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Carla Jordan FRIT7136

Literary Lesson Plan


GRADE: 2nd grade TEACHER(S): Mrs. Lynn Walker and Mrs. Carla Jordan CONTENT TOPIC: Fiction versus Non-fiction and Fact versus Opinion

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS


Standard 1: Inquire, think critically and gain knowledge Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. Standard 4: Pursue personal and aesthetic growth

Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.9 Collaborate with others to broaden and deepen understanding. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. 4.1.1 Read, view, and listen for pleasure and personal growth. 4.1.4 Seek in formation for personal learning in a variety of formats and genres.

Benchmark(s):
Grade 2 Indicator 1.1.2 Connect ideas to own interests. Identify one or two keywords about a topic, problem, or question. Share what is known about a topic, problem, or question. Grade 2 Indicator 1.1.3 - Formulate questions related to listening activities. - Ask I wonder questions about the topic, question, or problem. Grade 2 Indicator 1.1.4 - Understand the basic organizational structure of books. - Distinguish between fiction and nonfiction books. - Understand that the library has an organizational scheme. - Select and use appropriate sources, including picture dictionaries, beginning encyclopedias, magazines, maps, and globes, to answer questions. Grade 2 Indicator 3.1.2 - Participate in discussion and listen well. - Show respect for the ideas of others. - Give positive feedback. - Respect rules and procedures as responsible library users. - Share favorite literature, both fiction and nonfiction. Grade 2 Indicator 4.1.1

Carla Jordan FRIT7136

Distinguish between what is real and what is not real. Request and choose materials related to personal interests. Read, view, and listen to a variety of fiction and nonfiction for enjoyment and information. - Begin to recognize what different genres require different readings, listening and viewing strategies. Grade 2 Indicator 4.1.4 - Routinely select pictures, fiction, and information books; try some books in other genres (poetry, fairy tales). - Select information in various formats and genres based on suggestions from teacher or SLMS and on personal interests. - Select some books at the appropriate reading level, other books to be read aloud, and other more challenging books of particular interest for browsing and enjoyment.

Dispositions Indicator(s):
Indicator 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information. Sample behaviors distinguish fact from opinion. Indicator 3.2.2: Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions. Indicator 4.2.2: Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. Indicator 4.2.4: Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.

Responsibilities Indicator(s):
Indicator 1.3.4: Contribute to the exchange of ideas within the learning community. Indicator 3.3.1: Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. Indicator 4.3.2: Recognize that resources are created for a variety of purposes. Indicator 4.3.3: Seek opportunities for pursuing personal and aesthetic growth.

Self-Assessment Strategies Indicator(s):


Do I know what fiction and non-fiction means? Where do I find fiction and/or non-fiction materials in my library? Reflection logs-Which type of books do I like to read most often and what do I like about those books? Peer questioning and working together in groups-What makes a book fiction as opposed to it being non-fiction? What makes a statement an opinion versus a fact?

Carla Jordan FRIT7136

CONNECTION TO LOCAL OR STATE STANDARDS


ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student a. Reads a variety of texts for information and pleasure. f. Distinguishes fact from fiction in a text. m. Recognizes the basic elements of a variety of genres (e.g., poetry, fables, folktales). ELA2LSV1 The student uses oral and visual strategies to communicate. The student d. Listens to and views a variety of media to acquire information. OVERVIEW AND INSTRUCTIONAL PLAN: Objectives: Students will recognize the difference between fiction and non-fiction literature. They will be able to answer the question What is fiction and nonfiction? as well as know the difference between fact and opinion. This entire lesson will take place over a time period of about 3 weeks but will not be done on a daily basis (most likely once a week when the class comes to the library during their regular library time) An Introduction to Fiction and Non-Fiction Literature Lesson 1 Objective: Students will know the difference between fiction and nonfiction literature. Students will classify literary works into either fiction or nonfiction. Students will view the story Sophies Masterpiece via http://www.storylineonline.net/ MS will then discuss elements of the story which are opinion and discuss the fact that the story is fiction. Next, the MS will read Spiders by Gail Gibbons. While reading the book, MS will point out factual statements in the book. The MS will point out that the book is a nonfiction piece of literature. The MS will stress to the students that Fiction books contain Opinions and not Facts but that Nonfiction books contain Facts/True information. The MS will then read 10 statements and the students will be asked to classify the statements as either Fact or Opinion. Students will then be asked to write down one sentence that is a

Carla Jordan FRIT7136

Fact and one sentence that is an Opinion. Students will then view the video Reading Nonfiction on Brain Pop Jr. After viewing the video, the class will take the quiz together. Students will be chosen one at a time to come to the Promethean Board and use the pen to choose the correct answer to the quiz. After further discussing the difference between fiction and nonfiction literature, students will be divided into small groups. Each group will be given a fiction and nonfiction book and asked to write down 3 factual statements and 3 opinions from the two books they are given. This activity will require the students to read the books and work together in a group to come up with the statements they wish to use. This will be written in their journal. Mrs. Walker, the classroom teacher, is currently working on a language arts unit which discusses factual information versus opinion. The MS will then give a guided tour of the library and point out where the fiction and nonfiction materials are located. MS will briefly explain the Dewey Decimal system and show the students where each nonfiction section is located in the library. The MS will then ask the students questions such as If you come to the library and want to read a book on poetry, where would you find it? If you need an autobiography for a report where would you find the autobiographies? If you need a book about weather which section is it located in? Lesson 2 Students will be given a basket of books which will contain fiction and nonfiction books. Students will be asked to classify the books as either fiction or nonfiction. The classification choices will be discussed. Students will choose either a fiction or nonfiction book and check out it out. They will be asked to check out a different type of book the following week (if fiction is chosen first week then student will choose a nonfiction title the next time). Lesson 3 Students will be asked to discuss which type of book they most enjoy reading and give three reasons why they feel this way.

FINAL PRODUCT:
Student journal with reflections and answers from Lessons 1, 2, and 3. Online quiz on Brain Pop Jr. Answers to questions presented to students while taking the tour of the library. LIBRARY LESSON(S): ASSESSMENT

Carla Jordan FRIT7136

Product Student journals, online quiz on Brain Pop Jr. Process Individual and group work so that student is able to distinguish between fact and opinion as well as know the difference between fiction and non-fiction material. Student self-questioning What is the difference between a fiction book and a non-fiction book? Resources students will use: Fiction and non-fiction books.

Instruction/activities
o Direct instruction: Media specialist will present Sophies Masterpiece via Internet and use of Promethean Board. Media specialist will read aloud Spiders nonfiction book. Students will watch video on Brain Pop Jr. entitled Reading Nonfiction and then will take the online quiz. Students will be given a guided tour of library and asked questions about where different types of books are located after the tour. o Modeling and guided practice: Students will put books into categories of either fiction or nonfiction. Students will also write down 3 factual statements and 3 opinion statements from 2 books they are given. o Independent practice: Students will be asked to chose the type of book they most enjoy reading. o Sharing and reflecting: Students will give 3 reasons why they chose the particular type of book and tell what they enjoy about it.

PATHFINDERS:

Carla Jordan FRIT7136

http://carlajordan.pbworks.com/w/page/32210025/Pathfinder-for-Literacy-LessonFRIT7136#view=edit All of the information included below can be found on the pathfinder link. http://www.storylineonline.net/ This site has a good collection of stories to view. There are celebrities who read the stories and this will cover standard the following standards: ELA2LSV1 The student uses oral and visual strategies to communicate. The student d. Listens to and views a variety of media to acquire information. Grade 2 Indicator 4.1.1 - Read, view, and listen to a variety of fiction and nonfiction for enjoyment and information. http://www.brainpopjr.com/readingandwriting/readingskills/readingnonfiction/ BrainPop and BrainPop Jr. are terrific resources. The feature that allows teachers to enter the state, grade level and subject of standards is really helpful. The site pulls up the videos that are related to the standard and there are tons of activities to do. Use of this site in the lesson covers the following standards: ELA2R4 The student uses a variety of strategies to gain meaning from grade-level text. The student f. Distinguishes fact from fiction in a text. Grade 2 Indicator 1.1.3 - Formulate questions related to listening activities. Grade 2 Indicator 1.1.4 - Understand the basic organizational structure of books. - Distinguish between fiction and nonfiction books. Grade 2 Indicator 3.1.2 - Participate in discussion and listen well. - Show respect for the ideas of others. - Give positive feedback. - Respect rules and procedures as responsible library users. - Share favorite literature, both fiction and nonfiction.

Carla Jordan FRIT7136

Grade 2 Indicator 4.1.1 - Distinguish between what is real and what is not real. - Read, view, and listen to a variety of fiction and nonfiction for enjoyment and information. - Begin to recognize what different genres require different readings, listening and viewing strategies.

Carla Jordan FRIT7136

PERSONAL REFLECTION
Since I am not a classroom teacher and have never been a classroom teacher, I feel at a disadvantage at times. I am unfamiliar with preparing and actually carrying out lesson plans. This is the first lesson I have ever taught. I work in an elementary school where little to no collaboration takes place. The media specialist who recently retired was here for over 15 years and had a good working relationship with the teachers but while I was working with her for 4 years, she did not truly collaborate with the classroom teachers. The current media specialist has been here for 1 years and does not collaborate either. Since the teachers are not accustomed to this type of interaction with the media specialist, most of them do not know where to even start. The teachers are not fully aware of what the media specialist or the media center has to offer because they have never gotten to experience true collaboration first hand. I enjoyed working with Mrs. Walker. I have known her for years and first worked with her on PTO when both of us were parents of small children at the elementary school. She was later hired on as a classroom teacher and I as the media clerk. Mrs. Walker teaches a 2nd grade classroom of 22 students. None require special services for learning disabilities, etc. She offered some great feedback after the lesson. She told me she liked the fact that I gave a brief overview to the students of what we would be doing. She liked the fact that the students were allowed to work in small groups and have hands on activities when deciding what type of book was in the basket. She also enjoyed the tour of the library and thought it was beneficial. She is open to future collaboration and told

Carla Jordan FRIT7136

me that she thought I did a great job for my first lesson. I had afternoon car duty the day of my first lesson with her class and was loading one of her students. She looked at me and said, Now I know where to find things in the library. I asked, Did you have fun when you came to the library today? She smiled real big and said, Yes! I love my job, the kids, the parents and the staff. Even though Ive never been a classroom teacher I hope that does not put me at a disadvantage. My thoughts are that I am not trying to escape from the classroom like some teachers are who go into a program to become a media specialist. I just want to keep doing what I enjoy and advance, not escape. Once I am in the position of being a media specialist, I want to make teachers fully aware of what the media center has to offer and truly collaborate. This will not only be helpful to the teachers but will greatly benefit the students.

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