Mrs. Harrison’s Blog (what students see) 

Grade/Class/Subject:

• K-2/Harrison/Media Skills

Unit/Theme:

• Making predictions/snow

Standards

American Association of School Librarians, “Standards for the 21st Century Learner:

• 2, Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Content Objectives

Dearborn Public Schools Department of Media Services, K-12 Information Literacy Media Curriculum, 2004:

• Content Standard #4: A student who has been educated in library media information skills and who is an independent learner pursues information related to personal interests.

Language Objectives

Michigan Department of Education, K-8 GLCE English Language Arts:

• Kindergarten: R.NT.00.04, identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.
• 1st Grade: R.NT.01.04, . identify how authors/illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.
• 2nd Grade: R.NT.02.04, identify and explain howauthors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.

Key Vocabulary:

• Cover, pictures

Supplementary Materials:

• Ehlert, L. (1995). Snowballs (Voyager books ed.). San Diego: Harcourt, Brace. 
• Lester, H., & Munsinger, L. (1988). Tacky the penguin. Boston: Houghton Mifflin Co. Print and digital versions.  (Just a note about reading this one: try making up a melody for the song that the Hunters sing when they come after Tacky and his friends.)
• Pulver, R., & Arnold, T. (2001). Axle Annie. New York: Puffin Books.

Preparation:

• Adaptation of content
• Links to background
• Links to past learning
• Strategies incorporated

Scaffolding:

• Modeling
• Guided practice
• Comprehensible input

Group Options:

• Whole class

Integration of Processes:

• Reading
• Speaking
• Listening

Application:

• Meaningful
• Linked to objectives
• Promotes engagement

Assessment:

• Group
• Oral
• Lesson Sequence

Transition:

• Review the different sections of the media center from last week, specifically the Easy Section, and the kinds of books students would expect to find.

Anticipatory Set:

• Review the vocabulary words,

Instruction/Check for Understanding:

• Tell students that it’s important for them to choose books that they think are interesting, in addition to being at their reading level.
• Using the pictures on the front covers of the books, have students predict the stories before reading them and whether they think they would like the book if they borrowed it from the library.  Have students share their predictions with a partner.
• Reinforce the commonalities and differences between print and digital versions of the book, “Tacky the penguin.”
• After reading each book, review the predictions and reinforce their abilities to successfully predict elements in the story (or not).
• Direct students to the appropriate post on “Mrs. Harrison’s blog” features penguins.