MARC Library
Unit of Work
Learning with Non-Fiction Books
VELS Level 3/4
VELS Focus for Unit of Work:
Disciplinary Standards- English
Speaking and Listening
· Attentive listening to others in individual and group contexts
· Retelling of some main ideas and information from the texts read
· Adjustments of tone, volume and pace of their speech in order to communicate clearly
Reading
· Comprehension of ideas in informative and imaginative texts
· Prediction of likely events and inferences about the consequences of actions represented in texts
· Understanding of author’s purpose for writing a text; for example, to narrate, to inform, and of how well the text achieved its purpose
Writing
· Composition of more than one paragraph to describe experiences, tell a story, express a point of view, inform or explain
· Correct use of full stops and question marks, and experimentation with other punctuation; for example, commas, quotation marks
Physical, Personal and Social Learning
Interpersonal Development
· Awareness of the need to consider the feelings and opinions of others
· Effective communication skills when sharing information among other team members
Personal Learning
· Organised behaviour with personal resources such as books and equipment
· Attributes that influence successful task management; for example, optimism, cooperation, application, perseverance, organisation
The Arts
Creating and Making
· Use of visual arts skills or techniques observed in other people’s art works to communicate their own experiences and feelings
Planning Sequence / Learning IntentionSuccess Criteria / What Students Do / Teaching Points and Questions / Groupings / FOR, AS, OF
Assessment
Lesson 1
Natural Disasters
By Nicolas Brasch
(Big Book) / Learning Intention
Students will be able to:
· Identify the many features of non-fiction books
· Explain the role each of these features play in the reading of a non-fiction book
Success Criteria
· I will be able identify the different features of a factual text when reading a non-fiction big book.
· I will be able to list the different features of a non-fiction book and explain their purpose. / Prior Understanding- Each student is to make a list of all the non-fiction book features they already know.
Share list of features with the class. Explain the purpose of each of the features.
Listen to teacher read ‘Natural Disasters’ by Nicolas Brasch. Identify the features of a non-fiction book as the teacher reads.
Individual Task 1- Write down on a strip of paper, an important fact that you learnt, after listening to the non-fiction book about natural disasters. Share with the whole class.
Individual Task 2- Choose a topic of interest and create the front cover for your own non-fiction book. List the features of a non-fiction text inside.
Small Group Activity: NON-FICTION BOOK BINGO / Ascertain the students understanding of the features of non-fiction books.
Discussion:
What do you know about the features of non-fiction books?
What makes them different from fiction books?
Encourage students to brainstorm as many non-fiction book features as possible.
Write a class list of features on the whiteboard.
Read ‘Natural Disasters’ by Nicolas Brasch.
Discussion:
What is the importance of the contents page?
What did you learn from the map on page 3?
What new knowledge did you gain after I read the section about Earthquakes?
If you did not know the meaning of avalanche, where could you find out in this non-fiction book?
What do you notice about the diagrams and photographs?
Can you identify the sub-headings on page 20?
What was the most interesting fact that you learnt from this book?
Add any new features not recorded to the list on the whiteboard.
Ask students to write down the most important fact that they learnt after listening to the story.
Explain that students are to create a front cover for their own non-fiction book and list the features inside. / Individual
Small Group
Whole Class / Assessment FOR Learning:
Students are to demonstrate their prior understanding and list the features of a non-fiction book they already know.
Assessment AS Learning:
Observe ability to contribute to discussion during the reading of the non-fiction big book.
Assessment OF Learning:
Students create a front cover for a non-fiction book and list all the features inside. They explain the purpose of each feature.
Lesson 2/3
What was it like in the past…..?
Toys
By Kamini Kanduri
(Big Book) / Learning Intention
Students will be able to:
· Identify the main ideas or key information in a non-fiction text.
· Understand that there are many ways to find information on a topic.
· Use the Internet and complete a google search on a given topic.
Success Criteria
· I will be able to identify the toys that were played with during each decade and create a timeline.
· I will be able to google information about my favourite toy that I play with today and accurately complete a fact sheet. / Participate in a discussion about the features of a non-fiction book. Discuss ways of finding information on a topic other than non-fiction books.
Listen to a non-fiction book called ‘What was it like in the past….? Toys’ by Kamini Khanduri.
Contribute to the making of a whole class timeline about the types of toys that have been played with during each decade from the 1900’s through to now.
Timeline is to be laid out on the floor and information is added as each section is read.
Reflect on the timeline and explain how toys have changed and why.
Individual Task 1: Complete an individual timeline about toys played with through the decades.
Students bring along their favourite toy for Lesson 3.
Share their toy with other students and explain why it is their favourite.
Individual Task 2: Do a ‘google’ search to find information about their favourite toy. Create a fact box using Microsoft Word and list information they have learnt about their toy.
Share with the whole class any new knowledge they have gained about their toy.
Individual Task 3:
Create a new page to update information in Kamini Kanduri’s big book about toys. Main heading is Toys 2010. Include sub-headings, fact boxes, diagrams, labelling, charts, highlighted key words, etc / Revisit the features of a non-fiction book and discuss their purpose. Initiate discussion about other sources that can be accessed to find information on a topic.
Read ‘What was it like in the past…..? Toys’ by Kamini Khanduri.
Read about each section and encourage students to identify the toys played with at each decade and make a whole class time line on the floor (using coloured card).
Ask students to reflect on how toys have changed over the years and explain reasons.
Discussion:
Why do you think Monopoly and other board games were popular in the 1930’s?
How have dolls changed and why?
Why have matchbox cars changed over the years?
Why did children start playing with toy robots and action men in the 1960’s?
What impact did TV and films have on the type of toys that were made for children?
Ask students to complete individual timelines of toys played with over the decades.
