Rationale:
Students often have a hard time determining the difference between fiction and nonfiction texts. It is important that students develop an understanding in the differences between the genres because they need to know what each text is for. Early in a student’s education, they do not have much experience with nonfiction text in the beginning of their education. However, as they get older, nonfiction text is used more. Students need to learn the differences between the genres and how to use nonfiction text.
Objective:
Given two hula-hoops and sentence strips, students will be able to set up a Venn diagram with the hula-hoops and compare and contrast fiction and nonfiction genres using ten sentence strips students should place nine accurately.
Common Core State Standards:
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.3.1B: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion.
Materials:
· Hula-hoops (2)
· Sentence strips
· Markers
· Paper
Procedure:
Introduction/anticipatory set:
· Draw a Venn diagram on chart paper. Label the diagram “What we know about fiction and nonfiction text”.
Instruction
· Review and discuss all the features of fiction and nonfiction text using two model books to aid discussion.
o “All About Bats” and “Stellaluna” by Janell Cannon.
· Have students create Venn diagram shape with hula-hoops and quickly review how it works for students who are not familiar with the tool or for those who do not remember right away.
o Use cats and dogs as an example.
· Split students into two small groups of three students.
· Give them supplies: two hula-hoops per group and ten sentence strips.
o Paper will also be given out if students are having trouble with recording their ideas on sentence strips so that they can draw pictures to express their thoughts.
· Have students work in groups to write similarities and differences on sentence strips and place them in corresponding parts of Venn diagram.
o Allow students to work for ten minutes and pick a timer from the online resource.
· Have groups come together and share their findings. The groups can brainstorm together and add ideas to their Venn diagrams.
o Allow students to work together for another ten minutes and pick a timer from the online resource.
· Bring the class together and ask students to share what they found. Record their ideas on the class Venn diagram, which is on chart paper. The chart will be displayed all year.
o What to look for:
§ Real vs. not real.
§ Features (index, glossary, photographs) vs. story elements (characters, problems, solutions).
Conclusion
· Explain to students that we will be starting a nonfiction/information text unit and this Venn diagram will be displayed so that students can refer to it throughout the unit. Explain that students can also refer to this is they want to being writing nonfiction pieces and incorporate nonfiction features into their writing.
· Explain homework to students. Have them find nonfiction text at home and list text features and how this differs from fiction.
Assessment:
· Students should be able to successfully write and place 9/10 sentence strips in the correct spots in the hula-hoops.
· Exit slip: At the end of the lesson give students one last question to check their comprehension.
o What are three things you learned about nonfiction/informational texts today?
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: The number of items listed for each student can be adjusted.
o Group 2 is more advanced: ask them to give 10-12 similarities and differences.
o Group 1 may struggle: ask them to give 7-10 similarities and differences.
· Time: the 10 minutes allotted for the first group brainstorm can be extended for students who feel the time pressure or if they need more time to think.
o Groups can get individual timers instead of one class timer, this may be appropriate for Group 1 because they may need extra time to record their ideas.
· Level of support: Students who are struggling can receive extra support during the first group brainstorm. The teacher can prompt them with questions to get their thought process going. Working in groups will eliminate stress and pressure to complete sentence strips on their own.
· If you know the student will have difficulty with the Venn diagram, an individual mini lesson may be appropriate to pre-teach the concept so that they have a better understanding.
· Output: if the student is unable to record their thoughts on sentence strips, have the student partner up with a peer student or work with the student to have them verbalize their ideas and record them. They can also draw pictures to represent their ideas.
Students often have a hard time determining the difference between fiction and nonfiction texts. It is important that students develop an understanding in the differences between the genres because they need to know what each text is for. Early in a student’s education, they do not have much experience with nonfiction text in the beginning of their education. However, as they get older, nonfiction text is used more. Students need to learn the differences between the genres and how to use nonfiction text.
Objective:
Given two hula-hoops and sentence strips, students will be able to set up a Venn diagram with the hula-hoops and compare and contrast fiction and nonfiction genres using ten sentence strips students should place nine accurately.
Common Core State Standards:
CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1A: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
CCSS.ELA-LITERACY.SL.3.1B: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.3.1.C: Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion.
Materials:
· Hula-hoops (2)
· Sentence strips
· Markers
· Paper
Procedure:
Introduction/anticipatory set:
· Draw a Venn diagram on chart paper. Label the diagram “What we know about fiction and nonfiction text”.
Instruction
· Review and discuss all the features of fiction and nonfiction text using two model books to aid discussion.
o “All About Bats” and “Stellaluna” by Janell Cannon.
· Have students create Venn diagram shape with hula-hoops and quickly review how it works for students who are not familiar with the tool or for those who do not remember right away.
o Use cats and dogs as an example.
· Split students into two small groups of three students.
· Give them supplies: two hula-hoops per group and ten sentence strips.
o Paper will also be given out if students are having trouble with recording their ideas on sentence strips so that they can draw pictures to express their thoughts.
· Have students work in groups to write similarities and differences on sentence strips and place them in corresponding parts of Venn diagram.
o Allow students to work for ten minutes and pick a timer from the online resource.
· Have groups come together and share their findings. The groups can brainstorm together and add ideas to their Venn diagrams.
o Allow students to work together for another ten minutes and pick a timer from the online resource.
· Bring the class together and ask students to share what they found. Record their ideas on the class Venn diagram, which is on chart paper. The chart will be displayed all year.
o What to look for:
§ Real vs. not real.
§ Features (index, glossary, photographs) vs. story elements (characters, problems, solutions).
Conclusion
· Explain to students that we will be starting a nonfiction/information text unit and this Venn diagram will be displayed so that students can refer to it throughout the unit. Explain that students can also refer to this is they want to being writing nonfiction pieces and incorporate nonfiction features into their writing.
· Explain homework to students. Have them find nonfiction text at home and list text features and how this differs from fiction.
Assessment:
· Students should be able to successfully write and place 9/10 sentence strips in the correct spots in the hula-hoops.
· Exit slip: At the end of the lesson give students one last question to check their comprehension.
o What are three things you learned about nonfiction/informational texts today?
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: The number of items listed for each student can be adjusted.
o Group 2 is more advanced: ask them to give 10-12 similarities and differences.
o Group 1 may struggle: ask them to give 7-10 similarities and differences.
· Time: the 10 minutes allotted for the first group brainstorm can be extended for students who feel the time pressure or if they need more time to think.
o Groups can get individual timers instead of one class timer, this may be appropriate for Group 1 because they may need extra time to record their ideas.
· Level of support: Students who are struggling can receive extra support during the first group brainstorm. The teacher can prompt them with questions to get their thought process going. Working in groups will eliminate stress and pressure to complete sentence strips on their own.
· If you know the student will have difficulty with the Venn diagram, an individual mini lesson may be appropriate to pre-teach the concept so that they have a better understanding.
· Output: if the student is unable to record their thoughts on sentence strips, have the student partner up with a peer student or work with the student to have them verbalize their ideas and record them. They can also draw pictures to represent their ideas.