Read Around Ball for Fantasy and Science Fiction

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1 Published on AASL Learning4Life Lesson Plan Database Read Around Ball for Fantasy and Science Fiction Created by: Lauren Millikan Location: Minnesota Grade Level: 4, 5, 6, 7, 8 Type of Lesson: Stand-alone lesson Type of Schedule: Combination Collaboration Continuum: None Content Area: Language Arts Content Topic: Genre Lesson: Fantasy and Science Fiction Standards for the 21st-Century Learner Skills Indicator(s): Use prior and background knowledge as context for new learning Read, view, and listen for pleasure and personal growth Read widely and fluently to make connections with self, the world, and previous reading. Dispositions Indicator(s): Demonstrate confidence and self-direction by making independent choices in the selection of resources and information Show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres. Self-Assessment Strategies Indicator(s): Identify own areas of interest Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs. Scenario: This lesson can be used as an introduction to the Science Fiction and Fantasy genres for upper elementary or middle school students on either a fixed or flexible schedule. This lesson builds upon previous knowledge of the literary genres and encourages the students to read widely across the genres. The instruction is delivered by the teacher-librarian to introduce the students to new types of books and to increase reading for pleasure. The teacher-librarian may collaborate with language arts or reading teachers and use the lesson as a jumping off point for a reading project within the Science Fiction or Fantasy genres. Overview: In the first part of this lesson, the students review the concept of "genre," discuss the major characteristics of the Fantasy and Science Fiction genres and subgenres and explore their similarities and differences. The next segment of the lesson is a?read Around Ball,? in which students move from table to table for a read around, where each student spends 30 seconds with each book, recording their favorite book in their?dance cards.? Final Product: Each student will record at least 6 titles that look interesting to him or her in the blank spaces of the "Dance Card," for future reference.

2 Library Lesson: The students will be able to: 1)Define the Fantasy and Science Fiction Genres, 2) Discuss the differences and similarities between Fantasy and Science Fiction, 3) Spend thirty seconds evaluating a book to find the?what if?? question, 4) Select and record books for personal reading, 5)Effectively use browsing and check-out time to find books Estimated Lesson Time: 45 minutes Assessment Product: The students will be informally assessed by observation on their completion of their dance cards. The dance cards are to be kept by the students for future reference, should the students want to come back at a later date and check out the books they have written down. Process: The students will be informally assessed by observation on their ability to participate in the discussion and activity with insight, respect, and diligence. Student self-questioning: The students will be required to reflect on the lesson by asking themselves the following questions: 1) What books did I find interesting on the tables? 2) What "what if" questions did I remember from the activity? 3) Did I find anything surprising about this activity? The students will be asked to share their answers to these questions during an informal "wrap up" discussion at the end of the lesson. Instructional Plan Resources students will use: Text (books, letters, poems, newspapers, etc.) Resources instructor will use: Projector Laptop Other Other instructor resources: Bell or Chime, Powerpoint Presentation (attached), Dance Card Template (Attached) Instruction/Activities Direct instruction: Prior to the lesson, the teacher-librarian prepares by: 1) Cutting out and assembling a "Dance Card" for each student (see attached template) 2) Pulling a variety of fantasy and science fiction titles (at least 30). 3) Preparing 6 tables, each with 4 or 5 chairs (depending on the number of students), and signs labeled ) Setting out 5 books per table, with varying lengths and reading levels, and both male and female protagonists. 5.) Preparing Powerpoint Presentation (attached). The direct instruction begins with the teacher-librarian going over the projected lesson objectives with the students orally (see slide 2 of attached Powerpoint presentation). Then comes the preliminary discussion (slide 3) with the teacher-librarian asking several questions to prompt discussion:?who can tell me what a genre is?? "What are some examples of genres?" [These questions activates the students prior knowledge, by reviewing the previously-taught vocabulary word, Standard 1.1.2]?Who can give me a working definition of Fantasy???What are some examples of Fantasy books???who can give me a working definition of the Science Fiction genre???what are some examples of Science Fiction Books??

