UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Moe Silva PSMT Name: Monica Kolar

Lesson Plan Title: Text Feature Sort Lesson Plan Topic: Text features

Date: 9/28/23 Estimated Time: 40m

Grade Level: 3 School Site: Lummis Elementary School

1. State Standard(s): RL.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently

2. Teaching Model(s): Group Work

3. Objective(s): Students will be able to sort the listed text features with their pictures using the
help of their group members with 90% accuracy.

4. Materials and Technology Resources:

Worksheet Construction paper Sorting cards (5 sets) half sheet for notebook
Glue Scissors whiteboards (markers and erasers)

5. Instructional Procedures:

a. Motivation/Engagement:

- TW ask students to get out their whiteboards

- TW tell students to get out their notebooks and study the text features we have gone
over already for +/-5 min
- TW ask students to put away their notebooks
- TW ask questions and the students will write their answers on their whiteboards and
when asked, show them to me in front of their chests.
- Not above head because students may block someone else's view
- When student get out whiteboards
 - TW have one student pick out a magic word. Students should not open their
markers until they hear the magic word
- Questions:
- What are the words called that are super dark or a different color and you can
find them and their definition in the back of the book? It signifies importance to
the book. Bold print
- What is the front page of the book called where it tells me the title, author,
illustrator and publisher? Title page
- What is the area of the book that gives you the bolded or important words and
their definitions? Where do you find it in the book? Glossary in the back
- What are the pictures taken with a camera called? Photographs
- What is the text that may be under or to the side of a picture that describes what
the picture is? Caption
- What is at the back of the book and tells you what page you could find the word
on? Index
- After asking the questions, TW show a book and point to a text feature using the
projector, students have to write the answer on their board and show like before

b. Developmental Activities or Learning Experiences: 15-20 min

- TW begin to introduce the activity

- Model how to make the poster
- Show students the sorting cards and the construction paper on the board
- Explain that they will have to glue the label and the photo onto the construction
paper under the text feature that it matches
- Before handing out paper tell students to Write every person's name on the back
of the construction paper as soon as you get it
- Students in their groups will have Glue Sticks, construction paper,, their sorting paper
baggies and any resources they decide to use (i.e. literature notebook)
- What existing resource could we use to help us make this?
- If I do something and Mrs. Kolar doesn't agree, what could she say?
- Get 3 options of something else they can say
- Each student has to glue their own words on
- Every student at their table group gets 3 picture cards they are responsible for
- They will decide what text feature their picture is of (ex. glossary)
- SW find the word glossary and glue it next to the picture that matches it
- Give students a five minute warning
- Once we are finished and everyone is done I will ask one student from each group to
bring up their groups poster
- TW hang up every poster on the white board using magnets
- TW go over the posters and (hopefully) all are correct
- If there are any mistakes TW look them over and talk to that group while they are doing
independent closure

c. Closure:
 - TW ask students to get out their chromebooks
- TW post the quizizz code on the board and students will type in the code
- Before beginning TW explain this is an independent quizizz and their results will be
taken for a grade
- The final question on the quizizz is a bonus point!
- If they get it wrong it doesn't count against them, but if they get it right its
an extra point for their grade
- Students have worked with quizizz before so they are familiar with it
- While students are working they cannot use their text feature notebooks
- While students are working TW walk to any groups that got anything wrong on
their posters and explain why it is wrong and ask them if they know the correct
answer
- If no posters are incorrect TW walk around and make sure all students are on
task

d. Extension:

If needed we can practice more text features by looking in non-fiction books and
identifying the text features

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Since we have some students who cannot read very well, when working on the quizizz TW walk
around tot the students that cannot read and make sure they are able to read the quizizz and if
they cannot TW help them read but not give any hints or help getting to the answer.

7. Assessment and Evaluation of Learning:

a. Formative: The quizizz will be taken for a grade to check for understanding. One point
per question. The final question is a bonus point. If they get the last question wrong it doesn’t
count against them.

b. Summative: I will not take a summative grade this time, but if I were to I would take a
summative grade for their quizizz and remove the bonus question

8. Homework Assignment:

N/A

9. Reflection:

a. Strengths:
b. Concerns:

c. Insights: