Lesson Title - Information Literacy



Lesson Title: _The Mysterious Miss Nelson ____________________

Creator: ___Rebecca Buerkett____________________________________________________

Brief Description: _First grade students will learn literature appreciation and analysis, character and plot evaluation, and author/series comparisons using the Miss Nelson series of books by Harry Allard. This lesson is designed to take place over two different library instruction periods. The lesson will include large and small group activities as well as a technology component involving a SMARTBoard.

Information Literacy Skill(s): _Literature analysis, character evaluation, group discussions__

Information Literacy Standard(s):

• 1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning;

• 3.2.2 Show social responsibility by participating actively with others in learning situation and by contributing questions and ideas during group discussions;

• 4.1.1 Read, view, and listen for pleasure and personal growth;

• 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres.

Related Subject Area(s): _ELA___________________________________________________

Related Content Standard(s): _New York State ELA Standards:

• Level 1, E, Use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference;

• Level 2, E, Understand the literary elements of setting, character, plot, theme and point of view and compare those features to other works and to their own lives;

• Level 2, E, Use inference and deduction to understand the text;

• Level 2, E, Present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure;

• Level 4, E, Recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations

Collaborator(s): The classroom teacher may be included as a collaborator, if desired

Credits: _Modification and expansion of TeacherVision lesson plan found at

Instructional Goals:

• Students will become familiar with literature interpretation and analysis, including plot lines, character analysis, and setting.

• Students will learn to behave appropriately during different types of classroom interactions (i.e. lecture, group discussion, questioning, small group work).

• Students will understand how to compare and contrast characters in a story.

• Students will identify similarities and differences between books in a series by the same author.

Learning objectives:

• With members of a small group, students will devise at least one “quiz question” that identifies plot, setting, and/or character characteristics from the stories.

• Students will learnto behave respectfully toward the instructor and fellow students during story time, group discussion, questioning, and small group work (i.e. raising hands to speak, waiting their turn, accepting others’ opinions).

• By a show of hands, students will answer at least two questions correctly that compare and contrast characters in a book series.

• By a show of hands, students will answer at least two questions correctly that compare similarities and differences between three different books in a series by the same author.

Motivational objectives:

• Students will enjoy reading for its intrinsic value.

• Students will feel more confident in their ability to interpret the books they read.

• Students will realize that they are free to interpret and enjoy literature based on their own ideas and experiences; i.e., there is no wrong answer in literature interpretation.

Grade Level(s): _First__________________________________________________________

Number of Students: _10-15_____________________________________________________

Relevant Characteristics: _The classes for which I designed this lesson are both small rural schools. Most of the students are from low- to middle-class socioeconomic backgrounds. The classes have very few minorities, one child with autism, and a couple of children with mild behavioral issues. The students also have a range of reading abilities, but most of them are not yet reading independently._The students visit the library on a weekly basis for book exchanges and brief instructional periods._______________

Motivational Profile (Incoming Motivation Levels):

Attention: Low Medium High

Comments: _Some of the students are very motivated to learn this lesson, others are a bit rambunctious so it will be critical to capture and hold the students’ attention. The SMARTBoard is new technology to them, so it is a good attention strategy, as is the amusing story._________________

Relevance: Low Medium High

Comments: _All kids love stories, and the Miss Nelson books take place in a school, so the kids can relate to the students as main characters.__________________________________________________

Confidence: Low Medium High

Comments: _Not all the students are readers yet, and because they are first-graders, not all of them are familiar or confident with analyzing books but they love being read to._____________

Satisfaction Potential: Low Medium High

Comments: _The opportunity for the children to become engaged and to be successful with this lesson is high. The group discussion and game show will make the lesson fun and entertaining. __________________________________________________________________

