Diary of a Worm/Fiction and Non-Fiction
Created By:
Sandy Andera
Title/Role:
librarian
Organization/School Name:
Aberdeen Catholic Schools
Location:
South Dakota
Grade Level:
1, 2 Type of Lesson:
Lesson in a unit Type of Schedule:
Fixed Collaboration Continuum:
Moderate Content Area:
Science Content Topic:
Fiction / Non-fiction and Habitats Scenario:
This lesson is an extension from a lesson on animal characteristics and habitats in a first grade life science unit and an introduction to learning about fiction and non-fiction type books. The classroom teacher offers instruction on how certain animals are allowed to live in specific habitats. The librarian focuses on looking at a book and deciding if it is a fiction or a non-fiction book and how can they tell the difference. Once the students are given instruction on fiction/non-fiction or also called informational text and literary text, they will continue throughout the year to explore this standard. Overview:
The essential concept of this lesson was designed for the student to differentiate between fiction and non-fiction and to compare the habitat relationships between worm, spider, and fly. The Essential Questions: What does it mean if a book is fiction or non-fiction? How would you explain the benefits a worm has on the world? What would happen if fly, spider, and worm were all friends? Final Product:
Divided into groups, the students will get a copy of the books Diary of a Spider and Diary of a Fly by Doreen Cronin. Students will read the story and create a chart that will include fiction and non-fiction information from the books. After the completion of the chart, the students will create a diorama of the habitat of their animal. Library Lesson:
Students will learn to recognize the differences between fiction and non-fiction and to work independently and in collaborative groups. Estimated Lesson Time:
75 minutes Have you taught this lesson before:
Yes Strategies for differentiation:
One strategy would be to have the books on CD if a child has trouble reading the entire book. Another strategy could be if a student has trouble writing he/she could verbally share the facts with a teacher or older helper in the classroom.