Collaborative+Planning+Form

Planning form courtesy of Judi Morreillon: Supplement 1B―Collaborative Planning Sheet, Sample 2

=Preparation=

Teacher/Grade:
Heather Pehnec - School Librarian April Grizzle - 2nd grade Teacher

Dates/Times:
1 session Monday December 7th 1:00-1:50

Relevance:
The relevance of this lesson to students' lives is the ability to differentiate text that they read, which will benefit them in all areas of study. Okay, but school-based relevance doesn't really mean that much to second-grade students. When do they categeorize things in their outside of school lives? This could be an important hook in the motivation for this lesson.

**Topic/Curriculum Standards: Topics Covered:**
Reading Comprehension Strategies: Determining Main Ideas and Drawing Conclusions The purpose of this lesson is to compare and categorize fiction and nonfiction books, and to determine the main ideas of an informational text. This lesson will teach students how to determine main ideas within a nonfiction text, and underscore the purpose of reading for information. The students will work on drawing conclusions through cues and questions about the fiction text, and will perform a short readers' theater of it. They will also learn how to locate the two types of books within the library.

- Categorize books as fiction or nonfiction - Learn about pleasure reading versus informational reading (which can also be pleasurable) - Contribute to a Venn Diagram to compare the texts - Contribute to a graphic organizer to monitor comprehension of nonfiction text - Cooperative Learning - Self-assess using rubric

Performance Indicators/Learning Objectives:

 * As a group, students will differentiate the characteristics between fiction and nonfiction literature.
 * Students will identify a variety of fiction and nonfiction literature and arrange them into appropriate groups.
 * Students will contribute to a graphic organizer for this lesson.
 * Students will contribute information to a Venn Diagram projected through an Interactive Whiteboard.
 * Students will determine where to locate fiction and nonfiction books within the library.

**English Language Arts and Reading** The student reads widely for different purposes in varied sources. The student is expected to: (B) read from a variety of genres for pleasure and to acquire information from both print and electronic sources. The student develops an extensive vocabulary. The student is expected to: (B) develop vocabulary by listening to and discussing both familiar and conceptually challenging selections read aloud. The student uses a variety of strategies to comprehend selection read aloud and selections read independently. The student is expected to: (F) make and explain inferences from texts such as determining important ideas and causes and effects, making predictions, and drawing conclusions, and (G) identify similarities and differences across texts such as in topics, characters, and problems. Bravo for asking students to categorize fiction and non-fiction books on the same topic.
 * 7. Reading/variety of texts.**
 * 8. Reading/vocabulary development.**
 * 9. Reading/comprehension.**

The student responds to various texts. The student is expected to: (B) demonstrate understanding of information text in various ways such as through writing, illustrating, developing demonstrations, and using available technology. The student analyzes the characteristics of various types of texts. The student is expected to: (C) distinguish fiction from nonfiction, including fact and fantasy. This could be considered a "main ideas" standard. Is there a TEKS that uses the term "main ideas" at this grade level?
 * 10. Reading/literary response.**
 * 11. reading/text structures/literary concepts.**

**AASL Standards for the 21st Learner**
1.1 Skills: 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (will be assessed by teacher and librarian observation) 1.1.9 Collaborate with others to broaden and deepen understanding. (working as a group to sort fiction/nonfiction books) 1.3 Responsibilities: 1.3.4 Contribute to the exchange of ideas within the learning community. (completing the graphic organizer and Venn Diagram as a group) 1.4 Self-Assessment Strategies: 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. (each child will complete a short self-assessment rubric) Great
 * 1. Inquire, think critically, and gain knowledge.**

2.1 Skills: 2.1.2 Organize knowledge so that it is useful. (this will be observed during the graphic organizing process) 2.4 Self-Assessment Strategies: 2.4.3 Recognize new knowledge and understanding. (gauged through the self-assessment)
 * 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**

3.1 Skills: 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. (class participation will be observed and noted by teacher and librarian) 3.2 Dispositions in Action: 3.2.3 Demonstrate teamwork by working productively with others (will be observed and noted by teacher and librarian)
 * 3. Share knowledge and participate ethically and productively as members of our democratic society.**

