Name: Dana Egan Cohort: C1

Lesson Plan
Lesson Title: Indexes and Labelled Diagrams! Grade: 1 Date: Nov
Subject/Strand: Language (Reading) Unit: Introduction to Non-Fiction Location: Classroom Times: 50-60 min
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
The students will learn to identify special characteristics of non-fiction texts such as glossaries, indexes, table of contents, diagrams
etc. This lesson serves as an introduction to non-fiction text. They will also learn the purpose of a non-fiction book. The enduring
understanding is for students to gain an understanding of different text forms and to identify the skills and strategies they need in
order to become proficient language users and move towards achievement of the expectations.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate
meaning;
Ontario Curricular Specific Expectations and Achievement Chart Categories
(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
2.3 identify some text features (e.g., illustrations, symbols, photographs, title, page number, table of contents) and explain how they help
readers understand texts (K)
2.1 identify and describe the characteristics of a few simple text forms, with a focus on literary texts such as a simple fictional story (e.g.,
characters, setting, events, problem/solution), graphic texts such as a calendar (e.g., names of months and days, a grid, numbers), and
informational texts such as a simple “All About____” book (e.g., labels, headings, pictures) (C)
Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

1. Today I will learn how to identify some of the basic text features of non-fiction literature.
2. Today I will learn to explain the difference between fiction and non-fiction texts.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [x] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
1. I can:
 Identify the labelled diagrams (K)
 Identify the index (K)

2. I can:
 Compare the differences between non-fiction and fiction texts (T)
 Explain the purpose of non-fiction texts (C)

Assessment Mode- Written, Oral,
Performance (Write, Say, Do)
Say, Do
Assessment Strategy and Task for Students-
What are the students doing to show their learning?
Students will verbally help identify 2 key
features in a non-fiction text when helping the
teacher make an anchor chart. The students will
show their understanding of a diagram by
cutting and pasting labels on a diagram of a
good listener.
Assessment Tool - Instrument used to
assess; Record Keeping format
Assessment FOR their learning: teacher
will have checklist separated by success
criteria. Students will be marked with
checkmarks for understanding, circles for
revisit, X’s for not understanding at all –
this is a summative assessment of their
knowledge thus far in the introduction to
measurement unit. This is drive further
instruction.
STEP 3: CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
Introduction to Non-Fiction Literature
I.E.P. program implications: Accommodations, Modifications
FL: accompanied by EA, may participate
JC: will participate with peers
Differentiation: Content, Process, Product, Environment, Assessment
Process: JC will be paired with partner to work together on worksheet
Environment: the commons room is available for students who are distracted/bother by noise level
Assessment: limited expectations, students are beginning to acquire knowledge and skills
Learning Skills/Work Habits: [ ] responsibility, [ x] organization, [ x] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation
Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)
Non-fiction, Fiction, Table of Contents, Diagram, Labels, Glossary
Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

GEI Primary in Reading K-3

Growing Success
Language Curriculum
TPT (Diagram Cut/Paste)

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: _5_____-____15___ (Indicate time breakdown of instructional elements)

Hello Grade Ones! Yesterday we learned about table of contents

and glossaries. Would someone like to tell me what we learned
about those two features?

Very good class, I am going to draw a flower here and we are

going to figure out the different parts of this flower.
[Teacher will draw a flower with seeds, leaves, roots, petals etc]
[Teacher will ask students to come put the labels on the flower]

Prompt Questions: Anticipated Student Answers:

 Why would we need labels?  The labels tell us the different parts
 Why would we need diagrams?  The diagrams show us what we are learning about
 What else could we have diagrams of?  We could have diagrams of sharks, airplanes, frogs etc.
 What do they tell us?  They tell us important parts of what we are learning
 What do you notice about diagrams?
Great! So lets go over our learning goals for today!

Today I will learn how to identify some of the basic text features
of non-fiction literature.
Today I will learn to explain the difference between fiction and
non-fiction texts.

Today I will know I have learned when:

I can:
  Identify the labelled diagrams (K)
 Identify the index (K)

I can:
 Tell you differences between non-fiction and fiction
texts (T)
 Explain the purpose of non-fiction texts (C)

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: ___15___-___40____ (Indicate time breakdown of instructional elements)

My friends, we are going to add TWO more features to our non-

fiction chart we started yesterday! Anticipated Student Answers:
First, we will write everything we know about diagrams because
 Diagrams have labels
we did such a good job talking about our flower diagram.
 The labels tell us important parts of the picture

Anticipated Student Answers:

Now, we are going to write about the index. Can someone tell
 It tells us page numbers
me what the index does for non-fiction readers?
 It tells us topics
[Teacher will write answers on chart paper]
 It tells us where important information is in the book
Awesome job Grade ones, we are becoming more familiar with
non-fiction features!

Now that we are done with our chart until tomorrow, we are
going to put together a diagram of a good listener.

I have a sheet here that you are going to cut and paste. We have
a picture here of someone who is really good at listening and
learning. He is sitting with his legs crossed, hand up etc. Now
you are going to cut out the labels at the bottom here and paste
them in the correct spots around the picture of our listener!

Prompt Questions: [Students will be prompted to discuss and explain diagrams

individually to the teacher to show knowledge and understanding
 What is this diagram telling you?
of the concept]
 Tell me why you chose to put the labels where you did.

[Early finishers will be asked to read non-fiction books and find

diagrams]

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: ___5___-___15____ (Indicate time breakdown of instructional elements)

Very good grade ones, lets go over our learning goal and success
criteria to see if we met them today:

Today I will learn how to identify some of the basic text features
of non-fiction literature. Today I will learn to explain the
difference between fiction and non-fiction texts.

Today I will know I have learned when:

I can:
 Identify the labelled diagrams (K)
 Identify the index (K)

I can: [Student Self Assessment AS – indicator for teacher how the

 Tell you the difference between non-fiction and fiction knowledge/skill building is going]
texts (T)
 Explain the purpose of non-fiction texts (C)

Before you show me with your thumbs, we are going to do a
think/pair/share – find an elbow buddy and talk about what you
learned today.
THUMBS UP, THUMBS TO THE SIDE, THUMBS DOWN
[Students will share what they have learned with an elbow buddy,
this will help them establish if they have met their learning goals
today. They will walk away from the lesson with an understanding
of what they have learned]

Extension Activities/Next Steps (where will this lesson lead to next)

-titles, pictures, captions
- making their own non-fiction text
Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?
Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?