This document provides an overview of an 8th grade library lesson on literature genres that is connected to state and national standards. Students will work in cooperative groups to identify characteristics of different genres using sample passages. They will then read a book of their choice from genres like fantasy, mystery, or science fiction over 3 weeks. As a final product, each student will independently create a bookmark and book review applying genre characteristics and including text-based evidence from their chosen book. The lesson and final products will be assessed by the teacher and librarian.

1. Information Lit. Lesson w/Pathfinder: Dolly Morris Fa11, FRIT7136
Pathfinder: http://hmstudiesliteraturegenres.wikispaces.com/
GRADE: 8th TEACHER(S): Mrs. Morris & Mrs. L
CONTENT TOPIC: Literature Genres
(Part of the larger unit: Elements of Literature, Short Stories, and
Informal Response(s) to Literature)
CONNECTION TO ALA STANDARDS:
Standards for the 21st Century Learner Goals:
Standard(s):
Standard 1: Inquire, Think Critically, and Gain Knowledge
Standard 2: Draw Conclusions, Make Informed Decisions, Apply
Knowledge to New Situations, Create New Knowledge
Standard 3: Share Knowledge, Participate Ethically, Participate
Productively (for cause)
Standard 4: Pursue Personal and Aesthetic (appreciation of beauty)
Growth
Skills Indicator(s):
1.1.1 – Follow an inquiry-based process in seeking knowledge in
curricular subjects, and make the real-world connection for using this
process in own life.
1.1.2 – Use prior and background knowledge as context for new
learning
1.1.3 – Develop and refine a range of questions to frame the search
for new understanding
1.1.8 – Demonstrate mastery of technology tools for accessing
information and pursuing inquiry
2.1.1 – Continue an inquiry-based research process by applying
critical-thinking skills (analysis, synthesis, evaluation, organization) to
information and knowledge in order to construct new understandings,
draw conclusions, and create new knowledge.
2.1.3 – Use strategies to draw conclusions from information and apply
knowledge to curricular areas, real-world situations, and further
investigations.
2.1.6 – Use the writing process, media and visual literacy, and
technology skills to create products that express new understandings.
3.1.2 – Participate and collaborate as members of a social &
intellectual network of learners
3.1.4 – Use technology and other information tools to organize and
display knowledge and understanding in ways that others can view,
use, and assess

2. 3.1.5 – Connect learning to community issues
4.1.1 – Read, view, and listen for pleasure and personal growth
4.1.2 – Read widely and fluently to make connections with self, the
world, and previous reading
4.1.3 – Respond to literature and creative expressions of ideas in
various formats and genres
4.1.4 – Seek information for personal learning in a variety of formats
and genres
4.1.6 – Organize personal knowledge in a way that can be called upon
easily
4.1.7 – Use social networks and information tools to gather and share
information
4.1.8 – Use creative and artistic formats to express personal learning
Benchmark(s):
Standard 1:
Use a critical-thinking process that involves asking questions,
investigating the answers, and developing new understandings for
personal or academic independent-learning activities
Analyze what is already known, or what is observed or experienced
to predict answers to inquiry questions
Use technology resources such as online encyclopedias, online
databases and Web subject directories, to locate information
Select and use grade-level appropriate electronic reference materials
and teacher-selected websites to answer questions
Standard 2:
Interpret information and ideas by defining, classifying, and inferring
from information in text
Draw conclusions based on explicit and implied information
Follow steps of a writing/creation process
Create products that incorporate writing, visuals, and of the forms of
media to convey message and main points
Cite all sources using correct bibliographic format
Standard 3:
Practice responsible and ethical use of information resources, both in
their own library and in other institutions
Share reading experiences and favorite literature to build a
relationship with others
Use a variety of media and formats to create and edit products that
communicate syntheses of information and ideas
Base opinions on information from multiple sources of authority
Use real-world examples to establish authenticity
Standard 4:
Read, listen to, and view an increasingly wide range of genres and

