FSW School of Education Lesson Plan Template

Teacher Candidate: Enedina Bautista Date: 3/12/2021

Content Area(s): English Language Arts Grade Level: 1st Allocated Time: 40 mins or 2 days

Topic: Text Feature Hunt Lesson Model: Cooperative Learning & Data Driven

LAFS.1.RI.2.5
Standards:
(Reference number(s) and
complete standard(s))
Know and use various text features (e.g., headings, tables of contents, glossaries,
electronic menus, icons) to locate key facts or information in a text.

Instructional Using nonfiction text, students will be able to successfully identify and locate text
Objectives/Learner
Outcomes:
features and explain how they help the reader understand the text scoring an 80% or
€ condition higher for mastery of the lesson.
€ action
€ measurable criteria Students will engage in a variety of activities to search for and use text features.
for success

Guiding Accessing prior knowledge questions.

Questions ● How are nonfiction books different from fiction books?
Critical Thinking: ● What are ways we look for information?
● What are the parts of a book?
Instruction guided questions.
● What is a text feature?
● What are examples of text features?
● What text feature might help the read find ______________?
● Why are text features important?
Guided Practice questions.
● Where would you normally find that text feature - at the beginning,
in the middle, or at the end of the book?
● What does that text feature help you understand?
● What information can you learn from that text feature?
● Why did the author use that text feature with this topic?
● What other text feature might be helpful with this topic?

Depth of
Knowledge DOK Level 1: Students will be able to identify and locate text features
Activities
using a non-fiction text.
DOK Level 2: Students will be able to explain how text features help
students understand the information in a text.
DOK Level 3: Students will be able to explain how text features help
students understand the information in a text by providing an example
for supporting evidence.

Formative ● Prior Knowledge from kindergarten.

Assessment: 1. Students should know the parts of a book.
2. Students should know the difference between fiction and
nonfiction text.
3. Students should know how to navigate a book.
4. Students should know that we can get information from a
book and from the computer.
 5. Students should know how to write words and sentences.
6. Students should know how to use a graphic organizer.
7. Students should know how to work with a partner and/or
group.

During the Lesson: Students will search for text features in a variety
of ways throughout the lesson. The teacher will circulate as students
work to ascertain levels of student understanding of the task.
During the group guided instructions: Students will be able to recall
information from the powerpoint to help them in their hunt.
Summative Independent: Students will receive a four square foldable and an
informational text. The students will independently identify four text
features (with page numbers) and record their findings in the four
square foldable. Students will need to correctly identify 3 out of 4 text
features to meet the needs of this lesson.
Teacher 1. Construction paper (foldables)
2. Foldables rubric
Materials:
3. Formative and Summative Assessment
4. Sticky notes
5. Pencils
6. Level Reader Informational books (each student)
7. Anchor Chart paper
8. Wifi
9. Smartboard
10. Youtube link
11. Text Features Powerpoint
12. Marker (anchor chart)
Student

Lesson Preparation: 1. Have enough Informational texts available -level readers.

2. Have a smartboard with wifi connection and have the youtube link ready.
3. Have an anchor chart up with required sections displayed.
4. Have powerpoint ready to play.
5. Have pencils and sticky notes on the side to hand out for activity.
6. Predetermine your grouping.
7. Have your construction paper folded into four sections beforehand.

Key Vocabulary: Text features, Informational text, headings, table of contents, glossary, fiction,
nonfiction, captions, photographs, bold words, illustrations, icons, titles,
Literacy Strategies to Vocabulary
Support Instruction 1. Key terms displayed and discussed during class discussion.
2. Annotation of text during close read with partner.
3. Use of questioning and discussion of key vocabulary before,
during, and after reading the text.
Comprehension
1. Activation of prior knowledge of content during whole class
discussion.
2. Read aloud and note text features.
3. Use of guiding questions before, during, and after reading the
informational text.
4. Modeling and guided practice in completion of graphic
organizer.

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Instructional Procedures: (Amount of DATA DRIVEN LESSON PLAN
Time for Each)
Introduction Prior to teaching this lesson students were given a diagnostic test to
Step-By-Step Procedures determine what they already know> ‘Nonfiction Text Feature
€ Include grouping Assessment’
€ Include transition
statements The class average on this 5 question assessment. In conclusion of this
lesson students will take a summative assessment (not to be confused
Closure with the summative for this activity) in which I will calculate the class
average. In my reflection I will analyze both results and record my
findings, to determine if this lesson was effective.

Teaching Phase: How will the teacher present the concept or skill to
students?Anticipated time 5 minutes
Prior Knowledge: The teacher will ask the following questions to ascertain prior
knowledge:

● How are nonfiction books different from fiction books?

