Lesson Plans—Text Features Unit

    ☺All student handouts should be on BLUE paper. Students are to keep all BLUE papers.☺

     

    Day 1/Day 2

     ☺Introduce/Purpose of Project

       ·For target IA15

    ·To transfer and apply knowledge to various school texts—Fiction and Non-Fiction.

     ☺Introduce Textbook Features

       ·Hand out definition sheets to students (blue paper)

       ·Ask students: “What are the purposes of text features?”

         ▪Put overhead (OH) of text features on monitor (identical to students)

         ▪Have students journal/brainstorm for four minutes (max) on own

         ▪Discuss as a small group (2 minutes)

         ▪Share as a whole group

    I DO    ·Teacher models purpose on overhead

         ▪Show chart example on overhead

           ▫students brainstorm chart with small group (purpose of chart)

           ▫share whole group

         ▪Repeat for graph, index

    WE DO  ·Students brainstorm and finish handout with small group or individually

         ▪complete in class

         ▪teacher goes over and checks for answers

     

    Day 2 (new day)

     ☺Re-define purpose of text features

    WE DO  ·On OH show for examples of textbooks
    1. Math
    2. Science
    3. Literature
    4. Social Studies


    *At least 4 examples per page*

         ▪Do as whole group (ask for QUIET hands)

       ·De-brief: Informal Assessment: Exit Ticket (OH)
    1. Pick one of the following:
    a. What are the three features you
    see most?
    b.
    List three features you use in Science?
    c. Which text feature do you rely on most and why?
    2. What is the purpose of this unit?
     


    Day 3/Day 4

     ☺Refresher: Take out blue sheets from Day 1/2

       ·On OH put “you do” example: softball

    YOU DO    ▪Go over directions from page on OH

           ▫students work on own page

         ▪Teacher MONITORS student work!!!

    Grading for Day 3/Day 4

     *Formative=Give LOTS of feedback!!!!*

       ·Students are to:
    1. List five chosen features on the back of paper
    2. Make sure all five features are accur
    ately and completely finished
    3.
    Check for two edited paragraphs
    4. Page must be aesthetically pleasing
    a. Color, tone, neatness (visual communication)
     


    Day 5

     ☺HO “Create a Textbook Chapter” packet

       ·Students take two minutes to flip through packet (preview)

    I DO    ·On OH model page 1. Complete all five steps, using skiing model.

       ·Kids chunk (cover parts of page that are not being discussed)

         ▪OH teacher also chunk page

    ·On own packet, after modeling 1st page, students take 5-7 minutes to complete page 1.

    ·Show example of Linear Outline on OH. Explain that an outline is used to narrow the topic.

     ▪Linear outline is #5 of packet

     ▪HO student linear outline

       ▫complete in class

     

    Day 6

     ☺Anticipatory Set: Get out linear outline—reconnect with packet and outline.

       ·On OH show blank Branching Organizer

    I DO      ▪Model how to fill out using skiing example.
    WE DO ·After model, students apply own information on their topic to own BLUE page branching organizer.
    ·After organizers are complete give students rest of period to research on computers, using own brain, and brains of others for information.
     


    Day 7

     ☺Anticipatory Set: What is the purpose of learning text features? (apply and understand)

       ·Discuss with neighbor→share as a whole group

       ·Turn to page two of packet

         ▪Cover: show covers of RH and PH books.

           ▫explain differences: title, pictures, etc…

    ▪Table of Contents (ToC): on OH review #2, page 2 of packet and definitions from blue sheet.

    ▫open RH or PH to ToC. Point out layout, pictures, bold print, etc…  

             ·As small group look at ToC and discuss format

           ▫show OH of ToC on Winter Sports: A White Wonderland

           (reference #3, #4 on 1st page of packet)

             ·point out chapters that are not written just have page            numbers (1-12; 13-25; etc…)

           ▫students complete own RD of ToC without page numbers.

           ▫HO “How to complete the Table of Contents” page

     HOMEWORK: Bring ALL research materials for work day!!!!!

     

    Day 8

     **HANDOUT RUBRIC**

     Research Day: Use classroom computers for research. Twenty (20) minute time limit on computers, then rotate. Students can research, complete cover, ToC, as long as they are working.

     ☺Progress Check at the of day in Gradebook (GB)

     

    Day 9

     ☺Anticipatory Set: As class, share topics (quick go around of classroom)

       ·On OH, put example of Social Studies texts of preview (7th and 8th grade)

         ▪Point out to whole group text features

           ▫key terms/bold face words

           ▫key questions

           ▫picture(s)

           ▫preview paragraph

       ·Show skiing preview on OH

         ▪Bold face/key terms combined show importance of both

    ▪Students now have seen three examples→work on RD of preview and layout

     ▫use research notes

     HOMEWORK: Bring ALL research materials for work day!!!!!

     

    Days 10/11/12

     ☺Model how to write chapter sections

       ·Show sections 1, 2, and 3 of skiing chapter→connect to branching organizer

    YOU DO  ·Students work on RD of sections

         ▪continue necessary research/brainstorm

     

    Day 13

     BE FLEXIBLE!!!!

     ☺Students bring all materials to class☺

       ·Work on RD and final drafts→progress check in GB

     ☺Introduce Chapter Questions

       ·Fat/Skinny Questions (read chapter attached to packet)

         ▪Explain F/S questions to class

           ▫show examples from book

         ▪Use elementary school model from book chapter

           ▫Co-Op Chapter 5

             ·Model three questions from skiing chapter

               ▪show one skinny→change to fat

               ▪repeat two more times

    Day 14

     ☺Fat/Skinny Questions/Work time

    YOU DO/WE DO

       ·Take out F/S questions

         ▪practice creating own questions for chapter

           ▫share with group

           ▫edit    

           *teacher needs to initial work

         ▪use GO from Co-Op Ch 5, page 40

     

    Day 15

     ☺Students take out F/S questions. Review differences of questions.

       · Finish F/S questions

         ▪Progress check in GB

         ▪Show examples of question placement within chapter

           ▫end of each section (9 ?’s)

           ▫end of chapter (3 ?’s)

       *It is better to have THREE fabulous questions over nine mediocre questions!*

       ·Start assembling chapter

     

    Day 16

     ☺Students need to start assembling chapters

       ·Show examples of Glossary/Index

         ▪where they appear in a book (S.S.; Science) on OH

       ·Show skiing examples on OH. Give HO to students

       ·Assemble book chapter

     

    Day 17/18

     ☺Final work days!!!!!☺

     

    Day 19

     PROJECT DUE   

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