CTInitials_______

Lesson Plan
Candidates name: _Sydney Bull____________________ Instructor/Supervisor Bill Hay___________________
Grade/Course
2/3 LA
Date
Topic: Nonfiction reading

School
Allotted Time

Harwin
45 min

Cross-Curricular Outcomes ___Science, Social Studies ________________________________________________

Part 1: Planning
1. Rationale:
This lesson/ unit is relevant because it directly connects to the science and social studies units. We are looking at
landforms in science and place going from our school to Prince George to British Columbia to Canada in social
studies. In order for the students to read about and possibly do an inquiry on landforms and Canada they will
need to know how to use the nonfiction texts provided by the teacher. They will also need to know how to read for
information from these texts to fulfill the science and socials unit/lesson requirements. Having these units all tied
together will give the students more opportunity to use their learning and utilize it in different ways so it is not
connected to only one subject but can be used universally to further their learning.
2. How is this connected to the Big Ideas from the Curriculum?
Curiosity and wonder lead us to new discoveries and the world around us. The big idea is a perfect fit for the students
to be introduced to nonfiction reading to further their adventures into the wonderful world around them. Nonfiction is a
great way for students to learn new information about their current interest.
3. Competencies:
Communication
I can work with others to
achieve a common goal; I do
my share.

Creative Thinking
I get ideas that are new to my
peers.

Personal and Social

I can be respectful of others and their
ideas and help create our safe
classroom environment.

I build on others ideas and

add new ideas of my own, or
combine other peoples ideas
in new ways to create new
things or solve straightforward
problems.

4. Curriculum Outcome (s)/Integrated Resource Package Learning Outcome(s)

Competency:
Recognize how different texts reflect different purposes;
Content:
Functions and genres of stories and other texts; text features
5. Lesson Development

CTInitials_______
Lesson Outcome
What will students learn?
Students will be able to (+ verb):
Students will learn the different
types of text and what category they
fall into in order to differentiate
between fiction and nonfiction.

Sources of Evidence
What product or action will show
what students have learned? (Title of
Product or Action) Write, Say, Do

Criteria
What will you look for in this evidence
(product or action)? What does the
successful product look like?

Students will brain storm together to

compile a list of different styles of
texts. They will then divide the texts
into either fiction or nonfiction
categories.

Students will be active listeners

Students will be respectful to their peers
suggestions
Students will raise their hands to
contribute
Students will differentiate between
fiction and nonfiction

6. Universal Design for Learning: How will you provide for entry into the lesson for a number of diverse learners
(social-emotional needs, cultural influences, First Peoples Principles of Learning, Technology, groupings etc.)
Adapted Lesson Outcomes:

Adapted Sources of Evidence

Will decide if a book should go into a
certain category with the support of a
classmate or adult

Adapted Criteria
Will differentiate between fiction
and nonfiction with support

7. Resources, Material and Technology Preparation:

Sticky notes, chart paper, marker, pen, laptop, document camera, projector, smart board.
8. Assessment Strategies
the amount of participation the students are doing will show where their thinking. We will work as a class and have small
group discussion to allow for different types of learners to be comfortable in participating. I will mark a class list at the
end to show if the student has demonstrated they can select a fiction and non-fiction text and explain why.

Part 2: Teaching
Lesson Development (including AFL strategies, metacognitive strategies including questioning, socialemotional expectations, prior knowledge, language development)
Teacher is doing
Students are doing
Pacing
Before Lesson: (Anticipatory Set):
LA is a long block, have go noodle
open on the laptop and set to the
selection before the lesson starts to
allow for smoother transitions.
Zumba- get up section
https://app.gonoodle.com/channels/zu
mba-kids/get-up?source=channel

1 min

Turn on the document camera and

have a sticky note pad and a pen ready
so the students can see it.

Students are siting at their desks ready for the lesson to

start.

