UNIT PLAN: YVONNE BOESKOOL

Lesson 4

Teacher: Yvonne Boeskool

Date Subject/ Topic/ Theme: Visual Text Features Grade 3

I. Objectives
How does this lesson connect to the unit plan?
This is the fourth lesson in the unit entitled Features of Informational Text.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Define and recognize informational/nonfiction text. R, U, Ap
Work with partners to collect information about sharks. Ap, An, E, C X X
Define and find examples of the visual text features such as diagrams, R, U, Ap, An,
charts/tables/graphs, pictures/illustrations, maps, sidebars C
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an
objective applies to particular learners write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Students have lots of experience with reading and have been introduced to larger bodies of text. They
Identify prerequisite
know the difference between fiction/literature and nonfiction/informational writing and have been
knowledge and skills.
introduced to the various text features. They have the skills and strategies to break down any
vocabulary words they may not be familiar with.
Pre-assessment (for learning):
Pretest included at the beginning of the unit.
Formative (for learning):
Students will be provided activities in which they together answer the teachers questions and work
through defining nonfiction and discovering text features as a class. There answers will give the
teacher feedback of assessment.
Outline assessment
Formative (as learning):
activities
Students work through the Shark assessment with a partner and go over it as a class. They then
(applicable to this lesson)
participate in class votes on additional questions. This allows students to self-evaluate their learning.
They also work independently on the deconstruction activity to monitor their own progress and finish
it by using the rubric to evaluate themselves.
Summative (of learning):
Complete the Shark assessment with a partner and then turn in the sheet. They respond to questions
the teacher poses.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
lesson present? Representation Action and Expression Engagement
Provide options for perception- Provide options for physical Provide options for recruiting
making information perceptible action- increase options for interest- choice, relevance,
What will it take interaction value, authenticity, minimize
neurodevelopmentally, Students will work with threats
experientially, partners collaboratively to
emotionally, etc., for your complete a task.
students to do this lesson?

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 UNIT PLAN: YVONNE BOESKOOL
Provide options for language, Provide options for expression Provide options for sustaining
mathematical expressions, and and communication- increase effort and persistence- optimize
symbols- clarify & connect medium of expression challenge, collaboration,
language Students will have to mastery-oriented feedback
collaborate with their partner
fairly as to not give away the
answer or let the partner to the
work.
Provide options for Provide options for executive Provide options for self-
comprehension- activate, apply functions- coordinate short & regulation- expectations,
& highlight long term goals, monitor personal skills and strategies,
Students work independently on progress, and modify strategies self-assessment & reflection
the deconstruction activity to The teacher will encourage
monitor their own progress. motivation in the students by
clearly stating the expectation
of each task, but allowing them
to be responsible for their own
learning and work toward the
goal of independence in this
subject.
Various holiday articles
Materials-what materials Name sticks for drawing randomly
(books, handouts, etc) do Large, white paper for from previous lesson
you need for this lesson Shark assessment for partner and independent work
and are they ready to Partner list
use? Deconstruction Rubric
Highlighters
My mentor teachers Text Feature posters

In table groups providing many spots for partner work. A large area at the front of the room where
How will your classroom students can gather and listen to the teacher while following along with whats being projected on the
be set up for this lesson? screen.

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 Three days ago, we made a long list of text features List text features.
min. Motivation that we found in our nonfiction/informational
(opening/ books. What were some of those?
introduction/ Make list on the board.
engagement)
Which of those are involve images and show diagrams, charts/tables/graphs,
instead of tell? Circle them. pictures/illustrations, maps, sidebars
Today we will be talking about visual text features.
Here are the ones you need to know: (define them
using the posters)
1. diagrams,
2. charts/tables/graphs,
3. pictures/illustrations,
4. maps
12 Development
min. (the largest Now you will finish our deconstruction activity
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 UNIT PLAN: YVONNE BOESKOOL
component or from yesterday independently.
main body of
the lesson) Have students find paper from yesterday. Instruct Label left side.
(and show) them to label the left side:
1. Chart/table/map (circle one)
2. Picture

In the middle section, you will cut out an example

of each (show them), and in the right section, you
will write why that text feature is important/ what it
does/its purpose. When you are done, you will
work through this rubric to evaluate yourself.

Explain rubric. Pass it out.

Work diligently and independently on finishing
Have students start. Circulate through students. yesterdays task with todays words.

15 Gather students back to front carpet.

min.
Now we will be testing your knowledge. You will
read an article about sharks taking turns with your Read with a partner and fill in the blanks getting
partner. Then you will follow the directions and help when needed.
label the pieces of the article.

Read off partner list. Have them get started.

Circulate through class answering questions when

needed.

Have students gather back to the front carpet. Read each question with the class and follow along
Begin multiple choice test questions. Have the answering prompts.
class read each question and follow along
answering prompts.

Pass out highlighters for students to use and show Use highlighters with teacher guidance.
them what to highlight to answer each question.
4 Ask students: Think critically to answer questions.
min.
Closure
1. What might be the purpose of a visual text 1. Show instead of tell
(conclusion,
feature? 2. Help you picture things, help you
culmination,
2. Why does an article need them? How do understand
wrap-up)
they help you? Have students discuss this 3. Show where something is located
in partners. 4. To show the parts
3. Why would a writer add a map to their
writing?
4. Why might they use a diagram instead of a
plain picture?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
11/25/17

I havent taught this lesson yet, but I wll in the coming week!

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 UNIT PLAN: YVONNE BOESKOOL
Im so excited about the rubric/self assessment I created for this lesson! I first created a very traditional analytical rubric for this
activity. When revising the lessons, I decided to completely replace it with a questionnaire-style rubric. This is much more kid-
friendly and easy to read. It allows students to elaborate on their efforts and to assess their work in a way that doesnt force them to
fit themselves into a box, or category.

I like the deconstruction activity, but Im not as confident about the Shark Assessment. I spent a lot of time looking for articles I
could use to create my own worksheet asking students to find information from the text features, but I just couldnt find any good
ones with enough of the text features! I originally had students completing the multiple choice on their own, but after teaching a
lesson similar to this (but not about text features specifically) I realized that these questions are way to complicated for my particular
students and going over them as a class is much more inclusive and thorough.

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