Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidates): Rebecca Shaw-Fuller Grade-Level: 7 Lesson Date: 1/24/24

Title of Lesson: Text Features Cooperating Teacher: Mrs. Diamond

Core Components
Subject, Content Area, or Topic
● English: Reading
Student Population
● Advanced (B3)
● Racially Diverse
Learning Objectives
1. Identify text features
2. Use text features appropriately
Virginia Standard(s) of Learning (SOL)
7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts
a) Skim materials using text features including type, headings, and graphics to predict and
categorize information.
k) Organize and synthesize information for use in written and other formats.

Materials/Resources
● Google Slides (QR code at the end)
● Student Chromebooks
● Poster materials (paper, scissors, tape, glue, markers)
● Mini dry-erase boards, markers, and erasers for every student

Highlight Key

Cooperative Learning Classroom Management Instructional Strategy Differentiation

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
 Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
Discussion 50%
X Demonstration 30%
X Audio Visual 20%
Reading 10%
X Lecture 05%

Safety Considerations
TTW monitor the poster activity to ensure craft supplies are handles correctly

Time
(min.) Process Components
*Anticipatory Set
● Warm Up Quizizz
● Morpheme (fore day 3)
● Review Text Structures and how they connect to text features
*State the Objectives (grade-level terms)
● I can identify text features
● I can use text features appropriately

*Instructional Input, Modeling, or Procedures

● Reviewing text features through “Lewis Hamilton: Racing for Change”
○ Identifying text features in the article

*Check for Understanding

● Whiteboard Wipeout
○ Answering 2 SOL style questions about the article on mini dry-erase boards

*Guided Practice
● Continuation of article
○ Matching the headings to the correct paragraphs on mini dry-erase boards
*Independent Practice
● TSW make a poster on anything of their choosing using 5 text features with a
partner. This can be a physical poster or a set of Google Slides.
Assessment
● Text Features Exit Ticket on Canvas (Student Data recorded in the grade book.
Data will be used for differentiated small groups on review day)
*Closure
● Mini presentations of posters

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style,

multicultural).
● Remediation: If advanced students get less than a 4/5, they will complete extra practice
through an IXL. They must get 80 points in the IXL.
 ● Enrichment: For advanced students, the poster needs 5 text features. Core students only
need to use 3. Core students will also have more focused instructions. Their poster will be
about a location that they think their teachers should visit.

Classroom Management Strategies (To ensure a positive learning environment).

If you can hear me clap x
Use of PBIS

Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature

Signatures indicate the candidate presented the lesson for cooperating teacher review and
input.

Google Slides QR Code