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(methods, media, materials)

|Introduction: LESSON DAY 1 | |

|The TL will ask students if they know what a mystery is, and will explain and ask for |Brief lecture, questioning |

|examples. The TL will then announce that we are going to read a mystery story, and they| |

|will be responsible for searching for clues in the story. The TL will ask any student | |

|who has read the books before to please not give away the ending. The TL will | |

|introduce the three books (title, author, illustrator) and discuss the concept of a | |

|series, asking for examples of series with which they may be familiar. Finally, The TL | |

|will state the learning objectives as well as the rules (students must raise their | |

|hands and wait to be called on, students must respect others and wait their turn, etc).| |

|Body: | |

|The TL will read Miss Nelson is Missing, pausing at the point in the story when the |Story time, group discussion, brainstorming using SMARTBoard (or|

|students realize that Miss Nelson has disappeared to ask the children to identify the |other media), graphic organizer (Venn diagram), Video showing |

|mystery. |the SMARTBoard segment of the lesson in action: |

|The TL will hold a group discussion following the story to ask the students what they | |

|think happened. The children will most likely postulate that Miss Nelson and Miss Viola| |

|Swamp are the same person. The group will identify the characters in the book and | |

|discuss their roles in the mystery. The group will go through the book to point out the| |

|“clues” to the mystery (i.e. black dress and wig box in closet, false eyelashes on | |

|dressing table, Miss Swamp seen near Miss Nelson’s house). The TL will point out to the| |

|students that the book never tells us for sure whether or not Miss Nelson is Viola | |

|Swamp, so they are free to interpret the story any way they like. | |

|Using the SMARTBoard (or other media such as overhead, whiteboard, chalkboard, or flip | |

|chart), the class will fill in a Venn diagram comparing and contrasting Miss Nelson and| |

|Viola Swamp. | |

|The class will go back to the story area to read Miss Nelson is Back. First the group | |

|will compare the front covers of the two books. The students will be asked to predict | |

|the setting of the book based on the covers, and to predict what this book might be | |

|about. After the second story, the class will engage in a brief additional group | |

|discussion about the plot and characters in the second book in the series, comparing it| |

|to the first book. (NOTE: if necessary in the interest of time, all or part of Miss | |

|Nelson is Back could be read during the second lesson day). | |

|Conclusion: LESSON DAY 2 | |

|The TL will read Miss Nelson Has a Field Day. The TL will ask students what they think |Game, small group discussion, wrap-up lecture |

|will happen. Pause for dramatic effect several times during the story to ask what they | |

|think will come next. After story is finished, the TL will moderate a group discussion | |

|about whether or not Miss Nelson and Viola Swamp are the same person in this story, | |

|thereby following through with the series. The group will briefly revisit the character| |

|and setting analyses in order to reinforce the concepts. | |

|Using the SMARTBoard or other media, the TL will announce the "Are You Smarter Than a | |

|First Grader" game show (PowerPoint-see supporting materials). First, the TL will be | |

|the contestant and the kids will try and stump her with questions about the books. The | |

|TL will break the kids into three or four groups. Each group will work together to come| |

|up with one question about the books and the TL will have to try and guess which book | |

|the question comes from. For example, “In which book did Viola Swamp wear a whistle | |

|around her neck?” The TL will try to answer the questions (injecting silliness whenever| |

|possible, while trying to keep their questions on task), making sure to get at least | |

|one "wrong" to show them that there may be more than one way to interpret the story | |

|(and to let them know that it is okay to be wrong sometimes). | |

|Afterwards, the TL will turn the game show around and ask them a few "quiz" questions | |

|just to round out the unit, reinforce the concepts, and assess learning (see supporting| |

|materials PowerPoint for quiz questions). At the end, they will all be declared | |

|winners! | |

Learning Assessment Method(s): _ The final assessment will be embedded in the discussions and the “game show” questions. The students will be asked to answer several questions by a show of hands during the second half of the game show. Each question will address the learning objectives (see supporting materials). In addition, creativity and relevancy of the small group question development as part of the first half of the game show will be indicative of learning comprehension. Finally, the students’ behavior during the story hour, discussion, and questioning will be observed to determine if learning objectives are met.____

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IM-PACT Lesson Planning Guide

IM-PACT Lesson Planning Guide

IM-PACT Lesson Planning Guide

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IM-PACT Lesson Planning Guide

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