Technology Integration Plan

Gail Gibbons – A Study on Non-Fiction Texts

Grades: 1-3

Phase 1: Relative Advantage

I would like my students to gain an appreciation for non-fiction texts. Through their studies of the author Gail Gibbons students will be able to:

Select a text based on interest- Gail Gibbons writes a large selection of picture books that students can select based on interest. Despite their reading levels, students will be able to remain enthusiastic about their learning. From sports to apples and holidays, each child will have several options from which to pick.

Expand their vocabulary- Students will be introduced to several new vocabulary words in a friendly and visual format.

Prepare an exciting final project- Due to the nature of her short picture books, teachers are able to rework the students’ texts and select a fun final project

Conduct an Author Study

Phase 1: Relative Advantage (The Internet and Technological Media)

Teachers who use the Internet and SmartBoard will find that it enhances their study of non-fiction texts. Teachers and students will be able to:

Use a WebQuest to learn the differences between non-fiction and fiction texts as well as where to find them in the Library using the Dewey Decimal system

Save new vocabulary words and turn use these words as a part of a fun class activity or game (e.g. “Who Wants to Be a Millionaire” or “Jeapordy”)

The internet can provide access to greater resources, the Gail Gibbons’ website as well as access to wikis, blogs, and webquests

Students can access a podcast from “Reading Rockets” to hear Gail Gibbons speak. Students can also access videos and pictures of the author

Students can use computers to type up final projects

Phase II: Objectives

Objectives:

The student will discover a new author, Gail Gibbons

The student will learn how to search for non-fiction texts using the Dewey Decimal System

The student will recognize books as related to the author’s style (including: illustrations, text structure and genre)

The student will complete a final artistic project related to his/her book selection

Phase II: Assessments

Assessments: Each activity lends itself to a related assessment. The final product will be graded based on a rubric. These assessments will appear later on in this presentation. Overall, students will be assessed based on the objectives mentioned on the previous slide.

Phase III: Integration Strategies

Instructional Method: Constructivist – Project Based Learning

Lesson Development: This unit outline includes lessons and activities to engage young learners as they learn about a new genre of literature. The students will learn about non-fiction texts and how they differ from fiction. Students will also learn how to search for these books in their school or local library. The students will first be introduced to the author before they select one of her texts. Once the students have selected the text, they can then begin to complete research of interesting facts and new information and vocabulary. As a culminating final project, students will display what they have learned either as an artistic poster, booklet or mini-book. This unit is a combination of group work and independent work.

Phase IIIDuring these lessons each student will:

1. Select a Gail Gibbon text to read and research

2. Gain exposure to non-fiction texts using a WebQuest

3. Learn new strategies to read non-fiction texts

4. Use Microsoft Word to type up information for their final project

5. Listen and Watch Gail Gibbons speak about her life and her inspiration for writing. Gail Gibbons will also give helpful advice to young writers

6. Use SmartBoard technology to learn new vocabulary words

Phase III

Who is Gail Gibbons?

An author and illustrator of children’s books

Born in Oak Park, IL 1944

First studied graphic design

Worked as an artist on children’s television shows

Writes non-fiction books because she likes to research

Where does Gail Gibbons get her ideas?

Activity #1: Introduction What is

Non-fiction?Here, students will be introduced to non-fiction

texts. With the help of the teacher on a projector or SmartBoard*, students will visit a WebQuest, “Locked in the Library,” to learn about the differences between non-fiction and fiction texts.

*After a general introduction on non-fiction, you can also decide if you would like students to work independently, in pairs or small groups rather than conducting this activity as a large whole group lesson.

Assessment

The assessment for the first activity is included as part of the WebQuest.

Phase IV: Instructional Environment

Students will need the following:

1. Computer with internet connection

2. A SmartBoard (preferable), projector screen or white board

3. A class set of various Gail Gibbons’ books

4. Reading journals, pencils, sticky notes

5. Two weeks to complete the project

Phase V: Evaluative Integration Strategies

Students will be engaged by the WebQuest because it is a mystery and they are required to use the clues to solve a case. Teaching non-fiction can be a difficult task; however, if it is introduced in an engaging format, students will work hard to learn the information.

The lessons and activities in this lesson can be conducted independently. This requires a great deal of teacher preparation and assistance when needed. This activity may move more smoothly if there is a teacher’s assistant in the room to help with student questions along the way.

Teachers should also familiarize themselves with the WebQuest so that they are not spending a great deal of time learning with the students when answering students’ questions.