You are on page 1of 8
Student Learning Project LM 5210 ‘Name Meghann T. Roberts Date Lesson provided on 02/15/19 and 03/08/19 Pe iat eye gelag [Describe the lesson] Objectives emerson Mosc or) Cyetesn Raa es Bien Ce lene eX hyL TI fiers i eters nang ester tines ty Correo Roaee cost ist Grade Library: Fiction vs. Nonfiction Classification Lesson 1: Students listen to two group read alouds about police officers, one fiction and one nonfiction, Large group discussion using examples and clues from the texts to classify fiction and nonfiction texts. Lesson 2: Show a powerpoint presentation and have students ‘work in small groups to classify titles and illustrations. Students complete an individual exit ticket to show their individual knowledge of genre classification. *1 can accurately classify fiction and nonfiction. “I can use logic and evidence when I communicate. *1 can use what I’ve learned in new situations. *] can evaluate evidence. *I can improve my classroom community by using a quiet raised hand to communicate. CCSS.ELA-LITERACY.RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of range of text types. L.D.4. Use reflection to guide informed di I1.C.1. Engaging in informed conversation. IILA.2. Develop new understanding through engagement in a learning group. 111.B.2. Establish connections with other learners to build on their own prior knowledge and create new knowledge. Pre-assessment and Exit ticket were the same form. The worksheet included six book covers and asked the students to classify as fiction or nonfiction, *Moments before the class, the decision was made to close school early due to weather conditions. Rather than having a 40 ] minute clas in the library, class changed to a 30 minute lesson in | the classroom. Spur of the moment decision was made to forego Delivery of Lesson okscaseairy sass iiectoced tatits lesson], beligtesu la itnentcee trimer anys nnecaat description of the assessment] Analysis of Assessment Results [Reflect on the results of your ESS eOn Rese smiiat74 Bicones grat Minerale the formative pre-assessment and rather focus on reading and sharing the two different types of text. Throughout the lesson, students were asked to share evidence from the texts that lead them to believe the book was fiction or nonfiction, Lesson 1: Group read aloud (2. books) and group discussion. Lesson 2: Powerpoint presentation to whole group. Small group discussions with share out to the whole group. Individual exit tickets. Please see attached presentation and exit ticket. Please see attached exit Eleven of 12 students were able to successfully classify at least 5 of the 6 book covers. One student appeared to not understand the directions and did not appropriately complete the exit ticket. 1: follow up was provided at a later class and the student was able to correctly classify 4 of the 6 book covers without assistance and 5 of the 6 book covers with some coaching. This was a crazy winter with numerous snow days and early dismissals due to weather. The summative assessment data clearly shows that the students grasp the concept and understand fiction and nonfiction classification. However, next time I would have made a different adjustment (possibly make lesson 3 library classes instead of 2) to allow for ample time to administer the formative pre-assessment, As a new librarian, it would have been great information to truly know if my lesson was what provided the knowledge for students to be able to score so well on the exit ticket. 4/29/19 Fiction Books + Fiction books are not true » They contain made up stories »The characters and events are not real Nonfiction Books » Nonfiction books contain facts These books teach, explain, and inform + Science, Math, History, and ‘Art books are nonfiction. Compare the Pictures Compare the Pictures © Sepunde Erinneteup eal Dib Ce

You might also like