Madison Nittinger

June 3, 2018

ED602

Learner-Centered Project Justification

After reviewing the learner-centered principles, I noticed the original lesson had a lot of

the principles already but they just needed to be improved. For example, the original lesson had

the students helping the teacher create a t-chart. This is a great example of LCP 3, Construction

of Knowledge, because it is finding out what the students already know about a topic. I changed

it so it was less teacher led and more student led. The students got to begin the discussion by

putting post-it’s of their prior knowledge under each heading. It allowed them to look at what

everyone already know and add any new information into their repertoire. I also had the

student’s comparing the lists they made as a class to the model list the teacher would create. It

allows for the student’s to strategically think, which goes with LCP 4. After reviewing both lists,

they may identify similarities, differences, patterns or come to conclusions about the

characteristics of fiction and nonfiction texts. I added in a mnemonic device for the students to

use in order to help them remember the difference between fiction and nonfiction. Being able to

give the students another way to recall the information goes with LCP 1, Nature of Learning. The

original lesson plan lacked a way for students to remember the information in more than one way

so adding that in gives more students a chance at remembering and recalling the difference

between fiction and nonfiction. The original lesson also lacked choices for the students. I wanted

to give students a chance to choose the story they read so they had more motivation to read it.

Giving them choices to motivate them relates to LCP 8, Intrinsic Motivation. When they care
about or are interested in the story they are reading, they will have more motivation to do their

best and complete the work to the best of their ability.

The original lesson had the students working in pairs throughout but I changed when they

worked in pairs. I also added a turn and talk element into the lesson. Giving the student’s the

ability to work together and learn from each other correlates with LCP 11, Social Influences on

Learning. Communication and the ability to interact with one another allows for enhanced

learning because they are able to work through the material together and problem solve if they

get stuck. Two heads are better than one! The material the students are using is on the

developmental level the kids are at. The original lesson plan had the students reading an article

that was below grade level. I changed it so the material was at an instructional level for all

students. Using material that is developmentally appropriate belongs under LCP 10,

Developmental Influence on Learning. Having the material at their development level engages

the students and allows them to learn their best.

The original lesson had the students working in pairs before modeling how to discuss the

characteristics and how to add them into the venn diagram. I changed it so the students and

teacher work together in the beginning to read and add to the venn diagram.Giving the student’s

a model to follow before they complete their independent work, will allow the students to give

more effort since they know what they are doing and what is expected of them. Giving them that

confidence at the beginning is key to making them feel confident in their abilities. More

confidence leads to more motivation, which leds to more effort given. This effort and positive

outlook of themselves and their abilities is the main idea of LCP 9.

I changed the assessment so the students were using tech to identify a fiction passage
from a nonfiction passage. This allows the teacher to see which students “got it” and which
students need more work instantly. Using technology is a different strategy for assessing. That
approach falls under the context for learning, which is also known as LCP 6. I also added a
google doc piece to the enrichment portion of the lesson because it will allow for the student’s to
work together in a different way. It will also allow the teacher to see their progress quickly.
Overall, the original lesson had a great foundation but just needed a few adjustments to make it
more learner-centered.

Original Lesson Plan

Fiction vs. Nonfiction
Fourth Grade Reading 90 minutes Standards: RL.4.1, RI.4.6, RF.4.3 by Talibah Mance
June 16, 2015

Kids will love learning some fun facts about elephants while developing their reading
comprehension skills. Using T-charts and Venn diagrams, they'll analyze stories and explore
different characteristics of fiction and nonfiction.

Learning Objectives
Students will be able to identify and contrast works of fiction and works of nonfiction.

Materials and Preparation

T-chart on poster paper or interactive whiteboard (one column labeled "Fiction" and the other
labeled "Nonfiction")
Find the Main Idea: Elephant worksheet
Blank paper
Elephant's Child worksheet
Two passages on the same topic (one fiction and one nonfiction) Fiction vs. Nonfiction
worksheet
Index cards

Key Terms:
fiction
nonfiction
text structures (fiction) (i.e., descriptive, problem solution, cause and effect, etc.) text features
(nonfiction) (i.e., headings, captions, photographs, charts, diagrams, etc.)
diction (word choice)

Lesson Introduction (15 minutes)

Begin the lesson by asking the class about their knowledge of fiction, or stories about
imaginary events.
Using the T-chart, have students help you list the characteristics of fiction. Write correct
responses under the "Fiction" heading on the T-chart. Make sure to include the following:
imaginary settings, "impossible" characters (like talking animals), and unrealistic actions. Ask
students about their knowledge of nonfiction, or stories about real events.
Under the "Nonfiction" heading on the T-chart, work with students to list characteristics specific
to nonfiction. Make sure to include the following: dates, characters that exist in real life, and
realistic actions.
Explain that this lesson will involve using authors' writing habits to determine how fiction and
nonfiction can be compared and contrasted.

Explicit Instruction/Teacher Modeling (20 minutes)

Organize students into pairs and distribute the Find the Main Idea: Elephant worksheet. Review
what was written on the nonfiction side of the T-chart.
Have students read and discuss the characteristics found in the passage in pairs, using the
items listed on the class T-chart.