3 ?Who knows what a dystopia is???can you think of an example of a dystopian novel?? Once the students have grasped the definitions of the genres, the teacher-librarian leads a discussion comparing and contrasting the genres (slide 4), by asking more questions:?what are some things that make Fantasy and Science Fiction different???believe it or not, some people don?t think that Fantasy and Science Fiction should be separate genres. What are some things that make them the same?? Modeling and guided practice: After the students brainstorm for a few moments on what makes the genres of Fantasy and Science Fiction similar, the teacher librarian suggests that what makes the genres similar is that both Science Fiction and Fantasy ask "What if?" questions. The teacher-librarian demonstrates some of these "What if?" questions with popular titles (slides 5-10):?What if an orphan boy found out on his 11th birthday that he was a wizard???what if a group of super-smart lab rats escaped from the lab and started their own civilization???what if everyone in the world had to have an operation when they were 16 to make them super beautiful???what if you were only seven years old and you were sent to space to train so that you could save the world from an alien invasion???what if a wizard and 13 dwarves showed up on a Hobbit?s doorstep, inviting him to go on an adventure?? [These questions model making connections between current and previous reading, Standard 4.1.2] The students will then be invited to try and find the essential "what if?" question as they look at the titles in the "Read Around Ball" activity. The students will also be reminded not to judge the books by their front covers alone, but to read the blurb on the back, and the first few sentences to get an idea of what the book is about. Independent practice: The activity for this lesson is the "Read Around Ball." The teacher-librarian introduces the activity by saying, "Imagine you ladies are in fancy ball gowns and high heels, and you gentlemen are in your tuxedos, because we?re going to a ball? (slide 11-12). The Teacher-librarian explains to the students that they are going to "dance" with the Science Fiction and Fantasy books laid out on the tables, by spending 30 seconds looking at each book in turn. When the 30 seconds are passed the students will hear a bell or chime, indicating that they should pass the book to the person on their left. Once they have looked at all the books on their table, they will hear another chime signalling that they should move to the next table. They will know which table to move to by looking in their "Dance Card" (see attached). The teacher-librarian will explain what dance cards are and what they were used for (slide 13), and will also explain that the "" in this case are the tables, and the "" are the books (slide 14). At the end of each round, the students should write their favorite book from that table, or the one that looked the most interesting, on the corresponding blank in their dance card. [This activity gives students an opportunity to make independent choices in their selection of resources, based on identifying their own areas of interest, Standards and 4.4.1] The teacher-librarian will then pass out the dance cards, and have the students begin the activity, ringing the bell or chime every thirty seconds. Classical music may be played at this time to make it seem more like a ball. At the very end of the lesson, the students will be allowed to have check-out/browsing time and will be encouraged to check out any of the books from the tables. [This activity teaches students to practice reading for pleasure and/or to try a literary genre that they might not have otherwise, Standards and 4.2.4] Sharing and reflecting: There is a brief discussion at the end of the lesson to review concepts and check for understanding. During the wrap-up, the students will be asked to share the names of any books that looked particularly interesting to them, and to describe the "what if" question that the book was asking. [This discussion helps the students be able to evaluate their ability to select resources, Standard 4.4.6] The students will also be asked to share anything that surprised them about the activity. Have you taught this lesson before: Yes Strategies for differentiation: For struggling readers: Pull titles with lower reading reading levels (graphic

4 novels, short stories, etc.) For students with severe emotional or behavioral problems: Set aside several stacks of books on a separate table for the student to look at. At the chime, the student will move to a new stack, rather than to a new table. AASL/Common Core State Standards Crosswalk English Language Arts: CC.5.W.7» English Language Arts» Research to Build and Present Knowledge» 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. (5) CC.6.W.7» English Language Arts» Research to Build and Present Knowledge» 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. (6) CC.4.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. (4) CC.5.W.8» English Language Arts» Research to Build and Present Knowledge» 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (5) CC.4.R.L.10» English Language Arts» Range of Reading and Complexity of Text» 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. (4) CC.5.R.L.10» English Language Arts» Range of Reading and Complexity of Text» 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. (5) CC.6.R.L.1» English Language Arts» Key Ideas and Details» 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (6) CC.6.R.I.2» English Language Arts» Key Ideas and Details» 2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (6) CC.6.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (6)

5 CC.7.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text. (7) CC.8.R.L.2» English Language Arts» Key Ideas and Details» 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. (8) This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of Address usage requests to the ALA Office of Rights and Permissions.

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7 1) Discuss the Fantasy and Science Fiction Genres 2) Activity: Read Around Ball 3) Browsing and Check-out Time

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9 compare contrast

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16 You're Invited! To a Ball!

17 A Fantasy and Science Fiction Read Around Ball

18 Dance Card

19 1. Table 1 2. Table 4 3. Table

20 What books did you write down in your dance cards? What did you learn today? What did you notice about the books on the tables?

