Fiction and non-fiction literature

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«Fiction and non-fiction literature»

Short term plan 1

7.3A Reading for pleasure Term 3 Unit 1				School: Pidzhim secondary school
Date: 08.01.2018				Teacher’s name: Akynova A
Grade 7 А,Ә				Number present:			absent:
Theme of the lesson				Fiction and Non-fiction literature.
Learning objectives(s) that this lesson is contributing to			7.C3 Respect differing points of view; 7.C6 Organize and present information clearly to others; 7.C8 Develop intercultural awareness through reading and discussion; 7.S6 Begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 7.L1 Understand with little support the main points in extended talk on a limited range of general and curricular topics.
Lesson objectives			All learners will be able to:
			Solve the rebus and guess the topic of the lesson; Understand most specific information and detail while watching video; Give an opinion at sentence level on classmates’ presentation; Understand what fiction and non-fiction literature is.
			Most learners will be able to:
			Set lesson objectives with teacher; Keep interaction going in longer exchanges while preparing a presentation in groups; Become a speaker of the group to act as a teacher and explain the topic.
			Some learners will be able to:
			Ccritically analyse the difference between fiction and non-fiction literature; Assist less able learners during class/group/pair discussions.
Language objective			Fiction and Non-fiction literature.
Value links			Lifelong learning, Collaboration, Respect to different opinions, Transparency in evaluation, Global Awareness
Cross curricular links			Kazakh, Russian and English Literature through discussing fiction and non-fiction books
Previous learning			Term 2 knowledge
Use of ICT			Projector or Smart board for showing a presentation Laptops and internet during a group activity
Intercultural awareness			Accept diversity of other cultures’ literature
Kazakh culture			Discussion of Kazakh fiction and non-fiction books
Pastoral Care			Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners.
Health and Safety			Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords
Planned timings	Planned activities					Resources
Beginning 1-3 min 3-7 min Middle 7-10 min 10-37 min: 2 min – group division 2 min – instructions 13 min – group work 6 min for each groups presentation 3 min – video and self-evaluation End 37-40 min Home task	Greetings: W Teacher greets learners and congratulates the class on the beginning of the 3^rd term. Then, teacher hands out stickers and asks learners to write a compliment to a peer. Learners write wishes and nice words to each other, so learners collaborate and create a friendly atmosphere. Lead-in: P, W Learners look at the slide and in pairs try to solve the rebus in order to guess the topic of the lesson. Learners will solve the rebus and find out the theme of the lesson. Then teacher asks learners what they are going to learn today. Learners will guess that they will read and discuss different books, learn about famous authors. Then teacher and learners set the lesson objectives together. Fiction or Non-fiction? W Teacher displays pictures of fiction and non-fiction books / journals of Kazakh, Russian and English literature. Learners should look at the pictures and analyse the difference between them. This activity is aimed at developing learners’ critical thinking skills since learners are expected to analyse the pictures and understand which books refer to fiction and non-fiction literature. Learners should say that these are different books, but the role of teacher is to encourage them to understand what fiction and non-fiction literature is. At this stage learners might not know the terms “fiction” and “non-fiction”. Group project “You are the Teacher”, G, f When learners have guessed the difference between the suggested books, divide the class into 2 groups. Teacher hands out parts of puzzles to learners. Learners walk around the classroom and collect puzzle pieces. When the puzzles are ready, two groups are formed (Teacher should cut the pictures to make puzzles beforehand.) Group A focuses on fiction literature and should make a presentation to explain it to their classmates. Group B investigates non-fiction literature. Differentiation Group A (less able learners) are given key words with translation to use in their presentation Group B (more able learners) are given key words with definitions. Before learners start working in groups, teacher reminds that they should divide responsibilities in a group (speakers 1-3, art designer, writer, time keeper) Teacher gives clear instruction and sets time: 5 minutes to study what fiction or non-fiction literature is, 5 minutes to create a poster, 3 minutes to prepare speech. Before learners’ presentation, teacher introduces the assessment criteria: A detailed explanation of fiction or non-fiction genre with examples of Kazakh, Russian and English literature Grammatical Accuracy (Present Simple) Clear poster All learners contribute to group work Fluency and right pronunciation While one group is presenting, the other one is to comment and ask questions. Then learners watch a video about fiction and non-fiction literature and reflect on own presentation. Reflection P Learners create a cinquain poem with the word “reading” or “book” or any word related to the topic of the lesson If necessary, teacher explains to learners the structure of a cinquain and gives a sample Learners need to bring a favourite book in Kazakh, Russian or English and be ready to describe it.					Stickers PPP, slides 1-2 PPP, slide 3 PPP, slide 4 laptops, internet access, posters, markers Pictures for puzzle group division Appendix 1 PPP, slide 5 PPP, slide 6 Appendix 2 https://www.youtube.com/watch?v=7RRPqkPnRl8 - Video about the differences between fiction and non-fiction literature PPP, slides 7-8
End 1min	Feedback: Teacher asks learners what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Differentiation will be implemented through presenting a differentiated support in group activity . For less able learners- the key words with translation related to fiction literature For less able learners- the key words with definitions related to non-fiction literature		Assessment – how are you planning to check learners’ learning? Assessment criteria will be presented to the learners before starting the group activity Observe learners when presenting their group projects. Did the group dynamics work? Did each learner contribute to the presentation? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other) Monitor learners to check they can pick up specific details when listening about the difference between fiction and non-fiction literature			Critical thinking Analyzing the pictures to solve the rebus and guess the topic of the lesson Searching for information, analyzing it and preparing own presentation about fiction and non-fiction literature Analyzing the difference between fiction and non-fiction literature Creating c cinquain poem with one word related to the topic of the lesson
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why? The lesson went well as the learners managed guessing the topic of the lesson and were actively involved in class discussion and group activity. Most of learners contributed much to group work and acted as teachers. Moreover, learners explained features of fiction and non-fiction literature well. Differentiation of the group work was appropriate since less able learners need extra support due to lack of vocabulary. The group activity was effective as it was aimed at developing learners’ critical thinking and self-learning skills. However, learners could not stick to timings and group work went longer than expected. Next time, I will plan group work better taking into account learners’ skills (7 graders need more time while preparing a group presentation and they spend more time on making their posters nice)
Summary evaluation What two things went really well (consider both teaching and learning)? 1: Group activity 2: Cinquain poem What two things would have improved the lesson (consider both teaching and learning)? 1: Timing 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? Most of my learners love group work and self-study. They liked being a teacher

Тексерілді: Г.К.Тоқтарбекова

Appendix 1

Vocabulary for less-able learners

Fiction Literature

Word	Translation
Fiction literature	Художественная литература
Commercial fiction	Коммерческая литература
Genre	Жанр
Mystery	Детктивный роман
Romance	Роман
Science Fiction / Fantasy	Научная фантастика / фэнтези
Western	Вестерн
Horror	Ужасы
Young adult	Литература для читателей 12-16 лет
Character	Персонаж книги (человек, животное или существо)
Main character	Главный персонаж
Style	Стиль
Diction	Манера выражения мыслей
Audience	Аудитория, публика, в данном контексте: читатели

Vocabulary for more-able learners

Non-Fiction Literature

Word	Definition
Non-fiction literature	the branch of literature comprising works of narrative prose dealing with or offering opinions or conjectures upon facts and reality, including biography, history, and the essay
Genre	A kind or type of literary, musical, ir artistic work. Literary genres include fiction, nonfiction, drama, and poetry.
Biography	a written account of another person's life:
Autobiography	a history of a person's life written or told by that person.
Encyclopedia	a book, set of books covering all branches of knowledge or all aspects of one subject
Guidebook	a book of directions, advice, and information, especially for travellers or tourists
Character	A person, an animal, or an imaginary creature that takes part in the action of a literary work
Main character	In literature, a major character is defined as a character that is central to the development and resolution of the story's conflict. Most of the action of the story happens around the major character or characters, and their activity advances the plot and helps determine the outcome of the text.
Expository texts	is the author's reason for writing. It may be to persuade, to inform, to entertain, or to describe.
Persuasive texts	are written to influence the opinions or actions of an audience. (editorials, speeches, debates, reviews)
Style	a writer's style is made up of the features that make his or her expression of ideas distinctive. Writers may use various styles depending on their specific purpose.
Diction	is word choice, types of words a writer uses: difficult or simple, abstract or concrete, old-fashioned or modern.
Audience	These are the people who read what a writer writes. A writer should determine who they are writing for before beginning the writing process. EXAMPLE: adults, women, teens, early readers, etc.

Appendix 2

Formative Assessment

Speaking

Unit	Reading for pleasure
Learning Objectives	7.C6 Organize and present information clearly to others; 7.S6 Begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges.
Level of thinking skills	Application Analysis
Assessment criteria	Prepare a detailed explanation of fiction or non-fiction genre with examples of Kazakh, Russian and English literature Use Present Simple accurately (2-3 minor errors are possible) Speak fluently with natural pauses and pronounce words accurately Introduce a clear poster and all learners’ contribution is required
Task 1. Prepare posters about fiction and non-fiction literature. 2. Find and analyze the information and explain your topic to the other group. 3. While group presentation, ask questions or make comments / give feedback on the other groups’ work.