Teach Now_ PBL_Edwards

1. 3rd Grade
Project-Based
Learning Writing
Unit
Non-Fiction Books and Text
Features: Inquiry and Book-
making
By: Kelly Edwards

2. Overview of PBL Inquiry
Unit on Non-Fiction
Phase 1:
-Students begin lessons by setting up pages in a rough draft booklet.
-Students use book bins with various Non-Fiction texts to perform inquiries and take notes for a
rough draft booklet.
Phase 2:
Students use exemplars to study how to design text features
and then use the exemplars to help design two of their own non-fiction texts.
Phase 3: Students use post-it notes to identify and label how to a reader can use the text features
to find and understand specific details. On the post-it notes, students explain how they use the
feature to find information.
Phase 4: Students use their rough draft booklets, chosen pictures and post-it notes to create a final
draft book entitled “All About Non-Fiction Texts”. Students write a conclusion about why text features
are useful to readers when encountering non-fiction texts. Students share their final books with
peers.

3. Using Booklets and Book Bins to
Drive Inquiry

4. Day 1: Book Bin Investigation
Book Setup and Initial Inquiry
 Objective: Students take notes on
characteristics and text features of NF texts
by beginning to develop a book and through
investigation.
Step 1: Students are given a blank booklet to
create a title page and Page 1.
Step 2: Following a teacher model, students
review a bin of non-fiction texts and take notes
about what they have noticed.

5. Day 1: Book Bin Investigation
Sample Title Page and Page 1

6. Day 2: Examples of Non-Fiction
Texts
Objective: Students take notes on different kinds of NF
texts by continuing to develop a book and through
investigation.
Step 1: Students label Page 2 of their books with the
header, “Different Types of Non-Fiction Texts”
Step 2: Students review a bin of non-fiction texts and take
notes about what kind of books they notice (e.g. Recipe
Book, Newspaper, Magazine, Autobiography, Narrative
Non-Fiction, web page, etc). The teacher circulates and
facilitates note-taking. The class comes together at the
end to make a list of common names for each text genre.

7. Day 2: Teacher Facilitation of
Student Inquiry
 Students will create
a list in their own
words during the
inquiry. In the wrap-
up mini-lesson,
students will write in
the correct
terminology for
different Non-Fiction
genres.

8. Day 3: Text Feature Annotation
 Objective: Students use an exemplar on the
annotation of text features to develop their own
NF text with text features.
Step 1: Students are given two annotated NF text to
study text features.
Step 2: Students develop and design the text
features for two of their own NF text features
following two genres, e.g. instructional and
autobiographical.

9. Day 3: Using an exemplar to design your
own text

10. Day 4: Develop NF texts
Objective: Students build on their design of text
features to write two completed non-fiction texts.
Step 1: Students write their own instructional
NF text.
Step 2: Students write their own
autobiographical non-fiction text.

11. Day 5: How to Use Text Features
Objective: Students will be able to identify text
features and explain how they use the text features
to find or understand details.
Step 1: The teacher provides a model of how to
reflect on the use of text features and how to use
post-it notes to write down a reflection.
Step 2: Students review their two NF texts and
annotate how to use their own text features using
post-it notes.

12. Day 5: Using Post-Its to Annotate
Text Features

13. Day 6-8: Edit and Publish
Objective: Student will edit, publish and share their
work.
Day 6:
Mini-lesson and Application- First students have a mini-
lesson on how to use an editing checklist to correct
grammar and design text features. Students apply this
knowledge to create high-quality products.
Day 7-8: Students transfer their edited work to a final
draft copy of their books. Students have access to
supplies that allow them to add color, embellish, tape
post notes and pictures, etc.

14. Day 9: Conclusion and Publishing
Party
Objective 1: Students create a conclusion page that
describes why text features are useful to readers when they
encounter non-fiction.
Objective 2: Students share their final works with the class.
Step 1: Teacher models how to write a 5-7 sentence
reflection on the importance of text features in non-fiction
texts. Students write their conclusion page in their final draft
books.
Step 2:
Students will perform rotations to share publications.
Teacher rotates to facilitate student interactions around text
feature details and talk about non-fiction genres.