UNT Lesson Plan Template (Madeline Hunter)
Pre-service Teacher:
Ana Hurtado
Subject area(s):
Reading
Relevant TEKS:
4.11 Students analyze, make
inferences and draw
conclusions about expository
text and provide evidence
from text to support their
understanding.
Grade(s): School/Mentor Teacher (if applicable):
4th Grade Mrs. Eck
Unit Topic/Theme: Lesson Title: Analyzing Expository Text
Expository Text
Relevant ELPS: Relevant TX CCRS:
§74.4. English Language II. Reading
Proficiency Standards. A. Locate explicit textual information, draw
(c) Cross-curricular complex inferences, and analyze and
second language evaluate the information within and across
acquisition essential texts of varying lengths.
knowledge and skills. 4. Draw and support complex inferences
(2) Cross-curricular from text to summarize, draw conclusions,
second language and distinguish facts from simple
acquisition/listening. assertions and opinions.
(I) demonstrate III. Speaking
listening comprehension B. Develop effective speaking styles for both
of increasingly complex group and one-on-one situations.
spoken English by 1. Participate actively and effectively in
following directions, one-on-one oral communication
retelling or summarizing situations.
spoken messages,
responding to questions
and requests,
collaborating with peers,
and taking notes
commensurate with
content and grade-level
needs.
(3) Cross-curricular
second language
acquisition/speaking.
(E) share information in
cooperative learning
interactions;
(4) Cross-curricular
second language
acquisition/reading.
(D) use prereading
supports such as graphic
 organizers, illustrations,
and pretaught topic-
related vocabulary and
other prereading
activities to enhance
comprehension of
written text;
(5) Cross-curricular
second language
acquisition/writing.
(B) write using newly
acquired basic
vocabulary and content-
based grade-level
vocabulary;
Lesson Objective(s)/Performance Outcomes

Content Objectives
1. Students will be able to analyze expository text by annotating their thinking while reading.
2. Students will be able to create inferences on an expository text by using text evidence from a
biography and using their background knowledge on the literary non-fiction, Harvesting Hope.

Language Objectives
3. Students will be able to explain to a partner how their text evidence supported their understanding of
Cesar Chavez.
4. Students will be able to restate pre-taught vocabulary to understand the expository text.

Assessment (Description/Criteria)
The FQR will be an informal assessment that will let me know if they understand what they are reading about
and if they are providing text evidence.
Having them Think-Pair-Share will help me check for understanding.
The Kahoot assessment will help me assess their prior knowledge on Cesar Chavez.

Rubric for FQR

Category 1 2 3
Facts Barely wrote any facts or Wrote some facts and Wrote detailed facts and
most of the facts were some of them were off all of them were based
not related to the text. topic. on the biography.
Questions Barely wrote any Wrote some questions, Wrote good quality
questions. but they were not good questions.
quality ones.
Responses Did not respond to the Responded to most of All questions were
majority of the questions the questions, but did answered and provided
 and did not provide text not provide text text evidence.
evidence. evidence for some of
them.

Materials and Resources

 FQR chart
 Front camera
 Projector
 Smart board
 Newsela Cesar Chavez articles:
https://newsela.com/read/bio-activist-organizer-cesar-chavez/id/23270/ (5th grade level)
https://newsela.com/read/bio-activist-organizer-cesar-chavez/id/23269/ (3rd grade level)
 Kahoot quiz: https://play.kahoot.it/#/?quizId=9b6a4e4b-893b-4936-b5d8-2322885ce6f7
 Movie trailer of Cesar Chavez: https://www.youtube.com/watch?v=zeo-q-8MOQ4

Management of the Instructional Environment

Students will gather in front of the rug as I introduce objectives and show movie trailer of Cesar Chavez. Recall
auto-biography, biography, literary non-fiction and the story we read about Cesar Chavez by having them
discuss it with partners and playing a game of Kahoot. Have them go back to their desks and I will model the
strategies needed to annotate a biography of Cesar Chavez. After modeling, have them sit with a partner to
finish the FQR. Afterwards, they will sit back to their table and continue working on it independently. When
they are done, they will talk with a partner and discuss how the literary non-fiction and biography of Cesar
Chavez were similar and different from each other.
Technology Integration
 Front camera and projector
 Kahoot
 Movie trailer of Caesar Chavez

Diversity and Equity (Accommodations, Modifications, Adaptations)

 Newsela Cesar Chavez article will be differentiated based on reading levels
 Have dictionaries available for words they may have trouble understanding
 Small group for those who may be struggling
Activities/Procedures (Madeline Hunter) Each of these items should be specific for the lesson.
Consider it a script for what you will say and do during the lesson. *Remember that checking for
understanding happens throughout the lesson.

Anticipatory Set

Before starting the lesson, go over the objectives with them.

I will ask the class who’s an important person in history we have been talking about these past few weeks. I
will show them a movie trailer of Cesar Chavez (stop the video at 1.10).

Input/Modeling

I will tell the class that a few weeks ago we read what kind of expository text of Cesar Chavez (literary non-
fiction). To recap what they have read about the literary non-fiction of Cesar Chavez, Harvesting Hope, they
will play a game of Kahoot.

Have the class recall autobiography, biography, and literary non-fiction by doing Think-Pair-Share. Tell them
that the story we read about Cesar Chavez was a literary non-fiction and today we will be reading a biography.

I will pass out a FQR chart for the biography we will be reading. Before reading the expository text, come up
with questions as a class that we may still have about Cesar Chavez.
Guided Practice
Before reading the biography, ask them what good readers do when they read. (Annotate their reading).
Model how I am analyzing the expository text by thinking out loud and using the stop jot strategy on the first
paragraph. I will go back to my FQR and put facts I have learned from reading the first paragraph and check to
see if I can answer any of my questions. If I answered one of my questions, I will model how I would provide
text evidence on the FQR.

Independent Practice
After modeling how I annotated the biography, students will work in pairs to finish annotating the rest of the
expository text and doing their FQRs. Before having them work in partners, ask why we are doing this and
restate objectives.

I will be monitoring students to see if they need help or if I need to reteach something.

Closure
Have them talk with a different partner on how the biography was different from the literary non-fiction.

End the lesson by making sure, with the class, if we covered the objectives.