EL Support Lesson
Real or Not?
Students will be able to compare fiction and nonfiction.
Students will be able to compare and contrast fiction and nonfiction using visual supports and sentence frames.
- Gather the students together for a read aloud.
- Display a variety of familiar books and ask students to think about their favorite books. Have them turn and share with a partner. Provide students with the sentence starter: "My favorite book is ________."
- Ask a few pairs to share the names of their favorite books with the group. Then ask students to think about if the story is about something real or make-believe.
Building academic language
- Review or further define the target vocabulary words for the lesson. Using the book ideas students brought up, provide some examples of real vs. make believe (e.g. Frog & Toad are make believe characters). Explain that in books we call make believe stories fiction and stories about things that are real non fiction.
- Write up the words Real and Make Believe on the board in two columns. Display a variety of images (collected prior to the lesson) of real and make believe things/characters (e.g. mermaids, animals with clothes, horses, farms, etc.).
- Hold up each image and ask students to give a thumbs up if they think it is real. Sort the images into the appropriate categories.
- Explain that now you will read two different books about the same topic, cows. Tell the students that one book is fiction and one is non fiction.
- Draw two new columns on the board labeled Real and Make Believe.
- Read aloud the two texts and emphasize the differences as you read. Make notes in each column for each book.
- Ask guiding questions as you read such as: Can cows really talk? Do they use a typewriter? Do cows really live on a farm?
- Have students turn and talk to share answers to their questions. Consider giving a thumbs up/down option for yes/no questions.
- Ask students to think about one thing they learned that was real about cows. Have them turn and talk to share their ideas with a peer.
- Explain that students will now get to draw a picture of what they learned about real cows.
- Pass out unlined paper and crayons and have students fold their paper in half, then unfold it (papers can be pre-folded depending on student need) and draw a picture on one half of the paper labeled R for real.
- Ask students to think of one make believe thing they heard about cows. Have them share with their partner.
- Have students draw a picture of the make believe thing they heard on the other side of their paper labeled P for pretend.
Additional EL adaptations
- Gather a small group together and re-read each text. Have students practise identifying the real vs. make believe elements by pointing to the images on each page.
- Have students sit near the teacher during the read aloud.
- Allow students to pick up or point to their favorite book.
- Have students complete the Real or Make Believe Sort worksheet and share it with a partner. Ask students to explain why they sorted the items the way they did.
Formative Assessment of Academic Language(2 minutes)
- Throughout the lesson, assess if students are able to differentiate between fiction and non-fiction by listening to their pair-share conversations and answers to questions (thumbs up/down).
- Check for understanding by collecting student work to see if students were able to use the information gained during the read aloud to compare and contrast fiction vs. non fiction.
Review and closing(3 minutes)
- Gather the class together.
- Ask several volunteers to share the fact they learned about cows from the R side of their work. Provide students with the sentence frame: I learned that real cows ________.
- Repeat this process with the P side of student papers.