Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Multimedia Responses to Content Area Topics Using Fact-"Faction"-Fiction

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Five 40-minute sessions
Lesson Author

Alene Campbell

Cassville, Missouri

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Student Objectives

Session 1

Session 2

Session 3 and 4

Session 5

Extensions

Student Assessment/Reflections

 

STUDENT OBJECTIVES

Students will

  • Analyze and synthesize information from a read-aloud by categorizing it as fact, fiction, or fictional information that sounds factual ("faction")

  • Increase knowledge by conducting research about a specific topic

  • Apply what they have learned by categorizing the information from their research into fact, fiction, or fictional information that sounds factual, and then using this information to create a multimedia project

  • Work cooperatively to research and write about a topic using multimedia tools

back to top

 

Session 1

1. Introduce the book Diary of a Spider by Doreen Cronin in the following manner:
  • Ask students to look at the picture and the title on the cover of the book. Ask them what they think the book is about.

  • Have students make text-to-self connections. Ask them if they have any "spider stories" to share with the class.

  • Discuss the specific genre the book uses: diary writing. Ask students if they have ever kept a diary. What kinds of things do they write in their diaries?

  • Have students make text-to-text connections. Ask them if they know any other stories that use this type of writing or if they know any other stories by the same author.

  • Ask an "I wonder" question about the book. For example, ask "I wonder what adventures the spider will have." Have students ask their own "I wonder" questions.
Write students' response on the chalkboard, chart paper, or an overhead transparency.

2. Distribute the Facts-"Faction"-Fiction Recording Sheet. Tell students that they are going to listen to the story and jot down their ideas. They are to listen for facts: things they can use in constructing their own spider stories. They are also to listen for fiction: things that are not true but make the story enjoyable. They should also record instances of "faction": things that are fiction but sound like they are facts.

3. Begin reading the story Diary of a Spider. Model how you would place your ideas in the Facts-"Faction"-Fiction Recording Sheet. For example, you might say "On March 1, Spider learned three things. Which one is fact, which is definitely fiction, and which one could be ‘faction'?" After writing "spiders are not insects - insects have six legs" in the Fact column, ask students to verify this fact. After writing "butterflies taste better with a little barbecue sauce" in the Fiction column, discuss this statement with the class. How does it add interest to the story? After recording "without spiders, insects could take over the world" in the "Faction" column, discuss why this could be true or false. This is an opinion, based on some fact, using hyperbole or gross exaggeration.

4. While you read the rest of the story, ask students to record their own ideas on their recording sheets. You might ask some of the following questions while you read:
  • March 16: What do you know about flies and spiders? What are the facts?

  • April 12 and 13: What type of drill do we have that resembles the vacuum drill? Why would the vacuum be a danger to the spider? What is the fact? What is the fiction? What is the "faction"?

  • May 7: What is molting? Why do spiders molt? What happens in the story about molting that is a fact? What is fiction?

  • July 9-17 and August 1: What are some of the dangers to spiders? What is fact? What is fiction? What is "faction"?
5. After reading the story, discuss the students' Facts-"Faction"-Fiction Recording Sheets. Ask students what they learned to be true. Discuss what the author did to make them know some things were fiction. Discuss the "faction" column. What devices did the author use to "trick" them? Help students construct plans for researching the "faction" items. Where can they look to find out if these are real facts?

Note: Students should keep their recording sheets as they will use them in every session of this lesson.

back to top

 

Session 2

1. Begin by rereading Diary of a Spider aloud to students.

2. Let students know that in this session they will research facts about spiders. This will be for use in future sessions when they will be working in reading/research-response groups to create their own spider diaries. The diaries may be about spiders in general or they can pick a spider of interest and make the diary specific to that type of spider. The diaries must contain at least five spider facts. However, they also need to add some fiction and "faction" to make the diaries more interesting.

3. Give students the remainder of this session to do research for their spider diaries. They should continue to use their Facts-"Faction"-Fiction Recording Sheets from Session 1, filling in additional facts as they research spiders on the websites you have bookmarked for them (see Preparation, Step 6). Remind them to also research the "faction" items on their lists to discover if there is any truth in the statements. You might also want to distribute and discuss the Spider Vocabulary list.

4. Check in with students at the end of the session to see if they need more time to complete their research; give them additional time as necessary.

back to top

 

Session 3 and 4

1. Begin by distributing the PowerPoint Tool Tips and reviewing how to use PowerPoint.

2. Have students get into the reading/research-response groups you have assigned (see Preparation, Step 7). Give each group a copy of the Facts-"Faction"-Fiction Project Planning Sheet and discuss. Students should begin by sharing their recording sheets to begin planning their diaries, which they will complete in their groups. After comparing their research, they should decide which spider they would like to write about and what facts they would like to include. They should also plan how they will use fiction to enhance the interest. Finally, they should plan how to use "faction" in their stories to inspire creative thinking and research interest in their readers. During the planning session, students should have access to computers so they can search through PowerPoint for some images, backgrounds, and sounds to use in their stories. Spiders, Mites, and Scorpions Clipart is a good resource for images as well.

Note: If students are having trouble with "faction," tell them to have their spider share an opinion. A good example in Diary of a Spider is the hyperbole used on March 9 where Grampa states that "without spiders, insects could take over the world."

3. Students should work in their groups to complete their project planning sheets. Once they are finished, they can move onto the computers and begin to enter the information into PowerPoint. They should continue to work in their groups to complete their stories until they have completed a week-long diary. Keep copies of Diary of a Spider available for students to refer to while they write their own spider diaries.

back to top

 

Session 5

1. Each group presents their PowerPoint diaries. While groups are presenting, the rest of the class should have their Facts-"Faction"-Fiction Recording Sheets available so they can continue to record information while viewing the presentations.

2. Following the presentations, ask students to share their recording sheets in new small groups. Have them compare the information in their three columns. Then, have them work together to come up with a "big idea" to describe why they placed items in each column. What makes an item a fact? What characteristics helped determine something was fiction? What types of items were placed in the "faction" column? Why were certain items placed there? After researching the "faction" items, were they more fact or more fiction?

3. Hand out the How Do You Know? sheets. On these pages, students should record one example of fact, one example of "faction," and one example of fiction from their group presentations and explain why they placed each example where they did.

back to top

 

EXTENSIONS

  • Use the lesson "Fact or Fiction: Learning About Worms Using Diary of a Worm" to reinforce the concept of fact and fiction using another of Doreen Cronin's books that focuses on worms.

  • Post students' spider diaries on your class website or burn them to CDs and have students share them with reading buddies in younger grades.

  • Diary of a Spider includes a variety of examples of different writing genres including postcards. Have students use the Postcard Creator to make postcards written from the point of view of the spiders from their diaries. They can pretend to write and send these from various locations the spider was blown away to (like Grandpa Spider in the book).

  • Have students create a vivarium as detailed in the Creating a Spider Vivarium handout.

  • The Southwest Educational Development Laboratory: Lesson Focus offers additional lessons and activities related to spiders that you might choose to use with students.

back to top

 

STUDENT ASSESSMENT/REFLECTIONS

back to top