SLIB 620 Kimberly Kingman

Instructional Unit
Brainstorm:
Grade level: 3rd grade
Subject/curricular focus: English
AASL Standards: I. A. 2. Recalling prior and background knowledge as context for new
meaning.
III. D. 1. Actively contributing to group discussions.
IV. B. 4. Organizing information by priority, topic or other systematic scheme.
V. A. 1. Reading widely and deeply in multiple formats and write and create for a variety of
purposes.
VI. A. 1. Responsibly applying information, technology, and media to learning.
I. B. 3. Generating products that illustrate learning.
I. C. 4. Sharing products with an authentic audience.

SOL and local curriculum: English 3.5 The student will read and demonstrate comprehension of
fictional text and poetry. l) Differentiate between fiction and nonfiction.
3.6 The student will continue to read and demonstrate comprehension of nonfiction texts. c)
Preview and use text features.
Time – number of lessons, time of each lesson, number of weeks, etc.: 5 lessons (30 minute
lesson with 15 minutes left for check out).
Information Literacy model (if appropriate): Visual literacy & technology literacy
Level of collaboration or co-teaching: Could be co-taught or collaborated with teacher if desired.
Assessments – pre, formative, and summative:
Preassessment: brainstorming fiction & nonfiction book titles (T-Chart) before the start of the
first lesson (recalling prior knowledge I. A. 2.)
Formative assessment: book sorting with worksheet: T-Chart for fiction vs. nonfiction
(Organizing information by topic IV. B. 4.)
Summative assessment: Use Buncee or Powerpoint to share learning of fiction vs. nonfiction
(Generate product to illustrate learning I. B. 3.)
Books and resources:
-video clip https://www.youtube.com/watch?v=7RRPqkPnRl8_)
-text feature posters
-SMARTboard
-Stellaluna book by Janell Cannon
-Bats book by Elizabeth Carney
-collection of fiction & non-fiction books (10 per table x 5 tables)
-fiction vs. nonfiction worksheet (see attached)
-pencils
-IPADS or computer lab time
-Buncee or PowerPoint
Activities: T-chart for fiction/nonfiction titles, watching fiction/nonfiction video clip, instruction
on nonfiction text features (text features poster), hearing Stellaluna & Bats-determining genre for
each book with evidence, book sorting with recording on fiction/nonfiction worksheet, use
buncee/powerpoint to display learning, complete exit ticket.

Outside resources needed for support of the unit: lesson on how to use buncee and powerpoint
before start of the unit. Lesson on how to use catalog to locate books within the library.
Ideas for differentiation, remediation, extension:
Differentiation: Students will bring a fiction & nonfiction book they previously read in class with
their teacher to show for their prior learning connection. Students will be able to use the text
features posters during the independent practice (sort) & assessment. Students will get teacher or
para support during independent practice and assessment. Students will get preselected pictures
and images and/or word box with preselected words to use for the assessment.

Remediation: Guided practice with the librarian identifying fiction/nonfiction books and finding
evidence in the story. Another read aloud pair example of fiction vs. nonfiction.
Extension: Students could write their own fiction or nonfiction book including all the elements
needed to qualify for the genre.
Goals & Objectives:
Goal: For students to create new understanding of fiction & nonfiction books.
Objectives:
1.) By the end of the lesson, students will activate prior knowledge about fiction &
nonfiction books.
2.) By the end of the lesson, students will identify text features of nonfiction books.
3.) By the end of the lesson, students will classify 2 books read aloud into fiction or
nonfiction and explain their reasoning.
4.) By the end of the lesson, students will locate fiction & nonfiction books in the library.
5.) By the end of the lesson, students will organize 4 books into categories of fiction or
nonfiction and explain their reasoning.
6.) By the end of the lesson, students will construct one technology-based product
summarizing their learning of fiction & nonfiction.
Assessments:

Objective Assessment Unit Element/Lesson

By the end of the Diagnostic assessment- Day 1 - Introduction to unit- before
lesson, students will students will list 1 nonfiction any instruction occurs (activating prior
activate prior book & 1 fiction book knowledge). Students will each list 1
knowledge about previously read. fiction & nonfiction book previously
fiction & nonfiction read & the librarian will record on a
books.
class T-Chart on the SMART board.
By the end of the Formative & performance- Day 1- Activity- students will label
lesson, students will librarian will observe and text features in a nonfiction book using
identify text features of check text element post-it notes. A list of possible text
nonfiction books. identifications features will be posted for students to
choose 4 from to identify.
By the end of the Formative-librarian Day 2- Activity- read aloud: Bats &
lesson, students will observation through guided Stellaluna- students will answer
classify 2 books read questioning guiding questions during read aloud.
aloud into fiction or
nonfiction and explain
their reasoning.

By the end of the Formative - librarian Day 2- Activity- After read aloud,
lesson, students will observation during group students will share thinking & rationale
classify 2 books read discussion for book classifying (Bats &
aloud into fiction or Stellaluna) in group discussion.
nonfiction and explain
their reasoning.
By the end of the Formative & performance- Day 3- Activity - Students will sort
lesson, students will librarian observation & books at their table into categories of
organize 4 books into worksheet fiction & nonfiction. Work will be
categories of fiction or recorded & explained in sentences
nonfiction and explain explaining their thinking/evidence on
their reasoning.
their worksheet.
By the end of the Formative- librarian Day 3 – Activity – Students will share
lesson, students will observation during group their worksheets with the class: book
organize 4 books into discussion & guided title, fiction or nonfiction, evidence or
categories of fiction or questioning rationale for that category. Librarian
nonfiction and explain will lead discussion through
their reasoning.
questioning.
By the end of the Formative & performance- Day 3- Activity- Students will use the
lesson, students will teacher observation as students catalog to find fiction & nonfiction
locate fiction & locate books books located within the library.
nonfiction books in the
library.
 By the end of the Summative & performance – Day 4 – Summative assessment –
lesson, students will media product – use rubric to students will create a media
construct one assess presentation (buncee or PPT) to
technology-based explain differences of fiction and
product summarizing nonfiction to summarize unit learning.
their learning of fiction
& nonfiction.

Guided questioning for Bats:

What is this page (p.1)? What is a table of contents?
What types of pictures does the book have?
What do real photographs tell us?
What is this sentence below the picture? What do captions tell us?
Why is this word in bold font?
Where would I find the glossary?
What does the glossary tell us?
What is on this page? (p.15)
What is an index?
Why do you think people read this book?
Did you learn any facts or information from the story?
What text elements did you see in the story?

Guided questioning for Stellalua:

Are the illustrations drawn or real photographs?
What animal is Stellaluna?
Does Stellaluna talk in the story?
Do bats normally talk in real life?
In real life do bats normally make friends with birds?
Did the story have any text elements? Table of content? Captions? Glossary or index?
Why do you think people read this book?
Did you learn any facts or information from the story?

Guiding questions during group discussion for Bats & Stellaluna:

Do you think Bats fiction or nonfiction?
What evidence did the book have to prove that?
Do you think Stellaluna fiction or nonfiction?
What evidence did the book have to prove that?

Guided questioning for sorting activity:

Look at all the books you sorted for fiction. What do you notice about all of them? Now look at
the spine of the books. What do you notice? They all should have a F on their call number. Why
do you think this is? How do you think librarians use this information? Now look at all your
nonfiction books, what do you notice? What is on their book spine? How is this different from
the fiction books? What do you think the numbers mean? How do you think I (the librarian) use
these call numbers? Yes, the library sorts fiction and nonfiction books into different sections.
Let’s practice finding some of these books in the two different sections now.

Summative Assessment: media presentation

Objective: By the end of the lesson, students will construct one technology-based product
summarizing their learning of fiction & nonfiction.
This is a summative and performance assessment.
Instructions: Today you will demonstrate all you have learned about organizing books into
fiction & nonfiction categories. Pick between buncee or powerpoint to create 2 media slides to
share all your learning. Use pictures and words to show me you understand fiction & nonfiction.
I will show you an example I made to give you an idea of what I am expecting:
https://app.edu.buncee.com/buncee/1e95de7686754cebbef9b02b8989a5a0
Make sure you have:
-2 slides
-4 examples or characteristics for fiction
-4 examples or characteristics for nonfiction
-1 or more text elements
-4 or more pictures
 -4 or more text boxes (with 1 word per box)
-Stay on the topic of fiction versus nonfiction.
Here is the rubric so you know how I will be grading you. If you include everything listed above
then you should receive a perfect score.
Rubric:
Item Unacceptable (1) Proficient (2) Exemplary (3)
SOL: Differentiate Did not explain any Through words and Through words and
between fiction & differences between pictures, the student pictures, the student
nonfiction fiction & nonfiction. explained two or three explained four
characteristics/examples characteristics/examples
of fiction and two or of fiction and four for
three for nonfiction, nonfiction, displaying
displaying their initial their deep
comprehension of the comprehension of the
differences between differences between
fiction vs. nonfiction. fiction vs. nonfiction.
SOL: Used text features No mention of text Referenced at least 1 Referenced more than 1
in nonfiction materials features. text feature in the slides. text feature in the slides.
Media: PowerPoint or Student did not finish or Student correctly used Student correctly used
buncee creation complete a slide. Or buncee or PowerPoint to buncee or PowerPoint to
student could not create at least 1 slide create 2 slides (or more)
complete the slide with at least 3 pictures & went beyond the
without complete adult and 3 text boxes (with 1 required 4 pictures and 4
support. word per box) on the text boxes (with 1 word
topic of fiction vs. per box) on the topic of
nonfiction. Student may fiction vs. nonfiction.
or may not have needed Students used different
adult support. features within the
program with ease and
needed none or little
adult support.

