S3+Harrington+Christine

// **Note:** **Each lesson must consider the TPACK  framework.** // (How are you using technology as a teacher? How are your students using technology?) Aural: Verbal: Physical: Logical: Social: Solitary** : [| Recipes4Success Lesson Library]. Here you will find exciting, standards-based lessons for Tech4Learning products. Each lesson includes step-by-step directions for both teachers and students, as well as links to high-quality examples, templates, and support resources.
 * 1. (W)** **Where** (Students understand that....), **Why** (Real Life), **What** (MLR)
 * 2. (H)** **Hook** (Engage)
 * 3. (E)** **Equip** (Content - Students will know...), **Explore** ( [| Graphic Organizer] ), **Experience** ( [| Cooperative Learning] ), and Resources (Include Web resources)
 * 4. (R)** **Rethink, Revise, Rehearse,** and **Refine** (Feedback, [| Checking for Understanding] )
 * 5. (E)** **Evaluate** (Formative Assessment)
 * 6. (T) Tailor** (use the seven [| Learning Styles] )
 * Visual:
 * 7. (O)** **Organize** (Students will be able to ...), Product (Technology), and Timeframe

(L) 1. **(WHERE)** Students will understand that there is a difference between fiction and nonfiction texts. What is the difference between nonfiction and fiction? Why? **(WHY)** We are going to learn all about different kinds of books. Some books are real and give you information and some books are make believe and just fun stories to read. I am going to teach you how to figure out if a book is real or make believe. This will help you when you are trying to pick books out at the library or in our classroom. **(WHAT)** //**Students read informational texts, within a grade appropriate span of text complexity, for different purposes .**// 2. **(HOOK)** We are going to learn all about different kinds of books. Some books are real and some books are make believe. I am going to teach you how to figure out if a book is real or make believe. You will learn some "special" tricks on how to tell the difference. 3. **(EQUIP)** Students will know the terminology associated with nonfiction: true, facts, real, make believe, conventions, features etc... **(EXPLORE)**Students will sing a song about books and reading. The teacher will introduce and read a fiction(make believe/fake) and nonfiction(real) book to the children about the same topic. We will have a class discussion about why the books are fiction or nonfiction.**(EXPERIENCE)** The children will have the opportunity to sort through some fiction and nonfiction books in groups of 2 or 3 (teacher chosen groups). There will be piles of books throughout the classroom. Children will take what they have learned about fiction and nonfiction and sort these books into 2 piles. The teacher will listen to conversations and the reasoning for placing books in certain piles. Confusions and troublesome books will be discussed as a whole group following the activity. 4. **(R) Rethink** What is the difference between nonfiction and fiction? Why? Is this fiction? nonfiction? How do you know? 5. **(EVALUATE)** class discussion/dialogue and book sort of fiction (make believe) and nonfiction (real) books. 6. **(T) Tailor** 7. **(ORGANIZE)** Students will be able to describe the difference between fiction and nonfiction texts.
 * Lesson 1 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** Laurie Berkner CD, nonfiction and fiction books
 * Visual:** Children will look at/ view different books.
 * Aural:** Children will listen to a discussion, hear a read aloud and sing songs.
 * Verbal:** Children will sing songs. Children will participate in the class discussion. Children will work with a partner. (Why a book goes in that pile? There reasoning and processing.)
 * Physical:** Children will sort books located in different parts of the classroom with a partner(s).
 * Logical:** Children will use information being taught and determine whether a book is real(fiction) or make believe(nonfiction).
 * Social:** Children will participate in a class discussion and work with partner(s).
 * Solitary :** Children will process the information being taught.
 * Product:** class discussion/dialogues and book sort
 * Timeframe** is 1 week of the 6 week unit. (a couple of 20-30 minute lessons throughout the week)

(L) 8. **(WHERE)** Students will understand that there are many varieties of nonfiction texts. Why are nonfiction texts important and how do you use them? **(WHY)** You are going to have the chance to look at lots of different types of nonfiction texts. We are going to learn about all of these because sometimes you need to find out new and important information. It you know all about the different types of nonfiction texts, you will know where to find the information you need. We will work on it more during our next lesson too! **(WHAT) //Students read informational texts, within a grade appropriate span of text complexity, for different purposes.//** 9. **(HOOK)** Today, you are going to have the chance to look at lots of different types of nonfiction texts. Guess what?...you are even going to have the chance to learn to read these texts this year. Let's find out what our new materials and nonfiction texts are? I even have a computer site to share with you! Let's get started! 10. **(EQUIP)** Students will know key factual information from nonfiction texts ie...physical characteristics, habitats, babies(reproduction), life cycles, growth, how to (sequencing), etc... **(EXPLORE)**The lesson will start with a song about reading and books. Children have the opportunity to sing and move to the music. We will take a few minutes to review what we have learned about fiction and nonfiction so far. The children will be exposed to a variety of nonfiction texts including magazines, weekly readers, recipes, how to books, National Geographics, newspapers etc... **(EXPERIENCE)**There will be a multiple copies of the texts for children to view. Children will be given time to look over (explore) the material before the class discussion starts. The teacher will introduce the type of text and explain to the children how we would use them and why they are important. The goal is that children are exposed to more than books as nonfiction texts. The teacher will also take the opportunity to introduce a few websites for children to view as a form of nonfiction texts. 11. **(R) Rethink** Why are nonfiction texts important and how do you use them? 12. **(EVALUATE)** class discussion/ dialogue 13. **T (Tailor)** Aural: Children will sing the song and listen to the class discussion. Verbal: Children will participate in the class discussion. Physical: Children will move to the song. Children will view nonfiction texts. Logical: Children will use the information being taught. Children will answer questions posed by the teacher. Social: Children will participate in a class discussion. Children will view materials with friends. Solitary :** **Children will process the information being taught**. 14. **(ORGANIZE)** Students will able to recognize there are a variety of nonfiction texts.
 * Lesson 2 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** website: biokids.com, information on portaportal.com, variety of nonfiction texts
 * Visual: Children will view a variety of nonfiction texts.
 * Product:** class discussion
 * Timeframe:** 1 lesson of a 6 week unit

(L) 15. **(WHERE)** Students will understand that there are many varieties of nonfiction texts. Why are nonfiction texts important and how do you use them? **(WHY)** Sometimes you are going to need to learn about something new or important. When you know all about these different nonfiction texts, you will know where to find the information you are looking for. There is also a way on the computer called a search. I will practice finding some interesting information with you on the computer. **(WHAT)** //**Students read informational texts, within a grade appropriate span of text complexity, for different purposes.**// 16. **(HOOK)** Today, we are going to learn how to find new and important information. You are going to get to learn about all these different types of nonfiction texts we have been learning about. I will give each of you the opportunity to "search" for new information and print it out on the computer with me. Think about something new you want to learn! We will learn what nonfiction text to look at to find the BEST information for you! 17. **(EQUIP)** Students will know the key factual information from nonfiction texts ie...physical characteristics, habitats, babies(reproduction), life cycles, growth, how to (sequencing), etc... **(EXPLORE)**Children will sing and dance to a song about reading and books. We will review what we have learned so far about fiction and nonfiction texts. We will also discuss the different types of nonfiction texts available for us to use. We will briefly go over the different types of texts the children were exposed to during our previous lesson. Today, children will learn how each of the nonfiction texts is used and why they are important. We will go through each of the texts. Magazines (ie. Big Backyard, about different animals) and learn that this particular text will teach you facts and give you information about certain animals. Newspapers and that they give you information about your community, state and the world. Recipes and how they are used to cook and prepare food. How to books helps us to make different things. Weekly Reader gives us a few facts about a certain topic. Computers to search for information. **(EXPERIENCE)**Children will again have the opportunity to look through these texts and view them to learn information and get facts. The teacher will walk around and have conversations with the children about what they are learning in the nonfiction text they are reading/viewing. Teacher may also pose question about if I were looking for information about...where would I look? Why? The teacher will also take the opportunity to help children search for a topic of their choice and print out some of the information for them to use and view. 18.**(R) Rethink** Why is the text important? When would you use that text? How would you use it? 19. **(EVALUATE)** class discussion/ dialogue with individual children 20. **T (Tailor)** Aural: Children will listen to songs and class discussion. Verbal: Children will participate in a class discussion. Children will explain the use of nonfiction texts. Physical: Children will move to the music. Children will view nonfiction texts. Logical: Children will use the information being taught. Children will answer questions asked by the teacher. Social: Children will participate in a class discussion. Children will view materials with friends. Solitary :Children will process the information being taught**. 21. **(ORGANIZE)** Students will be able to consider the use of nonfiction texts.
