Lesson Title: The Pagemaster by David Kirschner

Content Area: Library Skills Using the Dewey Decimal System

Grade: 6 Time Required: 6 50 minute reading blocks of time
6 45 minute activity blocks of time
Teacher: Shannon D. Foster
Art Integration (2):
Visual Art: Prior to reading the text, the teacher will facilitate
Visual Thinking Strategies (VTS) as students observe the
illustration on pages 26 and 27.
Literary Arts: Students will illustrate the three genres of literature presented in the text
and include the call numbers assigned to each by the Dewey Decimal System.
Content Standard:
CCSS.ELA-LITERACY.RL.6.7
Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they "see" and
"hear" when reading the text to what they perceive when they listen or watch.
CCSS.ELA-LITERACY.RL.6.9
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.
Content Objective: Students will find and identify selected books within specific genres of
literature using the Dewey Decimal System.
Assessment: Students will illustrate the genres of literature presented in The Pagemaster by
David Kirschner. They will use the Dewey Decimal System to locate and record pertinent book
information and record their findings on the Dewey Decimal Scavenger Hunt (DDSH) cards.
They will attach the DDSH cards to the illustration representing the genre. The guiding question
will be, Did students use the Dewey Decimal System to locate books in the library, illustrate the
genres presented in the text, and include pertinent information that identifies the genre of
literary works? Students will receive a do it or not grade where + indicates completion
and - indicates incompletion. Students who receive a - will have one opportunity to redo the
assignment.
Background on Students (optional):
By grade 6, students know the basics about the Dewey Decimal System and their way around the
library. They work well together in small groups to complete group activities. They know how to
look up library materials using a library search program.

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 Key Vocabulary (Academic/Content)
genre - a category of artistic
composition, as in music or
literature, characterized by
similarities in form, style, or subject
matter.
classical literature We will use
this term to describe literature of
any language in a period notable for
the excellence and enduring quality
of its writers' works (The Editors
of Encyclopdia Britannica, 2016)
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Materials
Text: The Pagemaster by David Kirschner
Hovercam projector OR digital copy of
pages 26 and 27 from text (pg. 7 of lesson
plan)
Mark the text prior to beginning to read.
Mark the spot in the text where you should
stop to project the next book illustration
before reading the description in the text.
Book list (see pg. 6 of lesson plan)
Costumes or props:
o Richard Tyler Safety helmet, safety
vest, jeans, t-shirt, first aid kit, etc.
o The Pagemaster (Pagemistress) - over
robe/gown, hat, staff with magic
gazing ball attached, magical book
o Adventure - pirate shirt, pants, cumber
bun, boots, headscarf, eyepatch, treasure
chest, etc.
o Fantasy - fairy costume (fluffy dress)
with wings, crown, magic wand, etc.
o Horror - black over gown (graduation
gown), Grim Reaper hood, staff, etc.
o Enlarged library card, EXIT sign, , etc.
(other props relating to the book)
Presentation corner with reading chair,
lamp, and footstool
3x5 cards for new vocabulary
Assigned wall space for Word Wall
Tape
Pencil with eraser
Dewey Decimal Scavenger Hunt cards
Dewey Decimal System Signs and Posters
bundle pack by Staying Cool in the Library
Drawing paper
Color crayons or colored pencils
Soft instrumental music for background
sounds: ) Adventure, Fantasy, Horror, End
in sight
Optional: DVD copy of The Pagemaster
(Johnston & Hunt, 1994)
2
 Lesson Sequence
(How will you teach this lesson? Be specific.)
Anticipatory Set (Getting Started): (How am I going to get their attention? How am I going to
link it to their previous knowledge/backgrounds?)
Softly play background instrumental music: (suggestions - links) Adventure, Fantasy, Horror,
End in sight.
Welcome children into classroom dressed in costume or wearing prop accessories. Display
other props around reading area.
Instruct students to sit quietly in their desks and prepare to observe and listen as they
experience the classical literature described in the text.
Remind students that when others are speaking they should pay attention. Explain that the
discussion will be a popcorn conversation, short comments. They need to wait until the
think aloud time, not during the reading of the text. They do not need to raise their hand to
speak, but should be respectful and wait if another student is talking. No arguing, everyone
will have an opportunity to answer. If they here a new word or a question comes to mind,
they should write the word or question on a 3x5 card.
Dim the lights and project the illustration from pages 26 and 27.
Ask students to take a minute to look at the illustration. Then ask students, what is going on
in the picture? Listen as students respond and draw out more information by asking questions
such as: Why do you think that? What else do you see? How do the images make you feel?
etc.
This unit will take several days to complete. The teacher should present each chapter
separately. The teacher could divide Chapter 1 into two lessons due to its length. (Optional)
Add the viewing of the movie The Pagemaster (Johnston & Hunt, 1994) at the end if they
want (Read it and Watch it comparison). With each chapter, the teacher should change
costume or display specific props as the focal point of the lesson. Divide the chapters as
follow:
Chapter 1 (two lessons)
Pages 4-17 Richard Tyler
Pages 17-33 The Pagemaster.
Chapter 2 Horror
Pages 34-51
Chapter 3 Adventure
Pages 52-71
Chapter 4 Fantasy
Pages 72-94
(Optional) Movie viewing party with popcorn and drinks.

