Lesson Plan | Active Methodology | Understanding Fiction and Non-Fiction Texts

Premises: This Active Lesson Plan assumes: a 100-minute class duration, prior student study both with the Book and the beginning of Project development, and that only one activity (among the three suggested) will be chosen to be carried out during the class, as each activity is designed to take up a large part of the available time.

Objectives

Duration: 10 - 15 minutes

The objectives stage aims to provide clear and focused goals for the lesson, allowing students to understand what they are expected to achieve by the end. By identifying main and side objectives, learners will be guided in their exploration of fiction and non-fiction texts, ensuring they can distinguish between the two and appreciate their unique characteristics. This stage sets the foundation for engaging and meaningful activities that will follow, promoting active learning and critical thinking among the students.

Main Objectives:

1. Learners will be able to identify and compare the characteristics of fiction and non-fiction texts.

2. Learners will develop the ability to analyse and interpret examples of both genres, recognising factual content and imaginative narratives.

Side Objectives:

1. Learners will enhance their vocabulary by learning key terms associated with fiction and non-fiction texts.
2. Learners will practice teamwork skills through collaborative activities that require discussion and consensus.

Introduction

Duration: 15 - 20 minutes

The purpose of the Introduction stage is to engage students and connect their previous learning to the current lesson. By presenting problem situations that encourage discussion and critical thinking, learners will have the opportunity to reflect on what they have studied regarding fiction and non-fiction texts. This stage will also contextualise the importance of the topic within their own lives, highlighting the relevance and application of distinguishing between these genres. This reflective practice aims to create an active and engaging environment, setting the tone for the activities to follow.

Problem-Based Situation

1. Present a scenario where a friend shares a wild story about a dragon sighting in a local park. Ask students to discuss whether this story is more similar to a fiction or a non-fiction text and why.

2. Introduce a news article headline about a new community programme aimed at saving local wildlife. Ask the students to consider what type of text this might be and what its purpose is.

Contextualization

Understanding the difference between fiction and non-fiction texts is crucial in today's world. For instance, when students read their favourite comic books or novels, they are immersing themselves in imaginative narratives that spark creativity and wonder. Conversely, when they read the newspaper or a fact book about South Africa's unique wildlife, they are learning important facts that help them understand the world around them. Knowing how to distinguish between these two types of texts helps students navigate information better, whether they are engaging with stories for entertainment or seeking factual information to solve real-world problems.

Development

Duration: 70 - 80 minutes

The purpose of the Development stage is to engage students actively in the content, allowing them to apply what they have learned about fiction and non-fiction texts through creative, hands-on activities. By working in groups to solve problems or create projects, learners will reinforce their understanding of the characteristics that distinguish these genres, fostering collaboration and critical thinking skills.

Activity Suggestions

It is recommended that only one of the suggested activities be carried out

Activity 1 - Fiction vs Non-Fiction Treasure Hunt

> Duration: 60 - 70 minutes

- Objective: Learners will develop teamwork skills while enhancing their ability to distinguish between fiction and non-fiction texts through an engaging treasure hunt.

- Description: In this interactive activity, each group embarks on a treasure hunt in the classroom filled with clues related to both fiction and non-fiction texts. Clues will be hidden in various places around the room and will include questions or facts that lead them to understand the differences between the two genres. Each clue will have either a fictional story element or factual content. As they solve each clue, students will learn how to identify key characteristics of both fiction and non-fiction texts.

- Instructions:

• 1. Divide the class into groups of 5 students each.
• 2. Provide each group with a starting clue that will lead them to the first location in the room.
• 3. At each location, there will be a clue related to either fiction or non-fiction. Each group must discuss and decide which genre the clue represents.
• 4. After identifying the genre, they will find the next clue hidden nearby.
• 5. The first group to solve all the clues and return to the starting point with correct answers wins a small prize.

Activity 2 - Create a Fictional Non-Fiction News Report

> Duration: 60 - 70 minutes

- Objective: Learners will enhance their understanding of the structural differences between fiction and non-fiction while enhancing their creative thinking skills.

