Grade Level: 3rd

Subject / Content area: Naming and identifying genres in the library

Unit of Study: Genres
Lesson Title: Where in the Genre Jungle is the Genre Monster?

Central Focus for the learning segment: Naming and identifying multiple genres
Content Standard(s): NYS CCLS or Content Standards (List the number and text of the standard. If
only a portion of a standard is being addressed, then only list the relevant part[s].)

RI. 3.4: Determine the meaning of general academic and domain-specific words and phrases in text
relevant to a grade 3 topic or subject area

RF 3.3.C Decode multisyllable words

RF 3.3.D Read grade-appropriate irregularly spelled words

W.3.1.B Provide reasons that support an opinion

SL.3.1.B Follow agreed-upon rules for discussions

SL.3.1.D Explain their own ideas and understanding in light of the discussion

SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail

L.3.5.B Identify real-life connections between words and their use

IFC Empire:

Indicator: Seeks information from diverse genres, formats, and points of view
-Identifies available resources (e.g., subscription databases, bookmarked Web sites) and genres that
are most appropriate for own abilities and informational needs.

-Recognizes the differences and similarities of genres and the types of information included in each.

Indicator: Deepens understanding of the source by analyzing the parts:

-Identifies story elements in various fiction genres.

Indicator: Selects resources and seeks information related to academic and personal interests in
a variety of genres and formats
- Begins to explore and examine the various genres based on personal interests.
Learning Objectives associated with the content standards: (must be measurable)
-Students will review and verbalize the names of six genres in the library as a group.
-Students will express definition of the term genre as a group.
-Students will express elements of six different genres verbally or written.
-Students will hear clues about each of six genre and vocalize the name of the genre as a group.
-Students will observe a book cover and short summary of a book and identify the genre of the book
and cite two pieces of evidence to bolster their assertion collaboratively as a small group.

Instructional Resources and Materials to engage students in learning: (resources attached to

submission)
-Slides with words and visuals included with interactive discussion

Activity “Where in the Genre Jungle is the Genre Monster” which includes:
-decorative folders with name and related images of each genre
-“clues” which describe a type of genre

-image of book cover (each book found in the library) with short summary of the book

-worksheet asking to identify genre of the book and two pieces of supporting evidence

Instructional Strategies and Learning Tasks that support diverse student needs. (Include what you
and students will be doing.):

1. Lesson begins with a hook: Can you help find the genre monster in the genre jungle? This
will grab attention and engage the students presented visually and verbally

2. Learning target (“mission”) presented with several targets visually and verbally with verbal
repetition

3. Rationale for the learning was provided “we are going to be learning about genres to find
the genre monster” and choose books

4. Visual Teaching: Visual slide presentation which includes written words and images. This
provides information about each genre which students are informed they will need for later
activities. The images are coupled with discussion for auditory component.

5. Active Learning: Guided discussion takes place to provide examples, ask for responses and
to make connections to the information on the slides

6. Drill and Practice Game: As a class, students engage in a game. The librarian reads clues to
describe elements of a genre and the class responds which genre they think it is. In practice, it
is presented as a game so the clues read as the following example:
 “The monster wants to learn real facts about the animals in the jungle. He wants to gather true
data about jungle plants. Which genre is he hiding in?”. The class responds as a group all at
once so that the librarian can see if any answers vary and then discuss for understanding.

7. Collaborative groups for mini-jigsaw: Students were placed in small groups of 4 and
provided with a book cover and short 1-3 sentence summary of the book. They are to assess
and look for evidence to determine the genre. They are asked to collaboratively discuss to
come to a conclusion. The students were observed expressing their conclusions and reasoning
with each other.

8. Mini-graphic organizer: small groups are provided a worksheet with space to write their
assertion about which genre their book is, and space for two pieces of evidence to support the
assertion.

9. Peer education: One member of each small group is called to the front of the class to
announce their conclusion about which genre their book is and the reasoning why. This helps
to reinforce information for all.

Differentiation and planned universal supports/DEI principles:

-Information is provided verbally, written and with images
-Guided discussion so that library teacher may check for understanding and switch explanations and
presentation as indicated
-Answers are solicited as a large group, individually and as a small group
-Participation through questions, reading from the board is encouraged to help students maintain
engagement and attention
-Teacher librarian circles the group to work through thought process and provide guidance and
supports as needed

Type of Student Assessments and what is being assessed:

• Informal Assessment: Completed as a group. Librarian reads clues which express elements
of each genre and students call out the response as a group. Librarian is able to see if any
answers differ and explore the reasoning with students.

• Formal Assessment: Small groups are provided with the image of a book cover and a short
summary of the book. They are provided with a worksheet asking to provide (1) genre of the
book (2) 2 facts to support the conclusion

• Modifications to the Assessments: library teacher works with each group to provide verbal
instructions and mediate conversations and clarify understanding as needed.

Evaluation Criteria: Evaluation is based on ability work as a group, express thought process,
correctly identify the genre of the resource and to provide two pieces of evidence to support their
reasoning.
Relevant theories and/or research best practices:

Rationale/target

Active learning

Visual Learning

Guided discussion

Differentiation

Collaborative learning

Jigsaw learning

Peer instruction

Lesson Timeline: Lesson conducted on 11/3 in conjunction with genre union and mystery unit in
classroom. Lesson approximately 25 minutes long

-presentation and discussion (10 minutes)

-group formative assessment activity (listening to clues to identify genres as a group) (3-5 minutes)

-small groups summative assessment activity (collaboratively assessing a book cover and short
summary to (1) identify genre (2) write two prices of supporting evidence (5 minutes)

-Presenting results to the class (5 minutes)

Reflection on Lesson Implementation:

Hook of the lesson was helpful. Students seemed engaged to see the image of the monster on the
screen upon entering and were curious about the word “genre”.

The visual/discussion element seemed to help all students be able to participate

In the future, I would add an element asking them to compare and contrast the genres to help align
with the learning standards

Students were engaged in the game portion of the lesson where they searched for the monster through
clues. In the future, I would show the clues on the overheard for visual learners
Some classroom management techniques, although small, included placing pencils on the tables
before the lesson because in the past, I have observed the students will run to grab and sharpen
pencils if they do not see them and it becomes chaotic. I also provided multiple copies of the book
cover and summary because during other lessons, the students at the table had a difficult time sharing
and reading from one page.

Students were excited about the last task because it was framed as “the genre monster left you a
book”. I will continue to use games and activities instead of saying “we are going to do an
assessment or worksheet”.

Although the jigsaw element worked well for the limited time we had, in the future, I would have
given each table a longer assessment with all of the books (1 for each genre) and asked them to name
the genre and list 2 reasons why, rather than just one per group. I also would have spent more time
supporting clear sentences with joining words such as “this is non-fiction because” to assist with
sentence structure and assertions.

Overall, I felt the lesson met its purpose. In the future, I would ask for a little more of the students in
the summative assessment as described above.
My supervising librarian suggested possibly creating a part 2 to review other genres.