Unit Plan Project

Content Area: English Language ArtsUnit Title: Informational Text Features

With ArtifactsGrade Level: 2

Anne Romano April 26, 2015

Table of Contents

Unit Overview……………………………………………….2-4

Let’s Look At Features of Informational Text…….…….5-12Lesson Plan………………………..5-6Lesson Artifacts…………………...7-12

Let’s Look at Headings, Table of Contents and Index…13-18Lesson Plan……………………….13-14Lesson Artifacts…………………...15-18

Let’s Look at Bold Print, Italics and the Glossary…..…19-21Lesson Plan……………………….19-20Lesson Artifacts…………………...21

Let’s Look at Photographs, Diagrams, Illustrations,Maps, Graphs and Captions……………………………..22-24

Lesson Plan……………………….22-23Lesson Artifacts…………………...24

Let’s Look at Headings, Table of Contents and Index…25-28Lesson Plan……………………….25-26Lesson Artifacts…………………...27-28

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Unit Overview Content Area: English Language Arts-ReadingUnit Title: Informational Text FeaturesTarget Course/Grade Level: Second GradeUnit Summary:Students will read and listen to a variety of informational texts. They will learn the various text features and how to use these features to locate facts in the text. Students will learn how these features contribute and clarify the text of informational literature.Primary interdisciplinary connections: Science, Social Studies21st century themes:Global Awareness

Unit Rationale:Students are interested in different places, using different countries as the backdrop students will explore informational text. This unit will familiarize students with the various text features of informational text. This familiarity will develop lifelong skills necessary to read effectively, understand and locate information in various informational texts.

Learning TargetsStandard # StandardRI.2.1 Ask and answer such questions as who, what, where, when, why, and how

to demonstrate understanding of key details in a text.RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of

specific paragraphs within the text.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2

topic or subject area.RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings,

glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

SL.2.1.b Build on others’ talk in conversations by linking their comments to the remarks of others.

SL.2.1.c Ask for clarification and further explanation as needed about the topics and texts under discussion.

SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.

W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Unit Essential Questions What is the difference between fiction and non-

fiction text? How can the features of informational text help

in locating information within the text? How can the features of informational text help

in understanding information within the text?

Unit Enduring Understandings Readers use the informational text to help

understand the world around them Readers focus on important information in the text Readers use the features of informational text to

discern relevant and important information

Unit Learning TargetsStudents will ... Show understanding of key ideas in the text by answering who, what, where, why, when and how

questions. Identify main idea of a complete text and specific paragraphs or sections. Identify text features in the informational text. Explain how text features help in understanding informational text Read a variety of informational text at appropriate level Use digital tools for writing Use context to determine the meaning of words. Use appropriate speaking and listening skills

Evidence of LearningSummative Assessment: Written responsesCompleted projectsRubrics

Equipment Needed:Smart BoardDigital Document ReaderTeacher Resources:

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Various grade level informational text about animals, plants, countriesVarious diagrams/graphic organizers/worksheetsVarious online resources

Formative Assessments Student participation Teacher observation Classroom discussion

Graphic organizers Written responses Self Evaluation

Lesson Plans Lesson Timeframe

Lesson 1Let’s Look at Features of Informational Text 40 minutes/1 day

Lesson 2Let’s Look at the Table of Contents and Index 40 minutes/1 day

Lesson 3Let’s Look at Bold Print, Italics and the Glossary 40 minutes/1 day

Lesson 4Let’s Look at Photographs, Diagrams,

Illustrations, Maps, Graphs and Captions

40 minutes/1 day

Lesson 5Let’s Put It All Together 40 minutes/2-4 days

Teacher Notes: This unit is designed and paced for a second-grade level. It could be consolidated and expanded upon for a third-grade level.

After this unit, the next unit should be focused on reading informational text.Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:

BrainPOP Jr.:https://jr.brainpop.com/readingandwriting/readingskills/readingnonfiction/

McGraw-Hill Leveled Readers-classroom book sets Teachers Pay Teachers purchased content:

https://www.teacherspayteachers.com/Product/Nonfiction-Text-Features-Powerpoint-1220230https://www.teacherspayteachers.com/Product/Nonfiction-Text-Features-Flipbook-481734

Pebble Go: http://www.pebblego.com/content/biographies/article.html?a=3290&previous=3708

Various Texts

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Lesson Plan 1 Content Area: English Language ArtsLesson Title: Let’s Look at Features of Informational Text Timeframe: 40 minutes/1 day

Lesson Components21 st Century Themes

X Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

X Environmental Literacy

21 st Century Skills Creativity and Innovation

x Critical Thinking and Problem Solving

Communication Collaboration

Interdisciplinary Connections:Social StudiesScienceIntegration of Technology: SmartboardDigital ResourcesEquipment/Resources needed: Text Features PowerPoint (outline attached labeled L1A)Various Informational Text (teachers choice of titles)Worksheets (attached L1B & C)

Goals/Objectives

Students will identify features of informational text Students will create flipbook of informational text featureLearning Activities/Instructional Strategies

Anticipatory Set:Show BrainPOP Jr. video on reading nonfiction text https://jr.brainpop.com/readingandwriting/readingskills/readingnonfiction/

Procedure/Methods/Activities: After watching video debrief students. Explain what informational text is vs. fictional text Display to students a variety of informational texts. Allow students to look through informational text. Ask did you notice how this looks different from a fictional text? Elicit responses Use Smartboard to display nonfiction text features and their definitions. (Use attached Powerpoint labeled L1A) Display completed sample of nonfiction flipbook.

