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  This lesson provided by:  
Author:Heather Kirk
System: Shelby County
School: Shelby County Board Of Education

  General Lesson Information  
Lesson Plan ID: 30704

Title:

Genre Who? Identifying Various Fiction Genres

Overview/Annotation:

In this lesson students will be introduced to six different fiction genres. They will then practice their knowledge of these genres through a review game.


 Associated Standards and Objectives 
Content Standard(s):
IL (K-12)
3. The student who is information literate uses information accurately and creatively.
  • Organizes information for practical application.
  • Integrates new information into one's own knowledge.
  • Applies information in critical thinking and problem solving.
  • Produces and communicates information and ideas in appropriate formats.
  •  
    IL (K-12)
    9. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
  • Shares knowledge and information with others.
  • Respects others' ideas and backgrounds and acknowledges their contributions
  • Collaborates with others, both in person and through technologies, to identify information problems and to seek their solutions.
  • Collaborates with others, both in person and through technologies to design, develop, and evaluate information products and solutions.
  •  
    ELA2015 (4)
    8. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. [RL.4.9]
     
    ELA2015 (4)
    30. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]
    a. Apply Grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]"). [W.4.9a]
    b. Apply Grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). [W.4.9b]
     
    ELA2015 (5)
    12. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. [RI.5.3]
     
    ELA2015 (5)
    23. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.5.2]
    a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.5.2a]
    b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.5.2b]
    c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). [W.5.2c]
    d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.5.2d]
    e. Provide a concluding statement or section related to the information or explanation presented. [W.5.2e]
     

    Local/National Standards:

    21ST Century Skills:
    1.1.2 Use prior and background knowledge as a context for new learning.
    4.1.4 Seek information for personal learning in a variety of formats and genre.
    4.2.4 Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
    4.3.2 Recognize that resources are created for a variety of purposes.

    Primary Learning Objective(s):

    The students will recognize that genres are created for a variety of purposes as well as learning the specific characteristics related to each genre.

    Additional Learning Objective(s):

     

     Preparation Information 

    Total Duration:

    31 to 60 Minutes

    Materials and Resources:

    Computer attached to digital projector to present PowerPoint presentation, student handouts related to genres, miniature whiteboards and markers for student response game

    Technology Resources Needed:

    Computer with digital projector, PowerPoint presentation

    Background/Preparation:

    Students should be familiar with the definition of a genre as well as some common fiction genres. The teacher should also have copied short summaries for reading aloud during the genre game. Copies of the student handouts are also needed.


      Procedures/Activities: 
     

    1. Explain to students that you will be discussing genre today as a class and ask students if they know the definition of a genre. If known, then ask students if they know any particular fiction genres that they would like to share with the class.
    2. Go through the PowerPoint with the class, slide by slide, explaining what each genre is and having students fill this information out on their own as you progress. As you go through each genre elicit responses from students regarding specific examples of that particular genre. Ask students to fill out one example on the handout for each genre.
    3. Once students have their genre handouts filled out, explain that we will be playing a game that will rely on their knowledge of the various genres.
    4. Distribute one miniature white board and marker to each table and explain that they will be working as a team to decide which genre the book that you describe belongs to.
    5. Read aloud a short summary of a book that gives hints as to its genre. Once finished reading, have students work as a team to write the correct genre on their white boards. Have all teams show their answers at one time and award one point for each team that correctly answers the question.
    5. Continue with the game as time allows giving each student at the table a chance to write on the white board.
    6. Conclude with a brief discussion of the various genres encouraging students to select books from different genres when they check out materials in the future.



    Attachments:
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      Assessment  

    Assessment Strategies

    Student knowledge of the genres is being assessed throughout the course of the game. Students are also being assessed through teacher observation and participation.


    Acceleration:

    As an extension, students could then check out materials within a different genre than they normally select. Teachers could also have students select a particular genre to research and present information on to the class. Teachers could also have students write an original story that falls within a particular genre incorporating the specific characteristics related to that genre.

    Intervention:

    Students who are not able to differentiate between the genres could participate in a genre webquest or research information pertaining to various genres and create a flyer that details each genre.

    Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

    Presentation of Material Environment
    Time Demands Materials
    Attention Using Groups and Peers
    Assisting the Reluctant Starter Dealing with Inappropriate Behavior

    Be sure to check the student's IEP for specific accommodations.
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