3. formats for recreation and information
Recognize features of various genres and use different reading
strategies for understanding
Read books from various genres
Respond to images and feelings evoked by a literary or artistic works
Use illustrations, context, graphics, and layout to extract meaning
from different formats
Describe the characteristics of different genres
Select resources for classroom learning and for personal exploration
Develop visual pictures of the main ideas and design concept maps,
webs, or graphics to capture the ideas
Apply technology productivity tools to meet personal needs
Use multimedia-authoring tools for independent and collaborative
publishing activities
Experiment with various types of multimedia applications for artistic
and personal expression
Dispositions Indicator(s):
2.2.4 – Demonstrate personal productivity by completing products to
express learning
1.2.1 – Display initiative and engagement by posing questions and
investigating answers beyond the collection of superficial facts
3.2.1 – Demonstrate leadership and confidence by presenting ideas to
others in both formal and informal situations
Responsibilities Indicator(s):
1.3.5 – Use information technology responsibly
2.3.1 – Connect understanding to the real world
3.3.5 – Contribute to the exchange of ideas within and beyond the
learning community
Self-Assessment Strategies Indicator(s):
1.4.4 – Seek appropriate help when it is needed
3.4.2 – Assess the quality and effectiveness of the learning product
2.4.2 – Reflect on systematic process and assess for completion of
investigation
4.4.5 – Develop personal criteria for gauging how effectively own ideas
are expressed
1.4.1 – Monitor own information seeking processes for effectiveness
and progress, and adapt as necessary
1.4.3 – Monitor gathered information and assess for gaps or
weaknesses
CONNECTION TO LOCAL OR STATE STANDARDS:
(List here relevant content, information literacy, and technology
standards)

4. GPS Unit Standard:
ELA8R1 – Student demonstrates comprehension and shows evidence
of a warranted and responsible explanation of a variety of literary
and informational texts.
Common Core Grade 6-8 Reading Standards for Literature:
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Compare and contrast texts in different forms or genres (e.g., stories
and poems; historical novels and fantasy stories) in terms of their
approaches to similar themes and topics.
Common Core Grade 6-8 Technology Standards:
Follow precisely a multistep procedure when carrying out
experiments, taking measurements, or performing technical tasks.
Determine the meaning of symbols, key terms, and other domain-
specific words and phrases as they are used in a specific scientific or
technical context relevant to grades 6-8 texts and topics.
NCTE/IRA National Standards for the English Language Arts:
(National Council for Teachers of English & Internat’l. Reading Assoc.)
Students read a wide range of print and nonprint texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond
to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
Students read a wide range of literature from many periods in many
genres to build an understanding of the many dimensions (e.g.,
philosophical, ethical, aesthetic) of human experience.
OVERVIEW:
The 8th grade students of Mrs. L’s class are beginning to study
expository writing tied to nonfiction text research. To assist them in
choosing appropriate sources designed to provide the information that
they need for their writing projects, it is necessary to provide
background knowledge about differences in print sources by
conducting a parallel reading study on literature genres. The class has
just finished reading Edgar Allen Poe’s “Tell-tale Heart”.
Mrs. L has asked me to introduce students to the various literature
genres with their characteristics and allow students to explore the
genres offered in our school library as well as suggestions for titles
possibly available in other locations collections (genre book list).
Further, students should produce a product that reveals their
understanding of genre types, characteristics, and elements of plot

5. (character/problem/lesson) to include text-specific details as evidence
of each. By initially reviewing a sample of genre study passages in
cooperative groups in the SLMC, the group completion of a “Tell-tale
Heart” guided practice bookmark, and the selection and reading, over
a 3-week time period, of a book from the SLMC online catalogue
fantasy, historical fiction, mystery, realistic fiction, or science fiction
collection, the students will ultimately create an independent
bookmark and book review on what they have personally chosen to
read utilizing a SLMS-created wiki with directions and resources.
FINAL PRODUCT:
Genre-specific Bookmark & Book Review with text-based evidence of
characteristics.
LIBRARY LESSON(S):
As part of cooperative learning groups, the students will access an
SLMS-created PowerPoint along with a genre bookmark graphic
organizer, genre characteristics handout, and SLMS-pulled resource
example passages to identify characteristics of literature genres, the
availability of those genres in our school’s library, and how those
characteristics apply to real-world information needs faced in real-life
project completion or problem-solving situations.
ASSESSMENT:
␣ Product
SLMS and teacher assess “Ticket Out the Door” Guided Practice
“Tell-tale Heart” bookmark
SLMS and teacher assess individual Bookmarks for correct text-
based evidence to support genre and elements of plot
(character/problem/lesson).
Individual Book Reviews visual representation assessed with
checklist by SLMS and teacher.
Classroom teacher assesses journal reflections on lesson topic and
activities feedback.
Pair-share peer assessments of Student Self-reflection Questions
prior to project submission.
␣ Process
SLMS and teacher observe students’ social learning interaction in
groups, guided practice participation with graphic organizer, and
completion of individual bookmark and book review via SLMS-
created wiki instructions and resources.
␣ Student self-questioning
 Does my bookmark and book review provide text-based details
to support the particular characteristics of the genre that I read?

6.  Can I connect the text-based details of my bookmark and book
review to genre characteristics with confidence and thus,
synthesize the conclusion that I present efficiently?
 Does my visual representation of the Book Review meet the
checklist criteria?
 Did I ask for help when I needed it?
 Did I include proper citations for borrowed intellectual property
referenced in my Book Review visual?
 Have I completed all of the referenced activities in the wiki
(bookmark, book review, self-questions, journal reflection) prior
to final submission?
 Does my work include my name?
 Does my work include grammatically correct conventions?
INSTRUCTIONAL PLAN:
Resources Students Use:
X Online subscription database(s)
Galileo: Ebscohost
X Web sites
http://hmstudiesliteraturegenres.wikispaces.com/
Books:
X Reference
http://www.etymonline.com/index.php?term=genre
http://dictionary.reference.com/browse/genre
http://www.answers.com/topic/genre
Galileo: Kids Search/Ebscohost
Galileo: Middle Search Plus/Ebscohost
␣ Periodicals/newspapers
␣ Other (list)
Nonprint:
X YouTube Video - http://youtu.be/vDhUmn4IZ78
INSTRUCTIONAL ACTIVITIES:
o Direct instruction:
The concept of genres is introduced via SLMS-created “Voki” avatar

7. who proposes an information literacy need scenario to students.
Through class discussion of SLMS-created PowerPoint during which
students review the main characteristics of various literature genres, a
distinction is made between “topic” relative to nonfiction texts and
“plot elements” relative to fiction text categories. A genre
characteristics handout is provided to supplement PowerPoint.
Students are divided into groups as Mrs. Morris & Mrs. L take turns
reading sample passages from SLMC aloud. Groups appropriate genre
of read aloud passages via student-led discussion utilizing the “tic tac
toe” categorical table present on a slide in the PowerPoint
presentation. Teacher(s) as moderator(s).
o Modeling and guided practice:
Next, students are assigned a mystery genre selection (“Tell-tale
Heart” passage) to explore in groups, and they use printable bookmark
handouts to record text-based evidence to prove that the passage fits
the assigned genre. A roundtable discussion is held among groups
offering text-based evidence examples aloud as Mrs. Morris and Mrs. L
affirm or refute via questioning with supported details highlighted.
o Independent practice:
Immediate:
Avatar information need scenario is replayed. Students offer solutions
to avatar’s need via “ticket out the door” turn-ins upon check-out of
follow-up read from one of the following genres offered via SLMS-
created Book List assembled for lesson from online school catalogue
program: fantasy, historical fiction, mystery, realistic fiction, or
science fiction.
Three Weeks Later:
Students complete a follow-up bookmark and a book review upon
completion of the book and using the SLMS-created wiki with
instructions, resources, and assessment checklist.
o Sharing and reflecting:
In Mrs. L’s classroom, students share oral summaries of the books
they read with their classmates assisted by created bookmarks and/or
book review products. Students share Web 2.0 Book Review visuals in
follow-up SLMC session with Mrs. L and class & SLMS posts some
reviews to SLMC website. SLMS & SLM clerk add Book Reviews to
online catalogue for school stakeholder review at checkout in SLMC.
Follow-up reader’s response classroom journal topic: What I liked and
didn’t like about literature genres activities.

8. LESSON REFLECTION:
The benefit of working at a school as the SLMS, having previously
taught in the school and held other support positions as well, is the
established relationships with adult stakeholders. I have known Mrs. L
for many years – nearly the length of both of our careers – so
collaborating with her on this topic of study was a blast! Not only did
we both enjoy it, but I felt as though I was truly helping remove a
piece of the instructional burden from her shoulders based on our
school’s improvement goals and data that warrants the need for
increased scores on the 8th Grade Georgia Writing Assessment. Often,
the connected reading element of the writing process can be
overlooked or short-changed in the classroom because of time
constraints, especially with so many standards for the ELA teacher to
get through each school year. However, this lesson was designed to
add emphasis to the delineated differences between fiction and
nonfiction print resources. Since most of students’ formal educational
lives from this point forward will be spent analyzing fact-based
nonfiction text, it is very important at this stage of their cognitive
development to provide solid reinforcement of as many“non” examples
and sources of information as examples. The overarching questions
being, “Why do I need this information?” and “What kind of text will
provide the information that I need?”
From the moment the Voki avatar was on the screen, the students
were HOOKED into the initial SLMC location lesson. Even though the
avatar was not an assessment part of the lesson, many students were
anxious to return home and have a go at creating one. That’s why the
Voki website is listed in my PowerPoint. Plus, Voki is not an accessible
Web 2.0 tool at our school.
Since this lesson was designed with two parts – immediate skill-
building re: characteristics of literature genres and a time-delayed
focus (3 weeks) that included personal student use of technology with
access to and help from the wiki, Web 2.0 tools utilizations, and
citation inclusions, it is important to note that at this second juncture,
there were “accessibility” issues at my school. Firewalls prevent access
to many Web 2.0 tools, so we had to “adjust” and be flexible, often
sending students in “shifts” to the SLMC to work instead of Mrs. L
taking the class as a whole to the computer lab. This meant the
completion of the products took a couple of days longer than was
originally planned. This was especially true for those who were
implicitly determined to use Web 2.0 instead of Word of Publisher.
However, the choice of how to produce their visual representation of

