Use text features including titles, headings, captions, graphs, maps, glossaries, and/or illustrations to demonstrate understanding of texts.
| Name |
Description |
| I Pledge Allegiance- My Class Flag- | This is lesson #9 in the text unit series for I Pledge Allegiance by Bill Martin Jr. and Michael Sampson. In this lesson, students will identify the characteristics of responsible citizenship by compiling examples of classroom citizenship in a teacher directed class discussion, whole group brainstorm map, and creating a class flag that showcases these examples. The class maps will be created by groups of 3 to 4 students. The flags will contain a non-linguistic representation of their groups ideals and class ideals. It should also have connections to their pledge that was written in lesson 8. The class flag can be modeled with the same features and ideas that are represented in our national flag and state flag. Students may use a variety of multimedia elements such as drawing, painting, collage or digital effects. Teachers may reference the students group pledges from lesson 8.
In this unit, students will identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, and symbols that represent Florida as well as demonstrate characteristics of responsible decision-making. Students will engage in a read aloud over several days with lessons that emphasize text features, vocabulary, central idea, and similarities and differences between information provided visually and within text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Vocabulary | This is lesson #1 in the text unit series for George Washington by Philip Abraham, pages 1-11. Students will develop their own definition for targeted civics vocabulary words using illustrations and their background knowledge. They will begin to build background knowledge as they continue to discover why George Washington is an individual who represents the United States.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Characteristics of Citizenship | This is lesson #6 in the text unit series for George Washington by Philip Abraham. During a read aloud, the teacher will explain the terms “responsible citizenship” and “patriotism” and how George Washington was an individual that showed both. During the read aloud, students will use a graphic organizer and text features to identify how George Washington demonstrated patriotism, responsible citizenship, or both. Students will use this information to recognize how citizens can show patriotism, and will describe the characteristics of responsible citizenship. Students will use the information from the graphic organizer to share their new understandings with a partner.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| George Washington: Text Feature Vocabulary Match | This is lesson #2 in the text unit series for George Washington by Philip Abraham. During a read aloud, the teacher will read with students pages 12-22 of the text. With teacher support, students will identify and use picture clues to determine the meaning of unknown vocabulary words and gain knowledge of who George Washington was and how he is an individual that represents our country. With modeling and teacher support, students will complete a vocabulary-based graphic organizer using the visuals in the text to explain the similarities and differences between the vocabulary words and the visuals. Students will use the vocabulary words, picture clues, information provided in the visuals and completed graphic organizer to develop the skills to recognize and explain George Washington as an individual who represents our country.
During this unit, students will use the text, George Washington, to explain how George Washington is an individual that represents our country, how he demonstrated patriotism, and a responsible citizenship. Students will engage in a read aloud spread out over several lessons emphasizing vocabulary, text features, and identifying relevant details the central idea of the text, George Washington. In addition, students will write expository texts that explain why George Washington is recognized as a national symbol/individual and opinion texts identifying characteristics of a responsible citizen.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| I Pledge Allegiance: Being Responsible By Showing Respect | This is lesson 1 in the unit I Pledge Allegiance. In this lesson, students will identify the topic and relevant details from the text and create a poster describing ways they can demonstrate responsible citizenship by showing respect to others and the nation.
This unit will help students identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, symbols that represent Florida and demonstrate characteristics of responsible decision-making. Students will engage in a read aloud over several days with lessons that emphasize text features, vocabulary, central idea, and similarities and differences between information provided visually and within text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance. In lesson one, students will be making a connection between pledging allegiance to the flag and country to how we show respect to others in our class and community.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| I Pledge Allegiance: Vocabulary Fun | This is lesson # 3 of the text unit series for I Pledge of Allegiance by Bill Martin Jr. and Michael Sampson. This lesson will continue lesson #2, building students understanding of the vocabulary in the text I Pledge of Allegiance. Students will develop their vocabulary knowledge through reading, writing, and their choice of performance or drawing.
This unit will help students identify or explain rights and responsibilities in their school community, ways to show respect during the Pledge of Allegiance, symbols of the United States, and demonstrate characteristics of responsible decision-making. Students will engage in a read-aloud over several days with lessons emphasizing text features, vocabulary, central idea, and similarities and differences between information provided visually and within the text. In addition, the teacher will facilitate research, students' presentations, and artwork as activities to help students demonstrate their knowledge of respect for the Pledge of Allegiance.
This resource uses a book that is on the Florida Department of Education's reading list. This book is not provided with this resource. |
| What If Everybody Broke the Rules? Part 1 | Students will describe the main character using adjectives, determine if his actions throughout the community are responsible or irresponsible, and generate a list of responsible citizenship traits, in this integrated ELA and Civics lesson plan.
This is part 1 of 3 in a series of lessons based on the book What If Everybody Did That? |
| Discovering Chicks | Did you know that chickens are amazing animals? You will after reading the book, From Egg to Chicken by Gerald Legg. Students will identify nonfiction text features, answer text-dependent questions, and sequence the life cycle of a chicken. They will then compose an expository piece of writing about what they've learned in during these reading lessons. |
| Text Feature Hunt | Using nonfiction texts, students will be able to identify and locate text features and explain how they help the reader better understand the text. They will engage in a variety of activities to search for and use text features. |
| Becoming Earth Savers by Helping Out | This lesson focuses on using text features to understand nonfiction text, specifically the Scholastic News Nonfiction Reader: Helping Out by Peggy Hock. The students will examine the particular text features found within the text and will organize the information read in a concept map. They will then use the concept map to write an expository paragraph about ways we can protect Earth. |
| Using National Geographic Reader: Frogs! To Explore Topic and Detail | This unit focuses on using text features to understand non-fiction text, specifically National Geographic Reader: Frogs! by Elizabeth Carney. The students will participate in a whole group activity where a portion of text will be analyzed for its topic and details and the teacher will write a paragraph about it using shared writing. The students will then apply the skills they learned as they create a topic and detail table and write an expository paragraph. |
| Extra! Extra! Read About Mammals | In this lesson, students will learn about mammals using the book Mammals by Melissa Stewart. Through this book, the students will practice identifying and using text features to understand the text, as well as determine key details and main idea. The students will then create a newspaper article about a mammal of their choice using the main ideas, key details, and text features from Mammals. |
| I Learned about Shells! | Through the use of nonfiction text, students will gather information from the text, create a KEL (Know/Expect to Know/Learned) chart, and participate in small group discussions. Students will use the information learned to create an expository writing piece about shell animals. |
| I'm Seeing Starfish | In this lesson, students will work with two texts, Starfish by Edith Thacher Hurd and Discovering Starfish by Lorijo Metz. As they learn facts about starfish, they will also discuss an important text feature that readers use. Students will write an expository paragraph about starfish to culminate their learning. |
| Studying Text Features with Polar Bears | This lesson focuses on using text features to understand nonfiction text, specifically the National Geographic Reader: Polar Bears, by Laura Marsh. The students will use a text features anchor chart to support student understanding of how these features contribute to the meaning of a text. Students will read and take notes to answer specific questions about the text and use those notes to write a paragraph about polar bears. |
