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Name: Alyssa Garraffo Target Grade Level: First Grade

Date: October 8, 2013 Curriculum Topic: Literacy

UbD Lesson Plan Template Stage 1: Desired Outcome

Established Goals: 1.RL.5. Explain major differences between books that tell stories and books that give information, drawing on a wide range of text types. 1.W. 8.With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (NYS Common Core State Standards) Understandings: Students will understand that
Books that teach us something are called Informational Texts. Books that tell us stories are called fiction. There are many different types of texts that we can learn from and/or enjoy. Informational Texts and Fiction Books can be compared and contrasted to each other in many ways. Many different kinds of texts can be written about the same subject or topic, such as Fiction and Informational about frogs. Informational texts have specific text features that are different to the text features of fictional texts.

Essential Question(s):
How are the text features of informational texts similar or different to fictional texts? How can we tell the difference between fiction and informational texts? Why are there different kinds of texts? Why are reading these texts important? Which text is the most important? Why?

Students will know.

The meaning of the words, Informational Texts and Fiction. The text features specific to informational (Headings, Glossary, Table of Contents, Index, Diagrams, etc.) and fictional texts (character, setting, plot, problem, and solution) Examples of informational texts (i.e. textbooks, newspaper articles, magazine articles, etc.) Examples of fiction (stories, fairytales, etc.) That these two examples of text have different purposes and text features.

Students will be able to..

Identify whether or not a story is informational or fictional by finding evidence in the text. Compare the text features of informational texts to the text features of

Text Features of Informational Texts: Informational Texts- Texts that inform or teach the reader Headings- title at the top of a page or a section of a book Glossary- the part of the text where academic language is defined Table of Contents- an area of an informational text that lists the area of the book where certain information is listed Index- an area of an informational text where a specific term can be located Diagrams- visual representations or illustrations of material in an informational text Text Features of Fictional Texts: Fiction- texts that tell a story Character- the person or thing that the story is about Setting- where and when the story takes place Problem- the issue the character is faced with in the story Solution- how the character fixes or resolves the issue Plot- the sequence of events in the story (what happens in order)

stories. Apply their new understandings cooperative and individual activities. Identify the text features in an informational or fictional text.

Stage 2: Assessment Evidence

Performance Tasks:
KWL Charts for Informational and Fiction Texts will be completed as a class, on what the students already know, what they want to learn, and what they have learned after the lesson has taken place. A Magnifying Glass shaped Venn Diagram will be completed that compares and contrasts the text features and elements of Informational and Fiction based texts. Students engage in a Teachers College Turn and Teach or Turn and Talk activity to make a conclusion with a partner about the text using evidence from the story. Students engage in a grand discussion, an example of collaborative learning, to finalize that Frog and Toad are Friends is fictional. Performances of the students will be judged through teacher observation, peer review, feedback from the exit slips and class activities, and through the rubric distributed to students for the independent writing activity.

Other Evidence:
Students write down evidence of text features on post-its to decide whether or not the text is informational or fictional. Students engage in an independent and differentiated activity to cement their understandings of the lesson. Students present their independent work to the class, an example of Howard Gardners Multiple Intelligences, to teach their peers. Students will complete exit slips so that the teacher can monitor the students individual

understanding. Students can reflect upon and self assess their learning through peer evaluation and through rubrics that will be given to students as they complete their independent written work.

Stage 3: Learning Plan

Learning Activities: WHERETO (Students must have mastered the concepts of compare and contrast before this lesson. The text features of Informational and Fictional texts that are mentioned in this procedure are listed and described in the Students Will Know section of this lesson plan.) The previous day, students read an informational text on frogs through Brain Pop Junior (website) and/or Time For Kids: Frogs! In a classroom equipped with technology, this text can be read on a Smart Board or from a projector. Students will be reminded of the lesson the class covered the day before about the text features of informational texts, such as headings and definitions, listed in the Students Will Know section of the lesson plan. Students will review the KWL chart the class completed as a whole on this type of text, and the respective side of the magnifying glass shaped Venn Diagram completed about the features of an informational text. W Students will be called to the carpeted area, group by group, and will be instructed to bring a pencil. The students will be pre-assessed by helping the teacher complete a KWL chart on the topic of fiction stories. The marker will be shared with the student and teacher to write what they know about stories or fiction and what they want to learn. W The students will then learn about the text features of fiction stories, such as character, setting, plot, problem, and solution. To ensure understanding of the newly introduced material, the contrasting Fiction side of the magnifying glass shaped Venn Diagram will be filled in by the class. Students will then draw connections between