Share my favourite toy as child with the whole class. Explain that I loved to read books about Paddington Bear and one Christmas was lucky to receive a Paddington Plush Bear. Demonstrate how to ‘google’ information about topic using the Smartboard. ‘Google’ Paddington Plush Bear and complete a fact box.
Assist students as they ‘google’ information about their toy and complete fact boxes.
Encourage students to share information about their toys.
/ Individual
Whole Class / Assessment OF Learning:
Students brainstorm ideas about the different ways of finding information on a topic.
Assessment AS Learning:
Observe students as they use the Internet to research information.
Assessment OF Learning:
Accurately complete a fact box about their favourite toy using the Internet.
Lesson 4/5
Life in a Rainforest: A Tree Top Walk
By Rodney Martin
(Big Book)
Tropical Rainforest
(Documentary) / Learning Intention
Students will be able to:
· Identify key words on a topic.
· Identify the main ideas or key information in a non-fiction text.
· Understand that information can be gained from the text, as well as other sources in a non-fiction book.
· Demonstrate ability to use a map to gain information about a topic.
Success Criteria
· I will be able identify the key words relating to rainforests.
· I will be able to identify the main facts about rainforests and accurately record these on a poster.
· I will be able to draw a diagram and accurately label it.
· I will be able to read a map and explain the information that I gained about rainforests all over the world. / Prior Understanding- Brainstorm all that students know about rainforests.
View DVD: Tropical Rainforest (Geoffrey Holder)
· The Tropical Forest has Evolved
· Creatures of the Forest
· Rain/Constant Wetness in the Rainforest
· Sunlight to Darkness
Students discuss the new knowledge they have gained from watching the DVD.
Individual Task 1:
Students list all the information they have learnt about rainforests- record information on the picture of a rainforest. Write information in the canopy.
Listen to a big book called ‘Life in a Rainforest: A Tree Top Walk’ by Rodney Martin.
As each section is read identify the key words and main facts. Students are to record important information about rainforests on their poster.
Students look at the map on page 16. Locate the legend and use this legend to read the map. Explain what this is being shown on this map.
Individual Task 2:
Create a poster about rainforests. Students fold a piece of A3 piece of paper into four sections. Using the contents page from Life in a Rainforest: A Tree Top Walk identify the four main sections and write headings on each section of their poster:
· Life on the Forest Floor
· Life in the Forest Understorey
· Life in the Forest Canopy
· The Rainforest Community
Write down any new knowledge about each section, draw a diagram and label.
Students share their posters with the whole class.
Individual Task 3:
Draw a diagram of a rainforest and label. Include forest floor, forest understorey, forest canopy, flora and fauna. / Ask students to brainstorm all they know about rainforests. Record information on whiteboard.
Show students a DVD called Tropical Rainforest (Geoffrey Holder)
Discussion:
What did you notice about a rainforest that you didn’t know before?
What animals live in a rainforest? Why do these types of animals survive there?
What plants did you see?
What do you think it would be like on the forest floor?
Ask students to complete a task where they record information they have learnt about rainforests.
Read ‘Life in a Rainforest: A Tree Top Walk by Rodney Martin.
Encourage students to identify key words in the text. Explain how important it is to know the meaning of these words in order to gain a good understanding of the topic. Stress the importance of using a glossary when the meaning of a key word is not known.
Demonstrate how to use the legend when reading a map. Discuss the impact of deforestation on rainforests.
Cover the labelling of a diagram in the big book about rainforests.
Discussion:
What is this diagram about?
Why is it difficult to understand the purpose of the diagram?
What is missing?
Why is labelling so important in a non-fiction book?
Assist students as they record information in the four sections of their poster about rainforests.
Assist students in the labelling of their diagram of a rainforest.
Listen to students share their learning with the whole class. / Individual
Whole Class / Assessment OF Learning:
Students brainstorm all they know about rainforests.
Assessment AS Learning:
Observe students as they contribute to discussions about rainforests.
Assessment OF Learning:
Being able to successfully draw a diagram of a rainforest and clearly label it. Include forest floor, understorey, canopy, different types of flora and fauna, etc.
Lesson 6/7
TITANIC
The Disaster that Shocked the World
By Mark Dubowski
(Big Book) / Learning Intention
Students will be able to:
· Identify the main ideas or key information in a non-fiction text.
· Identify key words on a topic.
· Understand that information can be gained from the text, as well as other sources in a non-fiction book.
· Demonstrate ability to use a map to gain information about a topic.
· Identify that information can be gained from a range of sources.
Success Criteria
· I will be able identify the key words relating to the Titanic.
· I will be able to identify the main facts about the Titanic and accurately record these on a poster.
· I will be able to draw a diagram and accurately label it.
· I will be able to read a map and explain the proposed route to be taken by the Titanic
· I will be able to locate a website to find information about the Titanic. / Prior Understanding- Brainstorm all that students know about sinking of the Titanic.
Listen to a big book ‘TITANIC The Disaster the Shocked the World’ by Mark Dubowski.
As each section is read identify the key words and main facts. Students are to record important information about the Titanic on their poster.
Students look at the map on page 8. Locate the legend and use this legend to read the map. Explain what this is being shown on this map.
Individual Task 1:
Create a poster about the Titanic. Students fold a piece of A3 piece of paper into four sections. Using the contents page from TITANIC: The Disaster that Shocked the World, identify the four main sections and write headings on each section of their poster:
· All Aboard!
· Danger Ahead!
· The Rescue
· Discovered
Write down any new knowledge about each section, draw a diagram and label.
Students share their posters with the whole class.
Individual Task 2:
Draw a diagram of the Titanic and label all of its parts.
View official webite of the Titanic: www.the-titanic.com/Home.aspx
Students discuss the new knowledge they have gained from accessing the website and viewing the YouTube video.