Target Grade/Subject
Fourth graders are full of energy and love to learn. They look up to their teachers as role models and some even regard them as parent figures. They are just starting to learn how to work with others and can at times be inappropriate or rude to people they do not like. They still require supervision and order but are beginning to establish their own study skills and learning techniques. They are very creative and enjoy activities that go beyond the traditional lessons in their academic classes (for example drawing different cloud types to demonstrate science examples or writing poems about grammar rules for more automatic recall). Fourth graders tend to ãtell on each otherä when blame is placed, however, they are growing out of this stage as well. These children benefit most with active learning and authentic tasks. It is important to begin evaluating their application skills in all subjects.
Objectives
SOL 4.5 The student will demonstrate comprehension of a variety of literary forms.
SOL 4.4 The student will read fiction and nonfiction, including biographies and historical fiction.
The student will recognize the differences between fiction and non-fiction.
SOL *C/T5.4 The student will communicate through application software.
SOL *4.2 The student will make and listen to oral presentations and reports.
Materials
Computer with Paint software and a printer, Freckle Juice copies for each student, chalk, and loose-leaf paper.
Lesson Description
1. Have the following questions written on the board prior to class.
Fiction or Non-Fiction
a) What does fiction mean?
b) What does non-fiction mean?
c) Is Freckle Juice fiction or non-fiction?
d) Explain your answer using three examples.
e) Are all childrenâs books fictional?
f) Name a book we have read in class that was non-fictional.
2. Finish reading the last chapter from Freckle Juice aloud. Each student reads one paragraph.
3. Break the students into groups of four to five, discussing and writing their perceptions and definitions of what classifies fiction and non-fiction.
4. Discuss student responses and introduce the definitions of fiction and non-fiction.
5. Have the students answer the questions on the board individually on loose-leaf paper. Their work will be turned in for a grade.
6. Go over answers to the questions after all the papers have been turned in.
7. Have the students work in groups of four to design their own fictional potion on the computer using the Paint software.
8. Instruct students to include all ingredients and one sentence about what the potion will do for other people, include one text box and use different colors from the Paint program. Have the students print one copy for each group.
9. Present pictures to the class, answering the set student questions.
10. Collect pictures.
Evaluation
1. Grade responses to the six questions on the board for individual grades.
2. Discuss answers to the questions after turning in work to assess a group comprehension on fictional and non-fictional works.
Set Student Questions:
1. Would you drink the potion?
2. If you would drink the potion, why?
3. Is being different (such as having freckles) a bad thing?
4. If you could drink a potion to change anything about yourself, what would it be?
5. Why would you want to change that?
Check off List for Potion:
1. All ingredients are included
2. One text box
3. Creativity
4. Presentation
5. Participation