Frazier+Middle+&+High+School+(FSD)

FES Documentation


 * Frazier School District**
 * Gifted Students**
 * Grades 3-5**
 * Metacognitive Strategies/Fiction & Non-Fiction**

Walking Into A Book
 * __1. Title:__**

__**2. Subject/Course:**__ Reading Comprehension

__**3. Standard/Eligible Content (alignments):**__ shows the connection between standard, anchor, anchor descriptor, and/or eligible content and the curriculum framework. > areas [|PDF][|Print]
 * [|Standard - 1.3.5.A: Read, understand, and respond to works from various genres of literature.]
 * [|.]Standard - 1.2.5.E: Read, understand, and respond to essential content of text and documents in all academic
 * 9.1.3.A:Know and use the elements and principles of each art form to create works in the arts and humanities.
 * 9.1.3.D: Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
 * 9.1.3.J:Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

**Assessment Anchor**
 * R3.A.1:Understand fiction appropriate to grade level.
 * R3.A.2:Understand nonfiction appropriate to grade level.

fiction,fantasy, historical fiction, mystery, realistic fiction, fantasy, non-fiction, compare/contrast, problem-solution, cause-effect, sequencing, and description
 * __4. Vocabulary__:** Tier 3 words; words and language specific to that content area

Students will be able to identify and describe a genre of text. Students will be able to summarize the key details and events of a fictional text as a whole. Students will make inferences, draw conclusions, and make generalizations based on text. Students wil identify and explain main ideas and relevant details.
 * __5. Objectives__:**

__**Installation Art Experience**__ Students will participate in the construction and implementation of the visual and perceptial process of installation art. Students will attend a field trip to the Mattress Factory in order to experience a variety of artists' views on the concept of installation art.

__**6. Essential Question(s):**__ How does interaction with text provoke thinking and response?

__**7. Duration:**__ Gifted Elementary Students: Two days of instructional time. MS/HS student volunteers: Three 1 1/2 hour after-school sessions and several activity periods to help create the art.

__**8. Materials:**__ Library Graphic organizers - poster boards (7 approximately) [] (teacher aid) [] (teacher aid) [] (teacher aid) Books: (non-fiction) //What Makes Day and Night, What Happens to a Hamburger, How do Apples Grow, Cars and How They Go, A River Ran Wild: An Environmental History, If You Traveled on the Underground Railroad, Bats, Amazing Snakes, Ant Cities, The Buck Stops Here, My Puppy is Born, How Kittens Grow, Fire, Fire, Gator or Croc//, and //Outside and Inside. (//Fiction text) post-its Materials provided by the Mattress Factory: 4 8x8 collapsible walls, projector, vinyl floor Art materials for each element: Paper Mache Pencil: 7 large oatmeal canisters, 1 piece of oaktag, newspaper, wheat paste, tempera paint, hot glue Posters illustrating fiction and non-fiction: 8 pieces of poster board, markers, colored pencils, chalk pastels, oil pastels, paint, etc. Banners displaying fiction and non-fiction: 36" X 6' paper (qty. 2), paint, markers, colored pencils Bookmark: 2 pieces of posterboard, paint, ribbon, hot glue Welcome banner "Walking Into a Book": 36" X 6' paper, paint Book Cover: Front and back - three 12' sections of 36" paper to connect across to create the covers, pencils, paint, markers, Binding - 36" X 12' paper, paint Video: video camera, animoto.com, projector, laptop, student statements defining fiction and non-fiction for the books they choose in the library Advertisements to promote the display: Microsoft Publisher, printer, masking tape Announcements and permission slips for MS/HS students to volunteer after school to assist the elementary students with the large-scale art projects

__**9. Instructional Procedures:**__ A. Ask the students these questions: 1. How do you tell if a story in a book is not real (fiction--made-up, for entertaining)? List their answers on the board or poster board. 2. How do you tell if a story in a book is real/true (non-fiction-facts, to inform, to describe, to report)? List their answers on the board or poster board. 3. Name a class in which all or most of your stories or information will be nonfiction. 4. Name a class that most of your stories would not be real/fiction.

Next I will use the information that they gave to categorize the fiction text into: historical fiction fantasy modern realistic fiction mystery

(Make sure the characteristics of a fictional text are understood. Remind the students that these stories will have characters, settings, a situation that the character(s) has to solve, and events/the actions that the character goes through to solve the situation. Show the students the graphic organizer for a fiction text.)

Then I will categorize the non-fiction text into: description sequence comparison/contrast cause-effect problem/solution

(Make sure the characteristics of a non-fictional text are understood. Remind the students that these information stories will have chapter titles with subheadings (titles for paragraphs) There may be bold print for important words. There may be charts, maps, diagrams to summarize the important information. Show the students different graphic organizer for non-fiction text.)

B. Students will have a scavenger hunt in the library. Students must find a fiction book and a non-fiction book. Then students will individually explain why their books are fiction and non-fiction.

C. Post-test: I will make a book choice (fiction). I will read it aloud. They will determine if it is fiction or nonfiction. Then we will analyze the parts of the book. Students will put post-its on the graphic organizer.

Students will be assigned a non-fiction book. Students will be paired to read a non-fiction text. They must decide which kind of non-fiction text it is. Then draw and fill out the proper graphic organizer.

__**10. Suggested Instructional Strategies:**__ strategies embedded within instructional procedures (this will include check boxes to select from universal principles and other strategies). group collaboration hands-on visual aids student pairs

__**11. Assessment:**__ a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Pre-Test: Students will be assessed orally about the characteristics of the books in the introduction of the lesson. Teacher will assess knowledge of students through a brainstorming activity. Students will have to describe how they know when a book is real (non-fiction) and when it is false (fiction). Post-Test: Students will determine if a text is non-fiction or fiction. Students will also have to decide what format a non-fiction text is in.

__**12. Related Materials & Resources:**__ [] [] []

__**13. Keywords:**__ fiction non-fiction
 * Big Ideas, Concepts, and Competencies will be automatically populated based on the standard and eligible content alignment if you choose to upload your lesson for vetting in the SAS portal. http://www.pdesas.org/module/content/pyb/