9. the Book Review proved to be a great scaffolding component in the
lesson. Those students proficient in Microsoft Office components were
able to attain product completion using familiar technology tools,
thereby compensating for other kinds of struggles to understand
explicit or inferred aspects of literary genres. And those students
willing to take a risk with unfamiliar Web 2.0 were free to “stretch” in
that personalized learning approach. In the end, it all worked out,
because I, as the creator of the wiki, could be right there to
troubleshoot problems, redirect to other “friendly” apps that could
result in similar product outcomes, and answer questions with students
working in the SLMC and directly within my purview for the second
part of the lesson upon completion of the genre selection read.
Needless to say, I learned a lot about what is “blocked” and what is
not at our school! Experience truly makes a great teacher.
Our school hasn’t done much with student self-assessment and I did
not use it much in the classroom as a classroom teacher. That was the
most difficult part of the lesson – getting the kids to think about those
questions prior to submission of the product, despite the seemingly
simplistic “yes” or “no” answers offered. At that point, they just
wanted to be finished. Of course, this was nothing new; editing
ourselves is usually about the last thing we want to do and we will
avoid it if we can and just let someone else do it for us, aka, “the
middle schooler”. Still this was a great experience upon which I plan to
build.
References:
Harlem Middle School. (2011). Unit 1 lesson plans, 8th Grade English
Language Arts. Columbia County School System. Evans, GA.
National Governors Association and Council of State School Officers -
Common Core State Standards Initiative:
http://www.corestandards.org/the-standards
http://www.readwritethink.org/classroom-resources/lesson-
plans/genre-study-collaborative-approach-270.html

10. Harlem Middle School
Coach Dolly and Mrs. L
Print and answer these self-questions and turn-in with your
bookmark and book review.
Literature Genres Book Review - Student Self-Questions YES NO
1. Does my bookmark and book review provide text-based details
to support the particular characteristics of the genre that I read?
2. Can I connect the text-based details of my bookmark and book
review to genre characteristics with confidence and thus,
synthesize the conclusion that I present efficiently?
3. Does my visual representation of the Book Review meet the
checklist criteria?
4. Did I ask for help when I needed it?
5. Did I include proper citations for borrowed intellectual property
referenced in my Book Review visual?
6. Have I completed all of the referenced activities in the wiki
(bookmark, book review, self-questions print out, book review
checklist) prior to final submission
7. Does my work include my name?
8. Does my work include grammatically correct conventions?

11. Harlem Middle School
Coach Dolly and Mrs. L
Use this checklist to measure the quality of your Book Review
visual representation.
Literature Genres Book Review - Checklist Assessment YES NO
1. Does my book review include the title, author, and genre of the
book that I have read?
possible 3 pts.
2. Have I provided specific text-based evidence details to support
the book’s characters? (at least 2)
possible 2 pts.
3. Have I provided specific text-based evidence details to support
the book’s setting (time/place)? (at least 2)
possible 2 pts.
4. Have I provided specific text-based evidence details to support
the book’s major conflicts/problems? (at least 2)
possible 2 pts.
5. Have I provided specific text-based evidence details to support
the book’s lesson/theme? (at least 1)
possible 6 pts.
6. Did I include at least 3 characteristics of the genre of my book in
the book review?
possible 6 pts.
7. Does my book review include my name?
possible 1 pt.
8. Does my work include grammatically correct conventions, if
applicable?
possible 3 pts.
9. Have I demonstrated creativity in my presentation?
possible 5 pts.
total possible 30 pts.