GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Kendra Gapp
Grade Level: Second Grade
Unit/Subject: English Language Arts/ Fiction versus Non- Fiction
Title of Unit and Brief Summary:

 Day 1 - Comparing Fiction and Non- Fiction – To start this lesson off we will begin by viewing a video about fiction and
non-fiction from Cantata Learning (2017). Then we will move on to see what children know about fiction and non-fiction texts
The whole class will work together to create t-charts to display this information. After the t-chart is complete we will view a
fun video to make sure that we have the right elements in the right places.
 Day 2 – Caterpillars and Butterflies – For this lesson we will compare the fiction book, The Very Hungry Caterpillar by Eric
Carl with the non-fiction book Caterpillar to Butterfly by National Geographic Kids. Kids will work with their small group to
discuss which book is fiction or non-fiction and then write down their reasons why they came to that answer.
 Day 3 – Book Sort – For this activity the children may choose to work independently or with a partner to sort book types on to
a worksheet using past book orders. After this activity children will partner read either Junior Genius Guides: Dinosaurs by
Ken Jennings or Dinosaur Woods by George McClements. They will then answer questions about the book to determine
whether it is nonfiction or fiction.
Classroom and Student Factors/Grouping: There are 26 students in this class from varying cultures. There are three English
language learners, four students with IEPS/504 plans, and several are struggling with literacy skills. For the ELL students I would
define unit vocabulary and provide sentence frames, struggling readers would be given leveled texts in order to complete the activity,
struggling writers could draw pictures indicating the differences in the books, and grouping would be mixed level groups to allow peer
teaching to be completed.

Day 1 Day 2 Day 3

National/State CCSS SL. 2.1- Students will CCSS RL2.1- Students will be able to CCSS RL2.1- Students will be able to
Learning Standards participate in group conversations ask and answer questions regarding ask and answer questions regarding key
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List specific grade-level about texts (CDE, 2020). key details in the text (CDE, 2020). details in the text (CDE, 2020).
standards that are the focus CCSS SL. 2.1a – Students will be able CCSS RI.2.1 - Students will be able CCSS RI.2.1 - Students will be able to
of the lesson being to follow guidelines for discussions to ask and answer questions regarding ask and answer questions regarding key
presented. (CDE, 2020). key details in the text (CDE, 2020). details in the text (CDE, 2020).
CCSS SL.2.1b- Students will add to CCSS W.2.1 – Students will be able CCSS W.2.1 – Students will be able to
the conversation and link other’s to write about a topic, state an write about a topic, state an opinion, and
comments (CDE, 2020). opinion, and provide support for their provide support for their opinion (CDE,
CCSS SL.2.1 c – Students will ask opinion (CDE, 2020). 2020).
questions in order to further their CCSS SL. 2.1- Students will participate
understanding (CDE, 2020). in group conversations about texts (CDE,
2020).
CCSS SL. 2.1a – Students will be able to
follow guidelines for discussions (CDE,
2020).
CCSS SL.2.1b- Students will add to the
conversation and link other’s comments
(CDE, 2020).
CCSS SL.2.1 c – Students will ask
questions in order to further their
understanding (CDE, 2020).
CCSS SL.2.2 – Students will be able to
describe details from text read aloud
(CDE, 2020).
Specific Learning Students will be able to use their Students will be able to read a wide Students will be able to read a wide
Target(s)/Objectives active listening skills in order to learn variety of texts in order to gain new variety of texts in order to gain new
Based on state standards, new information from discussions knowledge and write information on knowledge and write information on the
identify what is intended to (CDE, 2020). the books. Then give reasons to books. Then give reasons to support their
be measured in learning. support their opinion (CDE, 2020). opinion (CDE, 2020).
Academic Language Compare, Contrast, Fiction, Non- Compare, Contrast, Fiction, Non- Compare, Contrast, Fiction, Non-Fiction,
General academic Fiction, and Elements. Fiction, and Elements. and Elements.
vocabulary and content-
specific vocabulary
included in the unit.
Unit Resources, For this day we will need markers, For this day, I will need several For this day, I will need several copies of
Materials, Equipment, chart paper, computer, and a projector copies of The Very Hungry Dinosaur Woods and Junior Genius
and Technology in order to view the video. Caterpillar and Caterpillar to Guides : Dinosaurs, copies of bot h
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List all resources, Butterfly. Along with sheets of paper worksheets, and old book order forms.
materials, equipment, and for the written response.
technology to be used in
the unit.

As required by your
instructor, add or attach
copies of ALL printed and
online materials at the end
of this template. Include
links needed for online
resources.

Section 2: Instructional Planning

Day 1 Day 2 Day 3
Anticipatory Set We will first view a video from Cantata We will view the video from The book order sort will allow the
How will students’ prior Learning (2017). This will help children Cantata Learning (2017). This way students time to start activating their
knowledge be activated as to remember different elements of fiction the students will have time to prior knowledge and get ready to do
well as gain student before moving on to learning about non- activate their prior knowledge and their activity.
interest in the upcoming fiction be reminded of the elements they are
content?
 Computer looking for.
Consider various learning  Video
preferences (movement, https://youtu.be/5CW2BMlZO4
music, visuals) as a tool to w
engage interest and  Projector
motivate learners for the
lesson.

In a bulleted list, describe

the materials and activities
you will use to open the
lesson. Bold any materials
you will need to prepare
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for the lesson.

Presentation of Content
Multiple Means of The video from cantata learning will help The video will help to reiterate what For this the sorting activity will help
Representation children to hear the different elements of they have already learned and the students activate their prior
Describe how content will fiction or non-fiction books. The remind them of the elements through knowledge along with the actively
be presented in various following discussion will help children to auditory means. Visually the chart moving their body. Reading the books
ways to meet the needs of discuss and listen to learn new paper will still be posted in the will help children to visualize the
different learners. information. Then putting the room. The students can then elements and by reading aloud the
information on to a t-chart will allow physically move and touch the children will get to hear the difference
For example, you may
students to read and visualize he books while looking for the different in the types of books. Finally
present the material using
guided notes, graphic
information. Viewing the video, a second elements. Writing down the answering questions will help the
organizers, video or other time will allow for the students to information will help to involve children to visualize where these
visual media, annotation preform a self-check to make sure the many of the bodies senses. This will elements may be found along with
tools, anchor charts, information has been placed in the right help the students learn the activating many of the other sense
hands-on manipulatives, category. (Cox, 2014) information being presented. (Cox, through the writing process. (Cox,
adaptive technologies, etc.  Chart paper 2014) 2014)
 Markers  Computer  Copies of books
In a bulleted list, describe  Computer  Projector  Worksheet for sort
the materials you will use  Projector  Worksheets  Q & A worksheet
to differentiate instruction  Copies of the Books  Old Book orders
and how you will use these
materials throughout the
lesson to support learning.
Bold any materials you will
need to prepare for the
lesson.

Multiple Means of  T Chart will be left up  T Chart will remain up

Representation  ELLs will be given a list of the  ELLS – will be given  ELLs – Sentence frames,
Differentiation key vocab words and the t-chart sentence frames to hep with underlined key words. Home
Explain how materials will will be left up. writing. If need books will language books as necessary.
be differentiated for each of  Exceptional needs students – the be found in home language.  Exceptional Students –
the following groups: group discussion will allow these  Exceptional students – Leveled books, sentence
 English Language
students to participate in a way Leveled books, sentence frames, possible verbal
Learners (ELL)
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  Students with that they are comfortable. The t frames, and other necessary expression of answer, and any
special needs chart will be left up as a reminder modifications as specified other modifications as
 Students with for the students. by IEP or 504. specified as IEP or 504.
gifted abilities  Gifted – Leveled books.  Gifted – Leveed books and
 Early finishers  Early finishers – A rubric additional vocab.
(those who finish for self-checking,  Early finishers- Rubric for self-
early and may
conference with teacher to checking elements, student/
need additional
sources/support) allow for corrections, and teacher conference, and free-
the choice to draw a picture writing of a story.
regarding book they read or
write a sentence using key
vocab word.
Application of Content
Multiple Means of For this lesson students will remain as a This will be done in small mixed The sorting activity can be done either
Engagement whole group. level grouping (Cox, 2014). This independently or with a partner. This
How will students explore,  Group discussion to compare and will help for peer teaching to take will allow children to discuss which
practice, and apply the contrast fiction and non-fiction place as well as listening and books they have placed where with a
content? elements. speaking to take place. Helping to friend or tablemate.
 What does make believe mean? further develop children’s Partner reading will take place in
For example, you may conversation skills. The children order for the children to determine
engage students through  What type of book do you
prefer? will then write down their findings. which type of text they have.
collaborative group work,
Kagan cooperative  How would you use each type of Answering the questions will involve
learning structures, hands- book? independent writing to take place.
on activities, structured
discussions, reading and
writing activities,
experiments, problem
solving, etc.

In a bulleted list, describe

the activities you will
engage students in to allow
them to explore, practice,
and apply the content and
academic language. Bold

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any activities you will use
in the lesson. Also, include
formative questioning
strategies and higher order
thinking questions you
might pose.

Multiple Means of  ELLs – word bank use,  ELL- word bank use, sentence
Engagement As this lesson is primarily based on sentence frames, and a frames for answering
Differentiation participation, I may use random reporters writing helper if needed. questions, partner is fluent in
Explain how materials will or ask individuals to help write on the Can ask a friend to explain both home language and
be differentiated for each of chart. This way I can make sure all the answer in home English, short summary of
the following groups: students have a chance to share. language if needed. book available, and if needed
 English Language  ELL and Exceptional students  Exceptional – word bank home language books.
Learners (ELL)
will be provided a word bank use, sentence frames, and  Exceptional Students – word
 Students with
prior to the lesson. help from peer leader to bank, leveled book or short
special needs
 Students with  T-chart will be left up for write down information. summary of a book, and
gifted abilities remainder of unit and later place  Gifted – peer leader. Can partnered with someone they
 Early finishers in a resource book for all assisted other group work well with.
(those who finish students. members as needed.  Gifted – Leveled book and
early and may partnered with similar peer.
need additional  Early finishers – Student/
sources/support) teacher conference. Option to
assess the other book.
Assessment of Content
Multiple Means of  Check for understanding after  Discussion of the elements  Reading and discussion with
Expression completion of t-chart with of each type of text during partner
Formative and summative thumbs up, sideways, or down small group.
assessments used to  Self-check reviewing video  Written paragraph  Sorting Activity
monitor student progress
 Question and Answer
and modify instruction.
worksheet
In a bulleted list, explain
the options you will provide
for your students to express
their knowledge about the
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topic. For example,
students may demonstrate
their knowledge in more
summative ways through a
short answer or multiple-
choice test, multimedia
presentation, video, speech
to text, website, written
sentence, paragraph, essay,
poster, portfolio, hands-on
project, experiment,
reflection, blog post, or
skit. Bold the names of any
summative assessments.
Students may also
demonstrate their
knowledge in ways that are
more formative. For
example, students may take
part in thumbs up-thumbs
middle-thumbs down, a
short essay or drawing, an
entrance slip or exit ticket,
mini-whiteboard answers,
fist to five, electronic quiz
games, running records,
four corners, or hand
raising. Underline the
names of any formative
assessments.

Multiple Means of  ELL – Home language  Ell- home language book and
Expression  Ells- some words can be books, and worksheets. vocab bank. Acceptable short
Differentiation translated into home language. Sentence frames could be answers. Dictation with
Explain how materials will Unit vocab given in advance. used instead of free writing. partner acceptable as well.
be differentiated for each of Possible small group instruction  Exceptional Students –  Exceptional students – Leveled
the following groups: given to make sure understanding Leveled books and sentence books, short answers, and
 English Language
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 Learners (ELL) is complete, if child indicates frames. dictation with partner.
 Students with otherwise during check-ins.  Gifted students – leveled  Gifted – Leveled book and
special needs  Exceptional students: vocab books. peer helper where needed.
 Students with given in advance. Possible small  Early finishers – Choice of  Early finishers- Choice of
gifted abilities group instruction given to make working on unfinished work journal writing or a folder
 Early finishers
sure understanding is complete, or task card after work has game after work reviewed.
(those who finish
early and may
if child indicates otherwise been reviewed with the
need additional during check-ins. teacher.
resources/support)
Extension Activity and/or Homework
Identify and describe any For daily reading homework, the children For daily reading homework, the For daily reading homework, the
extension activities or will determine whether their book was children will determine whether children will determine whether their
homework tasks as
fiction or non-fiction and identify one their book was fiction or non-fiction book was fiction or non-fiction and
appropriate. Explain how
the extension activity or element that makes the book fiction or and identify one element that identify one element that makes the
homework assignment nonfiction. makes the book fiction or book fiction or nonfiction.
supports the learning nonfiction.
targets/objectives. As
required by your instructor,
attach any copies of
homework at the end of this
template.

Supporting Material
Video: Cantata Learning. (2017). Fiction or Nonfiction [Video]. Retrieved from https://youtu.be/5CW2BMlZO4w

Sorting Worksheet and T-chart template. Created by K.Gapp

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Non-Fiction and Fiction Questions Worksheet Created By K. Gapp

References
Cox, C. (2014). Teaching language arts: A student-centered classroom (7thed.). Boston, MA: Pearson. ISBN-13:9780133066807.

Retrieved from http://gcumedia.com/digital-

resources/pearson/2013/teaching-language-arts_a-

student-centered-classroom_ebook_7e.php

CDE. (2020). 2020 Colorado Academic Online Standards.

Retrieved from
https://www.cde.state.co.us/apps/standards/

Rationale: Literacy Mini-Unit Plan (250-500 words)

Part of learning to read is learning about different

types of texts the reader may encounter. We must also

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learn what to look for in order to properly identify these types of texts. This way our students can learn how to properly use texts in

their everyday life. That is why it is important to teach a unit on fiction and non-fiction. The main focus of this unit is for children to

begin to identify the elements of a non-fiction book and then explain why they have come to that conclusion. The books that have

been included in this study are very straight forward examples to allow children to clearly distinguish between the two types of books.

This unit allows children to use their active listening skills, speaking skills, writing, reading, and language skills in order to

effectively learn about the two types of literature. Initially, students will be using their listening skills and speaking skills in order to

help make a t-chart that will represent the different characteristics of fiction and non-fiction texts. They will have a chance to activate

their prior knowledge from books that they have read in the past by watching a short introductory video that includes. By allowing the

students to view this video we will be able to have a more profitable group discussion about the elements of each type of text (Cox,

2014). The students will then be asked to apply this knowledge to different books over the course of this unit. This will be measured

through the written paragraph in part 2 and part 3. Along with the sorting activity and reinforced through their homework. Ultimately

allowing children different ways in which to demonstrate what they have learned.

By including time for group work and partner work children can deepen their discussion skills as well as their critical thinking

skills (Cox, 2014). This will also give children time to practice using their new vocabulary words in everyday conversation. Children

can then take the information they have learned in conversation through spoken word and put it onto paper. This will help them to

learn how writers organize their thoughts and put them onto paper (Cox, 2014). This skill will help them to learn to write more in-

depth reports later in their education career.

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 As with any class, this is a diverse population with different needs. Since this class has ELL students, gifted students, and those

with exceptional needs, it is important to leave up visuals and differentiate the materials to allow these students to be involved in the

activities completely (Cox, 2014). These books can be offered in home languages, or at different levels according to the needs of the

students. Both the worksheets can be adapted to fit the needs of the students in this class, as well. Ultimately, allowing this lesson to

be inclusive in nature. This way all of the students will walk away with the needed skills from this unit and reaching the educational

goals set.

Reference

Cox, C. (2014). Teaching language arts: A student-centered classroom (7thed.). Boston, MA: Pearson. ISBN-13:9780133066807.

Retrieved from http://gcumedia.com/digital-resources/pearson/2013/teaching-language-arts_a-student-centered-

classroom_ebook_7e.php

© 2019. Grand Canyon University. All Rights Reserved

 References

© 2019. Grand Canyon University. All Rights Reserved