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Third graders will learn the difference between fiction and non-fiction books and how to differentiate between facts and fiction in literature. The SLMS will read Doreen Cronin’s Diary of a Worm aloud and using a class discussion fill-in a graphic organizer with true things about worms and made up things about worms presented in the text. Students will then work in groups researching various non-fiction worm books to verify suspected facts and find additional facts about worms. The SLMS will comprise the facts on a class bookmark for each student to keep. This can also be taught in collaboration with a worm unit in the classroom.
[NOTE: May be broken into more than one session]
Diary of a Worm by Denise Cronin
Non-fiction books about worms
Clear container with a worm
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1. When students arrive at the library, they will see a clear container on a table in the front with a worm inside. 2. The SLMS will introduce the worm as Kelly the Bookworm. He/she will ask students if they know how to tell which end of Kelly is the front and which end is the rear and explain that they are going to get a chance to look at the worm and make a guess. 3. Students will take turns looking at the worm and writing their names on what they think is the front part of a drawing of Kelly on the whiteboard. The SLMS will announce that by the end of today’s lesson they will find out if they were right or not. He/she will also announce that they will be spending today locating facts about worms to include on a class bookmark. 4. Draw a KWL chart on whiteboard and ask students what they already know about worms and what they would like to learn about worms. Record responses. 5. The SLMS will announce that he/she will be reading a picture book about a worm called Diary of a Worm by Denise Cronin. 6. The SLMS will read the book aloud to the class. 7. After finishing the SLMS will explain to students the vocabulary terms fiction and non-fiction. 8. The SLMS will ask students if they think the book they just listened to is fiction or non-fiction and why. He/she will explain that even if a book is considered fiction it may still contain some facts. 9. The SLMS will display a graphic organizer with two columns one for FACT and one for FICTION. The SLMS will then ask students what facts about worms they think are found in the text. The SLMS will list each student response in the graphic organizer. If necessary help students find facts rereading or redisplaying certain pages of the text. 10. The SLMS will next ask students what things about worms in the book are fictional and why. He/she will list those items in the fiction column. 11. The SLMS will then show students a non-fiction book about worms and read a few pages aloud. He/she will then ask students if they think this book is fiction or non-fiction and why. 12. The SLMS will explain how non-fiction texts should be used to create a fact-based research project. 13. The SLMS will pick an item from the FACT column and explain to students that he/she is going to verify the class suspicion that it is actually a true worm fact. 14. The SLMS will locate the fact in one of the books and read the non-fiction passage containing the factual information aloud. 15. The SLMS will divide the class into groups and assign each group an item from the FACT column to verify using one of the non-fiction books on worms. 16. The SLMS will remind students of the items they would like to know about worms from the KWL. 17. Each group will also be asked to locate and write down at least two additional facts about worms. 18. The SLMS will also remind the groups that while they are looking for their facts they might also want to verify if they have labeled the drawing of Kelly correctly. 19. Each group will announce whether they were able to verify if their assigned fact was indeed true or turned out to be false. They will also share one of the other facts they found with the class and the SLMS will type it into a Word document displayed on the computer screen. 20. The SLMS will review the difference between the fiction book about worms and the non-fiction books about worms and the importance of using non-fiction books for fact-based research. 21. Take student questions for clarification and explanation. 22. The SLMS will ask students if anyone would like to explain to the class which end of Kelly is the anterior and which end is the posterior. The SLMS will reiterate the correct answer while stressing the new vocabulary of anterior for front and posterior for rear. 23. The SLMS will revisit the KWL chart and ask students what they have learned about worms. 24. Tell students that the next time they visit the LMC they will be given a bookmark containing all the worm facts that they learned today. |
