LIBRARY LESSON PLAN

Created by: Mary Hoover

School/Location: Henderson Hopkins Baltimore City

1. Grade: 1
st
Grade

2. Library Context:
Fixed X Flexible Combination Individualized Instruction

3. Lesson Context: (check one)

Stand-alone lesson X Lesson in a unit

Multiple lessons in a unit Indicate lesson order

4. Collaboration Continuum: (check one)

None Cooperation Coordination X Collaboration

5. Content/Unit: Persuasion/Ecosystems

6. Estimated Lesson time: 45 Minutes

7. Learner Characteristics & Implication to Lesson:

Insert Data about school her ( socioeconomic and ethnic makeup)

8. Instructional Objectives:

Unit Objective: Using the knowledge they have gained from library lessons and class work 1st grade
students will be able to create an opinion piece on which animal from the book The Great Kapok Tree
influenced the story the most.

Lesson Objective: 1
st
Grade students will be able to identify the characters within the story and with support
draw and/or write which animal they felt persuaded the man the most.

9. Standards for the 21
st
-Century Learner:

S1 1-1 __1_x_2__3__4__5_x_6__7__8__
S1 1-2 __1__2__3__4__5__6__7__
S1 1-3 __1__2__3_x_4__5__
S1 1-4 __1__2__3_x_4__
S2 1-1 __1__2_x_3__4__5__6__
S2 1-2 __1__2__3_x_4__





S2 1-3 _x_1__2__3__
S2 1-4 __1__2__3__4__
S3 1-1 __1__2_x_3__4__5__6__
S3 1-2 _x_1__2__3__
S3 1-3 __1__2__3__4_x_5__6__7__
S3 1-4 __1__2__3__
S4 1-1 __1__2_x_3__4__5__6__7__8__
S4 1-2 __1__2__3__
S4 1-3 __1_x_2__3__4__
S4 1-4 __1__2__3_x_4__5__6__

10. Connection to local or state standards:

Literature Standards:
CCSS.ELA-LITERACY.RL.1.3
With prompting and support, identify characters, settings, and major events in a story
CCSS.ELA-LITERACY.RL.1.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RL.1.10
Actively engage in group reading activities with purpose and understanding.

Writing Standards:
CCSS.ELA-LITERACY.W.1.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a
reader the topic or the name of the book they are writing about and state an opinion or preference
about the topic or book (e.g., My favorite book is...).



Science Standards:
1-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to
survive.
1-ESS3-1. Use a model to represent the relationship between the needs of different plants or animals





(including humans)
and the places they live.
1-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other
living things
in the local environment.*



11. Library lesson:
(Indicate step by step activity done in the library/classroom/computer lab that the LMS will be
teaching/facilitating)

1. Teacher/ Librarian have already introduced persuasion through a prior read aloud lesson using the
text Dont Let the Pigeon Drive the Bus

2. Teacher will bring students in for the library lesson. Students will start with a pre-reading activity.
They will imagine themselves in the rainforest and will get a picture of a big tree. Teacher will use
projector to display the image of a Kapok tree. A kapok tree. They will draw or write the animals
they think are impacted by the tree.

3. We will talk about the rainforest and where the Kapok tree can be found. We will use the projector to
display where the Kapok tree is found.

4. Then we will break into small 3 small groups. Each teacher/librarian taking a reading level. We will
do previewing and questions throughout the story. Additionally, before the story takes place we will
go over the vocabulary using a graphic organizer with pictures.

5. Students will be asked corresponding questions throughout the reading.

Beginning of the book questions: Predict what might happen in the story, why would the man
want to cut down the tree, ask about the animals students see on the inside cover pages

Throughout the book: why did that particular animal want to save the tree, do you think the
man will cut the tree down, what might happen next, what animal might we see next

End of book: Do you think the man made the right decision, what would have you done, does
this happen in our current world

6. After students will get assessment sheet, choose one animal that was most influential and state facts
of why they think that animal persuaded the man.

7. If students finish early they may receive a coloring sheet about the rainforest.

8. As a whole group we will come together and discuss who all the animals and plants in the rainforest
are interconnected.







12. Justification for choice of Instructional Strategies and Research Models (if used)

Graphic Organizer (Vocabulary)- With a variety of learning levels it is important to scaffold thinking for
students. Graphic organizers do this for the learner. It helps guide the thinking and ensures students are
focused on the main ideas of the assignment.


Exit Ticket- This is an assessment tool that is informal but still allows librarian and teacher to guide
student comprehension. We will identify which students are still having trouble with creating their own
opinions and identifying persuasion.

Strategic Pairing- groups will be assigned ahead of time by teacher to ensure we have a mix of abilities
and reading levels in each. This will help all groups are on task and finding the correct information our
on their poetry categories.


13. Resources for Students (check all that apply):
Online subscription database(s) xWeb sites X Books
Reference Nonprint Periodicals/newspapers
Other (list):

14. List of resources/materials used in this lesson
Books- The Great Kapok Tree
Website- http://passporttoknowledge.com/rainforest/main.html
Projector-Used to display the websites
graphic organizer- for vocabulary
exit ticket- students identify the animal they think was the most persuasive

15. Justification for Selection of Materials and Resources:

Due to our limited time for the lesson it was imperative that we selected resources that students would be
familiar with and would be easy to use. The graphic organizer is a tool students have worked with in the past
and help the varied abilities structure their thinking. This will be useful for all learners and be a tool students
can look back to throughout the unit.



16. Assessment (indicate how assessment will be conducted to evaluate the achievement of
objectives - include instrument, rubrics etc.):


Lesson Objective- Students will complete the following exit ticket and librarian will use this to identify any
learner misconceptions. After reading the story students will form an opinion and identify which animal was
the most persuasive and they will create a graphic organizer about it. Additional lessons will be created to
address misconceptions








The Great Kapok Tree Assessment Activity
Draw a picture of the man in the story with the animal that you feel convinced him to change his mind.
Underneath write which animal you chose and why that animal was the one who changed his mind.
Animal Choices:
Boa Constrictor Tree Frog Jaguar Porcupine
Colorful Birds Monkeys Three Toed Sloth Anteater

1. Draw your picture of the man and ONE animal choice from above that you think was one that convinced
the man.
















2. What animal did you pick and why did you think that was the animal that changed the mans mind.














2. What animal did you pick and why did you think that was the animal that changed the mans mind.













The Great Kapok Tree : Vocabulary Organizer
Word Definition Picture


Kapok Tree



A large tropical tree.



Pollination


How plants reproduce.









Canopy



A kind of roof formed by tree tops.







Understory


The plants growing on the ground
under the canopy.







Amazon


A river in South America, it is the
largest in the world.