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Name: LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

(8) Multiple genres: listening, speaking, reading, writing, and thinking using After a presentation on Fiction vs. non-fiction, students will
multiple texts--genres. The student recognizes and analyzes genre-specific collaborate in groups of three to create a Venn diagram
characteristics, structures, and purposes within and across increasingly comparing/contrasting the two types of literature and sorting them
complex traditional, contemporary, classical, and diverse texts. accordingly.
Specific Measureable Attainable Relevant _Time
Grade: 6th Subject: ELAR

Venn Diagram
Strategy to teach Language: (C4)
Task Analysis: (C4) What lang. must be taught: What skills must be
Fiction
Non-fiction Word Wall!! Or WallS :D
taught: Similarities
How to create and use a venn diagram differences

Assessment: (C5)
Click and drag online exit ticket: in a google doc created by me students will click, drag, and drop traits associated
with fiction and nonfiction in the appropriate spots. Must be complete by the end of the class period

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

Venn Diagram and a Classifying chart YouTube instructional video about Fiction vs. Non-
fiction.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – PowerPoint with notes and images Smart Board/white board- pens/markers
Computer with access to project
Auditory – Speakers
YouTube video similar to PP info
Kinesethic –
Creating Venn Diagram as whole class Students will need a notebook and writing utensil

Higher Order Questions to ask: (C6)

1. What are some features of a book you can use to determine if it is fictional or nonfictional?

2. What can an author employ to ensure a nonfictional story is intriguing to its readers?
3.
Can authors use real world situations to tell a story while keeping it fictional? Explain how.

Hook: (C7) Closure: (C7)

Fiction vs. Nonfiction sorting game- students will work Commercial: students will work in pairs to come up with
in groups of three to sort nine cards with short and write a 1-2 minute “commercial” to use at home
paragraphs (either fictional or factual) and will sort the when asked “what happened in English class today?”
cards into the two categories: Fiction or Nonfiction
 1. Teacher Input / Direct Instruction / Modeling: (C6)
I want to start this lesson by reading an excerpt from a fictional story and one from a nonfictional story. Afterwards I want to
create a Venn diagram and pose the question “who can tell me about some differences between Fictional stories and
Nonfictional stories”. If I notice students cannot come up with anything, I will give them a definition for fiction, and then ask
them to use deductive reasoning to determine what nonfiction means. I will model to them first by saying “if fictional stories
are made up, and nonfiction implies the opposite, that means nonfictional stories are true stories”. After modeling this, I will
instruct students to think of one similarity they share. I want students to understand that though they may share some
similarities, they are two different genres

2. Student Activities / Guided Practice: (C6)

I will go through a slideshow presentation giving information about the two genres of literature as well as having
students watch this short 3-minute YouTube video about the topic https://youtu.be/_FGF2Qz4mV4

3. Independent Practice: (C6)

To ensure students are learning the information, after the lecture/guided practice, students will independently
complete a printed T-Chart in which they organize the provided examples (traits, excerpts, definitions) under the
two categories: Fiction and Non-Fiction.

Comprehensible Input Techniques: (R6)

Modifications / Accommodations: (E6)
1. Creating a printout copy of the PPT translated Concept Definition Map: As a whole class students will
to Spanish complete a Concept Definition Map for the terms Non-
2. Provide a YouTube video on the same content fiction and fiction. This will include a definition we
in Spanish come up with as a class, examples of non-fiction and
3. Pairing ELL students with English as first lang. fiction works they come up with as well as
students to complete T-chart characteristics of each term. All students will complete
4. Providing students with a fictional and the map in their class journals, for later reference.
nonfictional short story in Spanish to read
from and answer short answer questions
5. Exit ticket: offer both Spanish and English
translations of terms to be matched.
Notes:
Name:
DELIVERY PLAN (C8)
OBJECTIVE: Students will be able to identify, and contrast works of fiction and works of nonfiction.
Rigor

OPENING:
Retrieval The class will start with the question posed “what is your knowledge of fiction, or stories about imaginary events?” students will raise hands to answer (1 minute).
students will then listen to two excerpts read aloud, one fictional, and one nonfictional, paying close attention to varieties between the two (5 minutes). Students will
then receive a prose chart with the subtitles “Fiction, Non-Fiction, Folklore, Drama, and Poetry” as well as another sheet with a list of different types of prose for the
students to organize. For this lesson, they will only focus on those falling under fiction/non-fiction. Students will complete as much as they can before lecture. (3
minutes). Students will be told by the end of the lesson, they should be able to determine if a writing is fiction or nonfiction.

TEACHER INPUT:
Students will learn skills necessary to differentiate between different proses as well as understanding the values offered by each. Students will
Relevance
learn origin of word “Fiction”, how “non” affects the meaning of the word.

MODEL
Routing After lecture, a Venn diagram will be completed by the teacher and whole class comparing/contrasting Fiction
and Nonfiction

GUIDED PRACTICE:
Retaining / Rehearsing
Students will work in groups of two to complete original prose graphic organizer from opening, focusing only on Fiction
and nonfiction (the rest of the prose will be taught in later lessons).

INDEPENDENT PRACTICE:
Students will read two excerpts, one fiction, one nonfiction. They will then answer four short answer questions, two
asking about the functions of each excerpt, and two open ended questions about the value gained from the readings.

CHECK FOR UNDERSTANDING:

Recognizing
Students will be split into two groups and must work together to come up with a definition for each term (fic, non-fic) in their own words. They will then work together
to create an anchor chart, including quotes from their favorite readings, and drawings. The anchor charts will then be hung on the wall and students will view each
others work while discussing examples provided.
ASSESSMENT:
Students will complete a brief exit ticket in which they match traits with the two terms, Fiction, Non-fiction. Aiming for 98%
accuracy.

RESOURCES / MATERIALS:
An overhead projector for PP lesson and YouTube video, both fictional and nonfictional excerpts relevant to students’ interests. Markers, large paper, tape, worksheets,
students will need pencil and notebook for notes as well as binder or folder to save Prose Graphic Organizer for later lessons.

CLOSURE:
Re-exposure
Students will be asked to bring in one suggestion of a nonfiction novel and one suggestion for one fictional novel as well as a
brief explanation as to why the class should choose their book, i.e., historical relevance, fantastical plot line, author from
our area.