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Observation 11/6/19 Lesson Plan

Class: ​Kindergarten

Teacher: ​Olivia Leong

Objectives​: Students will be able to recognize and describe some nonfiction text features and then
discuss their purpose. Students will be able to compose a ​short informational text to present
information about their family using familiar vocabulary, an​ illustration, labels, and captions.

Purpose:
1. Students will be able to identify photographs/illustrations in nonfiction texts and with
prompting and support, describe the relationship between those pictures and the
captions/labels that appear alongside them.
2. Students will be able to use a combination of drawing, dictating, and writing to compose an
informative text about their family with labels and a caption that supplies some information
about their family.
3. Students will be able to describe nonfiction text elements in greater detail based on viewing
of nonfiction text poster with moderate support
4. Students will be able to compose a short informational text to present information about their
family using familiar vocabulary collaboratively in shared language activities with an adult

ELA Standards:
● RI.K.7 With prompting and support, describe the relationship between illustrations and the
text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
● W.K.2 Use a combination of drawing, dictating, and writing to compose
informative/explanatory texts in which they name what they are writing about and supply
some information about the topic.

ELD Standards
● K.I.B.6 Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language [Expanding] Describe
ideas, phenomena (e.g., how butterflies eat), and text elements (e.g., setting, characters) in
greater detail based on understanding of a variety of grade-level texts and viewing of
multimedia, with moderate support.
● K.I.C.10 Composing/writing literary and informational texts to present, describe, and explain
ideas and information, using appropriate technology [Emerging] Draw, dictate, and write to
compose very short literary texts (e.g., story) and informational texts (e.g., a description of a
dog), using familiar vocabulary collaboratively in shared language activities with an adult
(e.g., joint construction) with peers, and sometimes independently

Materials​:
1. Nonfiction Feature/Purpose Chart
2. Time for Kids poster
3. Writing paper

Duration​: 40 minutes
Anticipatory Set ​(7-10 mins)
Tell students, “Today we will be looking at nonfiction text. Nonfiction gives us true
information.” Read the ​Time for Kids​ poster “Taking a Trip.”

Show students the ​Nonfiction Feature/Purpose​ poster. Tell students, “In this nonfiction text,
we learned information from the words we read and also from other special features. A
special feature is a part of a book or magazine that stands out. Let’s take a look at the poster.”
Point out the photographs on Time for Kids poster and tell students, “Photographs are pictures
of real things that are taken with a camera. What kind of photographs do you see?”and call on
volunteers to share. On the ​Feature​ side of the poster, add “Photograph.” Explain that the
authors included the photographs for a reason or purpose: to give us information. Ask students
“What do you see in these photographs? What makes you say that? What more can you see?”
Have students think/pair/share. On the ​Purpose​ side of the poster add “To show something”
and read out loud with the class. Tell the students that we will be looking for other nonfiction
special features.

Instructional Sequence (Include time allotted for each):

Input
Students will be able to recognize some nonfiction text features and then discuss their purpose.

Modeling​ (10-13 mins)


Tell students “Let’s take a look at more features, discover their purposes, and record them on
the ​Feature/Purpose​ chart.” Point out the words next to the photographs on the ​Time for Kids
poster. Read them outloud and tell students that captions give us more information about the
photo. Ask students “How do you think the caption helps us understand the photograph?” Have
students do a think/pair/share. Write “captions” under the ​Feature​ column and “To tell about
the photograph” under the ​Purpose​ column. Point out the drawing at the bottom of the poster.
Ask students “How is this picture different than the photographs we already looked at?” This is
a drawing or illustration and it also shows us something. Add “illustrations” under the ​Feature
column and “To show a picture” under the ​Purpose​ column. Ask students if they notice any
other features on the poster. Model responding with the oral sentence frame “I see ___.” Add
those features and their purpose to the poster (ex: maps/to show where something is, titles/to
tell what the book is about, labels/to name something)

Checking for Understanding ​(15-20 mins)


Review the purpose of labels and captions on the Feature/Purpose poster. Tell students that we will be
making our own illustrations and practicing writing labels and captions. Model drawing a picture of
their family. Demonstrate how to label each person and write a caption on the bottom: “This is my
family.” Explain that students will draw pictures of their families with labels and captions. Pass out
writing paper. Write caption sentence on whiteboard and/or overhead projector. Students should be
labelling each person in their drawing and writing the caption. Circulate the room and support
students as needed.

Questioning Strategies
Ask students “What do you see in the photographs/illustrations?” “What other features do you notice
on the poster?” “How do you think this feature helps us understand the photograph/illustration/text?”
When students are practicing labelling and writing their captions, ask them to read each label and the
caption outloud.
Closure​:
Share an example of a student work that shows proper labelling and a caption. Tell students to share
their work with a partner sitting next to them. Collect papers.