Plan for Independent Practice:

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Students will complete the nonfiction flip book(Attached worksheets labeled L1B)

Closure:Students will share their finished project.

Exit Ticket:Ask each student to tell one feature and its purpose

Formative Assessment Tasks Teacher observation of independent practice Accuracy of completed independent practice

DifferentiationAdaptations:

Read text to students Small group instruction

Extensions: Completion of additional worksheet based on informational text of students’ choice.

(See attached labeled L1C)

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Attachment:L1A-page 1 of 3

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Attachment:L1A-page 2 of 3

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Attachment:L1A-page 3 of 3

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Attachment:L1B-page 1 of 2

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Attachment:L1B-page 2 of 2

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Attachment:L1C-page 1 of 1

Lesson Plan 2Content Area: English Language ArtsLesson Title: Let’s Look at Headings, Table of Contents and Index Timeframe: 40 minutes/1 day

Lesson Components21 st Century Themes

X Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

Civic Literacy

Health Literacy

Environmental Literacy

21 st Century Skills Creativity and Innovation

x Critical Thinking and Problem Solving

Communication Collaboration

Interdisciplinary Connections:Social StudiesScienceIntegration of Technology: SmartboardDigital ResourcesEquipment/Resources needed:Image of Map (attached L2A)Various Grade Level Informational Text (teachers choice of titles use different than the day before to give students varied exposure)Worksheet for anticipatory set(attached L2B) Class Set of Save the Tigers by Lois Noble

Goals/Objectives

Students will review features of informational text Students will compare and contrast heading, table of contents, and indexLearning Activities/Instructional Strategies

Anticipatory Set:Hand students an informational text and the worksheet labeled L2A. Instruct them to complete the worksheet and that they can use their created flipbook for help. Monitor students for completion. When all students are finished begin whole class instruction. Tell the whole class they have to give you directions to Florida. Ask them how they would do it. After a few answers, you should get the answer map. If you get GPS, explain that a GPS is just an electronic map. Show the PowerPoint of the map with table of contents and index.(Note the map fades to 50% and the text comes in) as you show it explain that the table of contents and the index are the map of the book.(Attached labeled L2B)

Procedure/Methods/Activities: Give each student a copy of Save the Tigers Guide students to the table of contents. Give students time to look at it. Explain to students the table of contents. Explain headings in relationship to the table of contents and book.

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Point out headings in the book. Guide students to the index. Give students time to look at it. Explain to the students the index. Explain activity sheet(Attached labeled L2C) Give students time to complete it. Come back together and share answers using document camera. Debrief students.

Plan for Independent Practice:Students will complete activity sheet(Attached worksheets labeled L2C)

Closure:Teacher will restate the difference between table of contents and index.

Exit Ticket:Have student complete exit ticket. (Attached labeled L2D)

Formative Assessment Tasks Teacher observation of independent practice Accuracy of completed independent practice Accuracy of exit ticket

DifferentiationAdaptations:

Read text to students Small group instruction Pairing of students

Extensions: Use higher-level text as appropriate for completion of tasks.

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Attachment:L2A

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Attachment:L2B

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Attachment:L2C

Attachment:L2D

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Lesson Plan 3Content Area: English Language ArtsLesson Title: Let’s Look at Bold Print, Italics, and the Glossary Timeframe: 40 minutes/1 day

Lesson Components21 st Century Themes

x Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy

Health Literacy

x Environmental Literacy

21 st Century Skills Creativity and Innovation

x Critical Thinking and Problem Solving

x Communication x Collaboration

Interdisciplinary Connections:Social StudiesScienceIntegration of Technology: SmartboardDigital ResourcesEquipment/Resources needed:Book: John F. Kennedy by Judy Emerson (Pebble First Biographies)Pebble GoDocument CameraWorksheet for Activity (attached L3A) Class Set of Giraffes of the Savanna by Sally Odgers

Goals/Objectives

Students will review features of informational text Students will understand the relationship between bold text, italic text and the glossaryLearning Activities/Instructional Strategies

Anticipatory Set:Play the following online book at Pebble Go: http://www.pebblego.com/content/biographies/article.html?a=3290&previous=3708

Procedure/Methods/Activities: After showing the above go back through and show how words in read are in the glossary on the

electronic resource. Show the companion book John F. Kennedy. Point out the bold and italic words. Explain how to find these words in the book’s glossary. Give students copy of Giraffes of the Savanna.

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Do a group book walk through stopping to read one or two boldface words and as a whole group go through the process of looking them up in the glossary.

Divide class into partners. Have them do activity sheet attached.(L3A) Come back together and share answers using document camera. Debrief students.

