UbD Unit

Title of
Unit
Using Text Features
Grade
Level
3
rd
grade
Curriculum
Area
Reading
Time
Frame
3 weeks
Stage 1 Identify Desired Results
Content Standards:

ELACC3RI7: Use information gained from illustrations (e.g., maps, photographs) and the
words in a text to demonstrate understanding of the text (e.g., where, when, why, and how
key events occur).

Understandings
Students will understand that:

Text features enhance comprehension when reading. (facet 1: explanation)
Illustrations and captions give information not always given in the main text. (facet 2:
interpretation)
There are effective ways to use text features when presenting information. (facet 3:
application)
Different text features should be used in different situations. (facet 4: perspective)
Their idea of the most effective text features for a certain situation may not match their
classmates ideas of the most effective text features for the same situation. (facet 4:
empathy)
Their dominant learning styles impacts what text features are most effective for their
own learning and understanding. (facet 6: self-knowledge)



Related Misconceptions:
Captions repeat information that is in the main text.
Tables, charts, and graphs only give Mathematical information.
Maps only show where an event took place.
The important information in a text is only found in the paragraphs.



Essential Questions

Overarching Questions:

Is it important to be able to use words in a
text to understand the where, when, why,
and how of a text? If so, what strategies can
we use to locate this information? If not,
what do we use to understand the text?
Are illustrations necessary or superfluous?
Topical Questions:

How and when can we use information
from illustrations in the text to enhance our
understanding of the text?
How are captions used to aid reading
comprehension?
Knowledge and Skills
Knowledge
Students will know:

Pictures, photographs, and captions give
additional information that builds on the
main textual content.
Charts, tables, and graphs give additional
information that builds on the main textual
content.
All text features (not just the information
in paragraphs) are used to find the where,
when, why, and how of a text.
Maps can give more information beyond
where an event took place.


Skills
Students will be able to:

Gain additional knowledge by looking at
pictures and photographs and reading
captions.
Read and interpret charts, tables, and
graphs.
Find the where, when, why, and how of a
text using text and text features.
Create a piece of writing that includes a
variety of text features to convey
information.
Read and interpret maps.




Stage 2 - Evidence
Performance Task


Goal: Your goal is to create a non-fiction mini-book on Paul Revere and the
American Revolution. (facet 3: application)

Role: Your job is to analyze information and derive the most important
facts of Paul Reveres life and the role he played in the American Revolution
through an internet search. (facet 1: explanation and facet 4: perspective)

Audience: Your target audience is this years second graders so you can
provide a book for them to preview their third grade curriculum.

Situation: The challenge involves using a variety of text features to present
the important information in a document. (facet 2: interpretation)

Product Performance and Purpose: You will create a mini-book that
conveys the key points of Paul Reveres life and his role in the American
Revolution in order to teach other students about his life and how he
became an American hero. Remember to consider that your audience is
second graders. (facet 5: empathy)

Standards and Criteria for Success: Your product must meet the following
standards a) include major details from Paul Reveres life, b) explain why
Paul Revere was important to the American Revolution, c) include
characteristics that describe Paul Revere, and d) include a variety of text
features to convey information. Be aware of your own learning style when
you are choosing which text features to use (facet 6: self-knowledge)








Performance Task Rubric
Mini-Book Rubric

0 Points 1 Point 2 Points 3 Points Your
Score
The mini-book
includes no major
details from Paul
Reveres life.
The mini-book
includes 1-2
major details from
Paul Reveres life.
The mini-book
contains 3-4
major details from
Paul Reveres life.
The mini-book
contains at least 5
major details from
Paul Reveres life.


/3
The mini-book
includes no
reasons why Paul
Revere was
important to the
American
Revolution.
The mini-book
includes 1 reason
why Paul Revere
was important to
the American
Revolution.
The mini-book
includes 2 reasons
why Paul Revere
was important to
the American
Revolution.
The mini-book
includes at least 3
reasons why Paul
Revere was
important to the
American
Revolution.



/3
The mini-book
provides no
character traits of
Paul Revere.
The mini-book
contains 1
character trait of
Paul Revere.
The mini-book
contains 2
character traits of
Paul Revere.
The mini-book
contains at least 3
character traits of
Paul Revere.

/3
The mini-book
does not include
any text features.
The mini-book
includes 1-2 text
features.
The mini-book
includes 3-4 text
features.
The mini-book
includes at least 5
text features.
/6
(This criteria
counts twice.
Total
Score:
/15













Other Evidence
(e.g. tests, quizzes, work samples, observations)

Quizzes- One quiz will require students to name the following text features: picture,
caption, chart, table, graph, map, title, and subtitle. A second quiz will require students
to answer open-ended where, when, why, and how questions using text features.


