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Name: Jennifer Gill
Date: 10/19/16
Grade Level: 2
# of Students: 5
Length of Lesson: 20 minutes
CC.1.2.2.E Use various text features and search tools to locate key facts or information
in a text efficiently.
1.4 Differentiation
For my student who seems to be more advanced than the rest of the group, I will have
him make up his own definition for Glossary, Index, and Table of Contents.
To include my two students that lack participation, I will have each student share at least
one of their answers on the worksheet.
1.5 Closure
Now that we have completed the scavenger hunt, does anyone have anything they
would like to share about the activity? Did you enjoy it? Was it difficult? I also
want you to think about how much you learned from our new book today without
even reading it. You were able to make a prediction about what the book is going
to be about without even reading the first sentence!
1.6 Formative and Summative Assessment
Formal: I will assess their knowledge of Table of Contents, Glossary, and Index
by asking them to share what they know about each before the activity.
Formal: I will assess their ability to apply this knowledge to A Healthy Earth by
the scavenger hunt worksheet.
1.7 Materials
Scavenger Hunt Worksheet (5)
Sarsha, Sandra. A Healthy Earth. China: Benchmark Education, 2007.
Pencil
1.9 Technology
2.0 Reflection on Planning (Complete BEFORE you teach)
I am very excited about this lesson! I think my students are really going to enjoy it
and it is a great way to apply the skills they have already learned about informational
text! I started incorporating scavenger hunts into my lessons after EGP 335 last year. I
made an online scavenger hunt and thought it was an activity that I would have loved
as a student. My only fear is that allowing my students to work in groups will distract
them from staying on task. However, if this happens I will simply make them work
individually.