 * Lesson 3 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** google search, variety of nonfiction texts, CD...song
 * Visual: Children will view nonfiction texts.
 * Product:** class discussion
 * Timeframe:** 1 lesson of a 6 week unit

(L) 22. **(WHERE)** Students will understand that nonfiction texts have several features and conventions and give information.Students will understand that there is a difference between fiction and nonfiction texts. What are the features and conventions of a nonfiction text and how are they used? What is the difference between nonfiction and fiction? Why? **(WHY)** We have learned about all the different types of nonfiction texts and how each can be used. Today, we will learn another way to use nonfiction texts so they are helpful to you. You will be given some new vocabulary/words to help you "navigate" nonfiction texts. This is a new way to look at nonfiction. It will make it easier for you to find the information you want. **(WHAT) //Students read informational texts, within a grade appropriate span of text complexity, for different purposes.//** 23.**(HOOK)** Now that you are all "pros" at nonfiction texts and what they are, let's find out another way they are special. I have some new vocabulary, or special words, for you to learn and use in nonfiction texts. Do you want to know what they are? 24. **(EQUIP)** Students will understand the terminology associated with nonfiction: true, facts, real, make believe, conventions, features etc...Students will understand the vocabulary associated with nonfiction: photograph, labels, captions, cut-aways, close ups, table of contents, index, glossary, types of print, maps, tables, and comparisons. **(EXPLORE)** Students will sing a song about reading and books. Students will review what they have learned so far. Simple questions will be asked about fiction and nonfiction, the different types of nonfiction texts, and how these texts are used and important. The review will be done aurally and as a class discussion. Today, children will be introduced to some vocabulary associated with nonfiction. We will look at a nonfiction book and discuss some of the features and conventions used in that book that make it nonfiction. The teacher will discuss terms like photograph, labels, table of contents, glossary etc... We will take this same vocabulary and compare it to a fiction book. Not all of the nonfiction vocabulary will be introduced to my kindergarten children. My cooperating teacher will be introducing all of the nonfiction vocabulary to her second grade students each week. They will go more in depth with each one. (These conventions and features are what we will focus on in our final cookbook project.) **(EXPERIENCE)** Students will then have the opportunity to sort fiction and nonfiction books using the vocabulary that was just introduced. Children will move around the room to different piles of books and nonfiction media. They will again sort these items into fiction and nonfiction piles. Teacher will walk around observing sorting skills and listening to conversations that are taking place. Children will be placed in groups of 2 or 3 (teacher chosen groups). Teacher will mention certain vocabulary to children and see if they are able to locate it in a text. 25. **(R) Rethink** What are the features and conventions of a nonfiction text and how are they used? What is the difference between nonfiction and fiction? Why? 26. **(EVALUATE)** class discussion/ dialogue/ nonfiction and fiction book sort 27. **T (Tailor)** Aural: Children will listen to class discussion and songs. Verbal: Children will participate in class discussion. Children will answer questions posed by teacher and classmates. Physical: Children will move to the song. Children will sort books. Children will move around the room. Logical: Children will use information being taught. Children will answer questions. Social: Children will participate in a class discussion. Children will work with partner(s) to sort books. Solitary :** **Children will** **process the information**. 28. **(ORGANIZE)** Students will be able to compare fiction and nonfiction texts.
