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Direct Instruction Lesson Plan Template

Grade Level/Subject: 5 Grade/

Central Focus: Text Features- Understand that text features help the reader understand the non-fiction text better, by making information more accessible and useable.

Essential Standard/Common Core Objective: RI.5.7: Draw on information from multiple print or digital sources, Date submitted: Date taught: demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Daily Lesson Objective: Students will do a text feature scavenger hunt on a large article scroll. Students will have to find all of the text features included in the text. Students will answer a set of questions about text features. To be successful, students will be accurate when completing the set of questions. 21st Century Skills: Academic Language Demand (Language Function and Vocabulary): Labeling- a word or phrase to name an object, action, event, or idea. Definition- word, phrase, or sentence to express the meaning of a given word, phrase, or expression. Description- word, phrase, or sentence to express or observe the attributes or properties of an object, action, event, idea, or solution. Students will need to understand the key terms; label, definition, illustration, caption, boldface type, diagram, glossary, heading, index, map, table of contents, timeline, graph, and bullet points. Prior Knowledge: With prompting and support, describe the relationship between illustrations, and the text in which they appear (what person, place, thing, or idea in the text an illustration depicts). Use the illustrations and details in a text to describe its key ideas. Explain how specific images (a diagram showing how a machine works) contribute to and clarify a text. Use information gained from illustrations (maps, photographs) and the words in a text to demonstrate understanding of the text (where, when, why, and how key events occur) Interpret information presented visually, orally, or quantitatively (in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Activity 1. Focus and Review Description of Activities and Setting What are some things provided in non-fiction text that help us navigate the text? Are there any pictures in non-fiction text? What do the pictures do for us? What about graphs, do we see graphs in non-fiction text? How does information like that contribute to the text? Do we as readers find those things helpful? Today we are going to learn about text features. After we do a text feature scavenger hunt we are going to do an activity sheet and answer questions quickly by using text features. Being about to use text features within different non-fiction text helps us get a better understanding of the text. One part of becoming a better reader is learning how to fully use and understand the text you’re reading. Good readers pay attention to more than just the words on the page. Good readers also use different parts of a book, magazine or newspaper article to get a better understanding of the text. Today we are going to practice identifying different text features in Non-Fiction texts. Text features are the different parts of a book or other type of text that helps us understand the information better. Text features allow us to locate information we need quickly, and easily. Explain that students will learn different text features and locate them within an article. We will hunt for all of the text features and see if we can figure out what the article is about without reading the text. Ask students “what text features do we already know about? (List responses on the board) Introduce the text features posters. Before revealing the poster ask the students if they know what the word on the poster is. “Does anyone know what bold face type Time 4 mins

2. Statement of Objective for Student

2 mins

3. Teacher Input

15 mins

is?” After students answer what they think it is give the definition and turn the poster around. Talk about the illustration that is on the poster. Do the same thing for illustration, caption, diagram, glossary, heading, index, map, table of contents, timeline, graph, and bullet points. As you go over them post them around the room. “Have you seen any of these features in the Non-Fiction books you have been doing research on?” Students should recognize that they have in fact seen these features within their books. Use the book Penguins by Gail Gibbons to show students where they can find text features in Non-Fiction books. Flip through the pages and ask the students to stop you when they notice a text feature. Go through the pages and distinguish each one. Text Features Posters link: Tell students we are now going to look at a Scholastic News Article called “Soaring into Sochi.” It is in the form of a scroll but don’t touch it until I instruct you to do so. When I say go we are going to un-roll the scroll and place a little piece of tape at each end so it doesn’t roll back up. Within your group (students assigned desks are already set up in groups) you are going to do a text feature scavenger hunt. You are going to try and find every text feature that is included in the article. The teacher should walk around asking these questions, pointing at different text features; “What do you think this text feature is telling you about the text? EX. Response “The caption is telling us about the leaning tower and giving us facts about it. Why do you think the author included this text feature? EX. Response “I think the author included the picture of the snowboarder to give us a visual of what she looked like. What is this text feature? EX. Response “This text feature is a glossary. “What do you find in the glossary” EX. Response “You find words that were in bold in the text.” Afterwards allow the students to count up how many text features they found within the article. Make it a little competition to see what group found the most. Allow one reporter to stand up and give their number. Teacher will allow the winner a 10 second dance party 2nd place gets an 8 second dance party, 3rd place gets a 6 second dance party 4th place gets a 4 second dance party 5th place gets a 2 second dance party. Have the students sit back down and quietly clear their desk. Roll up the article scroll and bring it to the teacher. Take out a pencil and wait quietly for directions. Students will complete an activity sheet entitled “Pueblo Homes” It is an article with text features that have blanks beside them. Using the word box at the top have the students fill in the blanks beside each text feature. Students will also be asked a few questions about the article and without reading the article fully the students need to locate the paragraph that the answer is given and answer the question quickly. At the end turn it in the reading drawer for grading. Evaluating students Full mastery- all 8 questions are correct Some Mastery- 7 of the 8 questions are correct No Mastery- 6 to no components are correct Activity Sheet and Answer Key are attached to back. What are text features? How can we use text features to help us understand a text? Why does the author include these text features? How do good readers us text features? When taking the EOG how can we use text features to help us?

4. Guided Practice

20 mins

5. Independent Practice

12 mins

6. Assessment Methods of all objectives/skills:

7. Closure 8. Assessment Results of all objectives/skills:

3 mins

Targeted Students Modifications/Accommodations:

Student/Small Group Modifications/Accommodations: Struggling students will receive copies of the text feature posters on little index cards. This will enable them to have them in their hands rather than looking around the room for them.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/SmartBoard slides, etc.) needed to implement the lesson at the end of the lesson plan.) Informational Texts for each student Activity sheets

References: Reflection on lesson: