Lesson Plan Template

Complete each section using the template below. Consult the

USC Aiken Lesson Plan Guide for specific instructions for each
component. You will be assessed using the Lesson Plan Rubric.
Go to: https://www.usca.edu/education/current-students/forms-
and-resources/.

Candidate Name: Team A (Shauna Chassereau)

Date of Lesson: November 7, 2021
Duration: 2 class periods of 45 minutes
Number of Students: 22
Subject Area(s): Language Arts
Grade Level(s): 2nd
Lesson Title: Text Feature Scavenger Hunt
You will be assessed on the following components:
1. Standard & Indicator Standard 1: Demonstrate understanding of the organization and
basic
features of print.

Indicator: N/A

I chose this standard because it is vital to learn this before delving

into nonfiction prints. By learning the basic text features of print,
my students will be better able to understand the information that
they read.

The time allotted for this lesson is appropriate because it offers time
for discussion, independent work, and assessments. There are two
class periods on consecutive days where students will focus on text
features to ensure they can locate and define them.

Students focus on demonstrating understanding of the basic

features of print during this lesson.
2. Learning Objective Students will be able to locate and define 6 out of 10 features of a
nonfiction text, given a scavenger hunt worksheet and a nonfiction
text.
3. Assessments Pre Assessments Formative Summative
Assessments Assessments
The students will
participate in a large To understand the The following class
group discussion led student’s knowledge period, the students
by the teacher and on text features, will complete the

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 create an example they will work in Scavenger Hunt
chart of various text pairs of two to worksheet with a
features cut from complete the “Text different text quietly
magazines and/or Feature Scavenger and independently.
newspapers. Hunt” worksheet
(example attached) Purpose:
This will allow the with an This assessment
students to informational text. allows me to see
demonstrate their what the individual
current knowledge The students will student learned.
of text features as also be asked to
well as allow the close their eyes and
class a reference for raise their hands to
the remainder of the the following
learning activity. questions if yes:
● Do you know
Example) what text
features are?
● Do you feel
that you and
your partner
worked
together to
complete the
scavenger
hunt?

Purpose: Purpose:
Their paired By doing two forms
grouping will be of formative
based on their assessment I can get
performance during a clear idea of what
the group discussion. my students learned.
I will also be able to
determine if the
students relied on
their partners, or if
they worked
together to finish
the worksheet.
4. Pedagogical Strategies - Graphic Organizer/Brainstorming Chart
- Analyzing images and texts
- Small Groups (Pairs)
- Game/Project
5. Diversity for Student Differentiation Accommodations Modifications
Learning
-Early finishers will -Students with visual -Low achieving
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 quiz each other on impairments will be students will only be
the definitions of the offered a larger print expected to correctly
text features. text. identify 4 out of 10
text features. The
-The Pre-Assessment -Students will be teacher will work
activity meets needs allowed to stand. more closely with
for Visual, Auditory, these students.
and Kinesthetic -Certain students
learners through may be allowed -High achieving
creating a chart and additional time to students will be
discussion. complete the expected to correctly
worksheet during identify 8 out of 10
both days of text features.
instruction.

-Directions will be
explained as well as
displayed at the
front of the room.

6. Grouping Students Students will work in pairs of like abilities so that the teacher can
work closer to the lower achieving students. In these pairs, students
will be working on the text feature scavenger hunt worksheet.

Since this is a new topic, having the students in pairs allows them to
discuss their thoughts with another person.
7. Lesson Structure (Step- - Engage (5 min.) Lead a discussion on what the students
by-Step Procedures) know about text features. Using the scavenger hunt chart as
reference, ask the students what they know about each text
feature listed. Utilize knowledge and comprehension
questions.

- Explore (5 min.) Allow students to view the prepared text

feature examples and make guesses as to where they belong
on the chart.

- Explain (5-10 min.) Review what the students got correct on

the chart. Make necessary adjustments and provide
explanation and rationale. Make sure to mention what you
noticed while they were exploring the chart and text
features.

- Elaborate (15 min.) Based on the discussion and exploration,

pair students with like abilities and have them work on the
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 scavenger hunt with the prepared nonfiction text. The
worksheet utilizes the Application and Analysis questions, as
well as the Evaluation and Creation questions.

- Evaluate (5 min.) Briefly review the scavenger hunt

worksheets aloud with the whole class. Collect them. These
will serve as part of the formative assessment. The
summative assessment will be completed the following day.

- End (2 min.) Have students call out various text features that
they discovered. Conduct the second formative assessment,
student will close their eyes and raise their hands to answer
the following:
- Do you know what text features are?
- Do you feel that you and your partner worked
together to complete the scavenger hunt?

The Following Day:

- (5 min.) Lead a brief discussion reviewing text features and
the activity from the day before.
- (30 - 40 min.) The students will work independently to
complete the Scavenger Hunt Worksheet with a different
prepared nonfiction text. (Since they are working
independently, they may be allotted more time to complete
it).
- Early finishers may read independently.
- Gather the worksheets for summative assessment review
8. Follow Up Remediation Enrichment
The students that do not understand the Early finishers and
concept of text features will be offered higher level learners
more practice with a matching game. They will be asked to use
will match prepared examples of text the text features to
features to the definition of what the text find information in
feature is. the book. For
example, “Use the
They will also be given extra morning work glossary to find
practice with the teacher readily available information about
for guidance. what polar bears
eat” or “What is the
definition of
hibernation?”.
9. Questioning Knowledge and Application and Evaluation and
comprehension analysis creation

To be used during Examples from the Some examples from

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 the discussion: Scavenger Hunt the Worksheet:
- What is the Worksheet: - Is this a
glossary for? - List the text photograph
- What is the features in or an
difference your book illustration,
between here (give at how do you
maps and least 6). know?
illustrations? - What page is - Why do you
- Where can the table of think this
you find a contents on? word is
caption? - What is the bolded?
title of - If you had
chapter 2? been the
- What page is author, what
the glossary text feature
on? would you
- Find the have added
heading, to the book
write it and why?
below. What
is this section Formative
about? Assessment
- etc. Questions:
- Do you know
what text
features are?
- Do you feel
that you and
your partner
worked
together to
complete the
scavenger
hunt?

10. Materials/Resources and - Prepared text feature examples (could be from a textbook,
References newspaper, nonfiction short book, etc.)
- Prepared nonfiction text for each pair of students
- Scavenger hunt worksheet for each student
- Large poster for prepared example chart
- Writing utensil (preferably marker for the chart)
11. Educational Technology N/A
12. Safety Considerations If students want to stand up to do the activity, they may block
pathways between desks.
13. Linking Theory to Vygotsky is incorporated through the hand-on learning activity.

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 Practice

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