Step 2: Identify Georgia Standard (s) of ELAGSE5RI7: Draw on information from multiple print or digital

Curricular Excellence, WIDA sources, demonstrating the ability to locate an answer to a

Priorities Standard(s), etc.
question quickly or to solve a problem efficiently.

Prior Academic
Knowledge and
Prerequisite Skills
Central Focus,
Overarching Goal, Big
Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Students will need to draw previous knowledge from past lessons on
text features. They will need to remember how to identify labels,
timelines, infographics, titles, maps, images, side bars, diagrams,
subheadings, bolded words, italics, and captions.
The purpose of this learning segment is for students to use text
features in order to draw on information from a printed source.
Students will be able to locate the answer to a question quickly by
using text features.
We will identify and use text features in a nonfiction text to answer
questions about the text.

Potential Misconceptions If students cannot identify text features to answer questions, then I
and/or Developmental will use guiding questions and an anchor chart to help them find
Approximations where the answers might be.

Academic Language Academic Language Whole Class Supports Differentiated Supports

Vocabulary
Language function: We have been Students that need
 Words and
phrases with Text Features discussing text more practice with
subject specific features for days text features will be
meanings that before the lesson so pulled in to a small
differ from students are aware of group with me to
meanings used in the meaning of text complete an
everyday life features. assignment so that I
(e.g., table, ruler, can make sure they
force)
are understanding.
 General academic
Multiple meaning N/A N/A
vocabulary used
words:
across disciplines
(e.g., compare, N/A
analyze, evaluate)
 Subject-specific Academic vocabulary: We have been Students that need
words defined for Text features discussing text more practice with
use in the features for days text features will be
discipline before the lesson so pulled in to a small
students are aware of group with me to
Language Function: the
the meaning of text complete an
content and language focus
of the learning task (e.g., features. assignment so that I
activities, discussions) can make sure they
represented by the active are understanding.
verb in the learning Subject-specific We are completing Students will be in a
objective(s) or learning vocabulary: an anchor chart all small group for extra
target(s) (e.g., apply, Labels, timelines, together as a class to support. Myself and
evaluate, cause and effect, infographic, title, review what each the classroom
sequence, hypothesize, map, image, side bar, text feature looks teacher will be
infer, summarize, describe, diagram, subheading,
explain)
like. All students will available for students
bolded words, italics, be able to look back that need help.
Language Supports:
captions at this chart to help
them.

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 instructional supports that Syntax: I will be assisting the N/A
help students understand Students will create an students in creating
and successfully use the anchor chart to help the anchor chart.
language function (e.g., them with their work.
sentence starters, graphic Discourse: Students will be I will pull a small group
organizers) Students will show partnered with other for students that need
discourse through students that will extra support
Syntax: set of conventions discussion. support their learning.
for organizing information How will students demonstrate understanding of the academic language in
(e.g., sentences, graphs, the different language demands (e.g., writing, speaking, reading, listening) in
tables); organizes language the lesson?
to convey meaning
Students will demonstrate understanding of academic language by
Discourse: how members
of the discipline talk, write,
completing an anchor chart with me and then showing me their
and participate in understanding by labeling the text features that they find in their
knowledge construction reading.
using the structures of
written and oral language;
discipline specific discourse
has distinctive features or
ways of structuring oral or
written language, or
representing knowledge
visually.

