Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay

Understanding by Design
Unit Cover Page

Unit Title: _Reading Nonfiction Text___________ Grade Levels: ____5th__________

Topic/Subject Areas: ____English__________________________________________
Key Words: _English, nonfiction, text features, main idea________________________
Designed By: _Audrie Lofay________________ Time Frame: __3 weeks___________
School District: Regent University

School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

This unit will introduce the student to nonfiction text in which the students will
learn different types of text organizers and how to use them to predict and organize
nonfiction text, how to skim nonfiction text for specific information, determine what
the main idea of nonfiction text is, and how to summarize supporting details of
nonfiction text.
In the culminating performance task, students will create a blog as someone
who reviews nonfiction books. They will pick a nonfiction book that is appropriate
reading level, identify what text features helped them understand the text, and
determine if the author used appropriate headings and graphics to support his main
idea.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay
STAGE 1 DESIRED RESULTS
Unit Title: ___Reading Nonfiction Text________________________________________________
Established Goals (cite specific VA SOL):
Established Goals:

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.
c) Skim materials to develop a general overview of content and to locate specific information.
d) Identify the main idea of nonfiction texts.
e) Summarize supporting details in nonfiction texts.
Understandings: Students will understand that
(Provide 3 to 5)
- it is essential to preview the text, pose

questions, and make predictions before

reading to become an effective reader of
nonfiction.
organizational patterns are incorporated into
nonfiction texts in order to make the
information easier to comprehend.
it is essential to make connections between
what they read in the selection and their prior
knowledge.

Students will know:

(Give at least 5)

Essential Questions:
(Provide 3 to 5)

Students will be able to:

(List at least 5 skills)

types of text organizers, such as type,

headings, and graphics
purpose of text organizers to predict and
organize nonfiction text
how to skim nonfiction text for specific
information
what the main idea of nonfiction text is
how to summarize supporting details of
nonfiction text

Performance Tasks:

What are ways that I can predict and

categorize information in nonfiction texts?
What strategies can I use to make the
information easier to understand?
How can I make connections between what I
read in non-fiction books and what I already
know?
How do good readers monitor what they are
reading to determine what the authors main
idea is?

use text features, such as type styles (e.g.,

boldfaced, italics) and color, captions under
pictures and graphics, and headings of
sections and chapters, to predict and
categorize information in both print and digital
texts.
apply prior knowledge to make predictions
and build additional background knowledge
as context for learning
skim material from print and digital texts to
develop a general overview or to locate
specific information.
determine the main idea and key supporting
details of a nonfiction text
summarize nonfiction text

STAGE 2 ASSESSMENT EVIDENCE

Other Evidence:

Frame of Reference (Rutherford, 2012, p. 91):

The students will preview the text. They will then

Prompt: Describe three ways a good reader analyzes

a piece of nonfiction text and explain what might

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay
place the topic of the nonfiction text we will be reading
in the center of a matted frame (student can just draw
a box in the center of a piece of paper). Students will
be given three minutes to write as many questions
they may have about topic. These go around the box.
The students will then draw a frame around the
edges of the paper and in that area they will have
three more minutes to make predictions about the
text. Students will get into small groups of four and
will each have a minute to share.
GRASP MODEL *see attached
Imagine you are a blogger who reviews nonfiction
books. Pick a nonfiction book that is appropriate
reading level and determine what text features helped
you understand the text. Determine if the author used
appropriate headings and graphics to support his
main idea. Make sure to include predictions,
connections, and at least three supporting details so
that the reader understands the authors main idea
and wants to read the book. Your blog will be typed
and assessed against a rubric for clarity and
creativeness.

happen if they did not practice these strategies.

