Nikishah Maknojia
August 1, 2020
LESSON PLAN GUIDE
TEKS: (C2)
(9) Reading/Comprehension of Literary Text/Fiction. Students
understand, make inferences and draw conclusions about the
structure and elements of fiction and provide evidence from text
to support their understanding. Students are expected to:
(A) describe similarities and differences in the plots and
settings of several works by the same author;
and
(B) describe main characters in works of fiction, including
their traits, motivations, and feelings.
(10)  Reading/Comprehension of Literary Text/Literary
Nonfiction. Students understand, make inferences and draw
conclusions about the varied structural patterns and features of
literary nonfiction and respond by providing evidence from text
to support their understanding. Students are expected to
distinguish between fiction and nonfiction.
Grade: 2nd Grade Subject: ELAR
Task Analysis: (C4) What lang. must be taught: English
What skills must be taught:
Objective: (C3)
The Learner will distinguish between fiction and non-fiction texts
or other literary sources with 80% accuracy (both orally and in
writing).
The Learner will identify and compare characteristics of fiction
and non-fiction texts through independent and collaborative work
with 80% accuracy.
Assessment: (C5)
Brainstorm and write out one idea about yourself that is
fiction and two ideas that are non-fiction. Once you are
finished, discuss with the members of your group and let
them try to identify which idea they believe you shared is
fiction. Switch roles and try to identify which idea you
believe they shared is fiction.
Strategy to teach Language: (C4)
Word wall
Vocabulary
Reading slowly
 Nikishah Maknojia
August 1, 2020

Strategies for Success: (C6) Element of Technology: (C6)

 Giving students cues about what is about to happen in  Analyzing
the book  Knowledge
 Synthesis
 Vocabulary
 Application
 Asking students questions about what the students know  Comprehension

Resources / Materials needed: (C6)

Learning Styles Addressed: (C6)
● Teacher selected books
● White board
Visual: Powerpoint Presentation ● Expo markers
● Circle graphs
● Notecards
Auditory: Read assignment outloud
● Notebook paper
● Pencils
Kinesthetic – Using real objects to learn ● Crayons
● Handouts
● I Don’t Want to Be a Frog by Dev Petty
● The Life Cycle of a Frog by Ruth Thompson
○ I Know Types of Texts
○ Fiction or Non-fiction About Me
○ Me: Fact or Fiction Poem

Higher Order Questions to ask: (C6)

1. How would you identify which fact of your partner is fiction and which two are non-fiction?
2. Why is it important to know the difference between fiction and non-fiction?
3. What kind of ideas can express a fiction or non-fiction story?

Hook: (C7)
The teacher will generate curiosity to the lesson by
reading to the class I Don’t Want to Be a Frog (fiction),
by Dev Petty, and The Life Cycle of a Frog (non-fiction),
by Ruth Thomson.
Nikishah Maknojia
August 1, 2020
Closure: (C7)
Students will brainstorm and write out one idea
about yourself that is fiction and two ideas that are
non-fiction. Once you are finished, discuss with the
members of your group and let them try to identify
which idea they believe you shared is fiction. Switch
roles and try to identify which idea you believe they
shared is fiction.
 Nikishah Maknojia
August 1, 2020

1. Teacher Input / Direct Instruction / Modeling: (C6)

The teacher will put one book, either fiction or non-fiction in the middle of each desk group. The
teacher will then observe the students while they look through their designated book with their
groups. As the students are exploring their books, the teacher will walk around to each group asking
them questions. Give the students ten minutes to explore through their books and then move to class
discussion over each group’s book. Record class thoughts onto whiteboard.

2. Student Activities / Guided Practice: (C6)

Students will look over and socialize with group members about the book given to them. They will
collect thoughts and make predictions over the texts. During discussion, students are prompted to
share their thoughts

3. Independent Practice: (C6)

Explore the book given to each group. No specific guidelines at first, let the students come up with their
own thoughts within their groups. Raise hands when answering questions. Remain at desk and focused
on topic.

Notes:
 Nikishah Maknojia
August 1, 2020

Name: Nikishah Maknojia

Modifications / Accommodations: (E6) DELIVERY Comprehensible
PLAN (C8) Input Techniques: (R6)

OBJECTIVE:
 The learner will distinguish between fiction and non-fiction text or other literacy sources with 80% accuracy
(both orally and in writing).
 The Learner will identify and compare characteristics of fiction and non-fiction texts through independent and
collaborative work with 80% accuracy

OPENING:
 The teacher will generate curiosity to the lesson by reading to the class I Don’t Want to Be a Frog (fiction), by Dev
Petty, and The Life Cycle of a Frog (non-fiction), by Ruth Thomson .

TEACHER INPUT:
 Throughout the lesson the teacher will assist students by giving his/her input as they walk around the
classroom.

MODEL:
 The teacher will generate curiosity to the lesson by reading to the class I Don’t Want to Be a Frog (fiction), by Dev
Petty, and The Life Cycle of a Frog (non-fiction), by Ruth Thomson.

GUIDED PRACTICE:
 The teacher will explain that all books fall into two categories, fiction and non-fiction and restate the definition of
each. Fiction is text that is made up by the author that are not true, more like imagination. Non-fiction is text that
teaches, informs and explains real things. The teacher will then explain that they both have certain characteristics
that identify whether they are fiction or non-fiction, such as a table of contents, type of illustrations, characters,
topic, etc. On the board, the teacher will draw two circle graphs; one will represent fiction and the other non-
fiction. Next to either side of the graph the teacher will have note cards, which will have characteristics on them.
The teacher will pull sticks to call out the students. Guide students when they are categorizing characteristics and
give explanation to why each one is being placed in either fiction or non-fiction. End with brief discussion.

 Student Actions: Students will walk up to the board and place the characteristics into the correct categories from
previous knowledge they have about fiction and non-fiction.

INDEPENDENT PRACTICE:
 The teacher will explain and provide a worksheet to each student. The teacher will instruct the students that the
assignment is to be completed independently.

 The students are to complete the worksheet using the characteristics learned about fiction and non-fiction texts.
Students are to apply that knowledge and create a story about themselves. The students will have control of the
direction of their story whether fiction or non-fiction.
 Nikishah Maknojia
August 1, 2020

CHECK FOR UNDERSTANDING:

 The teacher will place four books at each group’s table. The books will include a mixture of fiction and
non-fiction books (possibly two of each). Teacher will let students discuss as a group whether the books
are fiction or non-fiction and then she will assign an individual assignment.

 The student will fill out their handout with their book title, selecting whether it is fiction or non-fiction, and
writing how they know that.

ASSESSMENT:

RESOURCES / MATERIALS:
 Teacher selected books
 White board
 Expo markers
 Circle graphs
 Notecards
 Notebook paper
 Pencils
 Crayons
 Handouts
 I Don’t Want to Be a Frog by Dev Petty
 The Life Cycle of a Frog by Ruth Thompson
o I Know Types of Texts
o Fiction or Non-fiction About Me
o Me: Fact or Fiction Poem

CLOSURE:
 The teacher will close the lesson by providing a memorable ending for the students. The teacher will tell
students that as the conclusion of the lesson, students will apply what they have learned about fiction
and non-fiction and create a game based on two facts about themselves composed of one non-fiction
and one fiction.

 Brainstorm and write out one idea about yourself that is fiction and two ideas that are non-fiction. Once
you are finished, discuss with the members of your group and let them try to identify which idea they
believe you shared is fiction. Switch roles and try to identify which idea you believe they shared is fiction.