Exploring Genres Introduction

Overview

Year Group: 7
Class Size: 8 students
Duration: 80 minutes
Unit: Exploring Non-Fiction Narratives (Lesson 1 of 16)
Topic: Introduction to Genres
National Curriculum Links:

• English Program of Study - Reading:
  • Pupils should develop positive attitudes to reading and understanding of what they read by:
    • recognising a range of fiction and non-fiction texts. (NC English, KS3, Reading)
    • identifying and explaining themes, ideas and issues in a wide range of writing.
• English Program of Study - Writing:
  • Pupils should understand and be able to write texts with clear structure appropriate to the genre, recognising purpose and audience.

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Learning Objectives

By the end of this lesson, students will be able to:

• LO1: Define and differentiate between fiction and non-fiction genres.
• LO2: Identify key characteristics of fiction and non-fiction texts.
• LO3: Develop confidence in classifying texts based on genre features.
• LO4: Articulate one fact they have learned about fiction and non-fiction genres.

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Curriculum References

• English KS3 Reading – Pupils should be taught to:
  • Read and understand a wide range of fiction and non-fiction texts, including classic fiction, modern literature, and poetry.
  • Develop an awareness of different text types and genres.
• English KS3 Writing – Pupils should be taught to:
  • Write accurately and coherently for different purposes and audiences, using structures appropriate to text types and genres.

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Resources Required

• Whiteboard and markers
• Printed quick quiz sheets (8 copies)
• Example texts (fiction and non-fiction excerpts) – printed or projected
• Index cards for plenary activity
• Sticky notes
• Timer or stopwatch
• Student notebooks and pens

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Lesson Outline

Starter (10 minutes) — Quick Quiz: Genre Identification

1. Activity: Distribute quick quiz sheets containing 10 short text excerpts (2–3 sentences each) that are either fiction or non-fiction.
2. Task: Students independently decide whether each excerpt is fiction or non-fiction and justify their choice briefly.
3. Purpose: Activate prior knowledge and engage students in genre identification.
4. Assessment: Collect completed quizzes for informal assessment to gauge initial understanding.

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Introduction (15 minutes) — Defining Fiction and Non-Fiction

1. Class discussion:
   • Ask students: What do you think fiction means? What about non-fiction?
   • Write students’ ideas on the whiteboard to build a shared definition.
2. Teacher input:
   • Present clear definitions:
     • Fiction: Stories created from the imagination (e.g., novels, short stories, fantasy, science fiction).
     • Non-fiction: Factual texts based on real events, information, or ideas (e.g., biographies, newspapers, informational articles).
3. Activity: Use a Venn diagram on the board to show characteristics unique to fiction, unique to non-fiction, and those shared between both.

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Main Activity (30 minutes) — Exploring Characteristics Through Texts

1. Group work (pairs):
   • Distribute a selection of short texts (fictional and non-fictional excerpts). Each pair receives 2 fiction and 2 non-fiction texts.
   • Students identify key characteristics that mark each text’s genre (language style, purpose, structure, language features).
2. Guiding questions:
   • Is the story or information real or imagined?
   • What is the purpose of the text (entertain, inform, persuade)?
   • What language features stand out? (e.g., descriptive language vs factual language)
3. Teacher monitoring: Circulate to support, prompt deeper thinking and ask extension questions aiming at identifying subtler genre markers (e.g., tone, audience).

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Plenary (15 minutes) — Sharing Facts and Reflecting

1. Individual reflection: Students write on index cards:
   • One fact they learned about fiction.
   • One fact they learned about non-fiction.
2. Sharing: Each student shares their facts aloud.
3. Teacher-led consolidation: Summarise shared ideas, reinforce key learning points, and clarify any misconceptions.
4. Exit ticket: On sticky notes, students write one question they still have about genres for the teacher to address in future lessons.

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Differentiation

• For lower ability: Provide sentence starters and a simplified quiz. Use more visual cues with texts (e.g., images paired with texts).
• For higher ability: Challenge students to explain how mixed-genre texts might blend fiction and non-fiction elements, encouraging deeper analysis.
• For all: Encourage peer support during pair discussions.

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Assessment Opportunities

• Quick quiz results provide a diagnostic snapshot of prior knowledge.
• Teacher observation during group work assesses understanding of genre characteristics.
• Plenary sharing and exit tickets give formative feedback on learning and any misconceptions.

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Extension Ideas

• Homework: Bring in a text from home (book, newspaper, magazine) and justify its genre with evidence.
• Creative task: Write a short fictional story or a factual non-fiction paragraph on a topic of their choice.

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Reflection and Next Steps

• Review exit tickets to tailor next lesson’s content, focusing on areas requiring reinforcement.
• Next lesson will deepen exploration of non-fiction narratives, including analysing structure and viewpoint.

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This introductory lesson aligns to the National Curriculum for KS3 English, encouraging pupils to engage critically with texts and develop foundational knowledge essential for understanding and producing a range of narrative genres.