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Lesson/Workshop Plan

1. Presenter name: Sierra Freeze


2. Lesson/Workshop Title: All About Text Features
3. Objective(s)
The students will identify text features from a nonfiction article.
The students will understand various text features from a nonfiction text.
The students will demonstrate knowledge of text features.
4. Audience Description
This audience has 24 students consisting of one student with dyslexia
and one student who speaks English as a second language.
5. Location of Presentation(s)
Wildwood Elementary School, Mrs. O'Brien's Fourth Grade Classroom
6. Length of Lesson/Workshop
50-minute lesson

Timi Content Activity Technolo Supplies,


ng Instructional Methods gy Resource
s,
Handouts
5 Introducti Explain a scenario of a student using an economics textbook -My
minu on for a teacher-assigned reading to point out text features. economic
tes s
textbook
15 Activities Use laminated text feature cards to explain some of the - -My
minu / many text features. SMART laminated
tes Lesson Headings/subheadings: tells the reader the topic of the text, Board cards of
shows the main idea of the text, helps the reader know what they are different
about to read. text
Question: (Heading card) Without reading the features
paragraph, what can the reader infer about the main idea of the -Sentence
paragraph? Answer: Without reading the paragraph, the reader can stem
infer that the passage will be about fish because of the title. A title is cards
used to give the reader an idea of what the passage will be about. -Student
Key word: words in the text that are bolded, italicized or in conferenc
color. Brings the reader's attention to the word because it is important. ing form
Check to make sure the students know what the -Texas
word italicized means. Studies
Question: Why are these specific words in italics? Weekly
Answer: Italicized words bring the reader's attention to them. article
Captions: information under a picture that tells the reader
more about the picture. They also help the reader to understand
information that may not be in the text.
Text Box: includes interesting information or additional
information that the author wants the reader to know.
Illustrations and Photographs: help tell the story and help the
reader understand ideas from the text.
Question: What is the difference between a
picture and an illustration? Answer: a picture is a photograph that
someone took of something. An illustration is a sketch or a
drawing of an image.
Glossary: a list of keywords with their definitions in
alphabetical order. The definitions help the reader to understand the text
they are reading.
Question: Why are text features important?
5 Answer: Text features help the reader to
minu quickly find important information. Text features teach the reader
tes about the topic. Text features can help the reader answer questions
about a topic and the text they are reading.
Activities
Guided Practice 1: Use the SMART Board
to have students approach and drag each text feature to its correct
location. This activity allows the students to have a chance to
4 practice what they learned from the lesson.
minu Guided Practice 2: Identify various text
tes features from a nonfiction article using the SMART Board.
Individual Practice: Have each student get out their Texas
Studies Weekly article. Then give each student three Post-it notes.
Have the students find three different text features and place the Post-it
8 notes on them.
minu Use the student conferencing form to make
tes anecdotal notes when asking students various questions to check
for understanding.
As some students finish the activity early, have them read
the blue article in their Texas Studies Weekly newspaper. This will help
to keep the students engaged throughout the changes in activity.

8 Conclu Beforehand, mark each index card with a certain color dot. -SMART -Index
minu sion Each color dot corresponds to a color-coded text feature poster that will board cards
tes be on the board. Give each student an index card and instruct them to -Text
describe how that text feature helps the reader to better understand the feature
text they are reading. poster
Make sure to emphasise that the students are cards
not to write the name of the text feature they have. -Writing
The students will then place their index card utensils
underneath the correct text feature poster
Follow up: The next day, pass out the
completed index cards randomly and have the students use
previous knowledge from the lesson to identify which text feature
5 is being described.
minu Make color coded index cards for each text feature. Each
tes color represents a certain text feature. Have the students write how their
assigned text feature helps the reader to understand a nonfiction text.
Curriculum Standard or Corporate Strategy addressed:
TEKS Chapter 110.15. English Language Arts and Reading, Grade 4, Beginning with School Year 2009-
2010.
(11) Reading/Comprehension of Informational Text/Expository Text. Students
analyze, make inferences and draw conclusions about expository text and provide evidence from text
to support their understanding. Students are expected to:
(D) use multiple text features (e.g., guide words, topic and concluding
sentences) to gain an overview of the contents of text and to locate information.
Describe how you would address these areas when presenting your workshop/lesson plan: cultural
differences, diverse learning styles, or accommodations needed, learning styles, language, cultural values,
and ethical standards of teaching/training.
Make sure that the students with dyslexia sit in close proximity to the teacher. Monitor
those students and specifically ask those students questions to check for understanding.
Reiterate instructions to the class to allow for the students to process the directions more
clearly.
For the student who speaks English as a second language, show visuals of the text features
as they are discussed.
Evaluation Methods of Audience
Use the Stem Task Cards to ask students questions relating to their independent practice using the Texas
Studies Weekly article.
Use the student conference forms to make notes about the students understanding by asking questions.
The Index card activity is used to evaluate the students understanding of a specific text feature.
Technology Used

I have been fortunate enough to be able to shadow Mrs. OBrien for a few months. During this

time I was able to learn what styles of learning the students learned best by. The main piece of technology

I used in my lesson was a SMART Board. In multiple activities, the students had a chance to engage

themselves in the lesson by actively walk up to the SMART Board to complete an activity. I believe that

technology does not increase the amount of learning, but helps the students have a full understanding of

the concept they are learning. I used the program Powerpoint to create a slide presentation for an

activity we did as an entire class. Each slide had an activity that each student is able to enhance their

learning experience by having a visual to look at. The lesson incorporated technology based on the

learning styles of the students.

Works Cited
"All About Airplanes!" Kinooze. N.p., 31 Mar. 2013. Web. 14 Jan. 2017.

"FCCLA Interview." Personal interview. 3 Feb. 2017.

Kalhnberg, Deana. Text Feature Posters. Digital image. N.p., n.d. Web. 16 Jan. 2017.

Rickers, Ed. "Texas Studies Weekly Week 19." Sam Houston- First President of the

Republic n.d., Week 19 of 32 ed., Page 3 sec.: n. pag. Print.

"Summary." U.S. Bureau of Labor Statistics. U.S. Bureau of Labor Statistics, n.d. Web. 16 Jan. 2017.

"19 TAC Chapter 110, Subchapter A." 19 TAC Chapter 110, Subchapter A. N.p., n.d. Web. 16 Jan.

2017.