Lesson for Library Lion

Lesson Plans for Library Lion by Michelle Knudsen

What I do with this book....Review Library Manners

I set a timer for two minutes and have the student complete this in small groups. 

Problem Solving: Create a list of library rules/manners we all think are good for our library. 

We create a master list for all responses and then read the story noting how the library in the book is similar and different from our library.

Ask the following questions:

Knowledge: Name the main characters in the story.

Comprehension: How are the characters alike? How are they different?

Application: Did you see anything in this story that reminded you of our library?

Analysis: What would you add to this story is this was about our library and you wanted the reader to know how things are done in our library?

Synthesis: Earlier you discussed our library rules. Would those rules apply to the situation in the book?

Evaluation: What rules do you think are most important to follow in our library?

Awesome story hour guide and event kit found here: The Library Lion Event Kit

Lesson Plan for Swish!

Lesson Plan for

Swish!  The Slam-Dunking,

Alley-Ooping, High-Flying Harlem

Globetrotters by Suzanne Slade Illustrated by Don Tate

Questioning:

Knowledge 

• What is the title of this book? 
• Who is the author? 
• Who is the illustrator? 
• What are some of the trick shots mentioned in the book?   
• How many players started the Harlem Globetrotters?  
• What was the first professional team that the Globetrotters played? 

Comprehension

• What is the setting of the story? Where are some odd places they played? 
• The text says “Abe Saperstein was a small man with a big dream.”  What does that mean
• Why did the Harlem Globetrotters start adding fun trick shots?  
• What problems did the Harlem Globetrotters face? 
• Describe one of the Globetrotters and his special skill. 
• What is significant about the Celtics choosing Chuck Cooper for their team?
• Why were the Globetrotter’s named “America’s Ambassadors of Goodwill.”?  

Application

• Notice the Selected Sources and Credits at the end of the book.  Why do you think the author included these?  
• How would you research this topic if you wanted more information? 
• Watch the Harlem Globetrotters!  https://youtu.be/XF1bHxoG-tA
• Harlem Globetrotter’s Website https://www.harlemglobetrotters.com/

Analysis 

• Read More about the Trotters. 
• What details would you include if you were writing a follow up story to this one?  Why?
• What would be a question to ask that would show a reader understood the story?
• Why do you think the author included a timeline with this story? 

Creation

• If you were a Harlem Globetrotter what would your nickname be? 
• What would be your specialty?  Can you show us by acting it out?

Evaluation

• Is there anything you would change about this story to make it better?  Explain. 

Lesson Plan for I Am Every Good Thing by Derrick Barnes

Lesson Plan for

I Am Every Good Thing

by Derrick Barnes 

Illustrated by Gordon C. James

Time to read story:  Excellent book to read when first getting to know your students in August.

Read Aloud Link:  https://youtu.be/SSFa8oXYdbA

References used to create my lesson:

• https://librarylearners.com/teach-point-of-view-with-i-am-every-good-thing/ 

• https://www.theclassroombookshelf.com/2020/10/affirming-childrens-worthiness-with-i-am-every-good-thing/

• https://storage.googleapis.com/classroom-portal-production/uploads/2020/08/88490d05-i-am-every-good-thing-guide.pdf

• https://simplybessy.com/2020/04/29/all-about-me-worksheet/

• https://hes-extraordinary.com/positive-affirmations-for-kids

• https://penguinclassroom.com/books/i-am-every-good-thing/

• https://onlymyenglish.com/positive-adjectives-list/

Questioning - Critical thinking

Vary responses:  whole class signaling, choral responses, written and shared responses, or group and individual answers

Before Reading Questions:

Look at the cover of the book?  What do you notice?

What do you think this story is about?

What do you think the author means by “good thing?”  What are some good things? 

During Reading Questions:

Pause throughout the story to talk about the illustrations on each page.

After reading Questions:

In what ways are you like the boy in the story?

What “good thing” are you that the boy did not mention?

Where could you find out more about the topic of positive thinking and affirmations?

How could you find out more about the author and illustrator?

Activities: 

All About Me Worksheet (Practical Thinking/Identifying Relative Information)

This sheet will be combined with the other students in the class to create a booklet about your class.  Write about things you like that make you YOU. I made these booklets and barcoded them for check out.

https://simplybessy.com/2020/04/29/all-about-me-worksheet/

WBES Wildcats Affirmation Station (Creative Thinking/Creating and Designing)

Make a display with a mirror and index cards.  

Tell the students that we are making an affirmation display.

Define affirmation - “ An affirmation is a positive statement that can remind you you are worthy, amazing, powerful, and smart (among many other awesome things). “

Look into your own eyes in the mirror.  Say aloud “ I am “ and say the first positive thing that comes into your mind.  Write this on an index card.  You may want to decorate your affirmation, and when you are done with it, you may take some of the colorful tape and find the perfect spot for it on the window.  We will fill up the window with positive words and statements about WBES Wildcats!

https://hes-extraordinary.com/positive-affirmations-for-kids

https://onlymyenglish.com/positive-adjectives-list/