EDIS

5882
Lesson Plan Template

Unit Title: Exploring Nonfiction

Unit Big Idea (Concept/Theme): Exploring Internal & External Text Features

Unit Primary Skill focus: Exploring & Identifying External Text Features

Plan type: Full-Detail

Critical Learning Objectives being taught in this lesson:
SWBAT:
Cognitive (know/understand):
1. The student will understand that external text features help them to better understand the nonfiction
text they are reading.
Affective (feel/value) and/or Non-Cognitive:
2. The students will value the role of external text features as guides to help them better understand the
material presented in a nonfiction text.
3. The students will value the freedom given to them through a lesson presented in video format.
4. The students will feel comfortable with the pace they set for themselves with the lesson presented in
video format.
Performance (do):
5. The student will be able to explain the importance of external text features.
6. The student will be able to identify the different types of external text features.
7. The student will be able to articulate the purpose of different types of external text features.
8. The student will be able to progress at his or her own speed while viewing the lesson in video format.

SOLs: [List with numbers portrayed in the SOL document]
SOL 6.6 The student will read and demonstrate comprehension of a variety of nonfiction texts.
a) Use text structures such as type, headings, and graphics to predict and categorize information in both
print and digital texts.
b) Use prior knowledge and build additional background knowledge as context for new learning.
l) Use reading strategies to monitor comprehension throughout the reading process.

CCSs: [List with numbers portrayed in the CCS document]
CCSS.ELA-LITERACY.RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8
text complexity band proficiently, with scaffolding as needed at the high end of the range.

Procedures/Instructional Strategies
Beginning Room Arrangement:
Desks are arranged five groups, each made up of 4-6 desks
Students are sitting at their desks

1. [5 minutes] Bridge to lesson: Remembering Titanic Activity
Boys and girls, does anyone remember when we looked at the different books about Titanic last week?
Thumbs up if you remember and thumbs down if you have no idea what Im talking about.
Students will give me a thumbs up or thumbs down
Students enjoyed this activity, so there should be a lot of thumbs up

Awesome! I was hoping that a lot of you would remember. Now raise your hand if you remember that we had
a bookmark that we checked off as we read our Titanic books.
Students will raise their hands if they remember
This was a major part of the activity, so there should be a lot of hands
Cool. The bookmark was important to our activity. Raise your hand if you remember some of the things we
were looking for in our books that were listed on these bookmarks.
Students will raise their hands if they remember
Target answers:
o Table of contents
o Headings
o Pictures/illustrations
o Diagrams
o Maps
o Captions
o Glossary
o Index
o Text written in paragraphs
o Technical vocabulary bolded or italicized or in a different color
o Italicized writing to show a characters inner thoughts
Yes! You guys remembered a big chunk of them. You must have worked really hard at that activity last week.
Does anyone know what all these different things table of contents, glossaries, graphics, and diagrams are
examples of?
Students will raise their hands if they remember
This was a more difficult area for them, so there may not be too many hands in the air
Yes. These are all called text features. Lets all say it together on three. One. Two. Three! TEXT FEATURES.
Students will join in and say Text features! with me
Okay, cool guys! Lets keep this termWhat is it?
Students will say Text features!
Yeah. Lets keep the term text features in mind as we complete this activity today.

2. [5 minutes] Step 1: Introducing and Explaining the Lesson
So today we are going to explore text features a little bit more, but we are going to do it in a way that we
havent really experienced in this class. It involves a computer, so I know some of you especially you, Enrique!
will really enjoy this.

I have created a little video about text features for you to watch. Along with watching the video, you will be
filling out a packet that we have here for you.
I will hold up the worksheet to show the class
The video should stand on its own as a lesson just like if I were explaining it to you right here in person. There
will be moments in the video where I will ask you to pause it so that you can fill out different sections of the
packet. So please only fill out the packet when it pauses and video Ms. Reaves instructs you to do so.

So question: When do you fill out the packet?
Students say When it tells you to pause and fill it out!
We do this back and forth thing a lot in class, so they are comfortable with it
Awesome. If I see you filling out the packet, your screen should have a big ol pause button on it unless you are
rewinding the video to repeat something it said.

The video is on the Internet, and I will give you the link in just a minute please do no pull out your computers
now!! What questions do you have about this activity?
Students will raise theirs hands and ask questions
I will answer them and clarify

Remember that this lesson will be all about the text features we explored while reading our Titanic books, so it
should be familiar to you.

3. [5-10 minutes] Step 2: Finding the Video and Beginning Lesson
All right boys and girls, the video is on Blackboard under Course Content. When I say the magic word, which
is what, Random Student?
I will ask a random student next to me what the magic word will be
He or she will give it to me
When I say the magic word, which is Random Word, please log on to Blackboard, find the video, but DO NOT
play it yet! Ah, ah, ah! Dont move yet! Okay.Random Word!
Students will pull out their computers and log on to Blackboard
Who needs to charge their computer?
Students will raise their hands if they need to charge their computer
I will have them sit on the couch and plug in their laptops to the power strip that is there

All right, I am waiting to see who is following directions! Who has gotten to the video but not started it yet?!
I will walk around the room and look at the students computers
I am handing out the packets that you will work on right now, so be sure to put your name on it! We dont
want any lonely papers wandering around the classroom.
I will pass out the packets.
It looks like everyone has pulled up the video, so you may begin now.
Students will press play and begin the video lesson on text features
4. [15-20 minutes] Step 2: Wathcing the Video & Completing Packet
Student will watch the 10 minute video
Students will pause the video when the video prompts them to
Students will fill out different parts of the packet when the video prompts them to
I will walk around to answer any questions, help with any problems, and make sure students are on
task
Students will finish at different rates because some students may need to rewind the video to repeat
information

5. [5-10 minutess] Wrapping Up
So everyone has finished the video and packet, so lets go over this a little bit. First of all, who has a question
about something in the packet that you really werent sure about?
Students will raise hands and bring up question about things they werent certain of
I will answer and clarify



6. [3 minutess] Closure: Putting Away
Please put this in a place where you absolutely know youll have it tonight to review for your quiz, which is
tomorrow!
Students will file the papers away in their binders

Methods of Assessment:
This is a bit of a review and driving-home lesson, following a similar one from the previous week. We know
that students know the different types of text features, though they may not be able to put into words exactly
what the purpose of each one is. On the SOL, they will need to identify types of text features (headings,
captions, maps) and be able to find where they are. We will review the packet as a class at the end of the
lesson to clear up any points of confusions. We will ultimately assess the students on their knowledge and
identification of text features the following day, when they will have a quiz on them in a similar format to the
SOLs.
Differentiated Instruction to accommodate one or more of my students:
This lesson, recorded and put on the students laptop, allows students to move at their own pace and to
rewind however often they need to and to pause the video/fill out the packet for as long as they need to.
Even though everyone is working on the same thing, they are able to take their time and work at a speed that
makes them the most comfortable.
Materials Needed:
Computers for students
Packet
Video
Materials Appendix: (e.g., supplementary texts, Ppts, overheads, graphic organizers, handouts, etc.)
Packet, below (also uploaded to Chalk & Wire)
Video Lesson, https://www.educreations.com/lesson/view/text-
features/26173447/?s=we6uaP&ref=appemail