***Reminder: All fields must be completed prior to submission.

Name:

Sydney Bohannon

Lesson
Informational Text Breakdown: Text Feature Scavenger Hunt
Title:
CCGPS or GPS Standard(s):

Grade: 3rd
Date: March 21, 2016

ELAGSE3RI1:Askandanswerquestionstodemonstrateunderstandingofatext,referringexplicitlytothetextasthebasisforthe
answers.
ELAGSE3RI7:Useinformationgainedfromillustrations(e.g.,maps,photographs)andthewordsinatexttodemonstrate
understandingofthetext(e.g.,where,when,why,andhowkeyeventsoccur)
ELAGSE3RI10:Bytheendoftheyear,readandcomprehendinformationaltexts,includinghistory/socialstudies,science,and
technicaltexts,atthehighendofthegrades23textcomplexitybandindependentlyandproficiently.

Classroom/Lesson Context (please check the following that apply):

____ Whole Group __X___ Small Group _____ One-on-One __X__ Students with IEPs/504s ___X__ ELL Students
____ Other (Please specify: _______________________________________________________________________)
Please specify the number of students:
__8___ Girls ___8__Boys
Individual Education Plan Goal(s) and Benchmarks specific to this lesson: No Individual Education Plan Goals or
Benchmarks are specific to this lesson.

Learning - Focus

Strategies

Essential Question(s)
1-3 BIG ideas! How
can these questions be
used to guide your
instruction?

How can I identify text features?

Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

The student will be able to correctly identify text features found within a text.

Academic Language
What is the key
language demand?
What academic
language will you
teach or develop?
What are the key
vocabulary words
and/or symbols?

Language Functions: The student will demonstrate identification of text features through
examining the text and completing a checklist style scavenger hunt.

How can text features help me comprehend a text?

The student will use text features to comprehend a text.

I will measure correct identification of text features through review of the Text Feature
Scavenger Hunt section of the Informational Text Breakdown guide as well as the post
assessment (summative).

Language Vocabulary: Key vocabulary words for this segment include AuthorInformation,

BoldfaceWords,BulletPoints,PictureCaptions,Graph/Chart/Diagram,ContactInformation,Drawing,
Fact/Opinion,ItalicizedWords,Glossary,Heading,Index,List,Map,Subheading/Subtitle,Photographs,
Questions/Answers,TableofContents,Title,Timeline,andPronunciationGuide.

Academic Language Demand: The students demand will be demonstrating that they can

correctly identify features within an informational text.

Materials
What resources can be
used to engage
students?

Informational Text Breakdown guide

Memorials in Washington DC Informational Text
Nonfiction Text Features Chart
Bell to signal transition from group to group
BENQ Projector

Introduction to
Lesson/
Activating Thinking
What is the hook for
the lesson to tap into
prior knowledge and
develop students
interests? This should
tie directly into the
lessons objective and
standard and should
promote higher level
thinking. How will
you introduce the
content specific
vocabulary words?
***Use knowledge of
students academic,
social, and cultural
characteristics.

(NOTE: Groups have been predetermined based on Easy Curriculum Based Measurement
(EasyCBM) data as well as in class test scores).
Hook: Have you ever been on a scavenger hunt before? Today, you will use your
Informational Text Breakdown guide to conduct a scavenger hunt on your informational
text!
Verbal directions and clarification for this activity were given at the conclusion of the whole
group Preview activity. At this time, Students will be instructed to utilize both the
Nonfiction Text Features Chart as well as the Memorials in Washington D.C. Informational
Text to complete the Text Feature Scavenger Hunt portion of the Informational Text
Breakdown guide.
Content specific vocabulary words will be introduced through the Nonfiction Text Features
Chart.
Language Syntax: Students will record their answers to the questions found in the Text
Feature Scavenger Hunt section of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: Displayed on the BENQ projector will be a slide presentation of the
appropriate group rotation so that each group is aware of which station they are at in each
rotation. Any students who speak without raising a quiet hand will be asked to flip their
cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that directly
correlate to their dojo points on the Class Dojo app. If another warning becomes necessary after
the cup has been flipped, the student must return a warm fuzzy to the warm fuzzy jar as
well as loose a dojo point on Class Dojo.