21 Read Around Ball Fantasy and Science Fiction Lesson Instructions for Assembling Dance Cards 1. Download the PDF files of the Inside (with Table assignments for up to 30 students) and Outside of the Dance Cards. 2. Print out the Inside of the cards (4 per page). 3. Cut out along the Dashed Lines (1 vertical, 3 horizontal) 4. Fold along the Dotted lines (3 vertical). 1. Fold along the middle line so that the print is on the outside of the fold. 2. Fold along the two outside lines so that the print is on the inside of the fold. 3. The paper should now be in a W shape. 5. Print out the Outside of the cards (8 per page). 6. Cut along the Dashed lines (1 vertical, 3 horizontal) 7. Fold along the Dotted lines (1 vertical) so that the printed part is outside of the fold. The paper should now be in a V Shape. 8. Glue the front and back outer folds of the Inside of the Card to the inner folds of the Outside of the card to make a small booklet. Like so: Inside Outside 9. [Optional] Punch a Hole in the upper left hand corner of finished booklet and tie a ribbon through the whole, long enough to be slipped over the wrist.

22 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 1 2. Table 2 3. Table 3 1. Table 1 2. Table 3 4. Table 4 5. Table 5 6. Table 6 4. Table 2 5. Table 4 3. Table 5 6. Table 6 1. Table 1 4. Table 5 2. Table 4 5. Table 3 3. Table 2 6. Table 6 1. Table 1 4. Table 4 2. Table 6 5. Table 3 3. Table 5 6. Table 2

23 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 2 2. Table 1 3. Table 4 1. Table 2 2. Table 4 4. Table 3 5. Table 6 6. Table 5 4. Table 1 5. Table 3 3. Table 6 6. Table 5 1. Table 2 4. Table 4 2. Table 5 5. Table 6 3. Table 1 6. Table 3 1. Table 2 4. Table 5 2. Table 1 5. Table 4 3. Table 6 6. Table 3

24 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 3 2. Table 4 3. Table 5 1. Table 3 2. Table 5 4. Table 6 5. Table 1 6. Table 2 4. Table 4 5. Table 6 3. Table 1 6. Table 2 1. Table 3 4. Table 1 2. Table 6 5. Table 5 3. Table 4 6. Table 2 1. Table 3 4. Table 6 2. Table 2 5. Table 5 3. Table 1 6. Table 4

25 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 4 2. Table 3 3. Table 6 1. Table 4 2. Table 6 4. Table 5 5. Table 2 6. Table 1 4. Table 3 5. Table 5 3. Table 2 6. Table 1 1. Table 4 4. Table 6 2. Table 1 5. Table 2 3. Table 3 6. Table 5 1. Table 4 4. Table 1 2. Table 3 5. Table 6 3. Table 2 6. Table 5

26 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 5 2. Table 6 3. Table 1 1. Table 5 2. Table 1 4. Table 2 5. Table 3 6. Table 4 4. Table 6 5. Table 2 3. Table 3 6. Table 4 1. Table 5 4. Table 3 2. Table 2 5. Table 1 3. Table 6 6. Table 4 1. Table 5 4. Table 2 2. Table 4 5. Table 1 3. Table 3 6. Table 6

27 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 6 2. Table 5 3. Table 2 1. Table 6 2. Table 2 4. Table 1 5. Table 4 6. Table 3 4. Table 5 5. Table 1 3. Table 4 6. Table 3 1. Table 6 4. Table 2 2. Table 3 5. Table 4 3. Table 5 6. Table 1 1. Table 6 4. Table 3 2. Table 5 5. Table 2 3. Table 4 6. Table 1

28 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 1 2. Table 6 3. Table 3 1. Table 2 2. Table 3 4. Table 2 5. Table 5 6. Table 4 4. Table 1 5. Table 4 3. Table 6 6. Table 5 1. Table 3 4. Table 4 2. Table 2 5. Table 1 3. Table 5 6. Table 6 1. Table 4 4. Table 3 2. Table 5 5. Table 6 3. Table 2 6. Table 1

29 Cut along 4 dashed lines. Fold along 3 dotted lines. 1. Table 5 2. Table 4 3. Table 1 1. Table 6 2. Table 1 4. Table 6 5. Table 3 6. Table 2 4. Table 5 5. Table 2 3. Table 4 6. Table 3

30 Cut along 4 dashed lines. Fold along 3 dotted lines

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