Step 3: Assessment Plan

Design
Assessment Georgia Performance Corresponding Learning Format of Assessment(s)
Framework Standard(s) Objective(s) or Learning
Target(s)
ELAGSE5RI7: Draw on We will identify and use Reading and answering corresponding
information from text features in a questions
multiple print or nonfiction text to
digital sources, answer questions about
the text.
demonstrating the
ability to locate an
answer to a question
quickly or to solve a
problem efficiently

Type of Assessment Format of Assessment Supports, Evaluation Criteria

(e.g., quiz, test, checklist, Accommodations, How will you know or
KWL chart, performance Modifications measure if the
task) (Differentiated students have met
Assessments, the learning
Culturally Relevant objective(s) or
Assessment) learning target(s)?
Pre-assessment Past worksheet Teacher reads text Checking questions
requiring students to and answers first to make sure that
use text features to question with they are correct
answer questions students. They are
partnered

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 Formative assessment(s) We will complete an We will complete the Checking questions
anchor chart all anchor chart as a to make sure that
together which will give class. They will be they are correct
me an idea of what the able to use this
students know. anchor chart for their
assignment.
They will then work
with a partner to I will have a small
answer questions about group that I will work
a nonfiction text using with. We will do the
text features. same thing as
everyone else but I
will be there with
them as a support to
keep them focused
and learning.
Summative assessment(s) N/A N/A N/A

Pre-Assessment Data Summary

The pre-assessment helped me notice patterns among my students and from this I was able to pick
out a group to work on the assignment with me. I will be able to help them remain focused and
understand what we are learning better so that they will be more prepared for Milestones.

Step 4: Materials Needed Teacher Resources (must include podcasts):

Create https://kids.britannica.com/kids/article/Lusitania/390044
Learning https://www.britannica.com/topic/Lusitania-British-ship
Activities
Student Resources:
Anchor chart, Lusitania reading without text features, Lusitania
reading with text features. *See end of document for readings.

Technology Connection I will use the smartboard during this lesson.

Supporting Diverse I will support my students who struggle with reading by giving them
Learners partners to work with. They will be prepared with reading strategies to
decode the questions being asked and find directly where the answer
is located. For the really low readers, I will work with them in a small
group to make sure they are being supported.

I will support my students who struggle to stay focused pulling them

into a small group and making sure that they are staying on task and
completing the work how I intend. This will allow me to understand
exactly where they are and where they want to be.
Culturally Responsive This lesson integrates what the students are learning in Social Studies
Teaching with what they are learning in reading. This helps the students connect
one subject to another. I have many ESOL students who benefit from
seeing pictures and videos so I will make sure to give them visuals so
they can see what they are reading about.

Research and Theory, or This lesson keeps students engaged which helps them learn and be
Principles of Child interested. I ask the students to think creatively to tell me what kind of
Development text features we can add to a text to make it better. Having students
think creatively keeps them engaged and helps them to retain the
information.

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Instructional Strategies
and Learning Tasks (include
activities, discussions, or
other modes of
participation that engage
students to develop,
practice, and apply skills
and knowledge related to a
specific learning
objective(s) or learning
target(s). Learning tasks
may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
Connection to the Arts
Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-
Engagement, Practice
Extensions
Lesson Closure
We will start the lesson by completing an anchor chart listing each
text feature, what it is, and a picture. This will help students review
and also give them a resource to look back on in the future.
After finishing the anchor chart the students will be given a reading
that we will read altogether. After reading, I will ask the students to
turn and talk to a partner about what kind of text features we could
add to this article to help give the reader more information about the
topic. I will write these down by our reading.
After hearing the student’s ideas, I will show them the same reading,
but this time with text features added to it. They will be asked to go
back to their seat and work with a partner to identify the text features
in the reading and answer questions about the reading. They will need
to tell me next to their answers where in the reading they found that
answer.
I will pull a small group of five students to work with them on
completing the reading and the questions. I will be there as a guide to
ask leading questions and make sure that the students are
understanding how to identify and use text features.
N/A
What is a text feature?
What text features could we add to this reading to make it more
informative or help you understand it better?
Can you create your own subheadings for each section?
Summarize what this text was about?
Can you explain how you found that answer?
For re-teach/re-engagement I will have the students who need it to
keep practicing with identifying text features any time we read a non-
fiction text.
Students will be asked to create their own subheadings for each
paragraph
To wrap up we will come back to the carpet and go over the answers
as a class.
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