Lesson Plan for edTPA



Lesson Plan for edTPAMarian UniversityNameAmy Jaglinski Date taught 2/18/15Lesson Title Nonfiction-Text FeaturesCourse Title/Grade level(s)3rdSchoolGrant ElementaryField Experience Teacher Paul StrandType of Lesson: _X_ introduction ___ continues development ___ completes instructionBig Idea or Essential Question Nonfiction has text features that help you read and understand the content.Student Learning Target /Objective(s) Students will:Define the text features of nonfiction. Identify some primary nonfiction text features in text.Assessment of Objective(s)This lesson will be assessed in many ways: Teacher will observe and question during class discussion and partner time.Teacher will collect the books which the students will use post-it notes to label text features.Students will complete an exit ticket.Standard(s) Common Core State Standards or Wisconsin Academic Standards HYPERLINK "" CCSS.ELA-Literacy.RI.3.5Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic SS.ELA-Literacy.RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)Academic LanguageWhat language demands are in the lesson? (Form, Function. Fluency)Form: The student will use this language to identify features in nonfiction books. The will also be using this language throughout the unit and for the rest of their lives. The student will need to listen carefully to directions given in class that include this academic language.Function: Students are using this language because they are common terms and should be known when reading nonfiction materials.Fluency: Student will express academic language during large group time. As they work with their partner on the scavenger hunt, they will need to use this academic language to communicate and label items correctly. This language will also be used for the rest of their life. How will you help students access and use the academic language during the lesson?The words will be listed on the chart paper and student can refer to this often. Questions will be used by teacher as a way to encourage use of academic language. Directions given to students will include this academic language.Vocabulary for this lesson (list and define)Nonfiction – writing that is about facts or real events.Fiction - written stories about people and events that are not real : literature that tells stories which are imagined by the writer; something that is not true.Tables of Contents help the reader know how the book is organized.Header identifies the topic of the sectionCaptions help the reader understand what they are looking at in a picture.Photographs help the reader see what the real topic looks like.Glossary help the reader understand the definitions of important words in the book.Labels help the reader understand the small parts of a picture.Cross Sections help the reader see what something looks like from the inside.Maps help the reader know where something is located in the world.Types of Print help the reader know that the word or words are important.Close-Ups help the reader see what something looks like from up close.Indexes help the reader find specific information in a book.Lesson Rationale This lesson is being taught as part of the ELA curriculum at Grant Elementary and also as part of the Common Core State Standards. This lesson is connection to the unit on nonfiction and is day three of the unit. It is important to understand text features when dealing with nonfiction readings.Student prior knowledge and prior thinking (include student misconceptions about what will be taught):Students have prior knowledge and have used table of contents and glossaries during guided reading groups. The common misconception at this age is that the glossary and index are the same.The pre-assessment was given prior to developing the lesson plan. It was a survey type assessment to see their prior knowledge of nonfiction. Based on the results, it was decided to include more terms for this lesson.Student strengths include curious nature, a love for hands-on activities, excitement for learning, energetic, and inquisitive. This group of students has a wide-range of student knowledge and skills. There are a wide variety of needs in EBD, LD, and Speech.Teacher Background KnowledgeI am familiar with all text features of nonfiction. As an avid reader, I use these features in my personal and professional readings. It is important to be able to use a student definition and provide examples and visuals for understanding.Instructional Materials, Resources, and TechnologyListBig Books: One World Many Cultures, A World of Soundpost-it notes, SMART Board, chart paper, markers, nonfiction books from library, and pencils.ExplanationThis lesson is an introductory lesson and because of the length of the vocabulary list, I wanted to make this a very hands-on lesson. Vocabulary and definitions will be shown on chart paper and posted on the bulletin board through the unit. I will incorporate technology through using the SMARTBoard. The books will be used for the scavenger hunt.Classroom Management ConsiderationsThe classroom management system has been in place since the first weeks of school. This class tends to be very chatty so I will allow many opportunities for discourse (turn & talk time, group participation) so they can use that energy in a positive way. By keeping the lesson plan engaging, I will minimize management issues. I have incorporated different learning styles into my lesson plan….visual, kinesthetic, and