Teacher Education Lesson Plan Template

Teacher: Kelly Smalley Date: October 3, 2017

Title of Lesson: Non-Fiction Text Features Cooperating Teacher: Beth Kelly

Core Components
Subject, Content Area, or Topic
Language Arts: Reading
Science: Matter
Student Population
19 Students

Learning Objectives
Students will recognize text features of nonfiction texts (headings, illustrations or photographs,
captions), be able to state the main idea of a non-fiction text by creating headings, and be able to
use captions to add information about pictures found in nonfiction texts.
Students will be able to state the three states of mattersolid, liquid, gasand various physical
changes to matter.
Virginia Essential Knowledge and Skills (SOL)
ELA 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. b)
Use prior and background knowledge as context for new learning. c) Preview and use text
features. d) Ask and answer questions about what is read. e) Draw conclusions based on text. f)
Summarize major points found in nonfiction texts. g) Identify the main idea. h) Identify supporting
details.
SCI 3.3 The student will investigate and understand that objects are made of materials that can be
described by their physical properties. Key concepts include a) objects are made of one or more
materials; b) physical properties remain the same as the material is changed in visible size; and c)
visible physical changes are identified.
VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Science Techbook Videoaccess through Clever Portal (or use another short video on the
states of matter)
Science Techbook article (Changes to Matter from VBPS curriculum site, Grade 3 Quarter
1 Unit 1; attached)
Additional practice article on matter (Why Does Matter Matter? from VBPS curriculum
site, Grade 3 Quarter 1 Unit 1; attached)
Interactive white board
Document camera
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used Strategy Return

Identifying Similarities & Differences 45%
Summarizing & Note Taking 34% X
Reinforcing Efforts & Providing Recognition 29% X
Homework & Practice 28% X
Nonlinguistic Representations 27% X
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Cooperative Learning 23%
Setting Goals & Providing Feedback 23% X
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22% X
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75% X
Discussion 50% X
Demonstration 30% X
Audio Visual 20% X
Reading 10% X
Lecture 05%
Safety (if applicable)

Time
(min.) Process Components
*Anticipatory Set
5 Show techbook video

*State the Objectives (grade-level terms)

<1 Today you will be learning about some of the text features found in nonfiction
books and articles and working more on summarizing what you have read. Since
we are also starting our unit on matter, you will be working with articles relating to
that topic.
*Instructional Input or Procedure
10 TTW pass out the Changes to Matter article.
TTW read section 1 with the students.
TSW follow along as the teacher reads.
TTW stop after section one to model creating a heading by summarizing what was
read (see modeling).
After the first modeling, TTW say: Authors also include other text features in non-
fiction texts like pictures or photographs to help readers understand and visualize
the facts and details in the text. (refer to the article) In this article, there is a glass
of ice water next to the first section. What would be a good caption to add to this
picture to give more information and connect it to the text? (example: Melting ice is
turning back into water. This is a physical change.)
TSW work with the teacher to generate a caption.
*Modeling
3 After reading, TTW do a think-aloud to retell/recall the information that was read.
TTW use the main idea to create a heading for the section (example: Physical
Changes to Water)
TSW record the heading on the article (use document camera to show on
interactive white board)

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Check for Understanding
n/a Check for understanding at the beginning of guided practice when students turn
and talk.

*Guided Practice
17 TTW read the second section.
After reading, TTW have students turn and talk with a partner to recall the facts
from the section and come up with a main idea.
TSW share their main idea with the class (voluntarily) and TTW facilitate a
discussion about the best heading for that section of the article.
TTW record the agree-upon heading on the board.
TSW work with their shoulder partner to create a heading for the last section as
well as create a caption for a picture relating to the section of the article that they
will draw; TTW provide support as needed.
*Independent Practice
20 TSW complete the second article Why Does Matter Matter? by adding headings
and captions as appropriate.
Assessment
n/a Observation of students working
Articles turned in at end of lesson
*Closure
5 TTW will say: Today we read an article about matter that did not have any
headings. Authors include headings in non-fiction texts to help readers predict and
categorize the facts and information in a text. We added headings to each section
after identifying the main idea. Authors also use other text features such as
pictures, graphs, and photographs to help readers understand parts of text.
TTW ask if students have any questions about what they have just learned

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

If students work on second article independently, call developing proficiency readers to small group
for support; if working in pairs, pair proficient readers with those developing proficiency.
Classroom Management Issues (optional)
Have video tabbed for quick access. Make sure students know where to turn in articles when they
are finished.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why? Lesson went well; need to walk around the room to ensure
students are filling in their papers; use highlighters to highlight main points (or have students
underline) so that they remember them better

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015