What's the difference? Fiction and Non-fiction.

Submitted by saralibrarian on Thu, 10/04/2012 - 00:16Printable version Bookmark and Share
Created By:
Sara Jauniskis
Title/Role:
Graduate Student
Organization/School Name:
Simmons GSLIS
Location:
Massachusetts

Grade Level:
1
Type of Lesson:
Stand-alone lesson
Type of Schedule:
Combination
Collaboration Continuum:
Limited
Content Area:
Language Arts, Science
Content Topic:
Differences between fiction and non-fiction.
Standards for the 21st-Century Learner
Skills Indicator(s):
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
1.1.9 Collaborate with others to broaden and deepen understanding.
Dispostion Indicator(s):
3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Responsibilities Indicator(s):
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.
Scenario:
The School Library Teacher (SLT) will introduce students to a variety of fiction and non-fiction text-types to reinforce the instruction on fiction and non-fiction that is occurring in the classroom. This lesson covers the concepts and vocabulary associated with different types of books and will begin helping students to differentiate between text types. The SLT will work with the class to come up with working definitions and then, as a group, read a few books and discuss whether these books are fiction or non-fiction. The class will compare and contrast the two books and then break up into small groups to determine what types of books have been set out. The books selected for this lesson address the 1st grade science curriculum standards around student understanding of animals and their habitats. The books I have used to teach this lesson are Lyle, Lyle Crocodile by Waber, B. and Alligators and Crocodiles by Trueit, T. I chose the topic of crocodiles because it has appeal across gender and ties in with the 1st Grade Science Standards on the study of animals and their habitat. The key is to have a fiction and non-fiction picture book and a related biography.

Overview:
This lesson teaches students to define the terms "fiction" and "non-fiction" and to go on to apply those definitions to books that they are looking at. The essential questions that students will explore in this lesson are: What is fiction? What is non-fiction? How can I figure out whether a book is fiction or non-fiction?

Final Product:
1. Students will be able to define the words "Fiction" and "Non-fiction." 2. Students will be able to identify whether a book is fiction or non-fiction. 3. Students will be able to state common attributes of fiction books (pretend, imaginary, made-up story...) and non-fiction books (true information, facts, often have TOC, index, glossary...).

Library Lesson:
Students will learn to explain major differences between books that tell stories and books that give information, drawing on a sampling of text types.

Estimated Lesson Time:
30 minutes
Assessment
Product:
Students will be assessed at the end of class using a simple checklist.

Process:
During the Guided Practice portion of the lesson the SLT will observe and respond to student answers and suggestions. Students will hand in their check-lists to the SLT at the end of the Independent Practice portion of the lesson and will receive feedback on their determinations of fiction and non-fiction.

Self Questioning:
Can I tell if a book is fiction or non-fiction? Can I explain what fiction book is? Can I explain what a non-fiction book is? Did I work well with my partner to figure out what types of books were set out for us?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:
White board

Instruction/Activities
Direct instruction:
Introduce the topic of fiction and non-fiction. Discuss why it is important to know whether a book we are reading is true information or made up. Ask for students help to define the terms fiction and non-fiction. Work with the class - soliciting student input -to create a working definition. Write this definition up on the white board. Present the books that we will be examining together: a fiction book and a non-fiction book on the same topic. Ask students to make their own predictions about the books. Introduce the non-fiction book. Do not read the entire book from beginning to end, but select a few highlights and take a moment to look over the TOC, glossary and index with the class.

Modeling and guided practice:
Compare and contrast the two books with the entire class. Have the students point out similarities between the books as well as differences. Ask the students what clues help them figure out if a book is fiction or non-fiction and write a list for fiction and a list for non-fiction on the white board. Show the students the biography. Have the class help you define biography. Discuss whether biographies are works of fiction or non-fiction?

Independent practice:
Set-up three tables with books displayed on the tables. Number the tables. Table #1 is the Fiction table. Table #2 is the Non-fiction table. Table #3 is the Challenge table (display more challenging non-fiction like graphic novel biographies and non-fiction with drawings/paintings for illustrations rather than photographs). Before students go to book selection have them pick up a small paper and a pencil. Using what they learned in the lesson have the students evaluate what type of books are on each table. They should hand in the paper to the SLT before beginning book selection.


Have you taught this lesson before:
Yes

Strategies for differentiation:
Give students the option of working independently or in small groups. Make the challenge table optional for those students who are interested.
AASL/Common Core State Standards Crosswalk

Common Core State Standards English Language Arts:

CC.1.SL.1 » English Language Arts » Comprehension and Collaboration » 1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups (1)

CC.1.SL.1.a » English Language Arts » Comprehension and Collaboration » a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). (1)

CC.1.SL.1.b » English Language Arts » Comprehension and Collaboration » b. Build on others' talk in conversations by responding to the comments of others through multiple exchanges. (1)

CC.1.W.8 » English Language Arts » Research to Build and Present Knowledge » 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1)

CC.1.SL.2 » English Language Arts » Comprehension and Collaboration » 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (1)

CC.1.W.7 » English Language Arts » Research to Build and Present Knowledge » 7. Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions). (1)