Antarctica and the Arctic

3 teachers like this lesson
Print Lesson

Objective

SWBAT describe how the title, captions, and labels provide important information about a topic.

Big Idea

Students get to explore an area that is mysterious and home to some very unique animals while they learn about text features!

Hook

10 minutes

Common Core Connection

RI.1.5 is a standard that is grouped under the heading of Craft and Structure, and this means my class is looking at how the authors layout the text to present the information.  This lesson will teach students about the purpose behind an author's use of headings, subheadings, and captions.  Teaching about captions pushes students towards the second grade standard, but, as we are nearing the end of first grade, I am often introducing the skills for second grade. But keep in mind, RI.1.5 only states that students should know glossary, headings, table of contents, electronic menus, and icons.  

Lesson Overview

This lesson allows students to learn about text features and analyze the author's reasoning. This is in a guided practice session and then in partner work.  The students work in small groups throughout the lesson, and move frequently. I have included strategy videos on Transitions and Peanut Butter Jelly Partners work in the resources.

Introductory Activity

I project the lesson image and ask the class to talk about what text features an author might use to enhance this image.  I listen close to assess their knowledge of how and why author's use text features.

Then I share the lesson plan and we chant the lesson goal. This refocuses the class on the goal and purpose of the lesson.

Guided Practice

20 minutes

This is when the students work to analyze the text features and I fill in the Caption, Bold Word, Headings Chart. First, I zoom in on the  PowerPoint (Arctic) image and the text feature. I show the text features selected in the Guided Practice Instruction where I explain my instructional decisions in this section. Then the students talk to their partner about what the name of the text feature is, one student shares their ideas, and we discuss the idea as a class. If everyone agrees then I add the name of the text feature to the board. Then the students discuss why the authors chose this text feature. Somebody shares, the class discusses, and if everyone agrees I add it to the graphic organizer. Then we move on to how this adds to the text. I use the same process for each section partner discussion, sharing aloud, class discussion, and I add the final idea to the graphic organizer. The other text features I chose are in the Guided Practice Instruction. There is a picture of the Board in the resource section.

Student Reflection

5 minutes

Closing

5 minutes