Download the Lessonotes Mobile Liberia app for faster lesson access on Android and iPhone.
Subject: English
Semester: 2
Period: 4
Week: 20
School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 3
Date: Week 20
Lesson Duration: 45 minutes
Week & Period: Week 20, Period 4
Topic: Nonfiction Text Features
Sub-topic: Making Inferences and Predictions
Learning Objectives
By the end of the lesson, students should be able to:
Distinguish nonfiction from fiction
Identify and describe features of nonfiction texts (headings, captions, diagrams, charts)
Make inferences and predictions using evidence from a text
Previous Knowledge
Students already know:
The difference between stories and simple informational passages
Basic comprehension strategies
Instructional Materials
English Language textbook for Grade 3
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher displays two short passages (fiction and nonfiction) and asks learners to guess which is nonfiction
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
I. Core Teaching Content
Definition of Nonfiction
Nonfiction refers to texts that are based on real facts, people, places, and events. The main purpose of nonfiction is to inform, explain, describe, or persuade.
Nonfiction texts can be found in:
• Newspapers
• Magazines
• Journals
• Textbooks
• Articles
• Biographies
• Reports
• Informational books
Examples of Nonfiction Texts:
• A magazine article about climate change
• A biography of Nelson Mandela
• A textbook page explaining the water cycle
• A newspaper article about an election
Features of Nonfiction Texts
Teach learners to recognize nonfiction text features, which help readers better understand the material.
|
Feature |
Definition |
Purpose |
Example |
|
Heading |
Title of a section or topic |
Shows what a section is about |
How Plants Grow |
|
Caption |
Words under a picture |
Explains what the picture shows |
The lion roars loudly at night. |
|
Diagram |
Labeled drawing |
Shows how something works |
Parts of a flower |
|
Chart/Table |
Organized info in boxes |
Displays data clearly |
Monthly Rainfall Chart |
|
Bold Words |
Darkened important words |
Shows key vocabulary |
evaporation, condensation |
Encourage learners to scan nonfiction texts for these features before reading in detail.
What is Inference?
Inference is when we use clues from the text and what we already know to figure out something the author doesn’t say directly.
It’s like being a text detective.
Clue + What I Know = Inference
Example:
Text: Maria wore a raincoat and carried an umbrella.
Inference: It was probably raining outside.
What is Prediction?
A prediction is when we use what has already happened in the story or article to make a good guess about what will happen next.
Example:
Text: The clouds turned dark, and the wind started to blow hard.
Prediction: It is going to rain soon.
Modelled Reading Example with Think-Aloud
Passage Title: Why Bees Are Important
Bees are small insects, but they play a big role in growing food. Bees fly from flower to flower, carrying pollen. This helps plants make fruits and vegetables. Without bees, we would not have many of the foods we enjoy, like apples, strawberries, and tomatoes.
Teacher Think-Aloud (Modeling Inference and Prediction):
• "The text says bees help plants grow by carrying pollen. I know that plants need pollen to make fruit. So I infer that bees help farmers grow crops."
• "Since bees help grow fruits and vegetables, I predict that the author will tell me more foods that need bees to grow."
II. Learners’ Activities (Expanded)
1. Identifying Nonfiction Features
o Learners are given a short nonfiction article (e.g., How Volcanoes Erupt) with headings, captions, a diagram, and bold words.
o In pairs, they underline the heading, circle bold vocabulary, and label any diagrams or charts.
2. Making Predictions from Text and Pictures
o Learners look at a picture and heading from a nonfiction passage. Before reading, they answer:
➤ “What do you think this article will be about?”
➤ “What do you think you’ll learn?”
3. Making Inferences from Sentences
o Teacher writes several short paragraphs on the board or chart paper. Learners must infer what is happening.
o Example:
Daniel put on sunscreen and took his towel to the pool.
➤ Inference: Daniel is going swimming.
4. Reading Practice
o In small groups, learners read a short nonfiction text, then answer questions like:
What is the heading?
What is the caption explaining?
What do you infer from this sentence?
What do you predict will happen next?
5. Inference and Prediction Writing Exercise
o Learners complete this chart in their notebooks:
|
Sentence from Text |
What I Know |
Inference |
|
The man wore a thick coat and scarf. |
People wear coats when it’s cold. |
It is winter or cold outside. |
III. Assessment Checks
✅ Correct identification of nonfiction features:
• Teacher checks learner worksheets for underlined or labeled features.
• Oral questioning: “What does this caption tell us?”
✅ Inference and Prediction Skills:
• Oral and written responses are checked for logic and connection to text.
• Teacher listens for evidence-based responses: “I think ___ because the text says ___.”
✅ Collaborative Work:
• Observe group work and participation in discussions.
• Encourage quiet learners to share with a partner before full class sharing.
IV. Notes (Expanded & Detailed)
• Headings help learners find important topics quickly.
• Captions explain what pictures show.
• Diagrams give step-by-step or labeled information.
• Inference and prediction skills help learners think deeply and not just read words.
• Emphasize that learners must support predictions with clues from the text or images.
Teacher Reminders:
• Guide learners to explain their reasoning when making inferences or predictions.
• Reinforce that nonfiction can be interesting and fun when we know how to understand it.
V. Assignment / Homework
1. At-Home Practice Activity:
o Learners are asked to bring any nonfiction text from home (e.g., an article, magazine page, or newspaper).
o They will:
Write the title of the article.
Identify two nonfiction features (e.g., heading, caption).
Write one prediction based on the heading or picture.
Make one inference based on a sentence from the text.
2. Vocabulary Game:
o Write five new nonfiction-related vocabulary words (e.g., diagram, caption, evidence, observe, data).
o Define them and write one sentence using each word.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Review nonfiction features and how to make inferences and predictions
Evaluation Method (Expanded)
Exit slip/quiz: Identify one nonfiction feature and make one prediction based on a short passage
Teacher will collect slips and provide oral feedback
Assignment (Expanded)
Bring a nonfiction text (article, pamphlet, etc.) from home and list at least 3 text features
Follow-up Activity
Small group discussion on how nonfiction features help us understand texts better
Differentiation / Inclusive Strategies
Provide guided worksheets for struggling learners
Encourage advanced learners to compare nonfiction features across multiple texts
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low