College of Education

Lesson Plan Template

Teacher Candidate: Breanna Cook

Date and Time of Lesson: November 12, 2014 at 9:10

School: Springfield Elementary

Subject/Grade Level: Reading/Fifth

Description of Lesson: The students will identify a variety of text structures for informational
texts.
Lesson Title or Essential Question that guides the lesson: How do I determine the different
text structure of informational texts?
Curriculum Standards Addressed:
SC Curriculum Standard(s):
CCSS R.I.5.5- Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Other:
EEDA Standard(s): Grade Three-Five Learning to Work Standard 4: Students will
demonstrate a positive attitude toward work and the ability to work together.
o Competency 2: Demonstrate cooperative work habits in a group
o Competency 3: Demonstrate being a positive team member
SSCA Element: Appropriate behaviors for a safe learning environment
o A(1): A safe and civil environment in school is necessary for students to learn and
achieve high academic standards.
Lesson Objective(s):
Through participation in the Pass the Bag game, fifth
grade students will identify text structures of
informational texts.

Assessment(s) of the Objectives:

Before: Students completed a seven
question pre-assessment on the
elements of informational texts. The
majority of students were able to
correctly answer the multiple-choice
question for the definition of text
structure. Since all but three
students have mastered the
definition of text structure, this
lesson is designed to be an
interactive means for students to
identify the text structures of
informational texts.
During: The teacher will observe
student interactions and discussions
as they analyze the contents of each
bag. The teacher will also listen to
student presentations of information
and rationale for their answer

choices.
After: Each group will turn in their
answer sheets and each individual
student will describe or draw a
picture on a sticky note one type of
text structure that they identified
during the lesson. These will be their
exit slips for the lesson.

Materials/Resources: Each student will need a pencil. An answer sheet, paper bags, and
directions sheet will be provided to each table group. Students will also need a sticky note.
Prerequisites (Prior Knowledge):
Socially, the students need to respect with their peers during the table group activity. Students
also need to collaborate effectively with their table groups and participate in the Pass the Bag
game. Physically, the students also need to be appropriate in their spoken language and body
language. Additionally, they need to be focused and active throughout the lesson. Cognitively,
students completed their notes for text structures of informational texts the previous week. So
they should come into the lesson with basic understanding of text structures for informational
texts. Emotionally, students need to listen to their peers and speak during the table group
activity.
Procedures:
1. Pass out the directions sheet, answer sheet, and paper bag to each group.
2. Today, we are going to play a game called Pass the Bag.
3. For this game, you will work in table groups.
4. Discuss expectations during the game with the whole class.
a. I will give each table a bag, but you cannot begin until I say go.
b. You will also get an answer chart. On that chart your group needs to write the
text structure for each bag you examine.
c. When I say go, you will need to look inside the bag at the clues.
d. You may use your text structures page in your reading notebooks for this activity.
e. With your table groups, you will use the clues in the bag to decide which text
structure the clues represent.
f. I will start the timer and you will have three minutes to figure out the text
structure.
g. When I call time, you will pass the bag to the next table in a clockwise manner.
5. The students will repeat step 4 until they have seen all five bags.
a. Meanwhile, the teacher will walk around to observe and assist as needed.
6. After each group has seen all five bags and their answer charts are complete, the
teacher will hold a whole group discussion to check student progress with identifying
text structures.
7. Students will share after the teacher prompts with:
a. Group 1 reporter, what did your group answer for bag #1?
b. Group 2 reporter, what did your group answer for bag #2?
c. Group 3 reporter, what did your group answer for bag #3?
d. Group 4 reporter, what did your group answer for bag #4?

e. Group 5 reporter, what did your group answer for bag #5?
i. Questions to ask:
Does anyone have anything different?
Why did you think the text structure was _________?
How did you determine the text structure was _________?
8. Take up students answer sheets from the game. Remember as you read informational
texts to think about the text structure that the author used.
9. Give a sticky note to each student.
10. On your sticky note, write a description or draw a picture of one of the text structures
you identified during the Pass the Bag game today.
11. Tomorrow we will look at comparing and contrasting text structures. Please make sure
you are studying your vocabulary and working on your Friday sheets.
Activity Analysis:
This main activity for this lesson is the Pass the Bag game. This game is appropriate
because students in my class are competitive and love being active. However, they
cannot always handle moving around the classroom efficiently and appropriately. Thus,
the use of an interactive game at their seats is a better option for these students. The
activity will help students meet the objective because they identify text structures of
informational texts by examining clues in five different bags, which represent each of
the text structures in the students reading notes. This activity addresses higher-level
and critical thinking because students have to analyze clues, such as key words, pictures,
and passages to determine text structure. The activity is research-based in that
students are actively involved in their learning with guidance, rather than the teacher
lecturing about text structure.
The second activity is a whole group discussion of student analyses of each bag. This
activity allows the teacher to listen for correct identification of each text structure with
the corresponding bag. The whole group discussion will also help students listen to one
another as they share their ideas from the activity. Research suggests that students
listen and learn from one another. Thus, this class discussion will allow students to
listen and add to or ask questions with their peers. Students making connections and
justifying their text structure choices based on the clues addresses higher-level thinking.
I will not use technology with this lesson because it is not necessary. Additionally, the
students will not use technology. Technology would be more of a distraction and would
not assist the students for this particular lesson.
Differentiation/Accommodations/Modifications/Increases in Rigor
The students are in groups that are conducive to their learning. With the use of a group
activity, the students can support one another to ensure success. If students are absent,
students will be moved around so that they are in five equal groups. Students will be allowed
to use their text structures notes in their reading notebooks. Each group will be given a sheet
with the directions for the game and expectations for the duration on the activity so that it is
clear what they are expected to do. For groups that finish early, they will create their own
example for one of the text structures of informational texts.
References:

The idea for the Pass the Bag game was suggested to me by my cooperating teacher, Mrs.
Rhonda Powell.