Victoria Moon

Indiana Wesleyan University

Elementary Education Lesson Plan Template
CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
UNIT BIG IDEA
There is No ‘I’ in Team

LESSON RATIONALE
This lesson is important because students are going to need to know what the different text
features are in a nonfiction text and how they can help the reader navigate through the text easier.
For example, knowing that the table of contents shows page numbers with the titles of each
section clearly labeled, it will help the reader to know that page 4 talks about different kinds of
frogs. This is important because instead of the students flipping through the pages until they find
the page about frogs, they already know what page tells us about different frogs because of the
table of contents.

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)— Students will know what the different text features are in a nonfiction text.
B. Objective(s)—
1. During the book making station, students will be able to create a nonfiction text of
their own including a cover page, a table of contents with page numbers, and a
heading for each numbered page.
2. After the BDA lessons are complete, the students will be able to take a non-fiction
text and find specific information by looking at the table of contents to find the pages
that talk about the specific information they are looking for..
3. After the lesson is completed, students will be able to discuss what they learned about
non-fiction text features and how that helps them find information easier..
C. Standard(s): 1.RN.3.1 Know and use various text features (e.g., table of contents,
glossary, illustrations) to locate and describe key facts or information in a text.
II. Management
a. Time: (1 Hour 20 Minutes)
i. Anticipatory Set & Purpose Statement (8 Minutes)
ii. Mini-lesson: 16 Minutes
iii. Station 1: 17 Minutes (Station: 16 Minutes, Transition: 1 Minute)
iv. Station 2: 17 Minutes (Station: 16 Minutes, Transition: 1 Minute)
v. Station 3: 17 Minutes (Station: 16 Minutes, Transition: 1 Minute)
vi. Closure: 5 Minutes
b. Space
i. Carpet:
1. Anticipatory Set
2. Purpose Statement
3. Mini-lesson

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 4. Independent reading on iPads
5. Publishing center
ii. Mrs. Moore’s Back Table
1. 2 BDA lessons
iii. Reading Nook/Library
1. Independent reading on iPads
iv. Desks/Round Table
1. Book making
c. Materials
i. 10 level 1 books (5 on Lions, 5 on Frogs)
ii. Pre-folded and stapled books
iii. Markers
iv. iPads
v. 6 newspapers & 6 children’s magazines
vi. Checklist
d. Describe expectations and procedures
i. At the book making station, students should be creating a non-fiction book
with a cover page, a table of contents with page numbers, and
titles/headings
ii. At the publishing center, students should be looking at the newspapers and
magazines and filling out the checklist
iii. When students are reading on their iPads, they should be on Myon or Epic
iv. At all stations, the noise level should be between a 1 and 0
III. Anticipatory Set: 6 Minutes
 “Have you ever lost something and you tried to find it but you didn’t know where to
look for it? Well you aren’t alone. Marlin from Finding Nemo had a similar problem.
He lost his son Nemo and didn’t know where to look to find him until he met a
certain fish named Dory. One day as Marlin and Dory were traveling the ocean
looking for Nemo, they came across these fish who helped Marlin by giving him and
Dory directions on how to get to where his son was. Today we are going to watch a
small clip from the movie Finding Nemo. As you watch it, I want you to think about
how the directions that those fish gave to Marlin and Dory would have made it easier
to find Nemo. We will talk about it after the video.” *Shows video to students* “How
do you think the directions made it easier for Marlin to find his son? *Gives students
a chance to answer the question*
IV.Purpose: 2 Minutes
 “Today we are learning about how different text features in a nonfiction text help us
as the reader find information faster. Just like how the directions that those fish gave
to Marlin and Dory helped them find Nemo, the text features like the table of contents
and headings, will help us figure out where we need to look for certain information.
This is important because sometimes it can be difficult to find information in non-
fiction texts, so knowing to look in the table of contents and at headings will help a
lot.”

PLAN FOR INSTRUCTION

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V. Adaptations:
a. If Kollin, Miracle, or Cambri struggles to read parts of the book during my small
group lesson, I will read with them to help with their fluency
b. If Mercedes, Trinidee, or Zoey A. struggles with reading in the publishing center, I
can help them by reading with them

VI.Lesson Presentation (Input/Output)