auditory.Learning Tasks ? aligned with learning targets, state standards, big idea and/or essential question? aligned with students’ learning needs of individuals and whole class? aligned with the academic language demands of this lesson / aligned with theory & theoristTime/Questions/ Acad. Lang.Why did I capitalize GREAT?What is nonfiction?What are text features?How can they help in real life? PlanEngagement/Anticipatory Set (5 minutes)Slide #1 It’s a GREAT day! Why did I capitalize GREAT?Slide #2 non-fiction, text feature (slide #3)Slide #4 I used a nonfiction book when I planned my trip to London. Show scrapbook of my trip and explain how using text features helped me plan my trip and allowed me to see the most sights possible by being organized.Explanation1. By starting the day with questions, it gets students engaged in the lesson. I know some of the students like to talk about travel, so I am using that to hook them into the lesson and real life application with non-fiction. 2. This will allow student to see the purpose of the text feature and put it into words. They may know what it is but it is always harder to define. 3. This closure will be a good way to end the lesson with a fun fact plus it will allow them to apply their learning in the exit ticket. What are some text features?Can you identify text features in a book?How did you do?2. Development (steps and procedures during lesson) (10 minutes) Ask them to list a text feature. If they do not know I will list “table of contents” on the chart paper. I will already have 3 columns made on the chart paper labeled: Text Feature, What it does, Example -- slides #5, 6, 7Table of Contents – lists main topics, page numbers, organizesHeadings – draw stick person, ex: grocery store aisle – tells you the topic of a sectionCaptions – explains a picturePhotographs – helps reader see what it looks likeCharts – organizes information(5 minutes) Once we list and define the purpose, the students will go with a partner and do a “scavenger hunt” to find these text features in non-fiction books. They will be given post-it notes and they will stick it by the text features in the book with their name on it. I will walk around and observe as they do this activity.Whole group to talk about their findings. I will collect the books as an assessment tool. Model how to use text features: Table of Content. If you wanted to learn about the skeletal system, what page would you go to?Can text features help you learn?3. Closure (5 minutes)End with “Cool Facts” the type of print and font may help you learn:Talk about types of print – bold, italic, how font affects the test. the link in which is says font is like one’s tone of voice. Princeton study suggests that “funky fonts” may boost learning and long-term retention of information.Back to desks for exit ticket: metacognition – What did you learn about text features? How can you use text features? Questions?Questions to elicit higher thinking in students during the lesson and provide opportunities for students to engage in dialogue about their learning. Develop for each section for your learning tasks in the above sectionsQuestions are used throughout the lesson to keep students engaged and elicit higher thinking. The exit ticket is part of a metacognition strategy to allow them to think about what they learned today.Assessments: Assessments to help teacher and students monitor and support student learning:Assessing prior knowledge and readiness for lessonAssessing learning during lesson and at end of lesson including student self-assessment of learning as associated with the learning target.Planning the next steps of learning based on the data or information gained through the lesson’s assessments.Plan1. Pre-assessement at the beginning of the unit. 2. Formative assessments – observation and questioning during lesson, thumbs up for understanding, collection of books with post-it notes, and exit ticket.3.Post-assessment will be completed at the end of the unit.ExplanationI will know that student learning has occurred by their interaction during the lesson, by how they labeled their books during the activity and also by reviewing their exit ticket. Accommodations / Differentiation to support student learningPlanThis lesson has been differentiated by prearranging the groups and using leveled non-fiction text. All learning styles have been used in the planning of this lesson: auditory, visual and kinesthetic. It is important for special needs students to change the mode of instruction often. It will also be necessary for the teacher to observer and repeat directions if necessary. Also teacher will walk around the room as they are working in partners and assist students as needed.ExplanationThese accommodations will help the students to find the understanding in this lesson.CollaborationI met with my cooperating teacher to plan this lesson. After we completed the pre-assessment, we found it necessary to take this lesson to the next level and add more vocabulary words in the first day. I wanted to make this lesson engaging and really show them how important text features are. My cooperating teacher showed me a few strategies of how I can make this lesson a higher level thinking one. She suggested that I add a section on modeling the use of text features and then asking them “what page would you turn to if you wanted to learn about the skeletal system. ................
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