Nonfictionlesson 2

Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher
Silvia SuchecMrs. Noordewiers Class
Date
Subject/ Topic/ Theme Non-Fiction Books
Grade _______4_______
I. Objectives
How does this lesson connect to the unit plan?
This lesson will show students that non-fiction texts come in different styles such as magazines, workbooks and
pamphlets and not just books.
cognitiveR U Ap An E C*
Learners will be able to:
compare and contrast different texts

Identify certain aspects of the text(s)
Apply what they learned/read in a discussion
physical
development
socioemotional
An
An
Ap
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or
information in a text or part of a text.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
II. Before you start

Identify prerequisite
knowledge and skills.
Basic understanding of reading comprehension.

Ability to analyze texts.
Pre-assessment (for learning): Ask questions that prompt what they are about to do in this lesson.
Outline assessment
activities
(applicable to this lesson)
Formative (for learning): go over what the students gathered form the text. use terms like underline, bold,
heading to see if they find a pattern.
Formative (as learning): students will compare what they wrote on their KWL before the unit and add more to it
after theyve learned.
Summative (of learning):
What barriers might this

lesson present?
What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
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Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
Each student gets a text to look at
and flip through. No need to share-very accessible
Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Allow students to share what they
find in their texts with one another
first. Compare them and bring it
into discussion.
Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language
Provide options for expression and

communication- increase medium
of expression
Allow them to decipher why

certain words are underlined or
in bold. Take some time
thinking of the word text
Provide options for comprehensionactivate, apply & highlight
Have students make

connections to
American/Michigan history.
Show them how these kinds of
texts may benefit them in the
future.
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for sustaining

effort and persistence- optimize
challenge, collaboration, masteryoriented feedback
Students will be sharing what

they know about nonfiction
with one another, they will
share aspects of their assigned
text and teach each other.
Provide options for executive
functions- coordinate short & long
term goals, monitor progress, and
modify strategies
Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection
The Mitten pamphlet on The Northwest Ordinance, various Michigan History for Kids magazines,
Great Smoky Mountains Encyclopedia booklet, The Midnight Ride of Sybil Ludington booklet. These
are ready to use.
Groups of 4 or 5. Arrange desks into circles or grouped in general.

How will your classroom
be set up for this lesson?
III. The Plan

Time
Components
Motivation
(opening/
introduction/
engagement)
Development
(the largest
component or
main body of
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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Discussion questions:(1) how do we find
Students answer discussion questions: (1)
information? (2) Are books the only kind of
informational texts, books in general. (2) students
informational texts? (3) What can we learn from
try to think if information texts come in forms other
informational texts? (4) what do i mean when I say than books. (3) Students think of what they can
the wordtext?
learn...about historical events, animals, science
(4) Anything that may be written down, meant to be
read.
I have a variety of different texts that I want us to
look at...everyone in your group will have a
different text...youll notice that some of them
might be very different from others, or one may be
extremely different. Flip trough your text and take a I could have the class contribute other book
look a different characteristics that make your text
characteristics to look at. Can anyone give me any
unique. Are there words highlighted in bold? Take
other general characteristics that may be different
note of the illustrations. What genre do you think it between these texts? However, I dont want them
falls under? What is it about/what is the main
to go into specifics about their individual book at
idea?
this time because we will be discussing this later.
Now the various texts will be distributed as well as
post-it notes. Every person in each group will have
a different text to explore. Once they get these I
will ask a student or two what they are supposed to
the lesson)
be doing, so that the directions are reiterated. (The

classroom should be quiet, everyone is working
independently.)
Students will get at least 10 minutes to look
through their texts. They will record the title on the
post-it note as well as something they notice about
the text.
In the meantime I will be walking around the room,
making sure students are on task, guiding the few
that need more one on one. I will be asking some
questions to individual students to prompt them for
what I will be asking as a whole group when we
come together. What can you tell me about your
text? Whats it about? Does anything stand out to
you?..etc. I will remind all students to record on
their post-it notes.
After about 6-8 minutes I will have them rotate
their texts. Pass your text to the person on your
right. And now do the same thing they will look at
three texts in total (rotate twice) They should keep
the same questions in mind when looking at the
different texts. * Use a new post-it note to record
findings. I will either give them a paper with the
questions so it is easily accessible or write them on
the whiteboard.
After they have gotten to see three different texts,
depending on how much time we have, Id like for
them to discuss in smaller groups about the texts
and any differences they saw. If the groups are
struggling to stay on task, I will bring them back to
discuss it as a whole class.
Ultimately, we will open this up into a group
discussion. Sharing what we found regarding the
questions we began with.
I will have a chart up on the hover-cam and
everyone will have a copy of the chart as well. We
will take notes on all of the texts together. Chart
will be a basic four squares. Each square
representing a text, and we will fill it according to
comments the students share.
**One thing that may be tricky, if I have them look
at three different texts, they may not remember
what they discovered as well as if they only looked
at one and shared differences with their
neighbors**
ASK: In what regards would you use a few of these
texts? We have a biography, what good does that do
us? What about the others?
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There are many wonderful kinds of informational

texts and it is so important we learn how to read
Closure
and interpret the information in these various kinds
(conclusion,
of text. This is a skill you will use for the rest of
culmination,
your life so you can be proud of the work you did
wrap-up)
today.
What do you think will stick with you after
today?
Examples: there are italics and words in bold,
magazines and books. ETC. They could give me a
response as their ticket out the door to recess or
back to their seats.
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Silvia SuchecMrs. Noordewiers Class

Subject/ Topic/ Theme Non-Fiction Books

Learners will be able to:

compare and contrast different texts

II. Before you start

Basic understanding of reading comprehension.

What barriers might this

What will it take

Provide Multiple Means of

Provide Multiple Means of Action

Provide Multiple Means of

Provide options for language,

Provide options for expression and

Allow them to decipher why

Have students make

Provide options for sustaining

Students will be sharing what

Provide options for self-regulationexpectations, personal skills and

Groups of 4 or 5. Arrange desks into circles or grouped in general.

III. The Plan

Describe teacher activities

be doing, so that the directions are reiterated. (The

There are many wonderful kinds of informational

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