Guided Practice/Interactive Modeling (10 minutes)

Pause the discussions to demonstrate one specific characteristic found in the passage, e.g.
word usage. Explain how the author uses certain types of words like "largest" or "an average of"
to inform readers about elephants.
Distribute a blank sheet of paper to each pair of students.
On your poster paper or interactive whiteboard, draw a Venn diagram for the categories
"Fiction" and "Nonfiction." Write down the characteristic you demonstrated in the nonfiction
section of the diagram.
Have students copy the Venn diagram on their sheets and fill in their own nonfiction section with
at least two other characteristics.
Independent Working Time (20 minutes)
Distribute the Elephant's Child worksheet.
Ask each pair of students to read and discuss the characteristics of the fiction passage. Ask
them to fill in the fiction sections of their diagrams with at least two characteristics.

Extend Differentiation
Enrichment: Challenge advanced students to do additional research to find out more
information about elephants. Additionally, students can co-write a fictional tale about elephants
as a group .
Support: Struggling students can be encouraged to pair up with students that are above level.
Additional assistance with placing information into the Venn diagram can be given one-on-one
or in small groups.

Review Assessment (15 minutes)

To assess students' understanding, visit different pairs over the course of the lesson and
observe them as they work.
At the conclusion of the exercise, give each student two different passages to identify as fiction
or nonfiction. Have students use the Fiction vs. Nonfiction worksheet to write supporting
evidence for why each passage is either fiction or nonfiction.
Review and Closing (10 minutes)
As a class, discuss what could go in the shared section of the Venn diagram.
Write reasonable responses on the board in the middle section of the Venn diagram. Conduct a
class discussion on a reader can examine an author's choices (e.g. the choice to include
imagery) to determine if something is a work of fiction or nonfiction.
Have each student use two index cards to write down notes about fiction and nonfiction.

Copyright © 2006 - 2015 Education.com, Inc. All rights reserved

Revised Lesson Plan
Fiction vs. Nonfiction
Fourth Grade Reading 90 minutes Standards: RL.4.1, RI.4.6, RF.4.3 by Talibah Mance
June 16, 2015
Kids will love learning some fun facts about elephants while developing their reading
comprehension skills. Using T-charts and Venn diagrams, they'll analyze stories and explore
different characteristics of fiction and nonfiction.

Learning Objectives
Students will be able to identify and contrast works of fiction and works of nonfiction.

Materials and Preparation

T-chart on poster paper or interactive whiteboard (one column labeled "Fiction" and the other
labeled "Nonfiction")
Five passages on the same topic (three fiction and one nonfiction) Fiction vs. Nonfiction
worksheet
Post it’s
Plickers code

Key Terms:
fiction
nonfiction
text structures (fiction) (i.e., descriptive, problem solution, cause and effect, etc.) text features
(nonfiction) (i.e., headings, captions, photographs, charts, diagrams, etc.)
diction (word choice)

Lesson Introduction (15 minutes)

Begin the lesson by having the student’s place post-its on the board of their knowledge of
fiction and nonfiction.
Using the T-chart, put the student’s responses for fiction under the fiction heading. Show the
student’s the model list and allow them to compare their responses to the ones on the model
list. Combine the two lists. Make sure to include the following: imaginary settings, "impossible"
characters (like talking animals), and unrealistic actions. The students can remember fiction by
remembering that fiction=fake. They both start with f.

Ask students about their knowledge of nonfiction, or stories about real events.
Under the "Nonfiction" heading on the T-chart, put the student’s responses for nonfiction under
the nonfiction heading. Show the student’s the model list and allow them to compare their
responses to the ones on the model list. Have the student’s turn and talk to their neighbor about
their noticings. Combine the two lists. Make sure to include the following: dates, characters that
exist in real life, and realistic actions. The students can remember nonfiction by remembering
non=not so nonfiction means not fake. They will remember fiction starts with f, which means
fake.
Explain that this lesson will involve using authors' writing habits to determine how fiction and
nonfiction can be compared and contrasted.

Explicit Instruction/Teacher Modeling/Guided practice (20 minutes)

Create a venn diagram, with one side labeled “Fiction” and the other side labeled “Nonfiction.”
Have the students also create a venn diagram.
Begin reading as a class, a short nonfiction article about the life cycle of an elephant. Discuss
how the author uses certain words to inform the readers about elephants. Add information to the
“Nonfiction” side of the venn diagram.
Have the students complete reading the article with their partner.
After they complete reading it they will discuss, with their partner, any more characteristics
found using the items listed on the class T-chart.
Discuss as a class what the student’s added into their venn diagrams under the “nonfiction”
heading.
Independent Working Time (20 minutes)
Student’s and their partners select one out of the three options for stories they have to read
from. Each story is age appropriate.
Ask each pair of students to read and discuss the characteristics of the fiction passage. Ask
them to fill in the fiction sections of their venn diagrams with at least two characteristics.

Extend Differentiation
Enrichment: Challenge advanced students to do additional research to find out more
information about elephants. Additionally, students can co-write a fictional tale about elephants
as a group using google documents.
Support: Struggling students can be encouraged to pair up with students that are above level.
Additional assistance with placing information into the Venn diagram can be given one-on-one
or in small groups.

Review and Closing (10 minutes)

As a class, discuss what could go in the shared section of the Venn diagram.
Write reasonable responses on the board in the middle section of the Venn diagram. Conduct a
class discussion on a reader can examine an author's choices (e.g. the choice to include
imagery) to determine if something is a work of fiction or nonfiction.

Review Assessment (15 minutes)

To assess students' understanding, visit different pairs over the course of the lesson and
observe them as they work.
At the conclusion of the exercise, students will use their plickers code to determine if the
passage shown on the screen is fiction or nonfiction.
Copyright © 2006 - 2015 Education.com, Inc. All rights reserved