1 min

I need your help Im trying to think

about the different types of books I
know but I just can think of them. Can
you think of the different types of
books you know? When you think of
one, please put up your hand and I
will write it down on the sticky note.
As I write the types of books down,
have the students come and get the
note and place it on the white board.
Try to allow every student to take a
note up to the front of the class if they
so choose. When they run out of ideas
have them look around

Students will sit in their desk and listen to the directions.

When the directions are finished they will raise their hands
and tell the teacher their suggestion. I expect to hear novel,
story book, dictionary, picture book, atlas etc.

10 min

During Lesson:
Once the notes are all done, check the

The student will get out of their desk, walk to the back of
the class where I am with the document camera and take
the note to the front of the class and place it on the board.
Students will get up and walk around the class to see if they
can find any other types of books we have not discussed
yet.

3-5 min


time. If the beginning of the lesson has
taken more than 10 min or the
students seem restless, put on the go
noodle zumba video. This is to get the
students up and moving as they
shouldnt sit for more that 20 min. The
3 min action break is a good way to
break up a lesson in order to keep
student engagement and promote a
healthy lifestyle. Allow 2 min to get a
drink after the video.
When the video is over, have the
students sit back in their desks and get
settled.
Put the chart paper at the front of the
room on the board. Write fiction and
nonfiction at the top of the page and
draw a line down the center to create
a T-chart.
When this is finished ask the students
if they know what fiction and
nonfiction are.

5 min
Students will get out of their desks and push in their chairs.
They will follow along with the video and do the dance
routine. When it is finished the students who would like a
drink may do so. They will then sit back in their desks.
1 min
The students will return to their desk and get comfortable.
Some may have little conversations and some may be
trickling in from getting a drink. They can continue their
chitchat while you put the chart paper up.

1 min
Students will raise their hands if they would like to share
their thinking. Some will have heard the terms before but
may not know how to define them in words.

Define the terms for the students.

Write the definitions on the chart
paper under the headings.
Fiction is: a type of story that is
made-up from imagination, and while
some fiction sounds like it could
happen, the stories are not true
Ask students if they can help with
some words to describe fiction texts.
Write them down on the chart paper
while they brainstorm.

1 min

5 min
Cartoon pictures, made up, fake, make believe, fairies,
trolls, pretend characters, monsters, superheroes, non
living things coming alive: singing, dancing, magic

Nonfiction is: true stories. NonFiction stories are not made up, and
actually did happen sometime in
history
Repeat the previous exercise.

1 min
5 min
Facts, real, real people, real stories, real animals, real
looking pictures,

Wow so much great thinking! Lets

brainstorm together and see if we can
put our text notes into the right
category: fiction or nonfiction.
Hold up a sticky note and ask them to
put thumbs up or down to put the text
in fiction. Ex. If I say dictionary put
your thumbs up for fiction, down for
nonfiction. Scan the room. Ask

10 min
Students will put their thumbs up if that is their choice and
will do thumbs down if they disagree.


someone to share their thinking. Why
is this nonfiction?
Repeat this for all of the sticky notes

Student will share their thinking. Nonfiction because the

words are real and give facts about words.

Closure: (Including Clean-up,

discussions) /Assessment Strategies
embedded in lessons
Have the students go to the back of the
classroom and choose 2 books from
the class library. 1 should be a fiction
and the other nonfiction. This is the
exit card to move into the next lesson.
They will show me: which is fiction
and which is non-fiction and tell me
what makes the text such. It will allow
me to see who is able to grasp the
difference between the two types of
texts. I will mark a class list with 2
check marks to show they can
differentiate between the two texts.
The words they come up with during
the lesson will also be assessable for
their understanding of the two
categories along with the placement of
the sticky notes.

Part 3: Reflection
This was a great lesson. The students were engaged the whole time and came up with many different types of books for
our charts. We did not have enough time to choose the two texts before they went out for lunch so we did a quick review of
the definitions of the two forms instead. We continued with the lesson the next day with the original closure for this lesson
before we started the next thing. The students continued to approach me for the rest of my practicum to tell me they had
chosen a non-fiction text and show me some of the text features we had been discussing.