able to

identify text features and use
them to predict.

Teachers Notes: Text features include bold type, italics,

captions, index, table of contents, glossary, maps, graph, headings
and subheadings, and diagram.

Vocabulary:
Text features
Passages
Authors purpose
Plain
Piedmont
Ridge
Plateau

Remember to discuss how making the predictions by using text

features helped them to get a better understanding of the text.
Context clues- Synonyms, Antonyms, Definition, Example Clues

Goal: Student will be able to

locate Virginia and its
neighboring states on a map as
well as identify its regions and
major water features.

Procedure/Activity: Monday- Students will use Our Virginia: Past and Present book Chapter 1 to complete a text feature
scavenger hunt. Students will search the nonfiction text and identify each specific type of text feature located in the book.
Students will use a sheet to record the page numbers of where the text features are located. Students will be able to explain
why the text features are important in nonfiction.
Tuesday- Students will use varied leveled nonfiction text articles to predict what the article will be about by using only the
text features. Students will then actually read the article and either confirm or revise their predictions.
Wednesday- Students will use Our Virginia: Past and Present book Chapter 1 and examine the text features of nonfiction.
They will make predictions based on only the text features. Students will then read the section of the book and either confirm
or revise their predictions.
Friday- Students will read the article Percussion Instruments. Students will use context clues to determine the meaning of
unknown words. Students will practice their understanding of context clues by answering four questions that require their
understanding of context clues (Questions handout is labeled Context Clues).
Differentiation: Different leveled text will be used to match the current and accurate reading level of each group of
students. Differentiation will occur naturally with teacher assistance to students struggling to identify specific elements of
both text features and context clues.

Group 1

Centers
Focus of Instruction

Group 2

Group 3

Group 4

AM- Amari Camani

Isaac Disha Katie
Sarai Xavier

AM- Jada Heaven

Jefferson Octavia
Isaiah Aniyah

AM- MyKayla William

Lemar Malik Nate Nia
Ekue

AM- Kahlil Zhymir

Nehemiah Lia Jomari
Sonae Daquan

PM- Jayceon
Dominque Kameron
Alijah Jakari Gabrielle
Robin
Mrs. Caprio

PM- Cameron Hiba

Isabella Genesis
Meriam Shanya
Inaissa
Ms. Acuna

PM- Maniya Tre-Quan

Kahmani Dequan
Jermaine Alex Kiana

PM- Alphonso Yasmina

Zahir Abigail Jahiel

Writing

Reading

Independent Writing

Independent

Text

Procedure &
Teaching Points

Assessment/Reflecti
on

Features/Context
Clues
Monday Students will
search and identify text
features in nonfiction
texts (Text feature
scavenger hunt).
Tuesday/Wednesday
Students will use
nonfiction text features
to preview and predict
what text features will
be about. Students will
confirm or revise their
predictions.
Friday Students will
use context clues in
nonfiction text to help
understand unfamiliar
words.
Students will correctly
identify text features
and predict nonfiction
text by using text
features.

Reading
M/T/W/F Students
will continue to write in
their writing journals
about the topic of
writing from a things
point of view.

M/T/W/F Students will

read independently in
their IDR books and
respond in their
reading notebooks.
They should focus on
using the template for
their reading notebook.

Students will show

growth in their writing.

Students will show

growth in responding
to their reading.