Lesson+Plan

Follow this lesson plan template. Keep the template text in red font. Add your information in **black** font.

**Planning**

• Reading Comprehension Strategy: Determining Main Ideas and Drawing Conclusions

• Reading Development Level: Emerging

• Instructional Strategies: Questioning, Cues, Classifying, Identifying Similarities & Differences, Cooperative Learning

• Lesson Length: 50 minutes

• Purpose: 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.

• 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 information to a graphic organizer/Venn Diagram projected through an Interactive Whiteboard.
 * Students will perform a readers' theater.
 * Students will determine where to locate fiction and nonfiction books within the library.
 * Resources, Materials, and Equipment**

Children’s Literature: //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 //A Penguin Pup for Pinkerton// by Steven Kellogg //If You Were a Penguin// by Wendell Minor

Websites: [] Graphic Organizers: Venn Diagram

Materials: Markers, Reader's Theater Scripts, Self-Assessment Rubric Sheets

Equipment: Interactive Whiteboard & Computer

• Collaboration: The teacher and librarian will co-teach this lesson during the introduction, reading, discussion and contributions to the graphic organizer. They will divide the group in two for the second portion of the lesson. The teacher will supervise sorting and completing the rubric, while the librarian shows where to locate fiction and nonfiction books in the library. Both will formally assess the rubric, and assess other standards by observation throughout the lesson.

• Assessment: Each child will complete the Fiction and Informational Book Summary Sheet as a rubric. \ You will need to modify this graphic organizer if you are going to use the terms "fiction" and "non-fiction." There are many educators - both in the classroom and in the library - who have abandoned the term "non-fiction." I always found it confusing for young children especially. There are books in the non-fiction section, such as folktales, myths, and poetry that more accurately fall into the "fiction" description. Please consider changing your terminology. Either way, one of the other must be revised - the graphic organizer or the term you teaching students.

Excellent division of responsibilities for assessment based on expertise and teaching responsibilities
 * Educators will assess the effectiveness of the lesson based on these results.
 * Teacher will assess the top portion (number of fiction versus nonfiction books)
 * Librarian will assess the bottom portion (characteristics of fiction and nonfiction books)
 * Teacher and Librarian will assess information comprehension through the group graphic organizer.
 * Teacher and librarian will assess other standards through observation.


 * Standards**

**Texas Essential Knowledge and Skills Objectives**
Reading and/or writing

**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. 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. (We are considering this to be a "main idea" objective. There is not a TEKS for second grade using that term.) Thank you for reminding me. I notice the TEKS use ther term "non-fiction." I just learned yesterday about this piece of the new TEKS: (b) Students must develop the ability to comprehend and process material from a wide range of texts. Student expectations for Reading/Comprehension Skills as provided in this subsection are described for the appropriate grade level. [|Figure: 19 TAC §110.10(b)] On Figure: 19 TAC 110.10(b), you will find this outcome: (A) establish purposes for reading selected texts based upon desired outcome to enhance comprehension; For your lesson, main ideas is the purpose of the lesson! Sadly, you still will not find "main ideas" listed per say. (What shame educators/students have to infer from the standards!)
 * 7. Reading/variety of texts.**
 * 8. Reading/vocabulary development.**
 * 9. Reading/comprehension.**
 * 10. Reading/literary response.**
 * 11. reading/text structures/literary concepts.**

Listening and speaking **1. Listening/speaking/purposes.** The student listens attentively and engages actively in a variety of oral language experiences. The student is expected to: (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and appreciate; and (D) listen critically to interpret and evaluate.

Other content areas **12. Reading inquiry/research.** The student generates questions and conducts research using information from various sources. The student is expected to: (F) locate and use important areas of the library media center.

