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Instructional Video4:41
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\n\"How\n\n
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\nTED-Ed\n
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\nHow to Write Fiction That Comes Alive\n

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\n\nFor Students\n\n9th - 12th\n
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\nLaunch a fiction writing unit with this video that encourages writers to craft their stories with language that permits readers to experience the illusions of their stories.\n
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Lesson Plan
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\n\"Text\n\n
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\nCurated OER\n
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\nText Features of Fiction, Poetry, Drama: Story Matrix\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nHow do novels differ from plays? Explore with your class the text features of fiction and drama by reading The Hidden One: Native American Legend and then performing a reader’s theater script based on the story. Class members create a...\n
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PPT
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\n\"Elements\n\n
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\nCurated OER\n
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\nElements of Fiction\n

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\n\nFor Teachers\n\n4th - 5th\n
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\nA wide variety of information regarding the elements of fiction is presented in this PowerPoint. Viewers are directed to trace their hand on a blank piece of paper and label each finger with one of the 5 elements of fiction. Additional...\n
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Lesson Plan
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\n\"Looking\n\n
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\nReadWriteThink\n
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\nLooking for the History in Historical Fiction: An Epidemic for Reading\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nCombine informational reading skills with fictional text in an innovative historical fiction lessons. After reading a fictional text related to diseases, class members read non-fictional text to gain knowledge about specific infectious...\n
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Activity
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\n\"Comprehension:\n\n
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\nFlorida Center for Reading Research\n
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\nComprehension: Text Analysis, Fiction and Nonfiction Find\n

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\n\nFor Teachers\n\n4th - 5th\n\nStandards\n
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\nScholars analyze fiction and nonfiction text and fill in a worksheet detailing the text's title, genre, and reason for its classification. \n
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Instructional Video6:10
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\n\"The\n\n
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\nPBS\n
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\nThe Evolution of Science Fiction\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nHow is it that science fiction writers have displayed the uncanny ability to predict the future? An informational video discusses the genre of science fiction and explains how it has developed. Discussions of specific texts, such...\n
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Worksheet
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\n\"Reading\n\n
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\nCurated OER\n
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\nReading Comprehension: Fiction and Nonfiction\n

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\n\nFor Students\n\n1st - 3rd\n
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\nThis resource is made up of a series of reading passages with accompanying questions. On the first page, learners read the definitions of both fiction and non-fiction. They examine four short selections before writing either fiction or...\n
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Unit Plan
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\n\"Fiction\n\n
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\nCurated OER\n
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\nFiction Stories\n

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\n\nFor Teachers\n\n10th - 12th\n
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\nStudents complete writing activities for fiction. In this fiction writing lesson, students complete four sets of activities in a writer's workshop format to practice reading and writing in a fiction style. Students develop plot outlines,...\n
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Unit Plan
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\n\"Unit\n\n
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\nCore Knowledge Foundation\n
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\nUnit 1: Contemporary Fiction - They Call Me Güero: A Border Kid’s Poems by David Bowles\n

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\nThey Call Me Güero: A Border Kid's Poems by David Bowles is the focus of a five-week language arts unit unit. Fifth graders listen to various poems and participate in thoughtful discussions, examining vocabulary and learning new words in...\n
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Lesson Plan
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\n\"Preparing\n\n
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\nEngageNY\n
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\nPreparing to Write Historical Fiction: Determining Characteristics of the Genre\n

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\nA language arts instructional activity helps young writers identify elements that make up historical fiction. First, it guides them through elements of fictional pieces with vocabulary cards. Then, pupils work collaboratively to...\n
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Organizer
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\n\"Fiction\n\n
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\nFiction Graphic Organizers\n

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\nAccompany fictional reading with a instructional activity that compares a story's characters, setting, and theme. \n
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Lesson Plan
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\n\"Identifying\n\n
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\nVirginia Department of Education \n
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\nIdentifying the Main Idea in Fiction\n

