UNT Lesson Plan Template (Madeline Hunter)

Pre-service Teacher: Grade(s): School/Mentor Teacher (if applicable):

Maritza Miranda 4th grade Nabila Santos

Subject area(s): Unit Topic/Theme: Lesson Title:

Language Arts
Relevant TEKS:
§110.15. English Language
Arts and Reading
4.11 Reading/Comprehension
of Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about expository
text and provide evidence
from text to support their
understanding. Students are
expected to: 
 teachers to read grade-
(D) use multiple text
features (e.g., guide words,
topic and concluding
sentences) to gain an
overview of the contents of
text and to locate
information. 

Expository text Text Features Surgery
Relevant ELPS: Relevant TX CCRS:
(c)(1) (F) use accessible II. Reading
language and learn new A. Locate explicit textual information,
and essential language in draw complex inferences, and analyze and
the process; evaluate the information within and across
texts of varying lengths.
(c)(2)(D) monitor
understanding of spoken 2. Use text features and graphics
language during to form an overview of
classroom instruction informational texts and to
and interactions and seek determine where to locate
clarification as needed; information.
(c)(4) (F) use visual and
contextual support and
support from peers and
appropriate content area
text, enhance and
confirm understanding,
and develop vocabulary,
grasp of language
structures, and
background knowledge
needed to comprehend
increasingly challenging
language;

Lesson Objective(s)/Performance Outcomes

Content Objective:
I can use multiple text features to gain an overview of the content of text and to locate information.
Spanish: Yo puedo usar múltiples características de los textos para obtener una visión general del contenido del
texto y para localizar información.
Language Objective:
I can orally discuss with my group how to use multiple text features to gain an overview of the content of text
and how it helps locate information.
Spanish: Yo puedo oralmente hablar con mi grupo de cómo se usa múltiples características de los textos para
obtener una visión general del contenido del texto y para localizar información.

Assessment (Description/Criteria)
At the end of the lesson, students will complete an exit ticket as a form of informal assessment. The question
will be available on Google Classroom for all students to have access to it. The question I will give them will
be ¿Porque es necesario tener múltiples características en un texto informativo? They will answer it on a sticky
note, so their answers cannot be visible to their classmates. They will turn it in to me and I will evaluate it
based on what they wrote. This assessment is a way for me to see if they comprehended what was taught or not.

Materials and Resources

SMART board
Document Camera
Google Classroom
Ipads
National Geographic Peldaños books
Article: Tras “Buscando a Dory”, los peces como Dory pueden desaparecer by Paul Brinkmann
Gloves
Masks
Scissors
Glue
Copy paper

Management of the Instructional Environment

To start off the lesson, the students will be sitting down at their desks facing the SMART board because we will
do a whole group activity. I will have students help me complete the whole group activity and answer questions
as well. They will have to raise their hands if they would like to answer a question. For the main activity, I will
allow students to get in a group of no more than 3. I will give them about a minute to find a group. Once they
are in groups, they will come to my desk one group at a time to get their articles and materials. They will be
working on this at their desk being evenly spaced out from other groups. While they are working, I will be
walking around to make sure they are on task and help any group that might need it.
Technology Integration
To integrate technology, we use the SMART board and document camera so that the students can see the article
we will be working on as a group. This also helps them follow along to what I am reading or to what their
classmates are reading. We will also be using Google Classroom which will have the exit ticket question so that
students can do it at their own pace.

Diversity and Equity (Accommodations, Modifications, Adaptations)

Some accommodations will need to be made for ELL students. The accommodations that could be used for
these students in this activity could be speaking slowly and using hand gestures, so they can understand what is
being asked of them. I could also meet with them before hand to discuss the vocabulary that will be used
throughout the lesson.
Activities/Procedures

Anticipatory Set
The students will be sitting at their desks to start off this lesson. I will display the article, Tras “Buscando a
Dory”, los peces como Dory pueden desaparecer, on the SMART board so the students can follow along. We
will be going over text features in informative texts as a review to what they have previously learned. I will
explain to students that we will be reading this article together and they will point out any text features they see
in this article. I will ask them how a text feature helps them infer what the article is about. This text will not
have all of the text features, so I will ask students if they can recall all of the other text features in an
informational text and explain what is purpose is.

Input/Modeling
While the students are still at their desks, I will introduce the activity that they will doing in a group of 3. I will
put on some gloves and explain to students that today they will become surgeons that have to “operate” on
different articles. I will use one of the articles from the National Geographic Peldaños books and model to them
what they will be doing. I will get one of the articles and cut out the text features it has and glue the text
features on a blank sheet of paper.

Guided Practice
I will have students tell me the names of the different text features I cut up and I will write it down under the
text feature. I will have one student come up and choose a text feature to explain to me why this text feature is
important to the article.

Independent Practice
The students will get into groups of no more than three and go stand next to a desk. They will come up group
by group to come get their materials, so they can start their surgery on the text. The students will first have to
read the articles one by one and discuss with each other what each text feature is and how it is important to the
article that they have. They will have to glue their text features on a piece of copy paper, write the name of the
text feature and write what the group came up with on how it is important to the article that they have.

Closure
Once I notice that my students are almost done or done, I will do a call back to get their attention. I will have
each group tell us one text feature that they removed from their “patient” the article, and explain to use how it
helped them understand what their article was about.

I will have a student summarize what we did today and what we learned. I will then tell them about their exit
ticket and read the question aloud to them. They will write their answer on a sticky note with their names on
one side and their answer on the other. I will walk around and pick it up once they have completed it.

Whole group text:

https://newsela.com/read/disney-findingdory-spanish/id/17262/
National Geographic Peldaños books
Exit ticket question: