Houston Baptist University

School of Education
Lesson Plan Template
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Subject: Reading
Grade Level: 1st
Time Estimate: 45 minutes
Unit: Non-Fiction
Topic: Recognizing nonfiction text features through scavenger
hunt
Goal(s): TLW be able to identify where some of the text features in nonfiction.
TLW explain what each text features are and how they help readers
TLW apply what they know about nonfiction text features in the scavenger hunt
Objective(s): TLW be able to recognize and find non-fiction text features in nonfiction
books
TEKS: 110.12.14 use text features (e.g., title, tables of contents, illustrations) to locate
specific information in text.
Materials/Resources/Technology needs:
Non-fiction text features anchor chart
Scavenger hunt worksheet
Pencils
Variety of nonfiction texts
Instructional Procedures
Focusing Event: Show students the non-fiction text features anchor chart.
Teaching/ Learning Procedures: Have students sit on the carpet. Before telling the students
that they will be doing a scavenger hunt, go over the anchor chart. Have students activate
their schemas and see what they remember from last week when they learned about the
text features in nonfiction texts. Go over each text features on the anchor chart. Ask
students questions such as What is the table of contents for, Where can I find the
glossary or index, and Why do some pictures have labels or captions. Then have
students find some of the text features such as the table of contents, labels or caption from a
non-fiction text.
After making sure the students understand where each of the text features are and explain
their purposes, tell students they will do a fun activity. They will be doing a scavenger hunt.
Explain the directions including the rules. Model what they supposed to do. Have a student
model the expectations. Tell students that at each table they will have a time limit. There

will be books on each table and they supposed to look through them to find some of the text
features. When the teacher ring the bell, they supposed to stop what they are doing and
switch table. Tell them that when they switching, there should be no talking, running,
shoving, or yelling. Have that student model the expectations.
When instructions and expectations are clearly stated, release students back to their table
to get ready for the scavenger hunt.
Formative Check (ongoing or specific): Walk around the room to monitor the
students. If you see students having a hard time finding a certain text features, you can give
them hints or have them refer back to the anchor chart in the front of the room.
Reteach (alternative used as needed): If reteach is necessary, have students go back to the
carpet and go over the anchor chart. Show them a video on non-fiction text features if
needed.
Closure: Have students go back to the carpet with their scavenger hunt worksheet. Ask
students if anyone completed the worksheet. Then have some students show you where they
found each text features. Then reiterate what some of the text features are before moving
on to Writing.
Assessment/Summative Evaluation: Performance assessment will be taken as students work
on their table of contents.
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Modifications/Notes: Students with learning disabilities: Repeat instructions in chunk and
provide more examples/ model. If needed, have students pair up during the scavenger hunt.