Yourname:MarianaCruz

ElementaryInclusiveLessonPlan

Lessontitle:NonfictionLiteratureCircles
Grade/agelevel:ThirdGrade

Learning
Objective(s)

SWBATunderstandthegistormainideaofanonfictiontext.
SWBATdetecttheorganizationalstructureofanonfictiontext.
SWBATdetectthewritingstyleinanonfictiontext.
SWBATdeciphervisualinformationinanonfictiontext.
SWBATusecriticalthinkinginanalyzingatext.

Evidencefor
assessment

Theskillsacquiredthroughthisactivitywillbeassessedbothinformative
assessmentduringandattheendoftheactivityandaspartofthesummative
assessmentforthecurriculum.

Informalassessment:Teacherwilllookatstudentparticipationduringthe
differentsetsofsmallgroupdiscussion.

Formativeassessment:Studentswillfilloutgraphicorganizersfortheirtwo
selectedbooks,describingthedifferentaspectsofthetext.

Students,intheirsecondgroups,willsynthesizetheirfindingsonchartpaper.

Summativeassessment:Studentswillhavetoshowthattheyunderstandthe
useandmeaningofdifferentkindsofnonfictiontextsandthepartsofatext
bycreatinganonfictiontextfortheirprojectthatshowcasestheknowledge.

Rationale

Literaturecirclesorbookclubscanserveascollaborativeenvironmentsin
whichstudentshaveagencyinbookselectionwhilegainingliteracyskills.The
processofbookselectionwillhelpstudentsfeelthattheyhavechoiceintheir
learning,whilethebookpossibilitieswillbecarefullycuratedbytheteacherin
ordertoensurethatthechoiceswillmeetthepurposeoftheactivityand
matchstudentreadinglevels.Thesocialstudiesstandardsforthirdgrade
includeELAliteracystandardsforinformationaltextsandwriting.Thisactivity
willhelpmeettheliteracystandardswhileengagingstudentswithenough
nonfictiontextsthattheywillhaveastrongbaseforwhenitistheirturnto
writenonfictiontextsduringtheircurriculumsummativeassessment.

ReadingStandards:
CCSS.ELALITERACY.RI.3.1Askandanswerquestionstodemonstrate
understandingofatext,referringexplicitlytothetextasthebasisforthe
answers.
CCSS.ELALITERACY.RI.3.2Determinethemainideaofatextrecountthe
keydetailsandexplainhowtheysupportthemainidea.
CCSS.ELALITERACY.RI.3.5Usetextfeaturesandsearchtools(e.g.,key
words,sidebars,hyperlinks)tolocateinformationrelevanttoagiventopic
efficiently.
CCSS.ELALITERACY.RI.3.7Useinformationgainedfromillustrations(e.g.,
maps,photographs)andthewordsinatexttodemonstrateunderstandingof
thetext(e.g.,where,when,why,andhowkeyeventsoccur).
CCSS.ELALITERACY.RI.3.8Describethelogicalconnectionbetween
particularsentencesandparagraphsinatext(e.g.,comparison,cause/effect,
first/second/thirdinasequence).

WritingStandards
CCSS.ELALITERACY.W.3.8Recallinformationfromexperiencesorgather
informationfromprintanddigitalsourcestakebriefnotesonsourcesandsort
evidenceintoprovidedcategories.

SpeakingandListeningStandards:
CCSS.ELALITERACY.SL.3.1Engageeffectivelyinarangeofcollaborative
discussionsoneonone,ingroups,andteacherled)withdiversepartnerson
grade3topicsandtexts,buildingonothersideasandexpressingtheirown
clearly.
CCSS.ELALITERACY.SL.3.4Reportonatopicortext,tellastory,orrecount
anexperiencewithappropriatefactsandrelevant,descriptivedetails,
speakingclearlyatanunderstandablepace.
CCSS.ELALITERACY.SL.3.6Speakincompletesentences,when
appropriatetotaskandsituation,inordertoproviderequesteddetailor
clarification.

SocialStudiesPractices:
Gathering,Interpreting,andUsingEvidence
Prerequisite
Knowledge

LearningExperience

Therearedifferentkindsofliterature,atleastfictionandnonfiction.
Nonfictiontextshavedifferentelementsthatallworktogethertocreate
meaning.

Assessment
Whatwillyoulook/listento/for?

StartingIt
Howwillyouinvite
studentsintothe
learningexperience?

