Brandi Crawford 2nd Grade Teacher
Diandra Walker Teacher Librarian
Location: Morgan Elementary School
Grade Level: 2nd
Type of Lesson: Multiple Lessons in a Unit
Type of Schedule: Combination
Collaboration Continuum: Moderate/Intensive
Content Areas: Reading/ELA; Science
Content Topics: Text/graphical features; moon phases
Standards for the 21st Century Learner
The students will:
1. Inquire, think critically, and gain knowledge
Skill Indicators:
1.1.1 Follow Inquiry based process in seeking knowledge in curricular subjects, and
make real-world connection for using this process in own life
1.1.2 Use prior knowledge as context for learning new learning
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning
1.1.9 Collaborate with others to broaden and deepen understanding
2.1.6 Use the writing process, media and visual literacy, and technology skills to
create products that express new understandings.
3.1.6 Use information and technology ethically and responsibly
Dispositions Indicators:
1.2.1 Display initiative and engagement by posing questions and investigating the
answers beyond the collection of superficial facts.
1.2.3 Demonstrate creativity by using multiple resources and formats.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicators:
1.3.5 Use information technology responsibly
Self-Assessment Strategies:
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry
process
1.4.4 Seek appropriate help when it is needed.
Scenario:
Students will be starting a unit on the phases of the moon in science. The students will
be using various forms of technology during this unit to learn about the phases of the
moon as well as make connections across the curriculum to review the use of
text/graphical features in non-fiction texts. Ms. Crawford and I noticed that many of the
students had a hard time understanding text features and their uses in non-fiction texts.
They also had a hard time distinguishing non-fiction texts from fiction. In this unit, we
attempted to address both standards by having the students use various forms of
technology to learn more about the phases of the moon as well as create their own nonfiction text with emphasis on text/graphical features.
Connections to Local or State Standards
Overview
After e-mailing teachers at Morgan Elementary about possibly planning and
implementing a unit addressing student needs, Ms. Crawford who is a second grade
teacher immediately jumped at the opportunity to collaborate on this unit which focuses
on students learning science content along with reading standards to strengthen their
understanding of text/graphical features in non-fiction texts.
Based on students mastery levels of previous assessments given during reading to
assess their knowledge of text/graphical features, we noticed a weakness among the
students. We completed an interactive anchor chart to pre-assess the students
knowledge on text/graphic features and their purposes. Students were given sticky
notes in which they had to read through a non-fiction text with the teacher, Watching
the Night Sky. From the book, students had to identify a text/graphic feature and
describe its purpose. The concept of integrating subjects as much as possible has been
stressed in our school and we really wanted to focus on integrating reading standards
with science standards, especially due to time constraints for both subjects. This would
give the students important skills to focus on in both, thus killing two birds with one
stone.
The intended audience for this unit will be a group of second graders at Morgan
Elementary School which is located in Macon, GA. This is a very diverse group of
students. The students are diverse in every aspect (learning style, ethnicity, personality,
etc.). The majority of the students are African American (15). There are 8 Hispanic
students, who receive ELL, and one Caucasian student. I do not see the ethnic
background of these students affecting my unit greatly other than ensuring equal
opportunities for everyone. Knowing the characteristics of the students will be helpful in
planning my unit. Also knowing the students who have extra needs will help with the
planning of my unit. I will have to give some of the other lower level, as well as those
serviced for ELL, a lot of guided practices during the time students are given to work
independently and help talk them through their work. I will also provide visuals for these
students. The use of the website [Link] will allow students to research and
listen to the information as well. Although these students may not need as much help as
some of the other lower level students, I will still have to find ways to challenge them
throughout my unit. The content to be discussed will revolve around students learning to
use the text/graphical features of non-fiction texts while learning how to observe and
describe the phases of the moon.
Final Product:
Students will be using the information they gained from reading non-fiction texts,
websites, etc. to create their own non-fiction text that teaches others about the phases
of the moon. Students will be required to include the text/graphic features we have
discussed in class and describe their purposes for the reader.
Library Lesson(s):
1. Features of Non-fiction text: Students will learn how to identify the features of
non-fiction text and how they help the reader to better comprehend what is read.
