Teacher Education Lesson Plan Template

Teacher: Cameo Roman Date: 10/04/2017

Title of Lesson: Text Feature Scavenger Cooperating Teacher: Mrs. Lester

Hunt

Core Components
Subject, Content Area, or Topic: Language arts-reading

Student Population: 23

Learning Objectives: TSW be able to identify and recall various nonfiction text features.

Virginia Essential Knowledge and Skills (SOL): 4.6 The student will read and demonstrate
comprehension of nonfiction texts. a) Use text structures, such as type, headings, and graphics, to
predict and categorize information in both print and digital texts.

Materials/Resources: A nonfiction book of the students' choice and text feature cards.

High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%

DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE

RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%

Safety (if applicable)

Time
(min.) Process Components
2 *Anticipatory Set: TTW call on students to recall what various text features are.

*State the Objectives (grade-level terms): I can explain what different text features are
and recognize them in nonfiction texts.

18 *Instructional Input or Procedure: TTW tell the students that they will be participating in
a text feature scavenger hunt/race. When the teacher calls out a text feature from the
cards, TSW search for it in their nonfiction book. They must raise their hand in order for
the teacher to look to see if it's correct. Whoever finds the text feature first gets a point.
1 *Modeling: TTW find a text feature in a nonfiction book to show the students before the
game starts.

*Check for Understanding: TTW be checking students who raise their hands and claim
that they've found a certain text feature.

*Guided Practice: N/A

*Independent Practice: N/A

Assessment: TTW make notes on who is understanding the different types of text
features.

1 *Closure: TTW count the points and announce the winner. TTW remind the students to
always look at the text features when reading nonfiction books to gain the best
understanding of the topic.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

TTW allow students to have another chance at searching for the text features if their first try wasnt correct.

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Classroom Management Issues (optional): Because this game will cause excitement and
possibly some competitiveness, TTW remind the students that they must use indoor voices. TTW
also remind students that good sportsmanship is appreciated and that losing is a part of life.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why? The activity went well. I was able to see who still needed help
on understanding the difference between heading and subheading.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015