a. Mini-lesson: 16 Minutes
i. “Today we are going to talk about text features that you will see in non-
fiction texts. “Non-fiction texts are different than fiction texts because non-
fictions texts are made with facts while fiction texts are made by
someone’s imagination. One really important text feature is a table of
contents. The table of contents, as you can see in this book about frogs,
(hold up book) lets us know that on page 16, we will find out more about
the different sizes and colors of frogs. Another important text feature that
we will see are titles and headings. Titles and headings tell us what the
section that we are going to read is about. One important thing to note
about titles and headings are that they are usually bigger and bolder than
the rest of the words in the book. A third important text feature that we see
in our book is a glossary. “A glossary is like a dictionary because it has
words in it from the book along with the definition. We can see in our
book, that our glossary also has pictures with the definitions. Today in
your stations, you are going to be working with and looking at different
text features.” *Walk over to the book making station.* “At this station
you are going to be making your own non-fiction books. In your book, you
must include a title page, a table of contents with page numbers, and
titles/headings for the different pages. At each of the tables designated for
this station, I have provided an example that you can look at as you are
making your book. Do not copy what I have made for you to use, but let it
be an inspiration for you as you create your own. If you finish early, you
may grab your iPad or a book and read quietly at your seat until the time is
up. The second station that you will complete is independent reading on
your iPad. You can choose to read a non-fiction book if you would like but
I want you to read on Myon or Epic. If you are at this station, you may
read on the carpet or back by the library (point to the back of the room).
The next station that I am going to introduce, only some of you will
complete because this station will be for the two groups that didn’t meet
with me at Mrs. Moore’s back table. This station will take place on the
carpet and in this station you will look at newspapers and children’s
magazines. You will also have a checklist that you will complete as you
inspect the different non-fiction texts to see if they have different text
features included in them. For the students who don’t complete the
publishing center, you will be separated into two groups. One group will
read about frogs and one group will read about lions and this will take
place at Mrs. Moore’s back table with me. I am about to give you your
groups so you want to pay attention because they are different than normal.

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 The first group that I am going to name, will start out at the book making
station that Mrs. Moore will oversee, then they will go to independent
reading on their iPad, and then they will finish out at the publishing center.
Those students are Kiera, Im’unique, Angelita, Skyla, Mercedes, Zoe
L., and Sah’Kiya. The second group that I am going to name, will start
out reading independently on their iPads, then they will move to the book
making station, and then they will end in the publishing center. Those
students are Trinidee, Zoey A., Korbin, Ryan, Emma, Annemarie, and
Jax. The third group that I am going to name will start out at the back table
with me, then move to independent reading, and will end in the book
making station. Those students are Zayvon, Kollin, Naaman, Lincoln,
and Miracle. The fourth group that I am going to name will start out with
independent reading on their iPad, then move to the back table with me,
and will end in the book making station. Those students are Cambri,
Zyonna, Grace, James, and Jude. When I am finished with my two small
groups, I will join the publishing group on the carpet and help in any way
that you need it. Does anyone have any questions?” *Allow time for
students to ask questions if they have any. If not, make sure students know
where they are going.* “Since there are no questions/since all questions are
answered, I want you to point to where you are supposed to go. You have
one minute to get there and when you get there you may begin working.
Each station will last for 16 minutes and when the time is up, I will have
you rotate to your next station. Your one minute begins now.” *Wait for
students to get situated in their stations.* “Your sixteen minutes begins
now.” *Begin working with your first small group.*
b. BDA Group 1 on Frogs: 16 Minutes
i. “I want to start by finding out what you know about frogs already. I am
going to call on each of you and I want you to tell me one thing that you
already know about frogs.” *Call on students and get their answers.* “Now
I want you to think of something that you wonder about frogs because I
want to see if after reading this book, that you are able to learn more about
that. Let start by flipping to page 4 in our book. What is something that
you already notice about this page?” *Allow time for responses.* “That’s
right, there is a title on page 4. What do we know about titles?” *Allow
time for responses.* “That’s right, titles let us know what we are going to
be reading about. Starting at page 5, I want us to read aloud to page 7 and
then stop once we finish page 7 and then we will talk about what we
read..” *The students and I read aloud together.* “Now that we’ve read
some about frogs, what is something that you have learned?” *Allow time
for responses.* “By reading these few pages, have you learned more about
your topic that you were already wondering about?” *Allow time for
responses.* Now I want to see what you have learned since reading. What
is something that frogs like to eat and how do you know that?” *Allow
time for reponses.* “Where is one place that frogs don’t live and how do
you know?” *Allow time for reponses.* “What is a habitat and where did
you find it?” *Allow time for responses.* “Now I want to connect what