the two types of texts by filling in the middle part of the Venn Diagram. The teacher will distribute numerous postits to each student. Students will then be instructed to write evidence of text features (fiction or informational) that they see throughout the story they will be read. The teacher will introduce the Book, Frog and Toad Are Friends, by Arnold Lobel. Students will aid the teacher in reading the story named, Spring, that is included inside the book, by identifying sight words and sharing thoughts throughout the story. As they listen to the story, students will adopt the role of detective and will write down their findings on their labeled post-its. H, E After the story concludes, the teacher will pose the question, Is this an Informational or Fiction based text? Students will refer to the notes taken on their individual post-its and will turn and talk to their neighbor if they believe the text was fictional, or turn and teach their neighbor if they believe the text was informational. E After the students have explained their reasoning to their partner, the students attention will be redirected to the teacher. The class will engage in a grand discussion to argue and provide evidence that the text is, in fact, a fictional story. R The students will then be broken into differentiated groups, according to their learning styles in regards to literacy. The independent group will be given a worksheet in the shape of a lily pad that has two excerpts; one from an informational text and one from a fictional story. This group will be instructed to identify which excerpt is fictional or informational, underline and label their evidence, and explain their reasoning in a paragraph of complete sentences. The instructional group will be given a different lily pad shaped sheet that will be equipped with one excerpt from an informational text. The students in this group will identify whether or not it is informational or fictional, will underline their evidence, and will explain why in a sentence. The frustrational group will be given a small paragraph from a fictional text. They will be instructed to circle the word, fiction or instructional. To explain their reasoning, students in this group will draw a picture of their evidence. The pictures in this activity will be beneficial for the English Language Learners and students that have difficulty with reading or comprehension. E,T When this activity has been completed, students from each group will present their passage and answers to the class,

to engage in peer learning. Howard Gardners Multiple Intelligence of Auditory and Kinesthetic Learning will be utilized as students present their respective materials. E,T The needs of children with diverse learning preferences are addressed with Howard Gardners Multiple Intelligences, Piagets Cognitive Development Theory, and Vygotskys Social Theory of Learning. In addition to the Auditory and Kinesthetic Learning, Interpersonal Activities, such as the Exit Cards, the post-its and the independent writing activity allow students to monitor their individual progress throughout the lesson. This is representative of Piagets theory of individual Cognitive Development. Interpersonal activities, such as Turn and Teach and Turn and Talk, presentations of the independent work, grand discussions, and the creations of the KWL charts and Venn Diagrams make way for Vygotskys social learning. The charts and drawing of pictures help children who learn visually, as well. T Students will then return to the carpet to fill in What they have Learned on the KWL chart about fictional stories. To maximize understanding and to make sure that all students have been reached, the teacher will distribute frog shaped paper that will act as an exit slip. Students will be instructed to write down the names of text features specific to fiction stories and any questions or areas of confusion they might have. The slips will be given to the teacher, and the class will transition into the next area of study. O

Itemized Attachments: Brain Pop Junior Video Article link for classrooms with technology:

Times for Kids: Frogs! Article for classrooms without technology: Frog and Toad Are Friends, by Arnold Lobel Differentiated Worksheets (Attached)

Frog Exit Slip (Attached) Magnifying Glass Shaped Venn Diagram (Attached)

Citations: 2013. BrainPOP Jr. | Science | Learn about Frogs. [online] Available at: [Accessed: 8 Oct 2013]. Lobel, A. and Lobel, A. 1970. Frog and toad are friends. New York: Harper & Row, Publishers. New York State Education Department. (2012). Common Core Learning Standards: C&I: P-12: NYSED. C&I: Curriculum and Instruction. State Education Department. Retrieved October 7, 2013, from (2009) RubiStar Home. [online] Available at: [Accessed: 8 Oct 2013]. 2013. Fascinating New Frogs | TIME For Kids. [online] Available at: [Accessed: 8 Oct 2013]. Wiggins, G., & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition (Expanded 2nd.). Alexandria, VA: Prentice Hall.

Rubric for Independent Writing Piece Category 4 Organization Information is very organized with wellconstructed sentences and/or drawings. Illustrations Illustrations are neat, accurate and add to the reader's understanding of the topic.

3 Information is organized with well-constructed sentences and/or drawings. Illustrations are accurate and add to the reader's understanding of the topic.

2 Information is organized, but sentences /drawings are not wellconstructed. Illustrations are neat and accurate and sometimes add to the reader's understanding of the topic.

1 The information appears to be disorganized

Illustrations are not accurate OR do not add to the reader's understanding of the topic.

Amount of Information

All topics are addressed and all questions answered. Information clearly relates to the main topic. It includes several supporting details and/or examples.

All topics are addressed and most questions answered. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.

Quality of Information

All topics are addressed, and most questions answered with little details. Information clearly relates to the main topic. No details and/or examples are given.

One or more topics were not addressed.

Information has little or nothing to do with the main topic.

(Rubistar, 2009)

Independent Group Worksheet

(Cut this into the shape of a lily pad on green paper) Directions: Decide if the following passages are Informational or Fictional. Underline your evidence and explain why in a paragraph (3-5 sentences). 1) Dogs There are many different kinds of dogs. The name of the type of dog is called a breed. An example of a breed would be Maltese. Dogs come in many sizes and colors. Dogs are mammals, which means that they bread oxygen and give birth to their offspring. This is an example of a ____________________ text, because,_______________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________________________________________________________. 2) Sally was a little brown dog. She woke up one bright, sunny morning to go to school. On her way to school, she ran into her good friend, Billy the cat. Sally and Billy talked the whole way to school about the object they were bringing to show and tell. When they got to school, Sally realized she forgot to bring her object! Sally was extremely upset, until Billy offered to share his show and tell time with Sally. What a great friend! thought Sally. This is an example of a ____________________ text, because,_______________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________________________________________________________.

Instructional Group Worksheet

(Cut this into the shape of a lily pad on green paper) Directions: Identify if this is an Informational or fictional text. Underline your evidence and explain why in a sentence. Rosa Parks Rosa Parks was an African American woman who is famous for standing up for her rights. She was sitting in the front of a crowded bus, even though African Americans were supposed to sit in the back. When a white man came on the bus, he told Rosa Parks to get out of her seat so he could sit down. Rosa Parks was tired of being mistreated, so she refused to give up her seat. She was arrested for denying this man her seat, but made a difference in the Civil Rights Movement. This is an example of a ____________________ text, because,_______________________________________________________________________________________ _________________________________________________________________________________________________ ________________________________________________________________________________________________. Frustrational Group Worksheet (Cut this into the shape of a lily pad on green paper) Directions: Read the paragraph and decide if it is Informational or fictional. Circle the appropriate word and draw a picture based off of your evidence. Timmy the turtle was always afraid. Whenever his friends would come to play, Timmy would just hide in his shell. In school, Timmy would always sink into his seat so that he wouldnt have to speak. At recess, Timmy would even hide behind a tree so he wouldnt be seen! One day Timmy didnt want to leave for school. He couldnt even get out of bed. Timmys mom gave him advice. Dont be afraid of everything, Timmy! Youll miss out on something really special if you are always hiding! Timmy was hesitant, but listened to his mom. He decided to take her advice and go to school. Informational Text This is an example of a: (circle one) Fictional Text

Draw a picture based off of what youve read below!

Frog Shaped Exit Slip

Magnifying Glass Shaped Venn Diagram

(Draw handles on edges of the circles.)

Informational Texts What do they have in common?

Fictional Texts

KWL Chart (Can be used for Informational and Fictional Texts.)