Fantasy/Realism 3rd Grade Teacher Collaborative Sheet
Can This Really Happen?
Collaborative Lesson with Media Specialist
Language Arts QCCs Covered:
46: Responds to literal, inferential, and evaluative questions about literature.
48: Identifies literary forms (e.g., fiction, nonfiction, poetry, and drama).
49: Discriminates between realism and fantasy.
54: Recognizes the organization of fiction and nonfiction books in the media center.
59: Uses the media center and available technology as sources of information and pleasure.
Teacher Responsibility:
To introduce the concept of fantasy/realism the teacher begins the lesson by having students listen as two stories are read. "If You Give a Mouse a Cookie" is an example of fantasy, where "No, David" represents realism. After reading the stories, teacher tells students that the books have a major difference. One of the stories could have really happened, whereas the other could not really happen. Teacher leads class to reach a conclusion of which book represented realism and which was fantasy. (At this point, the teacher introduces the terms fantasy/reality and uses them along with their descriptions throughout the remainder of the lesson.) Teacher continues class discussion about the fantasy book and what things happened in the story that made it fantasy. Same discussion is held about the realism book.
Students are asked by teacher to recall some of their favorite books, including stories read during reading groups or aloud to class. Teacher asks for students' opinion as to whether stories are considered fantasy or realism. Students are asked to give specific examples to explain their answer. The same procedure is done regarding favorite television shows and movies of students. Teacher ends this step by displaying several books (from classroom library or school media center) and asking students to made judgments about fantasy/reality. Students are asked to justify their choices.
Classroom Extension:
Students are given Attachment 1 as an evaluation tool. Students are asked to read silently the short paragraph as the teacher reads it aloud. Students are to circle appropriate answer after hearing passage. Skill sheets are turned in to be assessed by teacher. After skill sheets are collected, the teacher orally reviews answers, providing immediate reinforcement of choices by students.
Title: Fantasy/Realism Assessment: Attachment 1.doc
Adapted from Georgia Learning Connections Lynne Chason