Metroplex Center Lesson Plan Template for Formal Observations

Intern/Resident: Albamar Seguinot Date: Wednesday, October 30, 2019

Subject: Reading Grade Level: 4th grade
Projected Length of the Lesson: 55 min
Learning Objective (Learning Intention/ TEKS)
Students will recognize characteristics and patterns of informational texts.
Students will explain how the use of text structure contributes to the author’s purpose.

TEKS
110.6.b.9(D)iii
110.6.b.10(B)
Criteria for Success (How will you know if students master the learning objective? How will students know they were successful?)
I will know the students have mastered the learning objective when they are able to sort description cards into each text
structure it belongs. Also, students should be able to accurately identify each text structure within each article during our
formative assessment. Finally, students will take what we learn about text structures and use in their personal writing.

Relevance/Real World Application (Can your students explain to someone WHAT they are learning and WHY?)
Students will learn that all expository text has a specific text structure that helps organize an author’s thoughts and gives
a base to the text. This will be shown with an expository text about wolves.

Interdisciplinary Connections (Other Subject Integration)

Science

112.15.b.9(B)

ELPS

(b. 1)
(b. 2)
(b. 3)

Class Information
18 total bilingual students
2 dyslexia students
6 SPED students
3 in the autism spectrum
1 504 student
2 Quest students
9 tier 1* students
3 tier 2* students
4 tier 3* students

*Tiers are assigned to each student after Istation is done in the beginning of each month. It refences how students
understand and master lessons.

2
Assessment Plans (Formal and Informal)
1. Assessing prior knowledge before the lesson:
Students will guess and discuss which text structure does each graphic organizer represent.

2. Assessing understanding during the lesson:

Students will identify which text structure is used in each paragraph in their handout.

3. Assessing mastery after the lesson:

Students will sort description of each text structure as a group and complete graphic organizer for their writing.

Technologies and Other Materials /Resources

 Text structure Google Slides
 Language Arts journal
 Glue
 Text structure foldables (English/ Spanish)
 “Wolves” handout
 Text structure sort
 Graphic Organizer page

Academic Vocabulary
 Text structures
 Expository text
 Description
 Cause and effect
 Problem and solution
 Sequence
 Compare and contrast

Lesson Procedures/Learning Activities:

Introductory Activity/Opening:
Students will look and compare two shapes to discuss that figure or a paragraph has a base that helps it stay up. This will be the
hook to the lesson.

Information Giving:
Teacher will show Google slides presentation, where each text structure would be explained along with the corresponding graphic
organizer.

Modeling/Providing Examples:
Teacher will provide students with foldables that will provide key words and examples of each text structure.

Guided Practice:
Students will read and follow teacher while identifying text structures within paragraphs in an expository handout about wolves as a
whole group.

Higher Level Questions/Thinking Opportunities (List at least two questions):

 Why is text structure important?

 How can we use text structure in our expository writing?

Independent Practice:

Students will be asked to sort description cards provided by the teacher under the corresponding text structure as a group. Answer
will be discussed in class.

2
 Closure/Culmination Procedure (Summary of what was learned):

After students finish sorting the cards, students will reflect on the text structures they have learned and apply it to their writing by
completing a graphic organizer of their choice.

Instructional Strategies for High Student Engagement

-Students will be engaged in whole group discussions.
-We will go over wolves’ handout and identify text structures.
-Students will sort text structure descriptions as a group.
-Students will watch video “5 types of text structure” video in Google classroom as a review.
-Students will pick a graphic organizer to brainstorm for their “favorite food” essay.

Differentiation (Content, Product and/or Process) (How are you challenging the able learners? How are you supporting the struggling learners?)
SPED students will have small group intervention with the teacher while other students work together. Intervention will be
done in English and Spanish, even though the lesson will be done in English, to ensure student understanding.

For early finishers, they will be instructed that, if they have finished any of the tasks early, they can read their library
books or log into SORA (online library) and read from there, while we move to the next task.

Anticipated Student Difficulties or Misunderstandings:

 Students might not understand why text structure is necessary.
 Students might glue information on a wrong side.
 Students might get lost while reading as a group.
 Students might not be able to sort cards correctly.
 Students might not identify paragraphs correctly.
 Students might not be able to write their ideas on graphic organizer.

Don’t forget to type your lesson reflection in TK20 for your university liaison’s lesson evaluation. Use the following questions to
guide you:
1. What went well?
2. What would you change next time around?
3. Was the learning goal/objective met by most students? What did your assessments reveal?
4. What were your professional growth goal(s) and how was your progress toward your goal(s) reflected in this lesson?
5. What are your next steps?