Check it out... nonfiction can be fun!

Submitted by bonniebeckner on Sun, 04/15/2012 - 21:33Printable version Bookmark and Share
Created By:
Bonnie Beckner
Title/Role:
Teacher
Organization/School Name:
Mary Calcott
Location:
Virginia

Grade Level:
5
Type of Lesson:
Lesson in a unit
Type of Schedule:
Combination
Collaboration Continuum:
Moderate
Content Area:
Educational technology, Language Arts
Content Topic:
Informational Nonfiction Expository Writing
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Dispostion Indicator(s):
1.2.3 Demonstrate creativity by using multiple resources and formats.
Responsibilities Indicator(s):
2.3.3 Use valid information and reasoned conclusions to make ethical decisions.
4.3.2 Recognize that resources are created for a variety of purposes.
Self-Assessment Strategies Indicator(s):
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
Scenario:
The TL and content teacher met and planned a unit which involves the students researching and writing a nonfiction informational piece on a topic that interests them. The teacher has introduced various types of nonfiction texts.The librarian and teacher have distributed assorted nonfiction resources to students and lead several class discussions prompting students to reflect on their observations.Students have selected their topics, formulated three research questions about their topics, and have had several opportunities to research both text and online resources. They have been taking notes in their own words on index cards which they bind with rubber bands and keep in their writing folders.

Overview:
During this unit, the students cultivate their own curiosity as they explore a broad range of nonfiction topics and learn about interesting ways information can be communicated in nonfiction. They immerse themselves in various topics of interest to them and then select one of those topics to research with a partner in depth. Partners then write, revise, and publish an informational piece about that topic to share with the class.

Final Product:
The final product for the unit will be an informational paper. For this lesson, the final product will be a graphic organizer demonstrating the students have organized their information and are ready to begin their drafts.

Library Lesson:
The students will modify and expand their thinking based on research and organize their notes in preparation for writing.

Estimated Lesson Time:
60 minutes
Assessment
Product:
The students will organize their notes and then complete a main idea/ supporting detail or outline format graphic organizer. The teacher and TL will use a simple checklist to assess the graphic organizer.

Process:
TL and collaborating teacher integrate the Big 6 Skills into a writing unit in which the students select topics, research, gather information, organize the information, and write an informational nonfiction text. This lesson is designed to address the fifth skill of the Big 6 model which is synthesizing the information form multiple resources. The TL and teacher will model, circulate, and assist the students as they organize their information into categories and complete a graphic organizer they select from the Kidspiration web site.

Self Questioning:
Do I have enough information for a written piece? Which categories do I think need more information? Why? What additional categories might I need to include in my final written piece?

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Interactive Resource (i.e. webpages, multimedia learning objects, chat services)
Software
Text (books, letters, poems, newspapers, etc.)

Interactive Resource URL:
www.kidspiration.com

Resources instructor will use:
Smart board
Other

Other instructor resources:
self- stick notes, paper clips, grahic organizers

Instruction/Activities
Direct instruction:
The teacher and TL gather the class in a circle with partners sitting together and review that they have been researching and taking notes about their chosen topics. The TL explains that in order to write about what they have learned, they need to organize their notes so they are complete and make sense. The TL explains that today they will observe how to organize their notes and can also determine where they need more information so they can begin their draft.

Modeling and guided practice:
The TL asks the students to watch as she reads her notes aloud and spreads them out. TL explains that some notes can be put together because they are about similar topics and models this process while naming the categories. The TL and teacher use students' suggestions to categorize the notes and uses self- stick notes to label each group. The TL shows the students how to log on to Kidspiration and points out the various graphic organizers available through this program via the interactive white board. The TL models how to transfer the categories from the note card into a main idea/ supporting detail graphic organizer.

Independent practice:
The students will work with their partners to organize their notes into groups, name the groups using self- stick notes, determine where more information is necessary, clip the notes together with their headings, and complete an online graphic organizer illustrating their findings.


Have you taught this lesson before:
Yes

Strategies for differentiation:
The TL and teacher may suggest categories for partners to consider. The students will utilize "think, pair share" procedures to help ensure they remain focused and on task. Some students may be more comfortable with a paper and pencil graphic organizer so the teachers will provide these upon request.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.5.SL.5 » English Language Arts » Presentation of Knowledge and Ideas » 5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (5)

CC.5.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5)

CC.5.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly. (5)

CC.5.SL.1.c » English Language Arts » Comprehension and Collaboration » c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (5)

CC.5.W.6 » English Language Arts » Production and Distribution of Writing » 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. (5)