Aim:TSWBAT distinguish between fact and fiction statements and examples.
NYS Standards:M,S,T & ELA
Interconnectedness: Common Themes #6
ELA #1:Language for Information and Understanding
Motivation: Our class frog Knicky (Nicky) has been used as a model for identifying and observing the lives of frogs. Students will review fact and fiction statements as they were previously defined to them.
Link with Prior Knowledge: Students will have heard a reading of "The Frog Prince Continued" by Jon Sciesza the day before. The teacher has reviewed what the terms fact and fiction meant. Students have written a Part I to the story "The Frog Prince Continued", as a way to predict the way it all began. As well as having our class frog as a reference for facts.
Materials: "The Princess and the Frog" by Rachel Isadora, Chart paper, markers, "frog" or fiction worksheets, index cards, plastic frogs, rain forest CD.
Demonstration of Rules and Procedures:
o I: The teacher and students will take part in creating a web that will be used as a graphic organizer to distinguish statements that are fact or fiction. Students will be recalling on prior knowledge that will allow them to demonstrate the differences by using examples from the story read the day before.
o II: Students will be introduced to the story "The Princess and the Frog" by Rachel Isadora. Students will be asked to make a few predictions.
o III: Students will listen to a reading of "The Princess and the Frog". Occasionally stopping for students to answer questions.
"Who thinks the princess is going to keep her promise?"
"Why do you think it is important to keep a promise?
"Do you think a frog talking is fact or fiction?"
o IV: Teacher and students will complete the web by adding fact or fiction statements that were found in the story.
"Who can give me one fact about the frog character in the story?"
Who can describe one thing that was fiction in this story?"
o V: Students will be asked to return to their seats and complete a "frog" or fiction "t" chart using their observation logs completed during a previous lesson. The observation logs will be used to complete the "frog" or fact section of the ditto and the story will be used for the fiction portion of the worksheet. During this time students will be listening to a CD of rainforest sounds. They will be asked to identify any frog sounds they hear.
o VI: After completing the "frog" or fiction worksheet students will share some of their answers that they have written.
Assessment: Students will be divided into four teams, each represented by the table numbers. Each person in the group will be assigned a job in order to participate in the game. Students will work collaboratively in guessing each team's statements that are either fact or fiction. Each team will respond to the statements by raising an index card labeled either a fact or fiction. Points will be represented by toy frogs. The most frogs win the game.
Explanation of Rules: "High Five Rules" are currently in place as school wide behavior management:
o Be Here, Be Ready
o Be Caring
o Be Respectful
o Be Safe
o Be Responsible
Opportunities for practice: Students will be able to display attained knowledge of amphibian fact or fiction through completion of graphic organizers as well as fact or fiction worksheet.
Accommodations: Students will have the opportunity to work in small groups. The teacher will also be using differentiated instruction during lesson.