2. [Link] Tutorial: Students will learn how to navigate through the website
to find information about the phases of the moon. Students will compare the
features of the online e-book to the book that we read in class.
Estimated Lesson Time: 45 minutes per lesson
Assessment
Product: To assess students, they will take on the role of researcher/author to find
information about the phases of the moon and create their own non-fiction book using
some of the discussed text/graphical features. They will need to tell where they received
information/graphics from by citing the information on a bibliography page of their nonfiction book.
Process: Students will be assessed through questioning and given immediate feedback
from the teacher librarian. Students will also be provided with a checklist to ensure that
they are including all information needed to demonstrate mastery of the standards along
with a rubric to explain the criteria.
Student Self-Questioning:
Can I identify a non-fiction text?
Can I describe the features of a non-fiction text?
Can I explain the purpose of text/graphic features?
Can I explain why the moon seems to change shape throughout the month?
Instructional Plan:
Resources students will use:
Watching the Night Sky: Big Book
IPads
Netbooks
Computers
Text
Construction Paper
Resources teacher will use:
Computer
Projector
Promethean Slate
Variety of non-fiction texts
Instruction/Activities:
Lesson 1:
Direct Instruction: The teacher librarian will review non-fiction texts with students and
differentiate the genre from that of fiction. The teacher librarian with then begin to read a
non-fiction text to students about the phases of the moon.
Modeling and Guided Practice: While reading the book, the teacher librarian will be sure
to stop and discuss important text/graphic features as well as go over their purposes.
The teacher librarian will then prompt students to raise their hands when they spot other
text/graphic features and tell the purpose of those features.
Independent Practice: Students will be given a variety of non-fiction text that relate to
our topic of moon phases. Students will then be asked to identify the text/graphic
features found in the text, write down the pages number and explain the purpose of
those features.
Sharing and Reflection: Students will get together with a partner and share what they
found using their text. Afterwards, they will ask their partner to write down 1 question,
and 2 connections.
Lesson 2:
Direct Instruction: The teacher librarian will show students how to access the website
[Link]. On the website, the teacher librarian will show the students how to
navigate through the main screens and most importantly locate the search box to look
up the e-book for moon phases.
Modeling and Guided Practice: While reading the e-book, the teacher librarian will be
sure to stop and discuss important text/graphic features as well as go over their
purposes. Students will be prompted to compare the features of the e-book with that of
text we read in the Big Book. The teacher librarian will then prompt students to raise
their hands when they spot other text/graphic features and tell the purpose of those
features.
Independent Practice: Students will be given the opportunity to navigate through parts
of the site independently and answer questions that corresponds to the site. They will
have to use the different text/graphic features to accurately locate information.
Sharing and Reflection: Students will get together with a partner to compare their
answers. Afterwards, they will ask their partner to write down 1 question, and 2
interesting facts they found.
Strategies for Differentiation:
Teacher assistance for struggling students
Collaborative pairing
Visual representations
Read directions to students
Checklist My non-fiction text includes
Title
Table of Contents
Pictures with captions
Headings
Information-I can describe the phases of the
moon
Glossary
Index
Bibliography
Other_________________
Text/Graphical 1 pt. Student
Features
included less than 4
of the required
text/graphic features
on the checklist
correctly
Information
Spelling and
Grammar
Citation
Total
2 pts. Student
only included 47 of the
required
text/graphic
features on the
checklist
correctly
3 pts. Student
included at least 8
of the required
text/graphic features
on the checklist
correctly
2 pts. Some of
the information
in the student
text is accurate
but there are
noticeable
errors. Some
facts describe
the phases of
the moon
however others
do not
1 pt. Student has
2 pts. Student
more than 10
has 5-10
spelling/grammatical grammatical
errors
errors
1 pt. Student failed 2 pts. Student
to cite where the
attempted to
information came
cite the
from
information but
produced
incorrect
citation
3 pts. All information
in the student text is
accurate. Student
accurately describes
all the phases of the
moon
1 pt. Information in
the student text is
not accurate.
Student does not
accurately describe
the phases of the
moon
3 pts. Student has
no
spelling/grammatical
errors
3 pts. Student
correctly cites where
information came
from
