Lander University Teacher Education Lesson Plan 6

11/21/13

Teacher Candidate: Jordan Suber Lesson # ___6___ Subject/Grade: 3rd grade/ELA/Whole Group Date and Time of Lesson: 11/21/13 @ 10:00 am

Learning Objective: Students will successfully be able to recognize and illustrate different types of text features by cutting and pasting from scholastic magazines onto their own Information Text Folder. (Glossary, chart, heading, title, map, photo with caption, index, table of contents, diagram, etc)

Alignment with Standards: ELA Standard: CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Developmental Appropriateness or Cross-curricular connections: Students should be able to ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Cross-curricular connections with- Integrated Arts Standard: VA3-2.3: Select and use various elements and principles of design to communicate his or her ideas and feelings in works of visual art.

Lander University Teacher Education Lesson Plan 6

11/21/13

Assessment(s) of the Objectives: Lesson Objective(s) Students will successfully be able to recognize and illustrate different types of text features by cutting and pasting from scholastic magazines onto their own Information Text Folder. (Glossary, Assessment(s) of the Objective(s) Pre- Assessment: I will pre assess by posting text features on the board and letting my students match them to their definition/picture before we learn them.

During Assessment: Allow students to cut and paste features chart, heading, title, map, photo with from their magazines to place in the space caption, index, table of contents, diagram, on their folder that matches that certain feature. I will take anecdotal notes while etc) they search through the magazines and have them point out features as I walk around the room. Post-Assessment: I will post assess by taking home and reviewing my students text feature folders and taking notes on which features seemed to be difficult in finding or understanding.

Pre-Assessment: I will pre assess by posting text features on the board and letting my students match them to their definition/picture before we learn them. During Assessment: Allow students to cut and paste features from their magazines to place in the space on their folder that matches that certain feature. I will take anecdotal notes while they search through the magazines and have them point out features as I walk around the room. Post-Assessment: I will post assess by taking home and reviewing my students text feature folders and taking notes on which features seemed to be difficult in finding or understanding.

Accommodations: Early finishers will have sustained silent reading time by using their magazines to highlight informational text that interest them. I will make sure that the magazine text from scholastic is readable for my student with bifocals and for my student who speaks mostly Spanish I will read the directions to her individually after reading them to the class and getting them started.

Lander University Teacher Education Lesson Plan 6

11/21/13

Materials: 2 Copies of lesson plan Smart Board ( to take notes) 1 Magazine to show examples of the instructional/Non-Fictional text features File Folders- # 20 Text Scavenger Hunt sheets- #20 Markers/crayons Scissors Glue Pencils/pens

Procedures: 1) State expectations and rules at beginning of lesson. 2) Introduce what we will be learning about and ask them about Text Features. Who knows what features you may see in a non-fiction or informational text such as a magazine or newspaper? 3) Guide students to what a text feature is and give examples. I will post text features on the board and let my students match them to their definition/picture before we learn about them. Allow students to come up one at a time and with the help of their peers, match the pictures to the definition. 4) After matching the pictures to definitions we will talk about what features we matched and I will show them examples in my magazine that I have with me. 5) They will find features in their scholastic magazines and they will cut and paste them into the Text Feature Folders. They will complete their own folder and turn them end for me to review as a post assessment. 6) Take up folders and review what we have learned. 7) Clean up areas and hand the class back over to Mrs. Andrews.

Technology: I will integrate technology by using the smart board to take notes about the text features you can find in a magazine. They will refer to the web we make on the board when scavenging through their scholastic magazines!

Lander University Teacher Education Lesson Plan 6

11/21/13

Activity Analysis: The students will be completing three different activities throughout this lesson. The first activity they will complete will be a class discussion on text features and what it means. The second activity will be as a class to match pictures of features to their definition on the board. The third activity is to create their own Text feature Folder that they will later be able to look back at while learning about non-fiction and instructional text. This lesson will help them understand where to look in text to find the answers to their questions or to pin point certain ideas. This will help when they begin to search the web and interact with more technology and informational text in higher grades. References:
Connell, G. (2013, April 18). Navigating Non-Fiction Text in the Common Core Classroom. Retrieved from Scholastic.