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Lesson 3 Video

This lesson plan is for a 3rd grade reading class. The goals are for students to identify and understand the key features of informational text, such as images, headings, and bold words. Students will analyze an example text to locate these features. Then they will work in pairs and as a class to identify features on an anchor chart. The teacher will observe students to see who understands how authors use features to support their writing.

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82 views

Lesson 3 Video

This lesson plan is for a 3rd grade reading class. The goals are for students to identify and understand the key features of informational text, such as images, headings, and bold words. Students will analyze an example text to locate these features. Then they will work in pairs and as a class to identify features on an anchor chart. The teacher will observe students to see who understands how authors use features to support their writing.

Uploaded by

api-297505250
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Elementary Education: Reading/Video Lesson Plan

Background Information:
 Age/Domain: Grade 3
 Subject: ELA- Reading
 Lesson Plan Type: Teacher-directed
 Title: Informational Text Features
 Time: 15 minutes
Goals:
 Students will use
I can use and identify the key features of informational text to locate relevant information.
Rationale:
Students need to be able to read and utilize the features of informational text to locate and
demonstrate their understanding of the text. This skill is pertinent in everyday life.
Objectives:
After completing the lesson:
 Students will be able to identify the features found in an informational text and have
an understanding of why the author might use certain features.

Common Core State Standards:


 CCSS.ELA-LITERACY.RI.3.7
I can use information gained from graphic features and the words in a text to
demonstrate understanding of the text.
Teacher Preparation:
 Print and cut informational text features
 Prepare poster board
 Prepare guiding questions
Assessment Plans:
 Prior Knowledge:
o Students will come to class knowing that informational text is nonfiction.
o Students will come to class with some understanding of the features of
informational texts.
 Assessment: (Formative)
Teacher observation

I will be looking to see which students understand why/how the author uses specific
features of informational text to support his/her writing.

Materials:
 Informational features print out
 Poster board
Instructional Procedures:
Introduction (3 Minutes):

 Walk through “Life on the Ice”


 Using “Life on the Ice” identify the key features of an informational text.
 What features, or things did you notice the author does that you do not often see in other
texts?

Guided Practice (10 Minutes): Class Anchor Chart

 Introduce graphic features


 What graphic features does the author use?
- As students make suggestions glue the pre-printed graphic features to the anchor
chart.
 Why does the author include images?
 What text features does the author use?
- As students make suggestions glue the pre-printed textual features to the anchor chart.
 Why does the author bold certain words?

Closure ( 2 Minutes):
Class discussion-
 Why does the author use these different features in his writing?
 To help the reader to better understand the text.

Differentiation:
 The students will be working with their 1 and 2 partners at the start of the activity. Later,
we will be working as a class to identify the different features of an informational text.

Pre-Reflection:

I am anticipating that the students will not be able to come up with all the key features of an
informational text on their own. To prepare for this, I will create a list of guiding questions to
help them to recognize the key features.

Post-Reflection:

I felt my students were disengaged. To make this mini lesson more engaging next time I will
provide my students with their own graphic features and text features to glue into their student
journals as we discuss each feature. Doing so would have provided the students with a sense of
purpose and cut down on the time spent looking for each feature in their Journey’s books. I could
display the book on the overhead and have one student come up to pinpoint the particular feature
we are talking about for the entire class to see.

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