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Sample Elementary Lesson Plan Template

Your Name: Julie Rabe


Subject: (circle one) Language Arts

Grade Level: (circle one) K 1 2 3 4 5 6


Social Studies

Mathematics

Science

Lesson Title:
Fiction and Non-Fiction
Materials Needed:
Amazing Animals Brown Bears by Kate Riggs
The Berenstain Bears the Green Eyed Monster. By Stan and Jan Berenstain
Book Boxes
Prerequisite Skills:
Recognition of the terms fiction and non-fiction
Standard(s):
RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic
menus, icons) to locate key facts or information in a text.
Lesson Objective(s):
First grade students will be able identify fiction and non-fiction text and why they read them.
1. Provide objectives: (What are students going to learn?) Time: 1 mins.
Today we are going to talk about fiction and non-fiction books. We will identify features of
each and why we read them.
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)
Time: 7 minutes
Hold up Amazing Animals Brown Bears by Kate Riggs
Who can identify if this text is fiction or non-fiction?
-Non-Fiction
Lets talk about what makes this book non-fiction. Turn to your partner and tell them one thing
you noticed about this book that makes it non-fiction.
- Have students share
The book has photographs instead of illustrations or drawings. It also the bear is real on the
cover of the book. There is a table of contents on the inside cover. We could also read this book
starting anywhere. If I just wanted to learn about what bears eat. I would look in the glossary
and find on page 9 that I can read about what bears eat without having to read the entire story.
Touch your nose if you know why we read non-fiction books.
-Have students share.
Yes, we read non-fiction books to learn. They give us lots of information.
Hold up The Berenstain Bears the Green Eyed Monster. By Stan and Jan Berenstain
Who can identify if this text is fiction or non-fiction?
-Fiction
Lets talk about what makes this book fiction. Turn to your partner and tell them one thing you
noticed about this book that makes this book fiction.
-Have students share

This book has illustrations instead of photographs. There is no table of contents or glossary.
There are characters in this book. I cant just open this book and start reading where ever I want
and expect to understand the story. With fiction books we have to start at the beginning and read
all the way to the end to understand the story. Now I want you to turn to your partner again and
talk about why we read fiction books.
-Have a student share.
We read fiction books for fun and to enjoy.
3. Provide guided practice: (Guided practice with the teacher)
Time:3
Im going to pick a book from my book box up here and Im going to pull out the first book my
hand touches. Ira Sleeps Over. Now Im going to tell you is this fiction or non-fiction, what
makes it fiction or non-fiction and why I would read it. This book is fiction; I know it is fiction
because it has illustrations and not photographs. It also does not have a table of contents or
glossary. I would read this book for fun. Now Im going to pick a different one from my book
box. This time I picked Dolphins this book is non-fiction. I know this book is non-fiction
because it has photographs and not illustrations. Also, I found a glossary and table of contents
inside the book. I would read this book to learn new information about dolphins.
4: Provide extended practice and transfer: (Independent practice of the skill) Time:10
It is now your turn to do the exact same thing I just did. You are going to get a partner and you
will go to one of your bubble spots with your book boxes. You are going to pick two books from
your book box and share tell your partner if it is fiction or non-fiction. You are going to tell them
what makes it fiction or non-fiction and why you would reason it.
.
Students will be given a Something I love about my self.. paper and they will write at least one
thing they love about themselves and why.
5. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) Time: 5 mins
Assessment:
Informal assessment. I will be walking around asking students are sharing correctly with their
partner. Listening to make sure they have the correct information.
Closure. After 7 minutes of writing I will pick two students bring their books to the front to share
what kind of text they have, what makes it fiction or non-fiction and why they would read it.
7. Plans for differentiation:
Adaptations for students who need further instruction:
Students will be given and told if they have a fiction or non-fiction
Extension for high ability:
Asked to go to the library and find one fiction and one non-fiction book.
TOTAL LESSON TIME: 30 mins