Lessons & Units :: Genre Studies: Informational Texts Kindergarten Unit

Lesson 3: Labeled Diagrams

Lesson Plan

Bats | 750L

Bats
Learning Goal
Identify facts learned from a labeled diagram.
Explain that labeled diagrams teach you information.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Unit Example Chart, Independent Practice Worksheet
Not Provided: Bats by Gail Gibbons, chart paper, markers

  • Teacher Modeling

    will explain that another characteristic of informational books is that they include diagrams. Diagrams are drawings that can help you understand information about a topic in a book. I will add this to my Characteristics of Informational Texts Chart that I started in Lesson 1 (Example Chart is provided in Unit Teacher and Student Materials). Then, I will model how to identify information in labeled diagrams in Bats by Gail Gibbons. I will look for a drawing that is trying to show information, Then, I will read the labels on the diagram to learn about the diagram’s topic. For example, on page 5, there is a diagram about a little brown bat. I will read the labels aloud to the class, and explain that this diagram taught me that bats have eyes, ears, a nose, a tail, wings, and their fur can be red, white, black, gray or brown. I also learned that the length of their whole body is about three inches.

  • Think Check

    Ask: "How did I identify facts on a diagram?" Students should explain that you looked for labels and read them for information about the topic of the book.

  • Guided Practice

    will continue to look at the labeled diagrams in Bats (pages 6-7, 16, and 22 have diagrams), and identify new information we learned about bats from the diagrams. We will reflect that we have learned many facts from the diagrams of an informational text, so we will add this title to the chart, along with 1-2 examples.

  • Independent Practice

    will identify one new fact that you learned from a labeled diagram and explain how you knew the book was informational. (Independent Practice Worksheet is provided.)

Build Student Vocabulary wing

Tier 2 Word: wing
Contextualize the word as it is used in the story [Diagram p. 5]
Explain the meaning student-friendly definition) A wing is a part of the body that some animals use for flying. Bats, insects, and birds all have wings. If the diagram says that the bat’s wingspan is 10 inches that means that the bat’s wings are 10 inches long from tip to tip. (Measure approximately ten inches in the air.)
Students repeat the word Say the word wing with me: wing.
Teacher gives examples of the word in other contexts The wings of an eagle are much bigger than the wings of a ladybug! I always wished I had wings. I would love to fly!
Students provide examples Can you name two animals that have wings? Start by saying, “Two animals that have wings are ____________________.”
Students repeat the word again. What word are we talking about? wing
Additional Vocabulary Words inches, pollen

Build Student Background Knowledge

After looking at the diagrams in Bats, explain that bats are nocturnal, which means that they sleep during the daylight and are awake at night. Bats usually live in caves, attics, barns, or other dark places. Some people are scared of bats, but they are actually very gentle animals who only eat insects. Some types of bats can eat 600 insects in an hour!

Texts & Materials

Standards Alignment

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