4.3 Responsibilities: 4.3.2 Recognize that resources are created for a variety of purposes. (students will gain this understanding by learning to differentiate fiction and nonfiction literature, and the exposure to technology as a learning tool)
 * 4. Pursue personal and aesthetic growth.**

Evaluation Criteria/Tool(s):
Librarian will assess the bottom portion (characteristics of fiction and nonfiction books)
 * Each child will complete the Fiction and Informational Book Summary Sheet. [[file:moreillon_supplement7a.doc]]
 * Educators will assess the effectiveness of the lesson based on these results.
 * Responsibilities: Teacher will assess the top portion (number of fiction versus nonfiction books)
 * Teacher and Librarian will assess information comprehension through the group graphic organizer.
 * Teacher and librarian will assess other standards through observation.

Resources Required:
//Tacky the Penguin// by Helen Lester //The Emperor's Egg// by Martin Jenkins Other fiction and nonfiction penguin books, including: //In the Wild - Penguins// by Patricia Kendell //The Emperor's Egg// by Martin Jenkins //Penguins!// by Gail Gibbons //Penguin Chick// by Betty Tatham //The Emperor Lays an Egg// by Brenda Z. Guiberson //A Penguin Story// by Antionette Portis //Where is Home, Little Pip?// by Karma Wilson //Lost and Found// by Oliver Jeffers

Materials Required:
Interactive Whiteboard Markers Computer Informational Book Self-Monitoring Graphic Organizer (adapted for a short group setting) It doesn't seem to me that students are actually extracting information from the informational text. I would eliminate this graphic organizer and the mention of that in the purpose for the lesson and the standards cited. Extracting the information could be an extension of this lesson.

The librarian will gather the materials necessary for the lesson: books, whiteboard, markers, and computer, and the teacher will be responsible for making copies of the rubric and readers' theater scripts.

Lesson Outline (indicating responsibilities of one or both educators):
I. Introduction (5 minutes) - This is where you need to make a connection to students' lives. How do they sort playground equipment/toys? By what criteria? Have they sorted items for another purpose in another lesson? A. Discuss the characteristics of fiction literature (Teacher) B. Discuss the characteristics of nonfiction literature (Librarian)

II. Reading & Comparison (15 minutes) A. //Tacky the Penguin// by Helen Lester (Teacher) B. //The Emperor's Egg// by Martin Jenkins (Librarian) C. Discuss the components of the two books using an online Venn Diagram - be sure to discuss the differences in illustrations (clothing vs. realistic), title page, copyright page, and index. Also discuss other characteristics of some nonfiction books: i.e. table of contents and glossary (Librarian leads the class discussion and the Teacher adds information to the Venn Diagram and interjects where and when needed). The Venn Diagram will be created on the computer using []

Great tool - thanks for sharing. To improve your example remember to use a Venn correctly. Entry #1 on the left must be related to entry #1 on the right. I took the liberty of demonstrating that on the Venn but don't know if my edits were saved.

III. Comprehension (5 minutes) A. Use graphic organizer to monitor comprehension of informational text. (Teacher leads group discussion while Librarian records information on the graphic organizer).

IV. Readers' Theater (10 minutes) A. Students will perform Readers' Theater of //Tacky the Penguin//. If students have a difficult time focusing or accepting roles, they will instead be split into two groups - the penguins and the hunters. The librarian will play Tacky, while the teacher reads the script and the groups "act" their parts accordingly. Fun!

V. Browsing & Locating (10 minutes) A. Half of students will freely browse preselected nonfiction and fiction books and note differences on Fiction & Information Book Summary rubric (monitored by Teacher). B. The Librarian will show the other half of students where nonfiction and fiction books are located within the library.

VI. Assessment through rubrics (occurs during browsing and locating) A. Teacher checks top portion of rubric before students go to next group with librarian. B. Librarian checks bottom portion of rubric while students are browsing the stacks.

VII. Conclusion - (5 minutes or less) A. Review what the students have learned and how they can apply it to other areas in their learning (Librarian). B. Teacher covers the rubric with the whole class so they can see where they were successful and where they made errors.