LESSON SEVEN: Nonfiction Text Elements (Part Two)
LESSON DESCRIPTION
Students use nonfiction text elements to write a Lewis and Clark nonfiction book.
GRADE-LEVEL EXPECTATIONS
R3A Apply information in illustrations, title, chapter headings, table of contents, glossary, charts, diagrams, graphs, captions, and maps to comprehend text.
R3C Use details from texts to answer questions, retell main idea and important details, organize a sequence of events, identify simple cause and effect, draw conclusions, compare and contrast texts, make predictions, make inferences, distinguish between fact and opinion, identify and explain author’s purpose, make inferences about problems and solutions.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Formative Assessment scoring guide
§ Handouts provided
§ Words to know
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o author’s purpose |
main idea |
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o cause and effect |
nonfiction |
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o compare |
prediction |
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o contrast |
retell |
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o draw conclusions |
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FORMATIVE ASSESSMENT
Students write Lewis and Clark nonfiction books incorporating text features. Scoring guide provided.
LEARNING ACTIVITIES (PART TWO)
1. Create a Books and Reasons Chart on the board. One heading is Books and the other is Reasons. Brainstorm five or six books.
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Questions for students |
What are some books you have read? Why did you read these books? |
2. Students discuss most books (P) persuade, (I) inform, or (E) entertain (PIE). Students predict why one might read Lewis and Clark by David A. Adler.
3. Students complete the Books and Reasons Chart.
4. Give students a pre-made book (books should be six pages long). Students write nonfiction about Lewis and Clark to share with classmates.
§ Use your note card handout from Lesson Six to assist you.
§ Design a cover for the book that includes a title and illustration.
§ Design a table of contents.
§ Use one page for each chapter. Use one map, graph or chart, and illustration with a caption in your book.
§ Make the last page a glossary of terms.
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Questions for Students |
Why is it important to know about Lewis and Clark? How should your table of contents be organized? Why are text features important to include in your book? Why is it important for your caption to support the illustration? |
5. After completing their books, students pair to locate and interpret information in each others books (see part two of formative assessment).
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Idea |
Books may be created using a computer program. |