- Description: Students will work in groups to create a mock news report based on fictional events. Each group will receive a fictional scenario, such as 'a giant mushroom takes over the local park' or 'friendly aliens visit Cape Town.' They will need to research (using their knowledge from previous studies) aspects of real news reporting, structure their report, and present it to the class, highlighting what makes it fictional yet structured like a non-fiction report.

- Instructions:

• 1. Divide students into groups of 5.
• 2. Provide each group with a unique fictional scenario.
• 3. Each team will brainstorm what their news report will cover, focusing on factual reporting style but with imaginative content.
• 4. Groups will write their news report, ensuring it includes headlines, main stories, and even quotes from 'witnesses.'
• 5. Each group will present their news report to the class, explaining how they blended fiction with the styles of non-fiction reporting.

Activity 3 - Fiction and Non-Fiction Character Gallery Walk

> Duration: 60 - 70 minutes

- Objective: Learners will creatively explore the differences between fiction and non-fiction by developing and presenting character representations.

- Description: In this activity, students will create a character or figure that represents either a fictional story or a real historical figure. Each group will decorate a poster representing their character, complete with illustrations and key facts. Afterward, they will hold a 'gallery walk' where they present their character to their classmates, explaining whether they belong to fiction or non-fiction, including important traits and reasons for their classification.

- Instructions:

• 1. Split the class into groups of 5 and assign each group to either 'fiction' or 'non-fiction.'
• 2. Each group will choose a character or figure to represent, researching details they need for their poster.
• 3. Once research is complete, groups will create their posters, adding illustrations along with descriptive and factual information.
• 4. After preparing their posters, students will arrange them around the classroom for a gallery walk.
• 5. As groups walk around, they will present their character, explaining their choice and the characteristics that classify them as either fiction or non-fiction.

Feedback

Duration: 15 - 20 minutes

The purpose of the Feedback stage is to consolidate students' learning by providing a platform for collective reflection and sharing. This stage encourages students to articulate their understanding of fiction and non-fiction, reinforcing their learning through discussion and analysis of their experiences. By sharing their group insights, students can learn from one another, clarify any misunderstandings, and appreciate the collaborative effort that enriched their learning journey.

Group Discussion

Alright class, now let's share what we learned today! I would like each group to take turns describing their activities. Please share one thing you found interesting about the differences between fiction and non-fiction. How did your group work together, and what did you discover about each genre? Let’s celebrate our creative thinking and team spirit!

Key Questions

1. What are the key characteristics that help you distinguish between fiction and non-fiction texts?

2. Can you share an example from your treasure hunt that illustrated the difference between the two genres?

3. How did your group approach creating a fictional news report while keeping the structure of non-fiction?

Conclusion

Duration: 10 - 15 minutes

The purpose of the Conclusion stage is to summarise the key concepts covered during the lesson, reinforcing the learning outcomes achieved through the various activities. This stage allows students to reflect on their experiences, connect theoretical knowledge to practical applications, and understand the relevance of distinguishing between fiction and non-fiction in their everyday lives. It ensures that the lesson ends on a cohesive note, promoting retention of knowledge and encouraging further exploration of the topic.

Summary

In today's lesson, learners explored the characteristics that differentiate fiction from non-fiction texts. Through engaging activities such as a treasure hunt, creating fictional news reports, and a character gallery walk, students actively applied their prior knowledge while working collaboratively to enhance their understanding of both genres. Each group's presentations reinforced their ability to identify and articulate the distinct elements of fiction and non-fiction, solidifying their learning through practical application.

Theory Connection

The lesson effectively bridged theory and practice by allowing students to engage with the concepts they studied at home in a dynamic classroom setting. Through hands-on activities, they connected the theoretical distinctions between fact and narrative with real-world applications, demonstrating how these genres shape understanding and perception of the world around them. This practical engagement helped reinforce their learning and developed critical thinking skills that are applicable in everyday contexts.

Closing

As we conclude, it's essential to recognise how understanding the difference between fiction and non-fiction texts plays a vital role in our daily lives. Whether students are reading a story for enjoyment or researching information for a school project, the ability to distinguish between these texts helps them navigate information effectively, make informed decisions, and enhance their communication skills. By embracing both creative and factual narratives, learners can appreciate the richness of storytelling while staying informed and engaged citizens.