Literacy Stations

Teacher: Ms. Agne Grade Level: 3rd Date: March 24, 2014 ----------------------------------------------------------------------------------------OVERALL LESSON TOPIC: Text Types and Purposes Informational/Non-Fiction Fictional Opinion/Persuasive COMMON CORE STANDARDS: CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. ISTE STANDARDS: ISTE 3.a. Plan strategies to guide inquiry. ISTE 3.b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ISTE 3.c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

MATERIALS: Computer with Internet and Microsoft Office Projector with Speakers Extra Book Catalogs (typically sent home weekly/monthly by the school) Various Classroom Library Books 3 Large Bins with Labels for Each Type of Text Informational Writing Prompts in a Jar Persuasive/Opinion Writing Prompts in a Jar Collection of Stuff Animals, Knick-Knacks, and other Random Objects for Writing About WARM UP: Ask students about genres of texts as well as different genres of movies that students have seen/know about. Map these ideas on the white board as a class by having each student come up and write their idea on the board. Then use colored markers to try and sort out the genres by which types of genre fit together well. INTRODUCTION: Teach students the different types of texts by using the genres on the board as well as information from a PowerPoint that is projected for the students to see. After establishing the differences between the types of texts (informational, opinion, and fictional), provide examples and have students hold up cards with the type of text that they would classify it as. Use text, online, video, audio, and other types of examples that students can sort into one of the three groups.

Once students have gotten a handle on the types of texts, have students raise their hands to describe one type of text. Then students will need to break into groups of 5 to do rotation stations. ACTIVITY: Station 1 Students will use the Book Catalogs provided at the station to go through as a group and find examples of each type of text that is being discussed. They will then cut out the pictures and glue them to a group sheet in the correct category of text. As a group, they will then determine what books they would order with $15, ordering one of each type of text for the classroom. They need to include the prices for the books as well as the reason why the group thinks this book should be chosen for the classroom. Station 2 At this station there will be a stack of classroom library books and three large bins, labeled with each text type. As a group the students will need to write down the characteristics of each type of text to ensure that all group members are using the same criteria for sorting books. Then the students will sort the pile of books into the categories by placing them in the appropriate bins. After students finish sorting the books, they will revisit their descriptions of each category and ensure that the categories are still accurate to the books that have been placed in that bin. The group can make revisions as necessary and needs to be sure that all group members can describe the differences between the three types of texts. Station 3 Using the computer, the group of students will pull up blogs, websites, and videos (pre-determined by the teacher using blocks and security measures) that can be determined to be informational,

opinion, or fictional. The group will need to determine how to sort each of the examples into the type of text, and then display this for their peers in some way. The group will use an Excel document to display their findings. Each student should be able to come up with an example of each type of text, copy and pasting the link of the source into the Excel spreadsheet in the correct column and next to their name. The Computer Badge will be shared between group members one at a time by having each student take a turn to find an example before passing off the computer privileges badge to a new member of their group. Station 4 At this station, students will pull writing prompt out of a jar of opinion/persuasive writing prompts. The students will glue the prompt into their journals and then write about the prompt appropriately. The entire time at the station will be used to do the writing prompts. These will be re-visited later by peer revision determining which journal entry is what type of text. Station 5 This station will have students write in their journals in response to a prompt pulled out of a jar that is a non-fiction/informational prompt. Students will glue the prompt into their journal and use the entire time to write on the prompt. These will be re-visited later by peer revision determining which journal entry is what type of text. Station 6 The students will have a selection of stuffed animals, small toys, knick-knacks and other random items at this station with which to start writing a fictional story in their journals. Students will start by

creating a personality for an item and then using that personality card to expand upon those ideas to write a short fictional story. The entire time will be used for writing on this prompt. These will be re-visited later by peer revision determining which journal entry is what type of text. CONCLUSION: In the conclusion, each group will come to the front of the room and pull up their findings from doing research online to find examples of each type of text. The students will need to pull up their PowerPoint, Excel, or Word document to show the class, and then the teacher will ask for an example of only one type of text. The group will pull up one example of that type of text and the class will discuss if they think the example fits into the category or not and why. Each group will present in this way, the teacher will ask for 2 examples of Informational, 2 examples of Opinion, and 2 examples of Fiction that student groups had found online in their searching. Journal entries from the rotation stations will also be looked at in peerrevision later in the day or the next day.

PowerPoint Presentation for Introduction of Topic to Students

Fictional, Informational, and Persuasive Texts

Parts of Fictional Stories

Title Author Illustrator Setting Characters Plot

Theme Point of View Beginning Middle End Problem/Solution

Informational Texts Have

Table of Contents Glossary Index Map Close-Up Types of Print

Cut Out Photographs Labels Captions Charts or Graphs Comparisons

Opinion/Persuasive Pieces

First person In my opinion I think I feel I believe I prefer

My favorite Because For example In conclusion You should Everyone should

Category Cards for Students During Introduction Examples of Texts

Informational/ Non-Fiction

Opinion/ Persuasive

Fictional

Informational/ Non-Fiction

Opinion/ Persuasive

Fictional

1. Print one set per student.

2. Cut.

3. Glue to Popsicle Sticks

Station 1 Materials

Cut out pictures from the book catalog and glue them onto this paper in the right type of text. Be sure to cut out the whole description and the price of the book.
Fictional Informational Opinion/Persuasive

Book Catalog Sort

You have $15 to shop for books for our classroom! You must order one Fictional Text, one Informational Text, and one Opinion Text. Write your choices below.
Type of Text
Fictional Fictional

Book Catalog Purchase

Price

Book Title

Why I Think Our Classroom This Book Informational Should Get Opinion/Persuasive

Informational (Non-Fiction)

Persuasive (Opinion)

Total Price of Order

Station 2 Materials (Labels For Bins)

Fictional Persuasive Informational

Station 3 Materials

Computer Station
Search the internet for an example of each type of text we talked about today. Your examples can be websites, videos, audio clips, or anything else you can find on the internet. Try searching the following terms:
- Blog - Animals - Science - History - Story

Each member of your group gets a turn to find an example. Whoever is wearing the Computer Badge gets to touch the computer. That person searches and finds an example, then as a group decide what category it fits into. Copy the link into your groups Excel page in the correct category. Pass the Computer Badge to the next person, they get to find an example and decide what category it is. Pass the Computer Badge until everyone gets a turn. Keep going until time is up.

Informational (Non-Fiction)
Person 1 Person 2 Person 3 Person 4 Person 5

Opinion/Persuasive Fiction

Station 4 Materials

The best place to eat is.

The most boring place to go is. The most amazing place to go on vacation is. A great field trip would be to

Raisins are.

The best pet to have is a

School uniforms are

The best video game is
We should/should not have homework tonight because

Recess should be longer because

Everyone should read

Bed times are

The best season is
The best way to keep in touch with people who are far away is

In the future there will be

Station 5 Materials

What are the parts of a plant? What does each part do?

Why do we have day and night? What causes the seasons?

Why should I recycle?

Why does it rain?

What kinds of things are magnetic?

Why does 16 + 6 = 22?

How do you make Peanut Butter and Jelly? How do you give a dog a bath? How do you play red rover?

How do you make a Smore? What are the parts of an insect? What causes seasons on Earth?
Why was George Washington the first President of the USA?

How can I save water?

Station 6 Materials

Name: Age: Gender:

Looks Like:

Things They Say:

Where They Live:

Their Best Friend: Likes: Dislikes:

Characters:

Setting:

Beginning:

Middle:

End: