LESSON EIGHT: Text Elements of Fiction and Nonfiction

LESSON DESCRIPTION

GRADE-LEVEL EXPECTATIONS

R2A        Recognize text features in fiction, poetry, and drama.

R2C         Use details from text

                To identify cause and effect

                Make inferences about characters

                Compare and contrast characters

LESSON MATERIALS

§         Sources of literature

o           Anansi and the Moss Covered Rock by Eric A. Kimmel 

§         Supplies 

o        Chart paper

o        Index cards

o        Books with glossaries

o        Making a glossary-teacher example

o        Cause/Effect-teacher

§         Handouts provided

§         Words to know

o        fiction

o        text features

FORMATIVE ASSESSMENT 

Constructed response items nine and ten.

LEARNING ACTIVITIES

1.        Discuss fact and fiction: what things are fact and could happen, and what things are fiction. Fill in a chart with responses. (Layout)

Title:

Fact___________________________________list_______________________________

Fiction_________________________________list______________________________

2.        “Anansi is a spider who talks. I believe this is fiction because spiders don’t talk. (Place on chart under fiction.)

3.        Whole class reads story and then contributes items to the correct list on the chart. Suggestion: T-chart layout.

Title:

Cause_____________________________________Effect_________________________________

4. Administer the Formative Assessment

Part II

Formative Assessment: Discuss why each response is correct.

1. Initiate discussion to define cause and effect.

2. Write the sentence, “It was very hot so Anansi took a walk in the cool forest.” Enter the cause (Anansi was very hot) and the effect (took a walk in the cool forest) on the chart.

3. Hand out index cards containing cause and effect segments of sentences to small groups (two-three sentences). Suggestion: Make cause and effect index cards.

4. Students listen to complete a two-three stop task. Have the groups identify the part (card) that is the cause and the other part (card) that is the effect. Construct the sentences by putting the cards on the chart.

5. Administer the Formative Assessment

Part III

Formative Assessment: Constructed Response Items 11 and 12

1. Initiate discussion about characters in a story. Discuss why the author gives specific information, and how the reader uses details to make inferences about characters.

2. Compare/Contrast two chosen characters and compare them on the board.

3. Have students compare/contrast two other known fictional characters.

4. Administer the Formative Assessment.

Part IV

Formative Assessment: groups select a member to present their word and its information. Use clips or magnets to place the word and its sentence strip to information on the board in alphabetical order.

1. Introduce and define “glossary to the class”. Have students locate books in desk/classroom for examples of glossaries. Some books have a list of words in the back of the book. (Show books with glossaries.) These words are found in that particular book.

2. Write a word from a glossary on the board. Draw a blank line next to the word. Look up the word in the glossary and write on the blank line information about the word: part (s) of speech and definition. Use the word in a sentence.
3. Write words from a glossary on a small section of sentence strips. Make enough for five groups to have one word and the rest of the blank portions of the strip.
4. Each group takes one word and one blank sentence strip, writes the definition and identifies the part (s) of speech for the word.

5. Administer the Formative Assessment.