Journal Entries- The students will respond to at least one of the following prompts in
their writing journals: What is the most effective text feature, and why? What text
features help your reading comprehension the most, and why? If you had to eliminate
one text feature, what would it be and why? If you had to only use one text feature for
the rest of the school year, what would it be and why?


Observations- During guided reading groups, I will monitor comprehension using text
features while students read. I will keep a chart to keep track of who answers questions
correctly related to the various text features.


Student Self-Assessment and Reflection

1. After taking the quiz with open-ended questions, the students will self-assess on
which text features helped them answer the questions they got correct. If the
student missed any questions, they will self-assess on which text features could
have helped them answer correctly.

2. The students will individually conference with the teacher towards the end of the
unit to reflect on their strengths and weaknesses for using text features. They can
use their journal entry/entries to guide them in their reflection, if needed. The
teacher will use this information to guide the remaining instructional time to fill
in the gaps in understanding.

3. The students will self-assess their mini-books when they complete their
performance task. They will evaluate why they chose the text features they did
and how they would score themselves using the rubric. Then they will share
their book with a partner, and the two students will compare and contrast the
features they used in their mini-books.



Stage 3: Plan Learning Experiences
Week 1

1. The students will take a teacher made pre-test on text features. The pre-test will be
fill in the blank definitions with a word bank of the following words: photograph,
illustration, map, table, chart, graph, table of contents, glossary, index, bold, italics,
title, subtitle, and caption. This will be given the week prior to the unit. E-2 (pre-
test)
2. The teacher will project a passage onto the Promethean board with text features
(besides the paragraphs) covered up. The students will read the passage together,
and then each student will receive a sheet of paper with five questions on it. The
students will work with a partner to answer the questions. They will discover that
only two out of the five questions can be answered using the paragraphs. The
teacher will move to the second slide on the Promethean board that shows the text
features that were previously covered up. The students will now be given another
chance to answer the questions using the text features. The students will come up to
the Promethean board and circle the text features that helped them answer the final
three questions. E, H (technology)
3. The teacher will introduce the units essential questions and the culminating
performance task. The students will receive a manila folder in which to put the
rubric for their performance task that will be distributed at the same time. They will
write the unit topic and essential questions on the outside of their folders. W
4. Each student will receive a non-fiction, cross-curricular text book from the media
center. They will peruse the books to find features, other than paragraphs, that are
appear to be useful in fact finding. The class will begin to compile a list of text
features that can appear in texts to help with comprehension. Each student who
presents an idea will state what that feature can be used for. Other students will
have a chance to add upon what they think the text feature is used for and/or give
similar examples from their books. E, R
5. The students will meet in differentiated guided reading groups with the teacher to
read and search for text features. Each student will receive a stack of mini-Post-It
notes and a pencil. As students read, they will write down the text feature they see
(examples: pictures, diagrams, photographs, tables, charts, graphs, maps, captions,
titles, subtitles) on the Post-Its and place them next to the text feature with an arrow
drawn pointing to the text feature. The teacher will give them the correct vocabulary
word needed to describe the text features they identify as a way to introduce
vocabulary. The texts that will be used with the different groups are as follows:
Supported All About Things People Do by Melanie and Chris Rice
On Yellowstone National Park by David Peterson
Leveled Eureka! Its Television! by Jeanne Bendick and Robert Bendick
E, T (differentiation)
6. The students will begin researching Paul Revere and the American Revolution using
GALILEO for their search tool during their Reading centers time. Students will work
in groups of two or three to complete their research. The teacher will assign the
pairings/groupings so they are of mixed ability. Advanced students will take notes
on note cards. On and supported students will receive a graphic organizer to guide
them in finding details about Paul Reveres life, Paul Reveres role in the American
Revolution, and character traits that describe Paul Revere. The students will also
have access to the following print resources:
The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow
Paul Revere's Ride by Henry Wadsworth Longfellow
Lives: Poems About Famous Americans selected by Lee Bennett Hopkins
Which Way to the Revolution: A Book About Maps by Bob Barner
And Then What Happened, Paul Revere? by Jean Fritz
Paul Revere by Gail Sukarai
Paul Revere: American Patriot by JoAnn A. Grote
Paul Revere and the Bell Ringers by Jonah Winter
Paul Revere: Freedom Rider by Rose McCarthy
A Picture Book of Paul Revere by David A. Adler
John, Paul, George, and Ben by Lane Smith
Paul Revere by Lisa Trumbauer
Important People of the Revolutionary War by Diane Smith
Fight for Freedom: The American Revolutionary War by Benson Bobrick
Let it Begin Here!: Lexington and Concord: First Battles of the American Revolution by
Dennis B. Fradin
The Revolutionary War by Brendan January
The Boston Tea Party by Steven Kroll
The Boston Tea Party by Conrad R. Stein
American Revolution, 1700-1800 by Joy Masoff
If You Lived at the Time of the American Revolution... by Kay Moore
Liberty: How the Revolutionary War Began by Lucille Recht Penner
A Young Patriot: The American Revolution as Experienced by One Boy by Jim Murphy
E, O (technology) (differentiation)
7. In their writing journals, students will respond to one of the following prompts:
What is the most effective text feature, and why? What text features help your
reading comprehension the most, and why? The page will be taken out and placed in
their manila folder. W, R
8. The students will take a quiz that requires them to name the following text features:
picture, caption, chart, graph, map, title, and subtitle. E-2


