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Information Literacy Lesson Plan
Velvet Ferrari
FRIT 7136
Fall 2011
Instructor: Dr. Stephanie Jones
Pathfinder URL for Mrs. Young/Mrs. Ferrari:
https://sites.google.com/site/fictionvsnonfictionpathfinder/

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Grade: 2nd
Teacher: Lora Young – Teacher
Velvet Ferrari - SLMS
Content Topic: Fiction vs. Non-Fiction
STANDARDS FOR THE 21ST CENTURY LEARNER GOALS
Standard 1: Inquire, think critically, and gain knowledge.
Standard 2: Draw conclusions, make informed decisions, apply
knowledge to new situations, and create knowledge.
Skill Indicators:
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.
2.1.6 Use the writing process, media and visual literacy, and technology
skills to create products that express new understandings.
Benchmarks:
- Write, draw, or verbalize the main ideas and supporting details.
- Create a product with a beginning, middle, and end.
- Incorporate writing and oral skills to develop a product or
performance.
Dispositions Indicator:
2.2.4 Demonstrate personal productivity by completing products to
express learning.
Responsibilities Indicator:
1.3.5 Use information technology responsibly.
Self-Assessment Strategies Indicators:
1.4.2 Use interaction with and feedback from teachers and peers to
guide own inquiry process.
1.4.4 Seek appropriate help when needed.
2.4.3 Recognize new knowledge and understanding.
3.4.2 Assess the quality and effectiveness of the learning product.

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CONNECTION TO LOCAL OR STATE STANDARDS
VOCABULARY ELA2R3 The student acquires and uses grade-level
words to communicate effectively. The student
a. Reads a variety of texts and uses new words in oral and written
language.
d. Determines the meaning of unknown words on the basis of context.
ELA2R4 The student uses a variety of strategies to gain meaning from
grade-level text. The student
a. Reads a variety of texts for information and pleasure.
b. Makes predictions from text content.
c. Generates questions before, during, and after reading.
d. Recalls explicit facts and infers implicit facts.
e. Summarizes text content.
f. Distinguishes fact from fiction in a text.
g. Interprets information from illustrations, diagrams, charts, graphs,
and graphic organizers.
h. Makes connections between texts and/or personal experiences.
i. Identifies and infers main idea and supporting details.
j. Self-monitors comprehension and attempts to clarify meaning.
n. Uses titles, tables of contents, and chapter headings to locate
information quickly and accurately and to preview text.
o. Recognizes the author’s purpose.
p. Uses word parts to determine meanings.
q. Uses dictionary, thesaurus, and glossary skills to determine word
meanings.
ELA2W1 The student begins to demonstrate competency in the writing
process. The student
a. Writes text of a length appropriate to address a topic and tell the
story.
b. Uses traditional organizational patterns for conveying information
(e.g., chronological order, similarity and difference, answering
questions).
c. Uses transition words and phrases.
d. Begins to create graphic features (charts, tables, graphs).
h. Pre-writes to generate ideas orally.
i. Uses planning ideas to produce a rough draft.

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j. Rereads writing to self and others, revises to add details, and edits to
make corrections.
k. Creates documents with legible handwriting.
l. Consistently writes in complete sentences with correct subject/verb
agreement.
m. Uses nouns (singular, plural, and possessive) correctly.
n. Uses singular possessive pronouns.
o. Uses singular and plural personal pronouns.
p. Uses increasingly complex sentence structure.
q. Uses common rules of spelling.
r. Uses appropriate capitalization and punctuation (periods, question
and exclamation marks) at the end of sentences (declarative,
interrogative, and exclamatory; simple and compound).
s. Begins to use commas (e.g., in a series, in dates, after a friendly letter
greeting, in a friendly letter closure, and between cities and states), and
periods after grade-appropriate abbreviations.
t. Uses a variety of resources (encyclopedia, Internet, books) to research
and share information on a topic.
u. Recognizes appropriate uses of quotation marks.
v. Uses the dictionary and thesaurus to support word choices.
ELA2W2 The student writes in a variety of genres, including narrative,
informational, persuasive, and response to literature.
The student produces informational writing that:
a. Captures a reader’s interest.
b. Begins to sustain a focused topic.
c. Includes the appropriate purpose, expectations, and length for the
audience and genre.
d. Adds facts and details.
e. Uses organizational structures for conveying information
(chronological order, similarities and differences, questions and
answers).
f. Uses graphic features (charts, tables, graphs).
g. Uses a variety of resources (encyclopedia, Internet, books) to research
and share information on a topic.
h. Develops a sense of closure.
i. May include pre-writing.

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j. May include a draft that is revised and edited.
k. May be published.
ELA2LSV1 The student uses oral and visual strategies to communicate.
The student
a. Interprets information presented and seeks clarification when
needed.
b. Begins to use oral language for different purposes: to inform, to
persuade, and to entertain.
c. Uses increasingly complex language patterns and sentence structure
when communicating.
d. Listens to and views a variety of media to acquire information.
e. Increases vocabulary to reflect a growing range of interests and
knowledge.
AASL -
Standard 1 - Inquire, think critically, and gain knowledge.
1.16 - Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.
1.3.5 - Use information technology responsibly.
1.4.2 - Use interaction with and feedback fro teachers and peers to
guide own inquiry process.
1.4.4 - Seek appropriate help when needed.
Standard 2 - Draw conclusions, make informed decisions, apply
knowledge to new situations, and create new knowledge.
2.1.6 - Use the writing process, media and visual literacy, and
technology skills to create products that express new understandings.
2.2.4 - Demonstrate personal productivity by completing products to
express learning.
2.4.3 - Recognize new knowledge and understanding.
Standard 3 - Share knowledge and participate ethically and
productively as members of our democratic society.
3.4.2 – Assess the quality and effectiveness of the learning product.