● What are ways we look for information?
● What are the parts of a book?
Teacher will provide valuable feedback to the students' responses.

Teaching Phase: How will the teacher introduce the lesson? Anticipated
time 2 minutes.
Hook: Teacher will direct students to watch the youtube video (Informational
Rap-Information not imagination): http://www.youtube.com/watch?
v=K8TGMrwj8RM

Introduction-Anticipated time 10 minutes:

1. Explain to students that today they will learn more about informational text.
They will learn about text features that are found in informational text.
Show Text Feature Hunt Powerpoint.
Discuss each text feature with students and the provided examples.
2. Create an anchor chart on chart paper titled Text Features. Draw a three column
chart and title each column: Name, Definition, and How the Text Feature Helps
Us.
3. As a review of the powerpoint, call on students to raise their hands to see if
they can name and define different text features. As students name the text
features and define them, record their responses. Once the text features have been
defined, review how the text features can help a reader. Use an actual nonfiction
text to show examples of each text feature.
4. Ask guiding questions:

● What is a text feature?

● What are examples of text features?
● What text feature might help the read find ______________?
● Why are text features important?

Guided Instruction-Anticipated time 10minutes:

Activity-Text Feature Hunt: Students will be grouped with a partner for this
activity.
What activities or exercises will the students complete with
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 teacher guidance? Teacher will rotate to different groups to scaffold
the learning process.
Students will be provided with sticky notes and a variety of leveled nonfiction
text. They will "hunt" through the text for text features that were introduced in the
teaching phase (make sure the anchor chart is visible). When they find a text
feature from the list, they will write the name of the text feature on a sticky note
and place it in the book.

Guiding question during guided practice.

● Where would you normally find that text feature - at the beginning,
in the middle, or at the end of the book?
● What does that text feature help you understand?
● What information can you learn from that text feature?
● Why did the author use that text feature with this topic?
● What other text feature might be helpful with this topic?

As groups finish, each group will share a text feature they found in
their hunt, it’s purpose, and its importance.

Independent-Anticipated time 10 minutes:

What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?

NOTE: You may want to make the foldables in advance if students have not had
experience creating foldables. To create the foldable for this activity:

● Fold a piece of construction paper in half "hot dog" style or

horizontally.
● Cut the top flap to the crease three times to make 4 equal flaps.
1. Pass out leveled nonfiction books to individual students and instruct students
that they are going to find 4 text features in their book. Using a pre-made 4-
column foldable, the student will write the name of the text features they find on
the outside flap. Underneath the flap, they are to write a page number where the
text feature can be found and explain how the text feature helped them understand
the information in the text. The foldable will be assessed using the Foldable
Rubric.

x
Accommodations: Vocabulary
ELL 1 or 2 Support
Instructional x
Support
Assessment x
Modifications
Vocabulary x
Support
ELL 3 or 4 Instructional x
Support
Assessment x
Modifications

ESE ● Students can be provided with text at their reading level.

€ Accommodations ● Students can work with a partner or in small groups for peer support.
€ Modifications ● For the Activity, students can be provided with sticky notes that already have the
different types of text features they will find written on them and stuck on the
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 front of the accompanying book.
● For the foldables activity, students can be assigned four specific text features
and provided text that contains those text features.

Extensions or Alternate ● Students can engage in a simple research project on a nonfiction topic, using text
Activities: features to help them locate information for specific research questions.
● Students could create examples of each text feature to add to the anchor chart.
The chart should be displayed for students to reference when reading.

x
Links to Home:

Post-Lesson Reflection: Prior to teaching this lesson I had a pretest, in the pretest there were a total of 7
€ What went well? questions. The class average for the pretest was 56%. Although I only videoed
€ What would you do (documented) one small section of the lesson plan, this lesson took two days. I have
differently if you used many ideas from my CT (hand gestures) to keep the students moving and
taught the lesson engaged. I used technology in my lesson plan, I tried to remain on topic, and be
again?
€ What was your more enthusiastic (CT suggestion). After teaching the lesson students had to take a
impact on students’ post test that is similar to the 7 question assessment in the pretest. The class
learning of the average was 68%, although I believe with more suggested techniques from my CT
concept? I could have done a bit better (rigorous.) My CT will continue teaching the
€ What evidence do students the lesson that I started, so I will like to see how she teaches the lesson to
you have to support
student learning? gain more knowledge on how to get students to be at a certain level. One thing I
€ What feedback did have taken from this lesson is the idea to have students take a pre and post test,
you receive? which I will do for my next lesson.

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