Fiction and Non Fiction

Fiction and Non Fiction

Top of Form 1

Students will learn to identify the elements of fiction as applied to a short story.

OBJECTIVE

Students will:

1.      Sort books into either fiction or nonfiction categories.

2.      Discuss criteria for sorting while working in cooperative groups.

MATERIALS

1.      Traits of Fiction (PDF)

2.      Story Map (PDF)

3.      A classroom library or other large collection of both fiction and nonfiction books

4.      Paper and pencil

5.      Chart paper

6.      Markers

SET UP AND PREPARE

1.      Organize your student desks into about 4 or 5 "tables"; by putting them together in groups.

2.      Arrange a small collection of your books on each table, making sure that each table has several fiction and nonfiction books. Note: It's not necessary for there to be an equal number of fiction and nonfiction books in each stack.

3.      Put a large piece of white chart paper at each station along with a few different color markers.

4.      Copy the Traits of Fiction (PDF) printable for each student.

5.      Make available a few copies of the Story Map (PDF) Printable for students who need additional help with identifying elements of fiction.

REPRODUCIBLES

1.      Traits of Fiction (PDF)

2.      Story Map (PDF)

DIRECTIONS

Step 1: When students arrive to class, have them sit at the tables with the stacks of books. Explain to them that you have a problem. You have so many books that you want to organize for your library, but you first have to sort them into sets of fiction and sets of nonfiction. Ask for their help with the books on their tables.

Step 2: Give the students about 15 minutes to sort without help, and then walk around to observe the result of the sorting. Pick up a couple of books that are sorted correctly and a couple of books that are not sorted correctly. Ask the students why the book is in a certain stack, and discuss the elements of the printed work that hinted the type of genre to them. Remind them that you cannot always tell which genre by the title, the picture on the cover, or the illustrations in the book. See if this helps their progress.

Step 3: After 15 minutes with assistance, instruct the students to write three criteria for sorting on the piece of chart paper. This should be a list explaining how the students decided to sort each book. When all groups are finished, have each group present its ideas to the rest of the class to prompt discussion of genres.

Step 4: After all students have shared, assist them in narrowing down the main criteria. Many students will suggest that books can be sorted based on the title of the story or the picture on the front cover. Explain to the students that those elements can be deceiving. In an ideal situation, the students will figure out that the fiction books employ plot, character, setting, and theme. Mention that the way the text is printed in a fiction book usually looks different from a nonfiction book except if the nonfiction piece is a biography or autobiography (a narrative piece.) Further clarify that a work of fiction must have all four parts, and a biography usually does not have a theme.

Step 5: Distribute the Traits of Fiction printable. Have students compare the criteria on their group's chart paper to the elements on the handout. As a whole group, discuss the differences between the handout and the chart paper in order to assist students in understanding the quality of their group's prior knowledge.

Note: This activity can be used as a pre-assessment for a unit on fiction. When I did this in my own classroom, it helped me figure out who knew the components of fiction and who did not. Some students will need more help than others, but I found that this is a more effective introduction to fiction than just reading the literature textbook and having the kids take notes.

SUPPORTING ALL LEARNERS

1.      By allowing the students to work cooperatively, most learners should have the necessary assistance.

2.      If a student chooses to work alone, give him/her a separate stack of books with the same assignment. Check in with them often.

ASSESS STUDENTS

Observe the group presentations for accuracy. Note any reoccurring ideas about fiction criteria that are incorrect so that you can address those separately during a complete study of fiction.

ASSIGNMENTS

1.      Three Criteria for Sorting on Group Chart Paper
The students should finish the chart paper in class. If not, ask them to write three criteria for homework, and then allow them time in groups to compile that data onto the chart paper.

2.      Story Map - When in doubt, map it out!

If a student is still having trouble with these concepts, instruct the student to complete a story map (see printable) for the book he or she read most recently. Upon completing the story map, the student should practice identifying the characteristics of fiction in a familiar book, making it easier for that student to look at an unfamiliar book for the same traits.

HOME CONNECTION

Encourage the students to organize their personal collections of books in the same manner. This would be an effective review of the skill, especially if the student has read most of the books in his or her personal library. Parents could assist with this as well.

EVALUATE THE LESSON

Ask yourself:

Did the students finish in a timely manner? If not, why not?

Did the students look between the front cover and back cover at all or not so much?

Did I give my students enough time to complete the activity? If they struggled, did I need to offer more assistance? If this was too easy for them, should I have given them less assistance?