Educational technology 8. Solving problems.** The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) use communication tools to participate in group projects; and (B) use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment. Information literacy
 * Technology Applications

**AASL Standards for the 21st Century Learner**
1.1 Skills: 1.1.6 Read, view, and listen for information presented in any format 1.1.9 Collaborate with others to broaden and deepen understanding. 1.3 Responsibilities: 1.3.4 Contribute to the exchange of ideas within the learning community. 1.4 Self-Assessment Strategies: 1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
 * 1. Inquire, think critically, and gain knowledge.**

2.1 Skills: 2.1.2 Organize knowledge so that it is useful. 2.4 Self-Assessment Strategies: 2.4.3 Recognize new knowledge and understanding.
 * 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. 3.2 Dispositions in Action: 3.2.3 Demonstrate teamwork by working productively with others
 * 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. • Process Motivation: The teacher librarian will begin a discussion with the students by asking them, "Have you ever had to sort something, like Legos, other toys, candy, or something else or even some items in some of your math lessons?" and then they will discuss why they sorted the items. During the discussion, the teacher librarian will emphasize the fact that these items were sorted to make it easier to find them and keep them organized. At this time, the librarian can briefly show the students the locations for fiction and nonfiction books in the library for when they view the areas later in the lesson.
 * 4. Pursue personal and aesthetic growth.**
 * Implementation**

Excellent, relevant motivation

Student-friendly Objectives: 1. Categorize books as fiction and nonfiction. 2. Distinguish between pleasure reading and informational reading. 3. Contribute to a Venn diagram to compare the two texts. 4. Participate in a readers' theater 5. Learn to locate both types of materials in the library.

Presentation: The teacher will discuss the characteristics of fiction literature and the teacher librarian will discuss the characteristics of nonfiction literature. As the teacher begins reading Tacky the Penguin, she will point out the title page and copyright page as the book is being introduced. Next, the teacher librarian will read The Emperor's Egg, she will discuss, and show the students the title page, copyright page, table of content, glossary, index and other components of nonfiction literature. After reading the two books the teacher and teacher librarian will use the online Venn diagram for the students to compare the two texts. The diagram will show what the students comprehended and can apply to the sorting process. [|Venn Diagram] One way to involve the students during the reading (presentation by the educators) part is to periodically (and appropriately) ask for thumbs up or thumbs down if that's a "true fact" or a "made up story" idea.

Student Participation Procedures: Raise hands to contribute to Venn Diagram Listen attentively during reading and discussion Respect other people's contributions

Student Practice Procedures: 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. After the students perform the readers' theater, they will split into two groups. One of the groups will freely browse and sort the preselected penguin books, and fill out the rubric/Fiction and Informational Book Summary Sheet while being monitored by the teacher. The teacher librarian will be showing the other half of the students the fiction and nonfiction books in the library.

Excellent and effective use of two educators

Guided Practice: The students will respond to cues and questions about the readings, and receive guided practice during the group's contributions to the graphic organizer/Venn Diagram. Students will also have guidance during their practice of sorting the fiction and nonfiction books. After the sorting practice, students will use the summary sheet to show what they have learned.

Closure: The teacher librarian will help the students review the characteristics of fiction and nonfiction books and compare how they sorted the books to sorting other things in their lives. The teacher will review the rubric with the students and show their strengths as well as areas where they need to improve.

Reflection Student Reflections: Why is it important to differentiate fiction and nonfiction? How do different parts of a book help us determine main ideas? Does asking questions help us to better understand what we read? How do we sort or categorize things in our daily lives?

Educator Reflections: What parts of the lesson worked? Did we allot enough time for everything? Should we conduct a follow-up lesson?

Excellent to formalize the educator follow up to this lesson

• Extensions: This lesson could be extended by having the children use nonfiction books for beginning research. Utilizing the Informational Book Self-Monitoring Graphic Organizer would allow the children to extract information from nonfiction texts. Students could make hand-created, or web-based presentations about what they learn through their research. It would be fun for small groups of students to work with the teacher-librarian in order to create Web 2.0 presentations that could be shared with the entire class. This type of center (or station) teaching is effective and rewarding for students and teacher-librarians.

(Moreillon 15)

Moreillon, J. Collaborative strategies for teaching reading comprehension: Maximizing your impact. Chicago: ALA Editions, 2007.