Week 2

1. The students will watch the Introduction to Text Features video on
schooltube.com. As they view the video, they will fill in a T-chart. One side will be
for familiar text features, and the other side will be for unfamiliar text features. After
watching the video, the students will share the text features they saw in the video
and discuss which text features are good for a mini-book and which text features are
better suited for a full length non-fiction book. H, R, E
2. The students will continue to meet with the teacher in guided reading groups to
discuss and interpret text features. E, T (differentiation)
3. The students will complete their research on Paul Revere with their partner or trio
using GALILEO and print resources. E, O
4. Individually, the students will determine what text features (at least 5) they are
going to use in their mini-books. Each student will conference with the teacher to
determine if appropriate text features have been chosen, if any need to be added or
removed, and if any need be changed. W, R, E-2, T
5. While students will work on developing the text features for their mini-books during
reading time, they will work on the drafts of their paragraphs during writing time.
R, E-2
6. The students will participate in a textbook text feature scavenger hunt using their
Science and Social Studies textbooks. They will receive Post-It notes with the
following labels: table of contents, caption, illustration, diagram, photograph, graph,
table, chart, glossary, index, title, and sub-title. Individually or with a partner, they
will place the Post-It notes in their textbooks in places where they find the best (or in
some cases, only) examples of whats on the Post-It notes. Advanced students will
then receive blank Post-It notes to write on and identify additional text features such
as bolding, highlighting, bullet points, and the use of italics. E, E-2, T
(differentiation)
7. The students will take a quiz with open-ended questions about where, when, why,
and how that must be answered using the text features in a passage. E-2











Week 3

1. The students will play a text feature game of I have who has from Pinterest.com.
H
2. The students will continue to meet with the teacher in guided reading groups to
discuss and interpret text features. E, T (differentiation)
3. Also in guided reading groups, the students will go through a text feature
PowerPoint found at authorstream.com. The students will answer the questions
imbedded in the slides and then find that text feature from a stack of non-fiction
books that the teacher checked out from the media center. The students will
evaluate whose example of the text feature is the best and why, or determine if they
are equally good examples. E, R, E-2
4. The class will visit the media center, and each student will check out a non-fiction
book on a topic of their choice. During silent reading time, the students will check off
and write the page numbers for features they find in their book on a text features
chart from indulgy.com. E
5. The students will use their center time to put together their mini-books. They will
need to refer to their rubric as they work to make sure they are meeting
requirements. Mid-week, students will trade their mini-book with a partner, and
they will grade each other on the mini-books using the rubrics (a new rubric will be
given for this purpose so it can be written on). The students will keep their peer
completed rubric in their manila folder. R, O
6. The students will take the feedback from their peer assessments to complete their
mini-books. They will have one final opportunity to compare their product to the
rubric before presenting their mini-books. R
7. The students will hang their mini-books around the room and have a mini-book
museum walk. Each student will receive a sheet that they will use to evaluate the
mini-books of three other students. For each mini-book that they choose to
evaluate, the students will write down five distinct text features that they see in the
mini-book. R, E-2
8. In their writing journals, students will respond to one of the following prompts: If
you had to eliminate one text feature, what would it be and why? If you had to use
one text feature for the rest of the school year, what would it be and why? The page
will be taken out and placed in their manila folder. The students will then turn in
their completed performance task along with the work they accumulated in their
manila folders. W, R



Notes to the Instructor

For number seven in week 3, I put evaluate in quotation marks for this reason:
While they are evaluating their classmates work, its actually an evaluation by me of
their ability to identify text features in others work.