Name: _________________________ Total Points: ________________/9 Grade: _______________

Example of assessment to show students:

https://app.edu.buncee.com/buncee/1e95de7686754cebbef9b02b8989a5a0
Following the summative assessment students will complete a self-assessment in addition to the
rubric score.
Student Self-ASSESSMENT: Students will answer the following three questions to themselves:

What did I do well in my creation?

What could I improve in my creation?

How can I share this with others, so they can also learn about the differences between fiction &
nonfiction?

Students will complete the self-assessment in addition to receiving their score from the
summative assessment. At their next library time, students who had a score below 7 (or desired
from their self-assessment) will be given time to make changes to their slide(s) and resubmit.

Outline & Timeline:

Lesson Day 1: Students will be asked to think of any books they have read previously that are
fiction or nonfiction. They will be asked to think about what evidence there was to prove for
fiction or nonfiction. They will use the think, pair, share technique with their seat partners. Then
students will be called to share, and the librarian will use the SMART board to make a T-Chart
to list the books. Students will then receive instruction introducing the differences between
fiction & nonfiction materials. First, the librarian will show a video clip using safe share. The
clip explains the differences between fiction & nonfiction. (https://www.youtube.com/watch?
v=7RRPqkPnRl8_)
Then the librarian will explain text features of nonfiction materials using the posters (see
attached file). Students will be told that text features usually indicate nonfiction materials. Each
student will then be given a nonfiction book. Students will use post-it notes to locate text features
within the book. On the page of the feature, students will add the sticky note with the name of
the text feature.
Skills: Relate previous experiences to what is read.
Identify text features specific to the topic, such as title, heading, and pictures.
Differentiate between fiction and nonfiction.
NSLS: I. A. 2.
SOL: 3.5 l & 2.6 c
Objective: By the end of the lesson, students will activate prior knowledge about fiction &
nonfiction books.
By the end of the lesson, students will identify text features of nonfiction books.
Assessment: Diagnostic assessment- Students will each list 1 fiction & nonfiction book
previously read & the librarian will record on a class T-Chart on the SMART board.
Formative assessment- students will label text features in a nonfiction book using post-it notes. A
list of possible text features will be posted for students to choose 4 from to identify.

Lesson Day 2: Students will recall everything they learned about fiction & nonfiction from the
previous lesson. Students will be called on to share while the librarian records fiction &
nonfiction facts using popplet on the smart board. The librarian will map two popplets: one for
fiction & one for nonfiction. This activity will give a whole class overview of fiction vs.
nonfiction. Then, students will hear two stories. First, the librarian will read a fiction story,
Stellaluna & then a nonfiction story, Bats. The librarian will not tell students what genre each
book was. In table groups, students will discuss what genre each book was & what features
(evidence) the book had to make it fiction/nonfiction. Groups will be called on to share with the
class.

Skills: Identify text features specific to the topic, such as title, heading, and pictures.
Differentiate between fiction and nonfiction.
NSLS: I. A. 2.
III. D. 1.
IV. B. 4.
V. A. 1.
VI. A.
SOL: 3.5 l & 2.6 c
Objective: By the end of the lesson, students will classify 2 books read aloud into fiction or
nonfiction and explain their reasoning.
Assessment: Formative assessment- Students will answer guiding questions during read aloud:
Bats & Stellaluna.

Formative assessment - After read aloud, students will share thinking & rationale for book
classifying (Bats & Stellaluna) in group discussion.