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\n\nFor Teachers\n\n3rd - 5th\n\nStandards\n
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\nDiscovering the main idea in fiction is like uncovering buried treasure; one must persevere to locate it, and the reward is priceless. Scholars delve deep into leveled stories using three questions to aid in identifying the main idea. \n
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Lesson Plan
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\n\"Creating\n\n
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\nCurated OER\n
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\nCreating a Science Fiction Story\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nAs the culminating activity in a unit study of science fiction, young writers demonstrate their understanding of the genre by producing their own graphic novel. After deciding on the main elements of their story, individuals use a comic...\n
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Lesson Plan
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\n\"Writing\n\n
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\nCurated OER\n
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\nWriting Fiction: Using Older Characters\n

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\n\nFor Teachers\n\n6th - 10th\n
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\nOut with the old and in with the new? Not so in this lesson plan, which explores the idea of writing older characters in fiction. Students learn the value of varying their characters, exploring different perspectives, and avoiding...\n
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\n\"Pebbles,\n\n
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\nPebbles, Sand and Silt -- Categorizing Fiction and Informational Books\n

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\nPrimary readers complete the activities in a Pebbles, Sand and Silt FOSS kit. As a class, they are given a group of rocks and they are to categorize them based on their activities in the FOSS kit. They use this information and apply it...\n
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\n\"Disney's\n\n
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\nCurated OER\n
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\nDisney's Pocahontas: Fact or Fiction?\n

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\n\nFor Teachers\n\n3rd - 8th\n
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\nDid you know that Pocahontas was 12 when Jamestown was established? Did you know that she later married John Rolfe? Did you know that she lived in London for two years? Did you know that she died of small pox? Class members study the...\n
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PPT
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\n\"Non-Fiction\n\n
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\nCurated OER\n
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\nNon-Fiction Books\n

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\n\nFor Teachers\n\n1st - 3rd\n
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\nA well-designed presentation on non-fiction books awaits your young readers. They discover the features of a non-fiction book, and are shown the elements of a non-fiction book such as, the table of contents, the glossary, an index, and...\n
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\n\"Detective\n\n
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\nCurated OER\n
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\nDetective Fiction: Focus On Critical Thinking\n

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\nTurn your 6th graders into detectives while growing their love of reading. Using critical thinking skills, they will be able to describe the five basic elements of detective fiction, read detective novels, make predictions, use the...\n
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Lesson Plan
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\n\"Genre\n\n
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\nCurated OER\n
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\nGenre Lesson: Historical Fiction\n

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\n\nFor Teachers\n\n4th - 6th\n\nStandards\n
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\nTake a trip through history with a lesson on historical fiction. With instructions for games, reading activities, and literary analysis assignments, this resource would be a great addition to any reading unit with a historical fiction...\n
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\n\"Purposes\n\n
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\nPurposes of Reading Fiction and Nonfiction\n

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\n\nFor Teachers\n\n1st\n\nStandards\n
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\nHow does the purpose of a fiction book differ from the purpose on a non-fiction text? Model for your young readers a scenario in which each kind of book might be useful or fun to read and show examples of each genre. A list of suggested...\n
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Instructional Video5:44
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\n\"The\n\n
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\nThe Evolution of YA: Young Adult Fiction, Explained\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nParanormal teen romances may currently dominate the young adult fiction shelves, but that's not the only change to the genre during the past few years. The evolution of YA lit is the topic of an informational video that follows the teen...\n
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\n\"Non-Fiction\n\n
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\nNon-Fiction Text Features\n

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\n\nFor Teachers\n\n3rd\n
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\nDistinguish between textual features of non-fiction in the book The Lewis and Clark Expedition and in the non-fiction story \"Ta-Na-e-Ka.\" Third graders create posters and participate in group discussions to show their...\n
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\n\"Writing\n\n
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\nWriting Fiction Based on Real Science - NYTimes.com\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nRefuse to alienate your scientific-minded young scholars during your creative writing unit. Learners explore how literary writing can reflect observable fact, and be based in actual science. The links include examples of fiction and...\n
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\n\"Animal\n\n
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\nCurated OER\n
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\nAnimal Fact or Fiction?\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nRead and discuss the article \"Welcome to Cicadaville (Enter at Your Own Risk)\" to gain a better understanding around the confusion regarding cicadas and locust swarms. In groups your young analysts research statements about animals to...\n
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