Sort Cards (Rutherford, 2012, p.94)
After reading the text, the students will write what they
think is the main idea on an index card. On
subsequent cards, they will write supporting details to
support their main idea. The students will get into
small groups of four and share their ideas, clarify
similar ideas, and eliminate duplicates. They will
categorize their cards into main ideas and supporting
details. The students will then walk around the room
and observe and analyze the work of the other
groups. One student from each stays behind to
answer questions. The groups return and revise, by
adding new index cards or revising what they already
have.
Quiz: Multiple-choice *see attached
Students will read a passage of nonfiction text and
answer comprehension questions

Student Self-Assessment and Reflection

Students will review and self-assess the thoroughness of their GRASP assignment. How helpful is their blog?
Does it follow the rubric?
Reflect on the effectiveness of using specific strategies to help you better read and comprehend nonfiction
texts compared to the beginning of the unit.

STAGE 3 LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)
1.
2.

Hook students into nonfiction text by reading Thomas Jefferson Builds a Library. Discuss features seen in the book.
Ask students essential question What are ways that I can predict and categorize information in nonfiction texts?
Students will think individually for I minute then turn to their partner and share ideas. Teacher will call on several
students to share their partners response.
3. Present lesson on text organizers.
4. Pass out nonfiction articles and read with class. Teacher will model think aloud strategies and point out text features
to students. Students will create graphic organizers to predict what will happen based on text features.
(Differentiation)
5. In small group, students will be given a piece on nonfiction text and asked to find text features. We will discuss each
one and its importance.
6. Begin with essential question What strategies can I use to make the information easier to understand? to continue
and broaden discussion about text features.
7. Students will complete categorizing activity for text features. Exchange with a partner. Allow student to make
revisions based on feedback. (further learning and inquiry)
8. Teacher and students will create a graphic organizer that lists all of the text organizers discussed in yesterdays
lesson. Students will help create the organizer. This will be displayed in the classroom as a reference.
9. Students will be grouped and assigned a specific text organizer to research. Students will create posters on their
specific text organizer. Students will present these to the class and the posters will be displayed in the classroom for
reference. (formative assessment) (differentiation)
10. Students will complete Exit Tickets on which they will answer the question What is the purpose of using text
organizers? (formative assessment) (Rutherford, 2012, p.115)
11. Begin class by reviewing Exit Ticket responses. Teacher will clarify any areas of confusion.
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay
12. Engage students by showing the Main Idea Video from Flocabulary: https://www.flocabulary.com/main-idea/ (use the
SmartBoard) (Differentiation) (Flocabulary, 2014).
13. Teacher and students will answer questions from video.
14. Hand out essay On Being Yourself and read together with class. Teacher models how to monitor what we are
reading, which brings up the next essential question How do good readers monitor what they are reading to
determine what the authors main idea is?
15. Working with a partner, students will collaborate on the main idea. Students will complete hand project with main
idea and supporting details from story. (Differentiation).
16. Students will break into groups and be assigned a leveled nonfiction story. They will collaborate to determine the
main idea and supporting sentences. Groups will make up a song about their main idea and supporting details to
present to the class. (Differentiation)
17. Give quiz on main idea (students read passage of nonfiction text and answer comprehension questions).
18. Students will develop a blog (GRASPS Model) as someone who reviews nonfiction books. They are uploaded and
presented to the class.
19. Students will self-assess their knowledge of text features and determining the main idea of nonfiction texts through a
journal prompt. Do they better understand types of text organizers? What new strategies did they learn to help with
comprehension? What is the purpose of determining the main idea?
20. Conclude the unit by allowing students to self-evaluate their comprehension of text features and main idea. Have
each student give a one word summary that synthesizes the unit.

Stage 3 Plan Learning Experiences and Instruction

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

25. Students will present blogs 26. Conclude the unit by

to class.
allowing students to selfevaluate their
comprehension of text
features and main idea.
Have each student give a
one word summary that
synthesizes the unit.

19.
20. Conduct a group review
Students will break into groups of main idea songs and give
and be assigned a leveled feedback regarding the using
nonfiction story. They will supporting details to support
collaborate to determine the
main idea.
main idea and supporting
sentences. Groups will make
up a song about their main
idea and supporting details to
present to the class.

9.
8.
10.
Students will be grouped and Teacher and students will createStudents
a
will present posters to
assigned a specific text organizer graphic organizer that lists all ofthe class and the posters will be
to research. Students will create the text organizers. This will be displayed in the classroom for
posters on their specific text
displayed in the classroom as a
reference.
organizer.
reference.

Thursday

Friday

Consider the WHERETO elements. You must include enough instruction for 15 lessons. If you require more
instructional days, copy and paste the calendar template onto an additional page below. Do not exceed 6 weeks.

Tuesday

Wednesday

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

main idea and supporting

details from story

24.
23.
Students
will
develop a blog
22.
21.
Students will self-assess their
(GRASPS Model) as someone who
knowledge of text features and
Quiz on Main IdeaReview rubric for upcoming
reviews nonfiction books. They are
determining the main idea of
GRASP model so students
uploaded and presented to the
nonfiction
texts
through
a
journal
understand requirements.
class.
prompt. Do they better understand
types of text organizers? What new
strategies did they learn to help with
comprehension? What is the purpose
of determining the main idea?

what the authors main idea is?

18. Working with a partner,

13.
12.
16.
15.
students
will collaborate on the
Engage students by showing theHand
Beginout
class
by
reviewing
Exit
essay On Being Present essential question How
main
idea.
Students will
Main Idea Video from Flocabulary
Ticket
responses.
Teacher
will
Yourself and read together with do good readers monitor what
clarify anyclass.
areas of confusion. they are reading to determine
complete hand project with

5.
4.7.
6.
2.
1. will be given Pass
In small group, students
Students
out nonfiction
will complete
articles
categorizing
and read Introduce essential question What
Ask students essential question
Hookon
students
intotext
nonfiction
text
a piece
nonfiction
and asked
with activity
class. Model
for text
think
features.
aloud
strategies can I use to make the
What are ways that I can predict
by
reading
Thomas
Jefferson
to find text features. Discuss each strategies and point out text features information easier to understand?
and categorize information in
Library.
one Builds
and itsaimportance
to students. Students will create
nonfiction texts?
graphic organizers to predict what will
happen based on text features.

Monday

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay
Name:____________________________ Date: ________________ Book: ________________________

Blog Post Rubric

Task: Imagine you are a blogger who reviews nonfiction books. Pick a nonfiction book that is appropriate
reading level and determine what text features helped you understand the text. Determine if the author used
appropriate headings and graphics to support his main idea.

Criteria

Percenta
ge

Required
Elements
40%

Review

30%

Mechanic
s
15%
Overall
Project

15%

Exceeds
Expectations
5 points
Book is on
reading level;
complete
summary that
includes main
idea and at
least three
supporting
details;
complete
description of
key features;
includes
predictions
about text

Meets
Expectations
3 points
Book is on
reading level;
incomplete
summary that
only includes
two
supporting
details; forgot
one or two
key features

Complete
evaluation of
authors use
of headings
and graphics
to support
main idea
(gives at least
three
examples);
makes several
connections to
text (text to
self or text to
text)
Only one or
two errors in
punctuation,
spelling, or
grammar
Neat; easy to
read; creative;
well thought
out

Incomplete
evaluation of
authors use
of headings
and graphics
to support
main idea
(gives one or
two
examples);
makes only
one
connection to
text
Fewer than
five errors in
punctuation,
spelling, or
grammar
Neat; easy to
read; some
thought
applied

Below
Expectations
1 point
Book is not
appropriate
reading level;
summary
doesnt
include main
idea or only
has one
supporting
detail; forgot
two or three
key features;
doesnt
include
predictions
about text
Unclear
evaluation of
authors use
of headings
and graphics
to support
main idea
(gives one or
no examples);
makes no
connections
to text

Points

More than
five errors in
punctuation,
spelling, or
grammar
Messy; hard
to follow; little
to no thought
or effort

Total Points
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

/ 15

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

Design Topic Nonfiction Text Subject(s) English Grade(s) 5th Designer(s) Audrie Lofay
References
Flocabulary (Producer). (2014). Main Idea: Reading Comprehension. Available from
https://www.flocabulary.com/main-idea/
Rutherford, P. (2012). Instruction for All Students. (2nd ed.) Alexandria: Just ASK Publications.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)