Plan for Independent Practice:Students will complete activity sheet(Attached worksheets labeled L3A)

Closure:Teacher will restate the terms boldface, italics and glossary with definitions

Exit Ticket:Ask each student one word they picked and the definition

Formative Assessment Tasks Teacher observation of independent practice Accuracy of completed independent practice Accuracy of exit ticket

DifferentiationAdaptations:

Read text to students Small group instruction Deliberate pairing of students

Extensions: Use higher-level text as appropriate for completion of tasks.

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Attachment:L3A

Lesson Plan 4Content Area: English Language ArtsLesson Title: Let’s Look at Photographs, Diagrams, Illustrations, Maps, Graphs and Captions

Timeframe: 40 minutes/1 day

Lesson Components21 st Century Themes

x Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy

Health Literacy

Environmental Literacy

21 st Century Skills Creativity and Innovation

x Critical Thinking and Problem Solving

x Communication x Collaboration

Interdisciplinary Connections:Social StudiesScienceIntegration of Technology: SmartboardDigital ResourcesEquipment/Resources needed:Smartboard Interactive Ice Cream Activity(attached L4A)Various Information Text on Countries

Suggested: Checkerboard Geography Series The Countries Suggested: Big Buddy Books Series-Explore the Countries- Set 1 and 2

Goals/Objectives

Students will review features of informational text Students will understand the use of photographs, diagrams, illustrations, maps, graphs and captionsLearning Activities/Instructional Strategies

Anticipatory Set:Have students respond to the interactive Smartboard Interactive Ice Cream Activity (attached L4A) Explain that the class just made a graph. Lead into the fact that informational text has graphs.Procedure/Methods/Activities:

Explain photographs, diagrams, illustrations, maps and graphs. Explain how they have captions. Give each student a book from the series. Have each student look through their books. Assign each child a number from 1-5. Tell them their assignment: (may want to write on Smartboard)

1-find a photograph in their book 2-find a diagram in their book

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3-find an illustration in their book 4-find a map in their book 5-find a graph in their book

After students have found their assigned item, each student will share their picture and read the caption.

Explain that in the next lesson we will be putting all we learned about the features of informational text together.

Plan for Independent Practice:Students will complete assigned activity

Closure:Review the features of informational text. Have students pick a book from the series for the next part of the unit.(if it is more appropriate assign to students)

Exit Ticket:Randomly ask each student to define a text feature.

Formative Assessment Tasks Teacher observation of assigned activity

DifferentiationAdaptations:

Read text to students Small group instruction Pairing of students.

Extensions: Use higher-level text as appropriate for completion of tasks.

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Attachment:L4A

Lesson Plan 5Content Area: English Language ArtsLesson Title: Let’s Put It All Together! Timeframe: 40 minutes/3-4

days

Lesson Components21 st Century Themes

x Global Awareness

Financial, Economic, Business, and Entrepreneurial Literacy

x Civic Literacy

Health Literacy

Environmental Literacy

21 st Century Skills x Creativity and

Innovationx Critical Thinking and

Problem Solvingx Communication x Collaboration

Interdisciplinary Connections:Social StudiesScienceIntegration of Technology: SmartboardDigital ResourcesEquipment/Resources needed:Text Features PowerPoint (outline attached to Lesson 1-labeled L1A)Various Information Text on Countries

Suggested: Checkerboard Geography Series The Countries Suggested: Big Buddy Books Series-Explore the Countries- Set 1 and 2

Access to Cube Creator: http://www.readwritethink.org/classroom-resources/student-interactives/cube-creator-30850.html

Cube Creator teacher created worksheet (L5A)Computers or Laptops or Chromebooks for each studentCube Creator teacher created sample cube (L5B)GlueScissorsString

Goals/Objectives

Students will review features of informational text Students will complete cube project using features of informational text as their basis for researchLearning Activities/Instructional Strategies

Anticipatory Set:Reshow video from Lesson 1

Procedure/Methods/Activities: Explain that we are going to put using text features all together. Show teacher created worksheet (L5A) on Smartboard

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Emphasize they must answer questions using Restate and Answer.(R &A) Model R & A on smart board using L5A as guide. Explain that they are going to create a Cube using the above mentioned Read Write Think website. Show them the finished cube. (L5B) Give children activity sheet for completion. (Attached L5A) and their book choice from previous

lesson. Depending on the student this could take 1-2 days Monitor students for completion. Have students edit as necessary. When all students are finished explain the steps for completing the cube. Have students create cube-may be done as whole class instruction depending on student

proficiency with digital tools. Check for errors Print and follow instructions for final cube construction

Plan for Independent Practice:Students will complete assigned activity.

Closure:Have students swap cubes and read each other’s.

Exit Ticket:Students will tell you their countries capital and hang their finished cubes

Formative Assessment Tasks Teacher observation of assigned activity Result of finished cube

DifferentiationAdaptations:

Read text to students Small group instruction Guided computer completion Pairing of students.

Extensions: Have the students do an additional cube if time permits.

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Attachment:L5A

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Attachment:L5B