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 you learned about text features to this frog book. This is also where we are
going to connect the strategy, searching for and using information.
Looking at the table of contents, if I wanted to learn about frog babies,
what page should I turn to?” *Allow time for responses? “Good! If I
wanted to learn more about super frogs, what page would I turn to?”
*Allow time for responses.* “You guys are doing great! Now we are about
to transition to the next station, but the next time you have the opportunity
to look at non-fiction texts, I want you to try this strategy. Along with the
text features, this strategy will help us, the reader, be able to find
information easier.”
c. Transition: 1 Minute
i. *Ring the bell.* “Ok now it is time to transition to your next station. The
group that was just with me is now going to read independently on their
iPads. Kiera, your group is going to transition to reading independently on
your iPads. Trinidee, your group is going to transition to the book making
station now. And Cambri, Zyonna, Grace, James, and Jude, you are going
to come back to the back table to meet with me. If you were just on iPads
and you are transitioning somewhere new, make sure you put them away
before you go to that new station. Your one minute transition time begins
now.” *Ring the bell and wait for students to get situated in their stations.*
“Your sixteen minutes begins now.” *Begin working with your second
small group.*
d. BDA Group 2 on Lions: 16 Minutes
i. “I want to start by finding out what you know about lions already. I am
going to call on each of you and I want you to tell me one thing that you
already know about lions.” *Call on students and get their answers.* “Now
I want you to think of something that you wonder about lions because I
want to see if after reading this book, that you are able to learn more about
that. Let start by flipping to page 4 in our book. What is something that
you already notice about this page?” *Allow time for responses.* “That’s
right, there is a title on page 4. What do we know about titles?” *Allow
time for responses.* “That’s right, titles let us know what we are going to
be reading about. Starting at page 4, I want us to read to page 9 and then
stop once we finish page 9 and then we will talk about what we read..”
*Me and the students read together.* “Now that we’ve read some about
lions, what is something that you have learned?” *Allow time for
responses.* “By reading these few pages, have you learned more about
your topic that you were already wondering about?” *Allow time for
responses.* Now I want to see what you have learned since reading. What
sound do lions make and how do you know that?” *Allow time for
reponses.* “Where group are lions a part of and how do you know?”
*Allow time for reponses.* “How much can lions weigh and where did
you find it?” *Allow time for responses.* “What is something that male
lions have that female lions don’t have?” *Allow time for responses.*
“Now I want to connect what you learned about text features to this lion
book. This is also where we are going to connect the strategy, searching for

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 and using information. Looking at the table of contents, if I wanted to find
out 7 facts about lions, what page should I turn to?” *Allow time for
responses? “Good! If I wanted to learn more about lion talk, what page
would I turn to?” *Allow time for responses.* “You guys are doing great!
Now we are about to transition to the next station, but the next time you
have the opportunity to look at non-fiction texts, I want you to try this
strategy. Along with the text features, this strategy will help us, the reader,
be able to find information easier.”
e. Transition: 1 Minute
i. *Ring the bell.* “Ok now it is time to transition to your next station. The
group that was just with me is now going to transition to the book making
station. Kiera, your group is going to transition to the publishing center.
Trinidee, your group is going to transition to the publishing center. And
Zayvon, Kollin, Naaman, Lincoln, and Miracle you are going to transition
to the book making station. If you were just on iPads and you are
transitioning somewhere new, make sure you put them away before you go
to that new station. Your one minute transition time begins now.” *Ring
the bell and wait for students to get situated in their stations.* “Your
sixteen minutes begins now.” *Go over to the carpet to help the students at
the publishing center.*
f. Final rotation: 16 Minutes
i. *Walk around the carpet and see if any of the students at the publishing
center need help with anything. Clarify any questions that students may
have.*
g. Transition: 1 Minute
i. “*Ring the bell.* “Ok now it is time for everyone to transition back to the
carpet. You have one minute and your minute begins now.” *Ring the bell
and wait for students to come to the carpet.*
VII. Check for understanding.
a. I will know that the students in my small groups have learned by their responses to
the questions that I will ask after they have read
b. I will know that the students who didn’t meet with have learned by their responses
to the checklist for the publishing center
VIII. Review learning outcomes/Closure: 5 Minutes
a. “Today we learned about text features and how they can help us, the reader, find
information easier in a non-fiction text. By raising you hand, I want one person to
tell me at least 2 text features that we talked about today and I want three people to
tell me one thing they learned about the way text features makes information
easier to find.” *Watch as students hands go up and call on 4 students who are
sitting quietly who can answer the questions.* “Well that is all that I have for
today. I hope that you were able to learn more about non-fiction text features and
strategies to use to help read non-fiction texts easier.”

PLAN FOR ASSESSMENT

 Formative Assessments:
a. Asking the students if they know what non-fiction means

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 b. Asking the students if they know examples of non-fiction text features
c. Asking the students if they know what a glossary is
d. The questions that I ask during the B-D-A lessons
 Summative Assessments
a. Asking the students if they can give 2 examples of text features after the
lesson is over
b. Asking the students if they can give at least one way that text features help the
reader find information easier in a non-fiction text

REFLECTION AND POST-LESSON ANALYSIS

1. What adjustments did I make to reach varied learning styles and ability levels?
2. What were my strengths and weaknesses?
3. Were all students actively participating? If not, why not?
4. Did I choose books that were appropriate for the level of reading for my small group
students?
5. Did the book making activity help the students learn more about non-fiction text
features?

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Name: _______________________________________________
Checklist for Publishing Center
What do you have? (Circle one)
o Newspaper
o Children’s Magazine
o Title of
Magazine:___________________________________
Does your material have this?
o Title Page o Titles/Headings
o Yes o Yes
o No
o No
o Page Numbers
o Table of
o Yes
Contents
o No
o Yes o Glossary
o No o Yes

Write 1 thing you learned from your material and where you learned it from
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