Intern Name: Abbey Faro

Lesson Title (Subject/Topic): Learning How to Use and Learn from Nonfiction Text
Grade: First Grade
Length of Lesson: 25 minutes
Date Taught: 4/25
ABBEY’S LESSON PLAN
In this lesson…
Students will sit on the carpet while a nonfiction book is read to them. After the
book is done, they will have three questions to think-pair-share with a partner.
Overview Then, they will have 2 activities to do when they get back to their seat. One is a
nonfiction book scavenger hunt, and the other is a concept map.

1.10 The student will read and demonstrate comprehension of a variety of

nonfiction texts. a) Preview the selection. b) Use prior and background
knowledge as context for new learning. c) Set a purpose for reading. d) Identify
Standards of text features such as pictures, headings, charts, and captions. e) Make and
Learning confirm predictions. f) Ask and answer who, what, where, when, why, and how
questions about what is read. g) Identify the main idea. h) Read and reread
familiar passages with fluency, accuracy, and meaningful expression.

-Can I identify nonfiction text features from looking and listening to a book?
Essential Questions -Can I discuss what I observed from the book with a partner through verbal
communication?

Students will be able to… expand their understanding of words and their
meanings, and be able to use them more regularly.
Objectives Students will be able to identify different features of a nonfiction text.

I can identify nonfiction text features.

Learning Target I can identify details that support a main topic.
-How to read
Necessary Prior - How to use a concept map and fill it in
Knowledge - How to identify elements of a book. ie. glossary, index, bold words,
captions, and pictures
A book for every student (every student gets the same book that was read to
them on the carpet), a concept map and scavenger hunt for each student, writing
Materials utensils

Saying “One, Two, Three, Eyes on Me” with the student’s response of “ One,
Two, eyes on you” will gain the students attention, and allow them to listen to
Introduction/Hook what is being instructed.

Instructional
1. Bring the students to the carpet, and have them sit in their assigned
Activities &
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Strategies squares.
2. Introduce the book From Seed to Plant to the kids, and introduce the
activities they will be doing involving the book at the conclusion of the
reading.
3. Explain that they will have to think-pair-share with a partner, where they
will answer three different questions about the book.
4. Show them the concept map and scavenger hunt that go along with the
book. Go into detail about what is expected of them, and ask them to
repeat what the teacher said to ensure they understand the directions.
5. Read the book being sure to show the students the pictures, and be
constantly checking that everyone is paying attention.
6. Present the students with the questions, one question at a time. Allow
them to talk with their partner and answer the question for three minutes.
7. Re-explain the activity to make sure the students know exactly what to
do when they go back to their seats.
8. Give them the nonfiction text feature scavenger hunt first, have them
complete it, show them where to turn it in, and instruct them to pick up
the concept map from the basket next to where they turn in the
scavenger hunt, when they are done.
9. The assistant teacher will have laid out a book for each student while the
book was being read, so everyone student will already have a book when
they return to their seats.
10. Monitor the students to make sure they are doing what was instructed of
them, Answer any questions the students have.

Key Vocabulary or Students will need to have basic knowledge nonfiction text features.
Concepts
- nonfiction text scavenger hunt
- concept map: main idea in the middle with details surrounding it
Assessments - Think-Pair-Share with a partner to assess how well they grasped the
information, and to see if they can put what they learned in words
Meeting back on the carpet after the activities and talking about what everyone
Closure Activity learned from the book and what the most interesting fact they learned was after
re-reading to do their activities.
Accommodations N/A
Books, copy machine.
Resources

Reflection on a Lesson Plan Taught

Virginia Teachers for Tomorrow
Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Intern Name: Abbey Faro
Lesson Title (Subject/Topic): Learning How to Identify Nonfiction Text Features
Date of Lesson Taught: 4/25
Cooperating Teacher & School Garber-Thoroughgood
Grade: 1st
Time of Day: 12:30 PM

1. What steps did you go through to create this lesson? With whom did you talk, discuss, or edit your
lesson?
I talked to my cooperating teacher and asked what subject she would like me to focus my lesson on, and she
told me she wanted it to be about reading. She told me a big goal for the first graders is to be able to read a
nonfiction book and then identify the different text features it contains. She then gave me a nonfiction book that
she had multiple copies of and told me to plan my lesson around that book.

2. How did the SOLs and Objectives help focus your instruction?
They gave me an idea of what I needed to be sure I covered in my lesson, and showed me the areas I really
needed to put emphasis on when teaching the lesson.

3. What parts of the instructional plan worked as you anticipated?

The think-pair-share activity went very well, as the kids were engaged and excited to talk and collaborate with
their classmates. From my understanding, they did this frequently throughout the year so they knew exactly
what to do and were ready to go right when I gave them the go ahead. They engaged in good conversations with
their partners that showed that they understood the book.

4. What, if any, adjustments needed to be made once you began?

If I had to make an adjustment, I would have been positive that the students knew exactly what to do when they
went back to their seats, because some looked lost and did not know what they needed to be working on.

5.How well did you anticipate the materials needed?

I had all of the needed materials, and even had some extras.

6.How effective was the assessment you chose to use? (If no assessment was used, what will the future
assessment be and how will you gauge its effectiveness?)
The assessment was effective as it showed me who understood the nonfiction text features, and who still needed
some help because they didn’t know what they were looking for. It also worked well because students could ask
questions, and I could help them understand better, which hopefully helped them understand and learn about
nonfiction text features.

1. To what degree do you feel that this lesson was a success? What evidence do you have for the success
of the lesson? (Hint: Student learning is the key to a lesson’s success!)
In my opinion this lesson was successful because the students seemed to be engaged the entire time, and seemed
to be enjoying the activities. Many kids asked to do an extra concept map because they were finding so many
interesting details, and that to me showed that I had taught a successful lesson.

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
2. How did the time spent preparing for your lesson contribute to it’s success?
The lesson ran smoothly, and we moved from activity to activity quickly. This avoided wasted anytime, and I
was able to do this because I had preplanned my lesson and had already practiced what I was going to do and
say.

3.If you could do this lesson again with the same students, would you do anything differently? If so,
what?
I would do the same lesson, as it went very well.

3. Any last comments/reflections about your lesson?

My lesson went very well, and my students seemed to learn a lot and enjoy themselves doing it.

Lesson Plan Assignment: Grade Sheet

Virginia Teachers for Tomorrow I

Intern Name: ______________________________

Refer to the comments written on your lesson plan for detailed feedback.
Needs a few
Ready to Your
additions or Incomplete
Teach! Score
tweaks
Overview, SOLs, essential questions, objectives
(10)
Introduction/hook & closure (10)
Instructional activities (20)
Accommodations (10)
Assessment (5)
Vocab, materials, resources (5)
Supplemental materials, if applicable (5)

Total (65)

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)
Taught Lesson Plan Grade Sheet
Virginia Teachers for Tomorrow II
Intern Name: ______________________________Lesson #________

● Written (typed) Lesson Plan: _____/50

[See comments on LP]

● Supplemental materials: _____/10

Comments:

● Self-Evaluation: _____/15
Comments:

Total: _____/75

Adapted from the Teacher Cadet Curriculum, Property of CERRA—South Carolina © 2004, and/or the Virginia Teachers for Tomorrow Curriculum
John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)