Pic-A-Fic
Choosing Fiction for Every Taste

Designed by: Regina Moody, Brennen Elementary

Grade Level: Fifth         Subject(s): Reading

1) CORE CURRICULUM OBJECTIVE(S):

#1: Appreciation of literature

#2: Sample, identify, and recognize a variety of genres; determine type of literature  (5-AL-2)

2) OVERVIEW:

In this lesson, 5th graders will examine and categorize a selection of titles (gathered by the teacher or media specialist) representing fiction genres--mystery, science fiction, fantasy, realistic fiction, and historical fiction--and will demonstrate independently their skill in locating similar books in their school library collection.

3) FOCUS/ESSENTIAL QUESTION(S):

How is fiction distinguished from other forms of literature: non-fiction, biography, folktales, poetry, and plays? How are fiction genres-or categories-defined? How does one determine a book's genre? How does one use the online catalog to locate similar titles for reading pleasure?

4) TIME FRAME:

Four 30-minute class sessions on consecutive days are needed to teach this lesson effectively. Additional time must be allowed if students have not demonstrated an understanding of the prerequisite knowledge about: (1) story elements, e.g., character, plot, setting,
(2) basic regular catalog search options, i.e., author, subject, and title , and
(3) location symbol of an online catalog record, i.e., the call number.

5) RESOURCES/MATERIALS:

Transparencies (masters included in supplements)
Online library catalog
15 index cards or paper slips per student
Minimum of 50 fiction titles representing the five genres --for a class of 25 (abbreviated bibliography included in supplements)
Note: This list must be supplemented with local media center holdings in order to provide eight to ten books for examination by each group of students.
Lesson extensions (optional):
View and discuss the sound filmstrips Getting Hooked on Books; Realistic Fiction, Guidance Associates, 1976, and Getting Hooked on Fantasy, Guidance Associates, 1976.
Use print/and or CD-ROM encyclopedias to compare the entry for fiction. Compare this information with the previous class definitions and discussion of genre. Skim the articles on detective story, mystery story, and science fiction that are listed as fiction genre by Microsoft Encarta '98 Encyclopedia.

6) CULMINATING ASSESSMENT:

Pre-Assessment
On Day 1, observe small group efforts to categorize the pre-selected books. Give guidance on examination techniques as needed. Encourage students to verbalize their reasoning. Culminating Assessment On Day 4, ask students to answer the following questions by working independently at the online library catalog. (Print-ready copy is included in the supplementary material.) They may write their answers, or demonstrate their ability to find the answers as the teacher/media specialist observes.

All students are expected to obtain mastery.
As they complete the assessment, their answers are checked by the teacher/media specialist. If a student has not located an answer, the teacher/media specialist should work directly with that student at the online catalog and give additional coaching as needed.

See supplementary materials for print-ready copy of culminating assessment.

Using the Online Library Catalog for Selecting Genres of Fiction

Student's name ______________________ Date _________________

1. Name a book with the same historical setting as Little House on the Prairie by Laura Ingalls Wilder.

2. What is the main character's name in the popular mystery series by Donald Sobol?

3. Identify a fantasy (other than Charlotte's Web) that has a pig as a main character.

4. Locate a realistic fiction title that has the same intergenerational theme as Cry Uncle by Mary Auch.

5. Name a book with aliens central to the plot.

7) INSTRUCTIONAL ACTIVITIES:

Day 1
Introduce "Pic-a Fic" as a series of lessons to aid students in identifying and selecting genres of fiction. Use transparency #1. (see supplementary materials) as a stimulus for discussion. Contrast the process of choosing a satisfying fiction book with selecting a commercial video for which there are also many titles, several categories from which to choose, and new releases to examine.

Mention how reading tastes or preferences vary from person to person and over time. Although we may select from other types of writing such as non-fiction, biography, folktales, poetry and plays, very often we turn to fiction for independent pleasure reading. Distinguish between these various types of writing and fiction by using transparency #2 to record student responses and agree on a general definition of fiction.

Using transparency #3a, introduce the concept of fiction genre, for sub categories within the broader category.

Give each student 15 index cards or paper slips and as a fiction genre is introduced, ask them to write the term on three separate cards (one term per card). These will be used in the subsequent book sorting activity.

Use transparency #3a to introduce the concept of fiction genre. Encourage students to mention other titles from their own reading as examples. Add these to transparency #3a.

Use transparency #3b as reinforcement or review of definitions. Remind students that some titles may fit into more than one category.

Assign students to groups of five or less. Ask each group to cooperatively examine a pre-selected assortment of eight to ten books. (See supplementary material for an abbreviated bibliography.) Through discussion, the students are to agree on a category (genre) for each book and use their index cards or slips as identifying markers. Before beginning the activity, review techniques for previewing a book: (1) noting book and chapter titles, (2) examining jacket or cover information, (3) looking for cataloging-in-publication, and (4) skimming the first few pages.

Day 2
Students should return to their same groups and complete the sorting activity, if necessary.

Present the genres of mystery, science fiction, and fantasy in more detail. Use transparencies 4 - 7. As each category is discussed, ask students to share titles from those examined by their group.

Emphasize that the point of this lesson goes beyond just identifying types of fiction. If we enjoy reading a certain kind of book, we want to be able to find other similar titles. Review with the students how they select good books. (Ask classmates or the librarian for suggestions, consult bibliographies, browse the shelves. Remind them that the online catalog contains a description (record) for each item in the collection and so can also provide "suggestions" for good books.

Introduce the culminating assessment. Tell the students that they will be expected to use the catalog as an aide in locating information about various books from each genre. Explain that searching in the regular online catalog varies for each genre, however. As each category is covered, give suggestions for using the subject search function effectively.

For mysteries: Mystery and detective stories is the preferred subject phrase.

For science fiction: The phrase Science fiction will identify some, but not all such titles. Try more specific terms. (robots) Ask the students to suggest a synonym for alien (which is not recognized by standard cataloging). Extraterrestrial beings-Fiction is recognized.

For fantasy: Fantasy is a searchable subject term; however, more recently published books may be listed as Fantastic fiction. Space and time travel-Fiction and Time travel-Fiction are also used.

Day 3
Discuss realistic and historical fiction in more detail. Use transparencies 8 - 11 and record titles suggested from those previewed by the students.

Explain that these two genres are the most difficult to locate through the online catalog as neither phrase, realistic fiction or historical fiction, is recognized as an accepted subject heading.

For realistic fiction:
Try such terms as Family life-Fiction, Sisters-Fiction, Divorce-Fiction, School stories.

For historical fiction:
Use U.S.-History, followed by the time period, then browse through the subject list and look for the extension, fiction. Some books may be listed by geographicarea, e.g. Charleston (S.C)-Fiction. Check the wording and sequence of subject headings listed for a title you already know to find other books with a similar time setting. Many libraries will have printed bibliographies of historical fiction if you ask.

Day 4
Assessment of individual learning will occur as the student uses the online catalog. Preferably, the students demonstrate to the teacher/media specialist the process of locating the answers, but answers may also be written. (See attached Assessment Options in the supplements.)

As their classmates complete the assessment, students will read independently from a book selected from those discussed and may check it out, if interested, at the end of this class session.