Body of Lesson/
Teaching Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards? What
questions will you ask

Using both the Memorials in Washington D.C. informational Text and the Nonfiction Text
Feature Charts as reference, Students will complete the Text Feature Scavenger Hunt portion
of the Informational Text Breakdown.
Unfamiliar/content specific vocabulary will be introduced through the Nonfiction Text
Features Chart.
Language Syntax: Students will record their answers to the questions found in the Text

to promote higher
level thinking?
What opportunities
will you provide for
students to practice
content language/
vocabulary? What
language supports
will you offer?

Feature Scavenger Hunt section of the Informational Text Breakdown guide.

Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: Any students who speak without raising a quiet hand will be asked to
flip their cup. This cup is simply a paint cup that contains warm fuzzies (pom poms) that
directly correlate to their dojo points on the Class Dojo app. If another warning becomes
necessary after the cup has been flipped, the student must return a warm fuzzy to the warm
fuzzy jar as well as loose a dojo point on Class Dojo.

Closure/
Summarizing
Strategies:
How will the students
summarize and/or
share what they have
learned to prove they
know and understand
the standard(s) and its
vocabulary? Will you
provide opportunities
for students to apply
new knowledge while
making connections to
prior learning?

Once all group rotations are complete, students will be directed to transition back to their desks
for a whole group review of the Text Feature Scavenger Hunt portion of the Informational
Text Breakdown guide.

Assessment/
Evaluation
Every standard listed
above must be
assessed and included.
Questions to consider
while planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you provide
feedback? What
evidence will you
collect to demonstrate
students
understanding/mastery
of the lessons
objective(s) including
their usage of
vocabulary?

Reminder: Assessment plan must align with objective(s)/standard(s).

Language Syntax: Students will make any necessary corrections to the Text Feature
Scavenger Hunt portion of the Informational Text Breakdown guide.
Language Discourse: Students will raise their hands as I read to answer any prompted
questions, make any appropriate comments/connections, or ask any questions about unknown
words or the overall text itself.
Modification(s)/Accommodation(s) specific to this lesson: An amplification device and
corresponding hearing aids will be worn by teacher and student.
Management Plan: One chime of the bell will signal the students to pack to rotate to their
desk. Three chimes of the bell will signal the students to rotate to and begin checking their
Informational Text Breakdown guide. The appropriate number of group Class Dojo points
will be awarded if applicable.

Assessment Plan for Learning Objectives:

I will formatively assess my students by observing their engagement as they work in a small
group to determine which text features are present in the text. I will also formatively assess the
students through answering any appropriate questions that may arise as they work
independently.
I will summatively assess the students through reviewing the quality of their responses to the
Text Feature Scavenger Hunt portion of the Informational Text Breakdown guide.
Additionally, I will summatively assess the students ability to answer questions from an
informational text by re-administering the pre-assessment- Men on the Money Informational
Text and corresponding comprehension questions..

Reflection/Analyzing
Teaching
Effectiveness
Reflection includes
characteristics of the
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

While the Nonfiction Text Features chart was a great help in guiding the students with
unknown/unfamiliar text features, the chart did not include examples of all the features found in
the Tex Feature Scavenger Hunt. For example, I had several students raise their hands to ask
me what contact information was, because it was not present on the chart. In the future, I
might go back and make sure I supplement this chart so that it aligns perfectly with the
scavenger hunt. Additionally, several students werent sure if the pictures in the text were
drawings or pictures, which again, required my guidance and attention. I wish the explanation
of this had been a little clearer in the Nonfiction Text Features Chart. Despite this one small
management issue/misalignment, the majority of the students were able to identify correctly
that the informational text Memorials in Washington D.C. included boldface words, picture
captions, drawings, facts/opinions, and a title in their scavenger hunt.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.