Unit Lesson 1

Introduction of Text Features and Structures in Nonfiction

Students Name: Alba Gonzalez Schools Name: Hopewell Elementary

Grade Level: 4 Grade
th
Teachers Name: Ms. Fleisher

Guiding/Essential Question:
1. What are nonfiction text features and text structures?

Pre-Lesson Assignments and/or Student Prior Knowledge:

The students will be familiar with nonfiction text structures and text features. They have used and
seen nonfiction books as they have been part of previous units. The students will have also taken a pre-
assessment containing vocabulary that encompasses the text features and text structures of nonfiction to
formally evaluate the knowledge and comprehension of each student.

Standards:
CCSS.ELA-LITERACY.RI.4.4:Determine the meaning of general academic and domain-specific words
or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Learning Objectives and Assessments:

Objectives Assessments

Students will identify and
recognize nonfiction text
structures.
Students will discuss nonfiction text structures and help create an
anchor chart alongside the teacher. Students will also take part in a
class-wide scavenger hunt.
Teacher will assess for accurate responses during class-wide
discussion and correct matches on the scavenger hunt worksheet.

Students will identify and
recognize nonfiction text
features.
Students will discuss nonfiction text features and help create an
anchor chart alongside the teacher. Students will also take part in a
class-wide scavenger hunt.
Teacher will assess for accurate responses during class-wide
discussion and correct matches on the scavenger hunt worksheet.

Materials/Resources:
Anchor Chart Paper (2)
Markers
Pencils
Scavenger Hunt Worksheets (26)
Class Library
o Variety of Nonfiction Books (18) (examples below)
National Geographic Magazines
First Animal Encyclopedia: Rainforests
Elephants
o Variety of Nonfiction Articles (10) (examples below)
All about the Rainforest by Karen Fanning
Rainforest from National Geographic
 Rainforest Rescue from Read Works

Plans for Distribution/Cleanup of Materials:

The scavenger hunt will be prepared for during the students lunch period so the lesson can begin
as soon as they return. The students will be gathered in the carpet area where they will not need any
specific materials. Ms. Gonzalez will already have the markers and anchor charts prepared for the
beginning of the lesson. The students will be handed out the scavenger hunt worksheet as soon as Ms.
Gonzalez concludes the instructions to the hunt and answers all questions the students may have. The
students will also be instructed to get pencils after receiving their worksheet. Once the students have
concluded the scavenger sheet, we will meet up back at the carpet area where they will share their
findings with a partner. As soon as they finish discussing their findings. The students will then hand in
their scavenger hunt worksheets to Ms. Gonzalez and move on to their lesson. While the students are in
their following lesson, Ms. Gonzalez will go around and collect all the books and articles from the
scavenger hunt.

