UNIT PLAN: YVONNE BOESKOOL

Lesson 3

Teacher: Yvonne Boeskool

Date Subject/ Topic/ Theme: Written Text Features Grade: 3

I. Objectives
How does this lesson connect to the unit plan?
This is the third lesson in the unit entitled Features of Informational Text.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Define and recognize informational/nonfiction text. R, U, Ap
Work with partners to achieve a task. E, C X X
Define and find examples of the written text features such as title, subheading, bold print, R, U, Ap,
label, caption, sidebar An, C
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an
objective applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Students have lots of experience with reading and have been introduced to larger bodies of text. They
know the difference between fiction/literature and nonfiction/information writing and have been
introduced to the various text features. They have the skills and strategies to break down any
vocabulary words they may not be familiar with.
Pre-assessment (for learning):
Pretest included at the beginning of the unit.
Formative (for learning):
Students will be provided activities in which they together answer the teachers questions and work
through defining nonfiction and discovering text features as a class. There answers will give the
teacher feedback of assessment.
Formative (as learning):
Students work through the Blue Whale worksheet with a partner and go over it as a class. They then
participate in class votes on additional questions. This allows students to self-evaluate their learning.
They then work independently on the deconstruction activity to monitor their own progress.
Summative (of learning):
Complete the Blue Whale worksheet with a partner and then turn in the sheet. They respond to
questions the teacher poses.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance,
interaction value, authenticity, minimize
Students will work with threats
partners collaboratively to
complete a task.

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Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration,
language Students will have to mastery-oriented feedback
collaborate with their partner
fairly as to not give away the
answer or let the partner to the
work.
Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply functions- coordinate short & regulation- expectations,
& highlight long term goals, monitor personal skills and strategies,
Students work independently on progress, and modify strategies self-assessment & reflection
the deconstruction activity to The teacher will encourage
monitor their own progress. motivation in the students by
clearly stating the expectation
of each task, but allowing them
to be responsible for their own
learning and work toward the
goal of independence in this
subject.
Materials-what materials Projector with copy of Blue Whales worksheet
(books, handouts, etc) do Various holiday articles
you need for this lesson Name sticks for drawing randomly
and are they ready to Blue Whales worksheets for partner work
use? Large, blank paper for students
My mentor teachers Text Feature Vocabulary posters

In table groups providing many spots for partner work. A large area at the front of the room where
How will your classroom students can gather and listen to the teacher while following along with whats being projected on the
be set up for this lesson? screen.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
7 Two days ago, we made a long list of text features List text features.
min. Motivation that we found in our non-fiction/informational
(opening/ books. What were some of those?
introduction/ Make list on the board.
engagement)
Which of those are involve words? Circle them. Title, subheading, bold print, diagram, label,
Today we will be talking about written text caption, table, etc.
features. Here are the ones you need to know:
(define them using the posters)
1. title
2. subheading
3. bold print
4. diagram
5. label
6. caption
7. Sidebar
15 Development Today you will start by working with a partner to Listen to instructions.
min. (the largest complete the Blue Whales worksheet. Read the
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component or whole article first, taking turns with your partner.
main body of Then look at the word bank. You will use these
the lesson) words and only these words to label each piece.
You will use each word once.

Instruct students to find a different partner than Find a partner.

who theyve already worked with. Have them start.

Circulate through students and help any who need Ask questions when needed.
it.

Gather students back to carpet. Gather at carpet.

5 Go over worksheet on the overhead projector, Follow along and answer questions.
min. calling on students randomly with name sticks.

Now you will start an activity where you work

15 independently. We will not finish this project
min. today, but we will continue it tomorrow.

Pass out blank paper. Show students how to fold Fold paper. Label left side.
paper into three sections. Instruct (and show) them
to label the left side:
1. Title
2. Subheading
3. Bold print
4. Caption

In the middle section, you will cut out an example

of each (show them), and in the right section, you Start on activity independently getting help when
will write why that text feature is important/ what it needed.
does/its purpose.

Have students start. Circulate through students.

3 Closure Gather students back to front carpet. Come back to carpet.

min. (conclusion,
culmination, 1. What might be the purpose of a title? 1. To tell what the article is about, topic
wrap-up) 2. Why does an article need subheadings? 2. subtopics, organize, help you find specific
How do they help you? information
3. Why are some words bold? 3. Important information, vocab
4. What does a caption do? 4. Tells what is happening in a picture

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
11/25/17

I havent yet taught this lesson, but I will in the coming week. It will take a lot of preparation and studying, but Im excited for the
hands-on aspect of it.

The deconstruction activity was inspired by my mentor teachers ideas and conversation with me while planning the unit. I was
thrilled when I came across the same thing in my professional literature article (Maloch and Horsey, 2013). I think that my weakness

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is that Im not having students write what each text feature looks like, like the teacher in the article did. Other than that, I think this
activity is very kinesthetic. It was my teachers idea to split it into two days. It gives students some time to relax.

My mentor teacher really liked the Blue Whales worksheet. She said that would be a perfect partner activity. I think so too, so I
planned it as one. Again, I will create partner groups beforehand, but they will be different than past days. Because of the cutting
and pasting of the deconstruction activity, I thought it would be best done independently. Not much of my unit is independent work,
so I figured this was a simple and creative option for students to show me what they know.

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