Lesson Summary:Students willread only the title of the selection (Science Fiction Becomes a Reality) and generate a list of science fiction topicsthat might become a reality, discussing as well whether that realization would impact positively or negatively on society. Students will then read and discuss the selection. The teacher will distribute the Activity Worksheet to test students’ knowledge of the selection. For Guided Practice, students will propose a title and outline a possible article with teacher guidance. For Independent Practice, students will choose their own topic and write an outline. For the Closing Activity, they will share their outlines with the group. Advanced learners will turn their title and outline into an article. Struggling learners will draw illustrations of the article they outlined, write captions, and explain them.
Lesson Objectives:
The students will know…
- that informational text provides facts about a topic
- identify the significance of the title of an informational article.
- make personal connections to informational text.
- outline an informational article.
Learning Styles Targeted:
Visual / Auditory / Kinesthetic/Tactile
Pre-Assessment:
1)Have students identify a recent informational article they have read and tell why they read it.
2)Challenge students to state one piece of information contained in the article that they found interesting.
3)Take note of students who likely have not recently read informational text.
Whole-Class Instruction
Materials Needed: Activity Worksheet*, copies of the selection*, paper, pencils, and chalkboard or whiteboard
Procedure:
Presentation
1)Without reading the rest of the article, have students read the title of the selection*.
2)Have students generate a list of science fiction topics that might become a reality and write them on the board. Topics might include time travel, extra-terrestrials, “Beam me up”-type devices.
3)Discuss whether the realization of these topics would have a positive or negative impact on society. Write students’ comments on the board.
4)Have gifted readers read the selection while other students follow along. Discuss the impact of Lem’s work on society.
5)To test students’ knowledge, have them complete the worksheet*. Review the answers as a group.
Guided Practice
6)Have students choose one of the topics from the list generated in Step 2 and propose a topic for a possible article.
7)Write the topic on the board. As a group, generate an outline of a possible article.
Independent Practice
8)Challenge students to write an outline for a possible article based upon one of the other topics generated in Step 2.
Closing Activity
9)Ask students to share their outlines with the group.
Advanced Learner
Materials Needed: paper, pencils, and access to reference materials
Procedure:
1)Tell students they will develop their outlines into articles.
2)Give students access to reference materials as they write their articles.
3) Have students exchange articles and discuss as time permits.
Struggling Learner
Materials Needed: paper, pencils, and drawing materials
Procedure:
1)Challenge students to sketch illustrations for possible graphics that could accompany the article that they outlined in Independent Practice.
2)Assist students in writing captions for their illustrations.
3)Ask students to explain their illustrations to the group and read their captions.
*see supplemental resources
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