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OVERVIEW:
The 2nd grade students in Mrs. Young’s class are beginning their unit on
informational writing. They will then do some research on an animal of
their choice using nonfiction books and web sites. Finally, using their
library research findings, they will write a fictional story and create an
informative Power Point presentation in their classrooms.
FINAL PRODUCT: Students will complete an informational Power
Point and write a fictional story.
ASSESSMENT
*Product: SLMS and teacher will assess the Power Point for correct
information from the online resources and added information from the
print resources using a rubric.
*Process:SLMS and teacher observe the students as they use resources,
write down facts, and use Power Point.
*Student Self-Questioning:
- What sources should I use?
- How do I locate the correct sources?
- Did I take proper notes and do I have enough?
- Do I have all the required information?
- Did I check over my work?
- Did I save my PowerPoint correctly as my name?
-Did I ask for help when I needed it?
INSTRUCTIONAL PLAN
*Resources students will use:

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 Online subscription databases
 Web sites
 Books
 Reference
 Nonprint
 Other (list):
INSTRUCTION/ACTIVITIES
 Direct Instruction: To introduce the difference between
fiction and nonfiction, the SMLS will help the students link the
concepts to ones students already know: “make-believe” and
“true.” Have a flip chart prepared with these known words
listed at the top of a T-chart, with space enough to all the
synonyms, “fiction” and “nonfiction,” and “fake” and “non fake.”
Engage the students by asking them to share what they know
about fish. List the facts in the “true” column on the flip chart.
Then, ask students to imagine that they had a pet fish that was
magic. Have them share their ideas about what their magic fish
would be able to do, and write them on the flip chart under
“make believe.”
Talk about the difference between nonfiction and fiction
referring to their lists as things they might read about in the
different kinds of books, and give them “fake”/”non fake”
mnemonic to help them remember the new words and their
meanings. Make sure to point out the different areas of the
library where they can find these different kinds of books.
 Modeling and Guided Practice: The main learning activities
require students to think about these new concepts applied to
several novel examples. They’ll first do this in a group. The
SMLS will read a fiction and nonfiction book about fish,
following each with a discussion with the students, in which
they are asked to consider whether the book is fiction or
nonfiction and the reasons why they think so. This will
generate lists of features of each type of book, which the SMLS
will record on a new T-chart that can be posted in the library

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for reference.
 Independent Practice: On a different day, students will
continue to practice the newconcepts they’ve learned, but a
little more independently. When they arrive in the library, the
SMLS will begin by reminding students of the difference
between fiction andnonfiction, referring to the example fish
books used last time and referring to the T-charts created
during the previouslesson. The SMLS will then explain the
“Mixed Bags” assignment, in which pairs of students receive a
bag containing a pair of books: a fiction and a nonfiction book
about the animal they selected to learn more about in their
class. Their task is to work together to decided which book is
fiction and which is nonfiction, and record their responses and
their reasons on a T-chart worksheet (see Resources). Once
students complete theworksheet, one student from each pair
will share with the classthe T-chart they created.
Now that students know that they can find facts in nonfiction
books, they can begin researching their animals. The class will
start with the teacher reminding students about the writing
assignments, which they will do in the classroom, and telling
them that they will get ready for their project today by learning
more about their animals. As a review, she will ask them,
“Sinceyour goal is to find facts about your animal, should you
look atthe fiction book or nonfiction book for information?”
Students will then work with their partners and the SMLS and
teacher to find information about their animal from two source
selected in advance by the teachers: the nonfiction book from
the mixed bags activity )this should increase confidence given
its familiarity), and a web page featuring their animal (See
Resources for suggested web pages). Each pair of students will
be given a note taking guide, on which they will fill in
information that will be required for their informative
(nonfiction) PowerPoint presentations (e.g., where the animal
lives, what they eat, what they look like, what kind of covering
do they have, how they move, and two other interesting facts).

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 Sharing and Reflecting: At a later time, in the classroom,
their teacher will provide them with templates to use to create
their PowerPoint presentations (created by the SMLS) and
their fictional stories. They will be required to share their
PowerPoint presentations with their classmates as part of their
science unit on animals.
Modifying the Assignment:
 One-on-one help

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Self-Assessment Rubric Name __________________________
Yes No
Did I take proper
notes and do I have
enough?
Did I check over my
work?
Do I have all the
required information?
Did I save my
PowerPoint correctly
as my name?
Did I ask for help
when I needed it?

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Reflection of BOTH lesson and collaboration:
The collaboration with Mrs. Young was easy and informative. Since we
both teach 2nd grade, finding time to meet was easy. We usually met
during our planning time. Mrs. Young decided on the topic of the lesson
and what she required from the students. It was up to me, as the SMLS,
to come up with the necessary lessons, activities for the students, and
the template for their PowerPoint. Mrs. Young was in charge of
overseeing their fictional stories.
The class was wonderful! They were very well behaved and interested
in learning. Having enough time to thoroughly teach the lessons was a
bonus. We did not have to rush through the lessons. Since the students
already had some background with T-charts helped the lesson run
more smoothly. We ran into a little trouble when it came time to
actually type their information into the PowerPoint.The media center
only has 8 computers and we had 10 groups, so 2 groups had to work in
the classroom with Mrs. Young. Since the groups already had their
information sorted through, time was not a huge issue. The issue came
with actually typing. These students do not know how to type correctly,
most of them used the “pecking” method. With this being said, this part
took more time than we allowed for. Overall, I feel that the lesson went
well. I was very pleased with the majority of the PowerPoints and
fictional stories. More importantly, the students were able to locate the
necessary information for their PowerPoint and story.