Teacher Education Lesson Plan Template

Teacher: Olivia Shedd Date: N/A

Title of Lesson: Non-fiction Text Features Cooperating Teacher: N/A

(feat. Kahoot!)

Core Components
Subject, Content Area, or Topic
Reading; Language Arts

Student Population
3rd Grade

Learning Objectives
-I can identify and explain the purpose of nonfiction text features.

Virginia Essential Knowledge and Skills (SOL)

Reading SOL 3.6c -- The student will continue to read and demonstrate comprehension of
nonfiction texts
c) Preview and use text features.

VDOE Technology Standards

English Language Proficiency Standards (ELPS)

Materials/Resources
Kahoot!
Non-fiction article: “Be Heart Smart”
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
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%
Discussion 50%
Demonstration 30%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
*Anticipatory Set
10 min. TTW tell all students, “Today we are going to start with a fun game to see how
much you remember about non-fiction text features!”

TSW open their chrome books and find Kahoot.

TTW lead all students in interactive Kahoot pre-assessment on non-fiction text

features. After each question is read and answered, TTW go over question and
answer choices with students. During the question, TTW hold clipboard and take
quick notes and data on how well the class understands the objective.
*State the Objectives (grade-level terms)
1 min. 1. I can identify and explain the purpose of nonfiction text features.

*Instructional Input or Procedure

10 min. (Instruction portion in Kahoot)
(with TTW give explanations and instructional input during interactive Kahoot game.
anticipatory
set)
*Modeling
After Kahoot, TTW explain and pass out “Navigating Non-fiction” and tell students
to turn to page 14, “Be Heart Smart.” TTW go through the text features they see in
article and model: (for example)
"Wow! this article has a lot of text features in it! At first glance I see a large picture,
headings, and words in bold. First, I will read the title. It tells me this article is about
5-7 min. the heart. I am thinking about what I already know about the heart, how it works,
and why it's important. Now I will read the bold introduction under the title - it tells
me the "big ideas." Next I will read the headings - heart, arteries, veins - this article
will tell me how the heart works. This will help me understand the big diagram on
the page. Now I can read the main article. I will save the sidebar information at the
bottom for last and think about how that connects to the big ideas in the article."

Like shown above, TTW explain how to recognize non-fiction text features and
model how to easily recognize them.
*Check for Understanding
2 min. -During Kahoot, TTW walk around with clipboard to collect quick data on students
understanding the objective.
-TTW listen to “turn and talk” as well as take note of answers during “hand up pair
up” to check for understanding during independent practice.
*Guided Practice
(same as modeling)

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 *Independent Practice
5-10 min. -TSW read “Be Heart Smart”
-After reading, TSW stand and do “hand up pair up” (or “think, pair, share”) to
discuss what they have read. TTW instruct students to ask the following questions:
1. What does the heart do?
2. How does it keep you alive?
TTW closely monitor this practice
Assessment
(No particular assessment.) The opening Kahoot was a form of pre-assessment and
a quick data collection of non-fiction text features.
*Closure
1 min. TTW close; “These non-fiction text features are important to recognize and
memorize. You can use the information talked about today to help you navigate
through some new books you can find in our classroom library and the school
library!”

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

-Have select students come to carpet during Kahoot to avoid distractions and cheating.
-Students that finish first article early have option to go on to second article with deeper
thinking questions.
Classroom Management Issues (optional)
-Use turn and talk + think, pair, share techniques to engage all students
-Use name sticks for students to answer questions if not all are paying attention
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

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