Teacher: Mrs.

Seay Date: Monday: 1/23/17

Title of Lesson: Text Features Cooperating Teacher: Deborah Torres

Core Components
Subject, Content Area, or Topic
Language Arts
Non-fiction Text features
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
4 students with IEPs
20 students
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
ELA. 4.6.3: Text features: Use text features such as type, heading and graphics, to predict
and categorize information in both print and digital texts.
ELA. 4.6.4: Questioning: Formulate Questions that might be answered in the selection
ELA. 4.6.5: Prior Knowledge/making connections: Use prior knowledge and build additional
background knowledge as context for new learning.
ELA. 4.7.1: Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose and audience.
ELA. 4.1.1a: Present accurate directions to individuals and small groups
ELA. 4.1.1b: Use evidence to support opinions
ELA. 4.4.1: Use context to clarify meanings of unfamiliar words and phrases
ELA. 4.4.2: Use knowledge of roots, affixes, synonyms, antonyms, and homophones
ELA. 4.4.3: Use word-reference materials including glossary, dictionary and thesaurus
Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 A, B, F, I, K, L: 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. b) Formulate questions that might be
answered in the selection. f) Draw conclusions and make simple inferences using textual
information as support. i) Use prior knowledge and build additional background
knowledge as context for new learning. k) Use reading strategies throughout the reading
process to monitor comprehension. l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d)
Organize writing to convey a central idea. e) Recognize different modes of writing have
different patterns of organization. f) Write a clear topic sentence focusing on the main
idea. g) Write two or more related paragraphs on the same topic. h) Use transition words
for sentence variety. i) Utilize elements of style, including word choice and sentence
variation. j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups. d) Use evidence to
support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to clarify
meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms,
and homophones. c) Use word-reference materials, including the glossary, dictionary,
and thesaurus.
Materials/Resources
One-to-one student devices (lap tops)
Promethean Board
Independent Worksheets (3 different levels) (The Box activities)
Power Point Presentation on Text Structures
Achieve 3000 (American Indians: Once They Fished & Book fair in Somalia)
Garage Sale Treasures Worksheet
Word Study Words
Core Clicks: Celebrating Chinese New Year
Google Classroom
 Time
Process Components
(min.)
5 Min *Anticipatory Set
TTW ask Since we just learned about Non-fiction Text structures, what do you
think text features are?
1 Min *State the Objectives (grade-level terms)
I can
- Identify text features in texts
- Understand WHY text features are important
- Make connections in the text using text features
7 Min *Instructional Input or Procedure
Quickly go over text features: Guide Words, Title Page, Table of Contents,
Index, Glossary, Heading & subheading, Key words, Illustrations &
photographs, captions, diagrams, labels, text box, Maps, charts, etc.

Show the students where on the wall the text features are located (above the
dictionaries & backpacks)

TTW tell the students to use the wall as a reference for if they get stuck.
10 Min *Modeling
- Introduce the Core Clicks story Chinese New Year.
- Allow the students to make predictions about what happens during the
Chinese New Year without reading the story yet. (model how to make accurate
predictions)
- After making those predictions, allow the computer to read the story page by
page.
5 Min *Guided Practice
TSW point out all of the non-fiction text features on the pages.
20 Min *Independent Practice
TSW answer the questions on the computer, then share with a partner. After
they have all shared, then two students will share out with the class their
answer and why.
2 Min *Check for Understanding
TTW ask if everyone understand text features. Give thumbs up, thumbs middle
or thumbs down depending on how you feel.
5 Min *Closure
3, 2, 1: TSW will name 3 things they learned, two things they still dont
understand and one thing that was interesting with their table.
1 Min Assessments
How many of the questions on Core Clicks did they get correct as we
went through
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to look at
the wall for help.
For those students who need extra assistance, then the TAs and teachers will sit and work
one-on-one with them.

Classroom Management Issues (optional)

Class will move to different rotations on a bell. They have already mastered this
skill.
If a student is disruptive, then they will be given a mark on their weekly planner
that goes home.
If the entire classroom is doing a great job, they are given a marble. (5
marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.