Sample ELA Lesson Plan - Nonfiction Text Features

Name: ​Marie Luz

Grade Level: ​2nd Grade Number of Students: ​3
Instructional Location: ​Classroom Date: ​February 6, 2019

Lesson Goals
Central Focus of Lesson:
● Nonfiction text features (headings, captions, sidebars)

Standard(s) Addressed:
What Georgia Learning Standards will be addressed during the lesson? (List number
and text)
● ELAGSE2RI5​: Know and use various text features (e.g., captions, bold
print, subheadings, glossaries, indexes, electronic menus, icons) to
locate key facts or information in a text efficiently.

Lesson Objectives and Demands

Learning Objectives
● Students will be able to identify and describe features of nonfiction
text (headings, captions, sidebars) and how they complement the body
of the text.

Language Objectives:
What language will students be expected to utilize when illustrating their
understanding?
● Students will be expected to use the correct terminology for various
nonfiction text features.

Key Vocabulary in Lesson:

● Nonfiction
● Table of Contents
● Heading
● Photograph
● Caption​: text that tells the reader more about a picture
● Sidebar​: added information
Lesson Considerations
Materials:
● Sleeping on Ice ​book
● Chart Paper and markers
● Google Slides quiz

Prior Academic Learning and Prerequisite Skills:

● Students will use their prior knowledge of nonfiction elements (as

many are included in this book), as well as learning new nonfiction
elements.
○ Nonfiction​: a text that contains true or factual information
■ Table of contents​: helps the reader know what
information is going to be discussed and where it can be
found
■ Heading​: title of a section

Misconceptions:
● Many students believe: Nonfiction pertains to ​anything​ real and
factual, and fiction ​has ​to be completely made up (not yet familiar
with ​realistic fiction​.)

Lesson Plan Details:

Lesson Introduction - “Before”:

● Re-introduce the book.

○ “Yesterday, we started reading the book ​Sleeping on Ice.​ Who can
remember what type of book ​Sleeping on Ice​ is?"
● Short Discussion about the Nonfiction genre
○ "We said yesterday that a nonfiction book has facts in it and
tells about real things. Today we’re going to learn more about
nonfiction texts.”
○ "We will learn some text features or text elements of nonfiction
books. Elements are the things that make up a nonfiction
book. They are kind of like the ingredients. If we were to make a
pie, we would need flour and butter and sugar. To have a
nonfiction book, there are certain things you need to have."
○ “But guess what? We already know and talked about 2
different text features yesterday! Can anyone remember what
those where?”
○ Give two examples of a nonfiction text feature to set up for next
activity. Write this on the chart paper, along with the definition.
■ Table of Contents
■ Photographs
○ As we read today, we are going to try to see if we can find any more
nonfiction text features.

Learning Activities - “During”:

● “I Spy [Text Features]” Activity

○ “We’re going to play a game of ‘I Spy' as we read this book. You
guys are going to take turns reading. While this student is
reading, I want my other friends to listen closely and give me a
thumbs up in front of your heart if you see something that
might be a nonfiction text feature, even if you’re not sure what
it’s called. We'll talk about it after we're done reading the
section."
○ After every 2 pages, ask someone to share what text feature
they found. Add it to the chart and quickly discuss its purpose.
○ Repeat with the rest of the book, alternating having students
read aloud and identifying text features.
Closure - “After”: ​Restate teaching point, clarify key points, extend ideas, check for
understanding

● "Wow, we were able to find so many nonfiction text features as we

read our book! Now, we're going to play a little quiz game to see how
well you guys remember the different nonfiction text features."
○ Explain rules to game. I will show a short Google slides, with a
different type of text feature on each slide. I will give each
student a whiteboard and they will write their answers on the
slide. Remind students that they can use our anchor chart for
help identifying different text features. Have students
flipboard over if they are done, and do a 3, 2, 1, countdown to
reveal the answers on the board and on the slideshow. Discuss.
● Closing: "Great job identifying our nonfiction text features, friends!
We’ll continue our discussion on our book tomorrow!”