Teacherwillpresenttheideaof
literaturecircles,explainingthe
purposeandobjectivesofthe
activity.
Studentswillbeputinsmallgroups
accordingtotheirgeneralreading
levels.EachGuidedReadingLevel
hasatleasttwobookstochoose
from(seematerialsbelow),so
studentshavesomechoiceintopic,
whileensuringthatthetextsareat
thestudentslevels.Somemixingis
acceptable,andstudentscanhelp
eachotherwithsectionsthatare
consideredmoredifficult.After
choosing,theteacherandstudents
willnotewhichbookseachgroupis
responsibleforreading.
Beforestudentsstartreading,with
theteachertheywillbrainstorm
togetherdifferentelementsof
nonfictiontexts,makingsurethey
knowwhattoreadfor,bothin
contentandinformatorstyle.

DoingIt

Willberepeatedtwice,
withbothsetsof
books.

Theteacherwillhave
somefreedomwhen
planningtheexact
lengthofthisportion,
dependingonthe
classandthebooks
selected.

FirstSecondclass:
Studentswillreadthebookintheir
groups.Theywillfirstdiscussthe
contentandgistofthetextwiththe
helpofgraphicorganizersand
guidedquestions.(Thiscanbe
brokendowntomorethanonedayif
necessary,splittingthebookinhalf
anddiscussingeachhalfinturn.)

SecondThirdclass:
Studentswilllookattheelementsof
thenonfictiontextsuchasgraphs,
pictures,captions,maps,etc.They
willdiscusshowthesehelpcreate
meaninginthetextwiththehelpof

Studentsshouldbeabletopay
attentiontotheteacherandbe
respectfulduringthelesson.
Studentsshouldbeabletomake
choicesbasedontheirinterest.

Studentsshouldbeabletohelp
teacherbrainstormdifferentelements
ofnonfictiontexts.

Studentsshouldbeabletofilloutthe
graphicorganizerandanswerthe
guidedquestionsforallthree
classes.
Studentsshouldbeabletoengagein
respectfuldiscussionoftopics.

graphicorganizersandguided
questions.

ThirdFourthclass:
Studentswilldiscusswritingstyle
andauthorshipofthenonfictiontext
andhowthesehelpcreatemeaning
inthetextwiththehelpofgraphic
organizersandguidedquestions.
FinishingIt

(Canextendtomorethanoneclass)

Newgroupswillbecreatedwithas
largeavarietyofbookselectionas
possible.Withinthegroups,students
willdiscussthegraphicorganizers
theyfilledoutforthepreviousbooks
theyeachread.Theywillsynthesize
theinformation,notingonchart
paperwhatthebookshadin
commonandhowtheywere
different,intopic,treatmentoftopic,
elements,etc.

Studentsshouldbeabletowriteon
chartpaperthesimilaritiesand
differencesofthenonfictionbooks
readasconcernstheelements
brainstormedduringtheStartingIt
portionoftheactivity.

Accessibility

Ifitsnecessary,studentswithinagroupwillbeassignedrolesduringthe
discussion.Somestudentsmightfeelmorecomfortableasnotetakersand
othersastimekeepers.
Becauseparticipationisinsmallergroupsandwillnotbeconstantly
monitoredbytheteacher,studentsmightfeelmorewillingtoparticipateand
givetheiropinionwithoutfearofbeingwrong.
Studentswillhavesomechoiceintheirtopic,sothattheycanreadbooksthat
theyareinterestedin.
Thelessontimeisnotsetinstone,sothatateachercanmovefasteror
slowerdependingonhowtheclassreactstotheactivity.

MaterialsNeeded

chartpaperandmarkers
paperandwritingmaterials
graphicorganizers
books:
ListofpossiblenonfictiontextsfromLeeandLow:
GuidedReadingLevelP:

VanishingCulturesseries,writtenandphotographedbyJanReynolds
https://www.leeandlow.com/collections/185
AmazonBasin
DownUnder
FarNorth
FrozenLand
Himalaya
Mongolia
Sahara
GuidedReadingLevelQ:
OnlytheMountainsDoNotMove:AMaasaiStoryofCultureand
Conservation,byJanReynolds,

https://www.leeandlow.com/books/2757
ThisLandIsMyLand,byGeorgeLittlechild,
https://www.leeandlow.com/books/2821
TheEastWestHouse:NoguchisChildhoodinJapan,byChristyHale,
https://www.leeandlow.com/books/2708
GuidedReadingLevelR:
OnMyBlock:StoriesandPaintingsbyFifteenArtists,
https://www.leeandlow.com/books/2800
Celebrate!:ConnectionsAmongCultures,byJanReynolds,
https://www.leeandlow.com/books/2373
GuidedReadingLevelS:
Capoeira:Game!Dance!MartialArt!,byGeorgeAncona,
https://www.leeandlow.com/books/2371
Ol!Flamenco,byGeorgeAncona,
https://www.leeandlow.com/books/2720