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Body of the Lesson: (What specifically will you and the students do? Use numbered steps.)
We will read and explore the many genres of literature presented in the text The Pagemaster.
You will view images included in the text, participate in a scavenger hunt to collect information
and books of classic literature, and create illustrations to portray your understanding of each
type of literature presented.
For each lesson, follow these steps:
1. Project illustrations from the book before the text describes them. Take a minute or two
to do a quick comment session. Ask students to think aloud answering questions like:
Whom does the illustration show? What is the setting? What is the feeling of the image?
Why do they think that? When does the story take place? and How does the illustration
make them feel?
2. Begin reading stopping at illustration markers to allow students to think aloud. Also,
ask student: Are there any new words that you do not understand? Which ones? What
questions do you have? What do you think might happen next? Students tape new
vocabulary words and questions to the Word Wall.
3. Divide students into groups of two. Pass out Dewey Decimal Scavenger Hunt cards, one
card per book to each pair (i.e. 6 books mentioned = 6 blank cards per pair).
a. Do you remember any books that the story mentions or alludes to? What are they?
b. Students should write the title of each book (on the appropriate line) mentioned
on one of their Dewey Decimal Scavenger Hunt cards (attached).
c. See Book list
4. We need to collect as many of these books to put on our display table as we can find.
Using the Library Search program, can you and your partner find information on these
books?
a. First, find the Dewey Decimal number and write it on your scavenger cards.
b. Then go and find the book on the shelf and use a library stick to mark where the
book is on the shelf.
c. Look at the book add the missing information to your scavenger hunt card.
d. You should have at least one piece of additional information on your Dewey
Decimal card.
e. After collecting your information, replace the book, remove the library stick so
others can find the book and write their information.
f. Give pairs about 10 minutes (+/-) to find the information and books and write
their information.
5. Assign each pair one book to go and collect to add to the book display table.
Daily Closure: (How will you review the focus of this lesson and link it to their future learning?)
After each section or chapter, bring students together. Give students each a piece of drawing
paper and allow them create an illustration that represents each section of the story or the genre
presented in the lesson. As students draw, discuss what other books might fit into the same genre.
Ask students, Have you read any books in this genre? Which ones? Which book would you
recommend to add to our display table that fits this genre?
Final Unit Closure:
Students will show their illustrations and share their thoughts about the elements they included
in their illustration. Record your assessment as students present.

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After reading the book, students illustrat each section, and record information from their search
on the Dewey Decimal Scavenger Hunt (DDSH) cards. Display their illustrations around the
room with DDSH cards attached.
(Optional) Have a party and watch the movie The Pagemaster (Johnston & Hunt, 1994) and
serve popcorn and drinks.
Reflection: (optional to write after you teach the lesson)
What was the students progress toward the lesson objective? How do you know? What
may have supported/hindered them in that progress?
What worked well in the lesson?
What would you change?
What did you learn about yourself as a teacher?
Other activities that could be included:
Library Shelf Marker Students paint their own library shelf marker by painting an
original design on a paint stir stick. Students use the marker to identify the spot where
they are to reshelf a book.
Reverse the scavenger hunt Write the Dewey Decimal call number on the card and
have students find the book on the shelf and fill in the other information.
Create a bookmarker Make bookmarkers by drawing, painting, sewing, or weaving.
Students can use them to mark their free reading books.

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 Book List
1. General Fiction List (Chapter 1)
a. 20,000 Leagues Under the Sea by Jules Verne
b. The Arabian Nights translated by Richard Francis Burton
c. Frankenstein by Mary Shelly
d. Grimms Fairy Tales by Jacob and Wilhelm Grimm
e. The Hound of Baskervilles by Arthur Conan Doyle
f. The Hunchback of Notre Dame by Victor Hugo
g. Jack and the Beanstalk by Hans Christian Andersen
h. Moby Dick by Herman Melville
i. Murder on the Orient Express by Agatha Christie
j. Oliver Twist by Charles Dickens
k. Peter Pan by J.M. Barrie
l. Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson
m. The Three Musketeers by Alexandre Dumas
n. Treasure Island by Robert Louis Stevenson
o. The Wild Adventures of Hopalong Cassidy by Clarence Mulford
p. The Wizard of Oz by L. Frank Baum
q. Books about dinosaurs
r. Fairytales
s. Books about giants
t. Books about Vikings
2. Horror Book List (Chapter 2)
a. A Christmas Carol by Charles Dickens
b. Dracula by Bram Stoker
c. Hamlet by William Shakespeare
d. The Pit and The Pendulum by Edgar Allan Poe
e. The Raven by Edgar Allan Poe
f. The Tell-Tale Heart by Edgar Allan Poe
3. Adventure book list (Chapter 3
a. Davy Jones Haunted Locker by Robert Arthur
b. Gullivers Travels by Jonathan Swift
c. Jolly Roger by Patrick Pringle
d. Some Merry Adventures of Robin Hood by Howard Pyle
e. Tarzan by Edgar Rice Burroughs
4. Fantasy book List (Chapter 4)
a. Alice in Wonderland by Lewis Carroll
b. Cinderella by Charles Perrault
c. Rapunzel original author unknown
d. Thumbelina by Hans Christian Andersen
e. Books about dragons
f. Books about knights

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Two-page spread pgs. 26-27

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 Works Cited
The Editors of Encyclopdia Britannica. (2016, February 15). classical literature.

(Encyclopdia Britannica, inc.) Retrieved October 16, 2017, from Encyclopdia

Britannica: https://www.britannica.com/art/classical-literature

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