 * Lesson 4 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** variety of nonfiction texts, examples of each nonfiction feature or convention the teacher will introduce, CD...song
 * Visual: Children will view books and other nonfiction media.
 * Product:** class discussion/ book sorting
 * Timeframe:** 1 lesson of a 6 week unit (multiple mini lessons on features and conventions will follow this lesson)

(L) 29. **(WHERE)** Students will understand that nonfiction texts have several features and conventions and give information. What are the features and conventions of a nonfiction text and how are they used? **(WHY)** It is important to learn new or valuable information from nonfiction texts. Today, the children will have the opportunity to pick out important facts that they have learned and share them with the class. We need to comprehend what we read or have read to us. It is also important that we are able to verbalized and tell others what we have learned. Children will have that opportunity today. **(WHAT)** //**Students read informational texts, within a grade appropriate span of text complexity, for different purposes.**// 30.**(HOOK)** Today, we are going to learn something new in our nonfiction book. We are going to make a class nonfiction book. You are going to have a chance to illustrate(color a picture)/ write about what you learned. What do you think we are going to learn about? Let's read to find out! 31. **(EQUIP)** Students will understand the key factual information from nonfiction texts ie...physical characteristics, habitats, babies(reproduction), life cycles, growth, how to (sequencing), etc.. **(EXPLORE)** Children will sing a song about books and reading. We will review some of the features and conventions that were discussed in the previous lesson. Children will be read a nonfiction and fiction book on the same topic. The fiction book will be read first. Before the nonfiction book is read, the teacher will ask the children why it is nonfiction? What features and conventions this book has? What information we are going to get out of this book? How is it going to be used? The teacher will read the nonfiction book. This book is being read to get information on a topic we don't know much about. Children will be asked what they learned when the book is finished. We will discuss what the book was about and what interesting or NEW fun facts we learned. These facts will be listed on chart paper for all to see. **(EXPERIENCE)** The children will then be asked to go back to their seats to write/ illustrate a fact that they learned. Children will then be allowed to share their picture and/or writing with the class. These pages will be put together into a class book for the children to view and share. (Teacher may choose to type the children's dictation and writing before binding it into a class book.) They will have created a nonfiction book about a certain topic as a class. This lesson will lead us into lesson 6 where we start creating a specific how to nonfiction text. 32. **(R) Rethink, Rehearse, Revise, Refine** What are the features and conventions of a nonfiction text and how are they used? What information did you learn? Why was the book fiction or nonfiction? 33. **(EVALUATE)** class discussion, dialogue, illustration and/or writing sample about nonfiction topic 34. **T (Tailor)** Aural: Children will listen to a read aloud and participate in a class discussion. Verbal: Children will retell facts. Children will participate in a class discussion. Physical: Children will move to song. Children will move from the floor to their seats. Children will create an illustration and writing sample. Logical: Children will use information being taught. Children will answer questions. Children will create an illustration and writing sample. Social: Children will participate in a class discussion. Children will share their illustrations and writing samples with classmates. Solitary : Children will process the information. (What am I going to write/illustrate? decision making skills)** 35. **(ORGANIZE)** Students will be able to illustrate a fact learned in a nonfiction text.
 * Lesson 5 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** nonfiction and fiction text about same topic, CD...song, paper, pencils, crayons, chart paper, markers, plus additional materials to bind a class book..book binder, spiral binding, laminating machine, computer. (The teacher may choose to type dictation and writing created by children before the book is bound.)
 * Visual: Children will look at books. Children will view a list of facts on chart paper.