Lesson Day 3: Students will spend the first two minutes sharing what they learned about
fiction/nonfiction from the previous lesson. Students will be seated at tables in the library. On
their tables will be a selection of different books. Students will be given the fiction/nonfiction
worksheet to complete (*see attached file). Students will pick 4 books from their table to sort
into groups for fiction or non-fiction. Students will list the titles on their worksheet and answer
the questions. Students will look at the pictures/illustrations to help determine the genre.
Students will pick two books (one fiction & one nonfiction and write a sentence for each
explaining how they knew it was fiction/nonfiction). Once completing the worksheet, students
will share at their table which books were fiction (or nonfiction) and what evidence in the book
proved that. Next, the librarian will lead a class discussion on what they noticed and learned
during their sort activity. The librarian will use guiding questions to lead students to realize that
books are marked and organized in their location in the library according to their genre. Students
will then go on a book hunt in the library. Students will use the catalog to look up a topic of their
choice. They will find and locate a book (fiction or nonfiction) related to their topic within the
shelves. Through this activity students will be able to see the visual organization of fiction versus
nonfiction.

Skills: Identify text features specific to the topic, such as title, heading, and pictures.
Differentiate between fiction and nonfiction.

NSLS: III. D. 1.
IV. B. 4.
V. A. 1.
SOL: 3.5 l & 2.6 c
Objective: By the end of the lesson, students will locate fiction & nonfiction books in the
library.
By the end of the lesson, students will organize 4 books into categories of fiction or nonfiction
and explain their reasoning.
Assessment: Performance assessment- Students will sort books at their table into categories of
fiction & nonfiction. Work will be recorded & explained in sentences explaining their
thinking/evidence on their worksheet. Students will share their worksheets with the class: book
title, fiction or nonfiction, evidence or rationale for that category. Librarian will lead discussion
through questioning.
Performance assessment- Students will use the catalog to find fiction & nonfiction books located
within the library.

Lesson Day 4: Students will have used PowerPoint and buncee in previous library lessons in
preparation for this unit/assignment. Students will use PowerPoint or buncee (in computer lab or
on iPad/tablets) to create 1-2 slide(s) explaining the characteristics and differences between
fiction & nonfiction books. They must include at least 3 pictures and 5 text boxes (with at least 1
word in each) to define book characteristics specific to that genre. Students can use any
appropriate and relevant pictures they would like. They will be allowed to use pictures of books
covers, if desired. The rubric will be shared with students before they begin their assessment. To
wrap up, a few volunteers will share their buncee/powerpoint creation with the rest of the class.
We will summarize all we have learned about fiction vs. nonfiction.

Skills: Identify text features specific to the topic, such as title, heading, and pictures.
Differentiate between fiction and nonfiction.

NSLS: I. B. 3.
I. C. 4.
IV. B. 4.
VI. A. 1.
SOL: 3.5 l & 2.6 c
Objective: By the end of the lesson, students will construct one technology-based product
summarizing their learning of fiction & nonfiction.
Assessment: Summative assessment – students will create a media presentation (buncee or PPT)
to explain differences of fiction and nonfiction to summarize unit learning.

Unit Timelines

Day 1- 30 min. Day 2- 30 min. Day 3- 30 min. Day 4- 30 min.

Lesson Description: Lesson Description: Lesson Description: Lesson Description:

Brainstorming Review difference of Sort 4 books into Create digital slides to
previously read titles fiction/nonfiction, hear fiction or nonfiction display learning of
for fiction & 2 books read aloud, category & record on fiction/nonfiction unit.
nonfiction, instruction discuss whether fiction worksheet with
on difference between or nonfiction & evidence, locate Collaborate with:
2 genres, identify text provide justification fiction & nonfiction classroom teacher if
features in nonfiction with evidence from the books within the willing & technology
materials. story. library. assistant if needed

Collaborate with: Collaborate with: Collaborate with: Differentiation:

classroom teacher if classroom teacher if classroom teacher if Students will get
willing willing willing teacher or para support
during assessment.
Differentiation: Differentiation: Differentiation: Students will get
Students will bring a Students could make Students will be able preselected pictures
fiction & nonfiction their own popplet for to use the popplet and images or word
book they previously fiction vs. nonfiction example & text box with preselected
read in class to show instead of a whole features posters during words to use for the
for their prior learning class activity. Students the sort. Students assessment.
connection. Pull lower could reference could have
or high-level popplet & use the 2 higher/lower level Prepare: PPT &
nonfiction books. read aloud books in books for the sort. buncee on computers,
Students could use the front of them while Higher level students computer lab booked
text features posters as discussing whether could create their own or IPADS/labtops
they identify the they are fiction/nonfiction book checked-out.
features within the fiction/nonfiction. after the sort. Lower
activity. level students could
Prepare: SMART get para/librarian
Prepare: T-chart on board ready with support during book
Smart board, video popplet, 2 books: Bats locating. Higher level
clip ready with & Stellaluna, guiding students could get
smartshare, text questions prepared. specific
 feature posters, post-it fiction/nonfiction
notes & a collection of books to find vs.
nonfiction books on a picking their own.
3rd grade reading level.
Prepare: collection of
fiction & nonfiction
books (at least 50
books, 8 books per
table), sorting
worksheet, computers
ready for catalog
search.

