You are on page 1of 5

UNT Lesson Plan Template Madeline Hunter

Pre-service Teacher: Grade(s): Fourth School/Mentor Teacher (if

Lizette Moran Grade applicable): Ms. Franco/ Gililland
Elementary School

Subject area(s): Unit Lesson Title: Rat Race

Reading Topic/Theme:
Relevant TEKS: Relevant ELPS: Relevant TX CCRS:
4.11.D use multiple 74.4(c)(2)(E) use II.A.2 Use text features and
text features (e.g., visual, graphics to form an overview of
guide words, topic contextual, and informational texts and to
and concluding linguistic support determine where to locate
sentences) to gain an to enhance and information.
overview of the confirm
contents of text and understanding of
to locate information. increasingly
complex and
spoken language
share information
in cooperative
74.4(c)(4)(F) Use
visual and
support and
support from
peers and
teachers to read
content area
text, enhance
and confirm
and develop
vocabulary, grasp
of language

structures, and
needed to
Write using a
variety of grade-
sentence lengths,
patterns, and
connecting words
to combine
phrases, clauses,
and sentences.
Lesson Objective(s)/Performance Outcomes
The students will be able to use multiple text features (bold headings, topic, captions,
and guide words) to help locate information from the text.

Assessment (Description/Criteria)
Diagnostic: The teacher will check students prior knowledge by informally assessing
students answers on the questions given to them by the teacher.
Formative: The teacher will check students comprehension on how to label the articles
by what they tell the teacher to label the information given and by checking students
understanding of the article by what questions they write in their three boxes to see if
they are really listening to the article as well.
Summative: Teacher will be able to notice students comprehension of the article by
what answers they write on the Box It paper.

Materials and Resources

Time for Kids Rat Race article, pencil, Box It paper, three boxes for student questions,
pen, projector, and clip board.

Management of the Instructional Environment

The students that are participating and doing their work will be getting fake money so
they can get something from the treasure chest. The students that are not doing what
they are supposed to will be paying the teacher some of the money they have for not
doing what they are supposed to be doing.
Technology Integration

Diversity and Equity (Accommodations, Modifications, Adaptations)

Students with dyslexia will be able to ask how to spell a word. Ask if the teacher can
read them the question, and will be give 5 more minutes to finish any papers that will be
turned in. The new student that is in special education will have 5 more minutes to try
and finish their work or work from the Special Education classroom (this student is only
not required to finish or do the work given to them in this class). The students with low
reading levels will be able to tell the teacher to read to them the question or parts of the
article again. Will have 5 minutes to finish the work they need to do.
Anticipatory Set _8___ Min Grouping: Individual
When the students come in the teacher will give each student Time for Kids article called
Rat Race. The teacher will tell the students that today they will be working with text
features to help them locate information from the text. The teacher will tell the students
that this is important to know because in the STAAR test they will need to label the
information to help answer the questions. The teacher will ask all the kids that with the
Time for Kids article they will go over the text features together as a class. The students
will tell the teacher what are all of the text features in the Time for Kids. This will help
the teacher see if the students remember where every text feature goes in the article.
As the students are telling the teacher where every text feature is the teacher will be
asking questions. For example, How do we know if Rat Race is a title or a topic? What
does POW stand for? What do the captions tell us?

Input and Modeling _8-10___ Min Grouping: Whole Class

When the class is finished putting all the text features the teacher will tell them that
they will now read the article called No More Pests. The teacher will tell them that while
they are reading the article they will write questions they might be having in the three
squares that will be given to them. As the teacher is reading the article, the teacher will
stop once in a while to ask students if they have any questions in any of their boxes. IF
students might not know what questions to ask the teacher will model and ask a
question. For example, I wonder how the invasive species population grew so big? The
teacher will tell the students If I did not read anything that would help me solve my
questions then I will keep reading and see if later on in the article they answer my
question. After that the teacher will keep reading and will stop to let students share
some of their questions that they might have about the article.

Guided Practice _10___ Min Grouping: Group

When they are finished, the teacher will give the students a Box It paper with questions
from different articles in the Times for Kids. The teacher will tell the students that with
the help of the text features that they have already labeled the students will read the
articles and find the answers to the questions. Before the students get started the
teacher will ask for volunteers to read the questions in the story. This way the students
will know how many questions in each box, and they will know what they are looking for.
The teacher will tell the students that if they finished with all six Box Its then they can
do the Bonus Box It to get more points to their paper. After going over that the teacher
will tell the students the first three Box Its they will be working in a group to find the
answers. After 10 minutes the first three Box Its that they dont finish while they are in

the group will have to be done individually/by themselves, because the last three Box
Its the students will be doing that by themselves. The teacher will group the students by
assigning each student an ingredient to create a hamburger. Some students will be the
cheese, top bun, meat, or bottom bun. The teacher will go through the row and name
the ingredient they will be. After that the students will be told where all the cheese or
the meat will be sitting at together. In the end the students will be split up into four
groups. They will bring their Time for Kids article with them, a pencil, and a clip board
when they go and sit down with their group.

Independent Practice _10__Min Grouping: Individual

After the ten minutes are over the students will go back to their seats with their paper,
and will put away the clip boards where they are supposed to be. The students will work
on the last three Box Its alone, and if they have not finished any of the first three Box
Its then they will have to finish it as well. If the students get finished with the first six
Box Its then they can do the Bonus Box It to get more points in their paper.

Closure _5__Min Grouping: Whole Class

When the students are finished with the Box It paper. The teacher will choose a
volunteer to pick up all of the Articles with the Box It paper inside of the Times for Kids
article. The teacher will ask the students an Exit ticket question so they will be able to go
to the next class. The exit question is Why are text features important? If a student
says something like They tell you what the article is going to be about or They help us
find information in the article then the class can pack up and go to their next class. If
they dont get it right then the teacher will ask another question until the students get it
right. The next question would be What is another word for bold heading? The
students should answer subtitles.

Reflections and Documentation/Evidence of Lesson Effectiveness

Box It questions:

The three boxes for students questions while reading Time for Kids:

Time for Kids Article: