UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: A’Shia Hunt PSMT Name: Mrs. Luszeck

Lesson Plan Title: Text Feature Hunt Lesson Plan Topic: Text Features
Date: 3/02/17 Estimated Time: 53 Minutes
Grade Level: 6th School Site: Fremont M.S.

1. State Standard(s):
-W.6.2.a Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
-SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.

2. Teaching Model(s): Direct Instruction, Collaboration

3. Objective(s): Students will be able to locate, properly identify, correctly label and clearly
draw text features over a multitude of texts.

4. Materials and Technology Resources

● Elmo Projector
● Projector Screen
● Pencils
● Text Feature Hunt Worksheet
● Text Feature Cut Out Worksheet
● Scissors
● Glue
● Tape
● “Lightning” by Stephen Kramer (provided by PSMT)
● National Geographic Magazines (provided by PSMT)
● Class Science Book (provided by PSMT)

5. Instructional Procedures:
a. Motivation/Engagement: (10 minutes)
● TW will place all books that students will be able to use for their scavenger hunt.
● Teacher will (TW) tell students about the fun and exciting new activity for the
day.
● TW ask students about their background knowledge pertaining to scavenger
hunts.
 ● TW accept all answers offered and gently guide students to the proper answer.
● TW offer an example of a scavenger hunt from previous experience
● Teacher will ask students if they know anymore about scavenger hunts and to
share some of their past experiences.

b . Developmental Activities or Learning Experiences: (38 min)

● TW ask students to review all of the text features that they have been learning
about.
● Students will (SW) work within their table groups to list all of the answers and as
a class, SW give the name and definition of all text features that have been taught.
● TW pass out the scavenger hunt worksheet and the text feature cut out worksheet
for all students.
● Students will do a worksheet walk (look of the instructions and work within the
worksheet).
● TW ask if any students about what they think they may need to do for the first
worksheet.
● After students give their answers, TW will explain that students will need to fill in
each box with a correct answer, students are to work individually to complete the
task. Students are to look in the books (science book, lightning book, and national
geographic magazines) to find the text features listed in the boxes. Students then
need to write the page number that they found it on and the books information
that they found it in. Students will then answer the follow-up questions in the box.
● TW complete the first box for the students on the elmo giving them an in depth
idea of how the students should complete each box. Students will have to use a
different example for their first text feature.
● TW release students to complete worksheet and set timer for the remaining time
allotted for the lesson.
● TW walk around classroom to check for understanding of instructions and check
the first text box answers
● TW answer any questions and inquires for help.

c. Closure: (5 minutes)
● Teacher will ask students to discuss in their groups which text feature they had
difficulty finding and how they overcame the obstacle.

d. Extension:
● Students will complete the text feature cut out worksheet, each student will cut
out the the text features from the worksheet and paste them into the table that has
all the text features listed.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

● Accommodations: For students who are learning English as an additional language, they
will receive a worksheet that already has a word bank and will be able to use other
resources to assist in their assessment.
 ● For students who are having trouble completely the work, they will be given the
opportunity to work in a small group in the back of the classroom at the desk with the
teacher.

7. Assessment and Evaluation of Learning:

a. Formative: Students will complete the Text Feature Hunt and the Text Feature Cut
Out Worksheet.
b. Summative: Summative assessment has not been created for the students as of yet.

8. Homework Assignment:
a. Students are to choose from their reading material in their homes. On a sticky note or
piece of paper, students are to list the text features that they find.

9. Reflection
a. Strengths
i. Will be completed after the lesson is taught.
b. Concerns
i. Will be completed after the lesson is taught.
c. Insights
i. Will be completed after the lesson is taught.