Third grade meets once a week for their library time (30 minutes for instruction from a 45-
minute time period).

Evaluation:
Evaluation Pieces:
1-Student Exit Ticket
2-Teacher Feedback
3-Librarian Self-Evaluation

Student Exit Ticket: At their next library time (or as time permits during the final day of the
unit), students will complete an exit ticket.

Exit Ticket:
What did I learn from the unit?
What was helpful to me during the unit?
What was not helpful to me during the unit?

Teacher Feedback: Classroom teachers will answer the following questions on a printed sheet of
paper with candy attached to it. I chose this over a google form because I can hand it to the
teacher in person at library pick up time and have a conversation with them. This way I could get
verbal feedback in case they never return the paper. I thought the candy might increase my
chances of getting them to complete it. I tried to keep it short, so it wouldn’t seem like a lot of
work for them to complete. I would also share the students’ buncee creations with the teacher.
One, I wanted to display my ability as a media specialist to share one type of media that can be
used to assess content. Perhaps this can spark teacher interest to partner with me in another SOL
topic. Two, I wanted to share student data on their understanding of the SOL so the teacher can
use this data to drive her/his instruction moving forward.
Teacher questions:
What have your students shared with you about our unit on fiction vs. nonfiction? Please be
honest and share: the good, the bad & the ugly.
Are you noticing any difference in their comprehension of fiction & nonfiction? What about text
elements?
Did me supporting this SOL (English 3.5 & 3.6) help you? What could I have done differently
for it to be more beneficial for you?
I would love to collaborate with you further on another topic. Please share with me how I can
best support you. Any upcoming units you need help with?
Librarian Self-Evaluation

Mrs. Kingman’s Unit Evaluation

GRADE & CONTENT TOPIC:

GRADE:

SOL:

AASL Standards:

What worked well in the unit?

What didn’t work well?

What happened that I didn’t plan for or expect?

How did the assessments show student learning? Do I need to change or adjust any assessments
if repeated?

Do any materials need to be changed? Did I have enough materials & were they diverse enough?
How did the timing and pace of the unit work out? Not enough days? Too many?

Is this unit worth doing again in the future? If so, what changes need to be made moving
forward?

**After all three pieces of the evaluation are completed I will designate a time and date to sit
down and have a unit reflection. During this time, I will look at student assessment scores,
student self-assessments, exit tickets, teacher feedback & my own reflections. I will combine all
this information to determine the successfulness of the unit. Then, I will adjust anything as
needed for repeating the unit in the future.

Summary Paper:

I thought my lessons were appropriate for my audience of third graders. I tried hard to

choose materials & books on their reading level. I thought about their academic level when

choosing wording in instructions, directions & questions. I tried to make the lessons active and

not too complex as children that age have short attention spans. I thought the media slides for the

assessment would be a good fit for their age. I hoped student interest would be motivated by

creating a product on the computer to show their learning versus a test or other assessment.

My plan absolutely changed from when I started with brainstorming. Ideas of relating to

SOL content came easy but thinking of ideas for library incorporation were harder. I had to use

professor feedback & refocus my thinking with a library lens. Two examples of changes were:

adding locating fiction/nonfiction books in the library & showing students that book spines with

call numbers can help you distinguish fiction from nonfiction. These two parts really added to

the unit and incorporated the library into the content perfectly. The library was a perfect place to

do this unit as the physical space of the library shows the visual organization & separation of

fiction from nonfiction. This process forced me to retrain my thinking with library instruction at

the front versus a teacher mind-frame.

 I am very pleased with my finished product. I spent a lot of time and effort on this unit. I

fully intend on teaching this when in the library one day. I hope to find a teacher at my future

school who will collaborate with me on it. If not, I can complete it within the library solo and

share it with the teachers. Hopefully, it will inspire them to collaborate in the future by

displaying my strengths as a media specialist & ability to relate to SOL content. One take away

from this unit that I wasn’t expecting, was how much I loved buncee. I will absolutely use it in

my future library & share it with my future teachers.

References:
Cannon, J. (1993). Stellaluna. San Diego: Harcourt Brace Jovanovich.
Carney, E. (2010). Bats. Washington D.C.: National Geographic.