Instructional Plans:
1. Ms. Gonzalez will instruct the students while they are waiting outside the classroom, Once you
have put all your things away from lunch, you will come into the classroom and find a working
seat for yourself on the carpet. Make sure you find a seat that will allow to view the anchor chart
board, as well as myself. You will not need any other materials.
2. Once the students are all seated and seem ready I will begin by introducing our unit. I will clarify
that for two weeks Ms. Calabrese and I will be teaching the a writing unit for the next 2 weeks
and quickly explain our day to day schedules. I will mention the theme as well so the students
may become more excited about it.
3. Continuing the introduction I will be asking the students, Who can tell me what a nonfiction text
or book is? In other words, what makes nonfiction different from other genres? I will then wait
for the students to respond and hold a small discussion about it.
4. I will then ask the students to turn and talk to a partner and ponder the following questions,
What are some features that characterize a nonfiction book? In other words, how can you tell a
book is a nonfiction book?
5. After the students discuss within themselves, I will take out an anchor chart. The anchor chart
will be pre-made and have descriptions of the features. As each student provides me with a
feature, I will uncover part of the anchor chart. I will do so until all the features are stated. If there
are any remaining features that were not identified, I will uncover them and review them.
6. Once completed, I will hang that anchor chart on the board and transition into the discussion of
text features. I will tell the students, Although nonfiction has many defining features, the context
of what is written can vary. Each nonfiction text has a specific reference in which the author
organizes the information in text. In other words, it is content specific.
7. I will then take out a book and read a short passage, one that provides enough information so it
exemplifies one of the nonfiction structures. I will ask the students to turn to a partner and discuss
what the author was trying to discuss within the content of the book.
8. As soon as their discussions conclude, I will then create an anchor chart that will go over each
nonfiction structure. It will include the text structure, its description, and how they may identify
it.
9. I will then tell the students, Around the classroom you will find nonfiction books and articles
with which you will identify each text structure or feature. Some may require you to simply
identify, while others will require you to read a little bit of the passage. You may only use one
source for 2 categories found on your scavenger sheet. Does anyone have any questions?
10. I will then let the students, roam about the classroom for about 15 minutes to fill out their
scavenger hunt worksheets. I will be walking around the classroom to make sure everything is in
order and to see if any student needs help.
 Closure:
11. As soon as the 15 minutes are up, I will ask the students to return to the carpet. Once everyone is
settled in I will tell them to turn and talk to a partner about their findings and how they knew that
each was either a text feature or structure.
12. After about 2-3 minutes, I will ask them to refocus their attention on me. I will then review what
text features and structures are and collect their scavenger hunt worksheets. I will then ask the
students to get the following materials for their next lesson with Ms. Fleisher.
Key Questions:
1. Who can tell me what a nonfiction text or book is?
2. What makes nonfiction different from other genres?
3. What are some features that characterize a nonfiction book?
4. How can you tell a book is a nonfiction book?
5. What is the author trying to convey within the content of the book?
6. What did you notice as you went through the scavenger hunt?
7. What was easiest to identify?

Logistics:
Timing: 60 minutes
Introduction: 5 minutes
Text Structures Anchor Chart: 10 minutes
Text Features Anchor Chart: 10 minutes
Scavenger Hunt: 25 minutes
Partner Discussion: 5 minutes
Closing Discussion: 5 minutes

Transitions:
The students will be instructed before entering the classroom from lunch that they will be meeting me in
the carpet area and that they will not be needing any materials. Once the primary lesson and discussion
concludes, the students will be instructed to get their pencils and worksheet where they will go about the
classroom completing their scavenger hunt. As soon as each student completes the scavenger hunt they
will make their way back to the carpet area where they will share their findings with a partner. We will
then have a closing discussion and the students will be dismissed for their following lesson.

Classroom Management:
Ms. Gonzalez will allow the students to choose their own flexible seating, but if I feel the student
will not focus well in the location they have chosen, I will suggest another area for them to sit in. Ms.
Gonzalez will project her voice so that every student may hear her throughout the mini lesson. Ms.
Gonzalez will pause throughout her lesson to answer any questions the students may have. Once the
students are off in their scavenger hunt, Ms. Gonzalez will be pacing about the classroom to make sure
everyone is on task. If a student seems to have trouble with the scavenger hunt, Ms. Gonzalez will stop
and work with that students to review what weve learned and tell them to look back on the anchor charts
posted at the front of the class. In order to refocus the class if they become loud or off task, I will turn off
the lights or state 3,2,1..talking is done.

Differentiation:
Two students will be participating in the scavenger hunt with chrome books that will have the
scavenger hunt worksheet downloaded. This will allow them for easier access to fill out the sheet. Ms.
Gonzalez will pause throughout the lesson to address any misunderstanding about the text structures and
text features. Ms. Gonzalez will hang back with any other student who may need further instruction in
understanding the text features and structures of nonfiction. Ms. Gonzalez will also leave up the anchor
charts theyve completed hanging up at the front of the board as a reference the students may look back
to. For those students that may finish the activity, will go on over to the activity pocket center. This center
will have various activities regarding the lesson of the day. Some activities may be simple worksheets, it
can include reading a book from their book box, or even using their chromebooks. If the student does not
finish the activity, they can finish it the next day during their WIN period.