Bridgewater College Teacher Education Program Lesson Plan

Name: Tori Hildebrand

Subject/Grade
Level:

Lesson Title:

Unit:

Date or Lesson #:

Text Features (Part 2)

Nonfiction Texts

February 8, 2016

Fifth Grade Reading

Virginia SOL/National Standard:
5.6 The student will read and demonstrate comprehension of nonfiction texts.
a) Use text organizers, such as type, headings, and graphics, to predict and categorize information
in both print and digital texts.
Measurable Lesson Objective(s):
Students will be able to apply their knowledge of various text features by recognizing them in their
reading.
Materials/Technologies/Resources Needed:
~Text Feature poster
~Rattlesnake article (nonfiction)
~Virginia Studies textbook
~Scavenger hunt worksheet
Assessment (Formative and/or Summative):
Students will complete a worksheet by finding various text features in a textbook and writing the
corresponding page numbers. Students will also write questions for other students to answer
which students will easily find the answers by recognizing the text features.

Anticipatory Set (Hook & Agenda):

Teacher will:

Students will:

The teacher will lead the mirror

Students will mirror the teacher.
technique using the definitions of
text feature, words, captions,
and pictures.
Access /Review Prior Knowledge:

Accommodations Anticipated
/Differentiation: Time:
3 minutes

Teacher will:

Students will:

This section will be used in

Students will mirror the teacher.
correspondence to the anticipatory
set.

Accommodations Anticipated
/Differentiation: Time:
3 minutes

Teaching Process & Modeling (Content is presented, accessed or built)

Guided Practice & Checking for Understanding
Independent Practice
There is no prescribed order to this section; you must tailor the order to the students and the content. This should be the
longest portion of your lesson plan.

Teacher will:

Students will:

TEACHING

Accommodations Anticipated
/Differentiation: Time:

Hand out the Rattlesnake Rustlers Students will listen and respond
article to students.
as necessary.

8-10
minutes

What are some other text features in

this article that we did not talk about
on Friday?
Show the Text Feature poster (created
by teacher).
Discuss each text feature by having
students read the definition.
Is this feature on the rattlesnake
article?

Students will discuss.

(Maybe use Teach, Okay)

GUIDED PRACTICE
Open your Virginia Studies text book
to page 74. Which text features do
you see on this page? Why do you
think the author used these features?

2-3
minutes

INDEPENDENT PRACTICE
You are now going to go on a
Students will respond.
Students who
scavenger hunt in your textbook! You
need additional
may work with a partner for this
time can write
activity. Using the Text Features
down a lesser
worksheet that I hand out, you will go
amount of text
through your book to find at least one
features.
example for each text feature. You
will then write the page number on
Students will listen, find a partner,
the right side of the chart. Keep in
and complete the scavenger hunt.
mind to think about why the author
may be using those text features in
the textbook.

10-15
minutes

(Be sure to read through the

directions and have students repeat
back to you.)
Next, you will work in pairs. You will
write down (on a piece of paper) 3
Students will work with their
questions that can be easily answered partners to develop questions.
about Virginia Studies by using text
features on the page that you
decide. (Answer questions if
necessary.)

10 minutes

Closure:
Teacher will:

Students will:

What are some new text

features that we talked about
today? Why are they important
to use in nonfiction books?

Students will listen and respond.

Accommodations Anticipated
/Differentiation: Time:
2 minutes

Declarative Summary Statement: Today, we learned that font types, maps, charts, headings, and
color are important in nonfiction works because they help to differentiate among different pieces of
information.
Activity If Extra Time Remains or Technology Fails:
Teacher will:

Students will:

If you finish with the questions

Students will answer questions.
early, exchange them with another
Students will read quietly.
group and answer them.
Ask students to read quietly.

Accommodations Anticipated
/Differentiation: Time:
This time can be
used for
additional review
of the topic for
various students.

Note: Attach or provide hyperlink to all handouts, external documents, resources, etc.