 * Product:** class discussion/ dialogue, class fact list, writing/illustration samples, class nonfiction book
 * Timeframe:** 1 lesson of a 6 week unit

(L) 36. **(WHERE)** Students will understand that nonfiction texts have several features and conventions and give information. What are the features and conventions of a nonfiction text and how are they used? **(WHY)** Children will take all the information that they have learned so far to create a how to book and recipe. They will practice using conventions and features, gathering a variety of texts to find information and work on their nonfiction reading and writing skills. Children will be creating an imovie and garageband presentation together with their second grade buddies, working on cooperative learning skills and academic skills. Children will be fully immersed in technology. Children will have the opportunity to cook/bake/create following a recipe. Many children will be learning life skills that they have not been exposed to or taught outside of school. Many children will have the opportunity to visit local orchards and make cider with a cider press, again another opportunity for learning that many have not had the chance to experience. This portion of the unit is our culminating activity. **(WHAT) //Students read informational texts, within a grade appropriate span of text complexity, for different purposes.//** 37. **(HOOK)** WOW! We we have learned so much. Today, you will get to work with your second grade buddies on a how to book and recipe. This is your first day to work together. We are going to practice some of the features and conventions that we have been working on. Eventually, you are going to get to make some fall treats...applesauce, pumpkin pies/whoopie pies, cider, sugar cookies (leaves, pumpkins, apples, fall animal cutouts), gingerbread cookies, cranberry bread etc... At the end, you will create a cooking show using some technology called garageband and imovie. You will get to take some photographs using a digital camera. There are lots of fun things we will be doing and learning about. Let's go meet our second grade buddies and get started on our adventure! 38. **(EQUIP)** Students will understand the key factual information from nonfiction texts ie...physical characteristics, habitats, babies(reproduction), life cycles, growth, how to (sequencing), etc.. Students will understand the vocabulary associated with nonfiction: photograph, labels, captions, cut-aways, close ups, table of contents, index, glossary, types of print, maps, tables, and comparisons.**(EXPLORE)** Children will review some of the nonfiction conventions and features as they are read a nonfiction read aloud of a how to book and recipe. **(EXPERIENCE)** Children will be working with their second grade buddies today. This the first lesson of many on creating a nonfiction how to book and recipe. Children will be utilizing the features and conventions they have been learning to create this how to book and recipe. These how to books and recipes will then be made into an imovie and garageband technology presentation of a cooking show. Children will focus on photographs, labels, cut-aways, maps, tables, captions, etc... in their nonfiction texts. Children will have the opportunity to bake a variety of fall goodies. They will learn information about apples, pumpkins, fall animals, hibernation, season changes etc.. Children will be experimenting with garageband and imovie as a technology piece. Children may have the opportunity to type portions of their nonfiction texts and use technology to help create tables and charts. This lesson is the introduction of several mini lessons and work sessions. 39. **(R) Rethink, Rehearse, Revise, Refine** What are the features and conventions of a nonfiction text and how are they used? 40. **(EVALUATE)** class discussion, garageband and imovie presentation, how to book /recipe book (cookbook), rubrics, participation 41. **T (Tailor)** Aural: Children will listen to a nonfiction read aloud and participate in a class discussion. Verbal: Children will participate in class discussions, partner work (dialogues), imovie, and garageband. Physical: Children will work with partners, move around the room to get resources, go on field trips, cook, and create an imovie presentation. Logical: Children will utilize information that has been taught. Children will create a how to book. Social: Children will work with partners, participate in class discussions, create an imovie and garageband presentation, and go on field trips. Solitary :** Children will **process information. Children will participate in writing/drawing activities.** 42. **(ORGANIZE)** Students will be able to create a nonfiction text using some of the nonfiction conventions/features introduced. The following lessons will be work sessions with second grade buddies and my cooperating teacher. The focus will be on nonfiction convention and feature use, using nonfiction texts to get information, and integrating technology to create a garageband and imovie presentation.
 * Lesson 6 Consider the W.H.E.R.E.T.O. elements**.
 * RESOURCES:** computers, garageband, imovie, digital camera, iphoto, nonfiction texts, coloring and writing materials, how to book, recipe, cooking supplies, etc... buses for field trips, cider press, leaves, pumpkins, apples etc...
 * Visual: Children will view books, technology, manipulatives, and photographs.
 * Product:** how to book, class discussion and dialogue, garageband and imovie presentation, rubrics
 * Timeframe:** 1 lesson of many to create a how to book and garageband/ imovie presentation

2004 ASCD and Grant Wiggins and Jay McTighe