READING STRATEGIES MINILESSON

“Discovering Books that You Really Like to Read”

 

The purpose of this lesson is to help students discover topics in reading that will spark their interest and encourage them to read without prompting.  By recognizing subjects and content areas that they like, it will help them to become motivated to read more. 

 

Sixth Grade Competency Goals

Goal 5  The learner will respond to various literary genres using interpretive and evaluative process.

5.01     Increase fluency, comprehension, and insight through a meaningful and comprehensive    reading program by:

  • Reading self-selected literature and other materials of individual interest.

5.02     Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry)           through:

  • Reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).

 

Materials Needed:

Media Center

Librarian

Pen/pencil

Paper

Handout

 

Time: 30-32 minutes total

5-7 minutes for the librarian to talk

15 minutes to choose a book

5 minutes to check out

5 minutes travel time to and from the library

 

Preparation:

            Speak with the librarian to set a time to bring students to the media center.  Ask the librarian to give a short talk, about five to seven minutes, about books and where to find subjects of particular interest to the students.  Be sure that the librarian has appropriate books for all levels of readers.  Low level readers should not be given primary grade books because of their difficulty in reading.  They need books containing subjects that interest them with easy to read vocabulary.

 

Warm-up Activity

            “Today you are going to learn how to choose books that you will enjoy reading.  We are going to go to the Media Center, but before we do, I’d like everyone to take a moment and think about issues you should consider when selecting a book to read.  Some examples that you might include are the length of the book, your reading level, and what subject interests you.  Now I’d like you to think of ways to select a book.  Raise your hand and I’ll write your ideas on the board.”  At this point, I will write their suggestions on the board.  “Now that we have put together a list of things to look for when choosing a book, I’d like you to take out a sheet of paper and a pencil.  On your paper, please make a list of five subjects that interest you.  For example, if you enjoy baseball, you might want to put sports on your list.  Other suggestions are dance, farming, and mysteries.  When you have approximately five items on your list we’re going to go to the Media Center and use that list to help you find a book that interests you.”  Wait for students to compile their lists.  “Now that your list is complete, I am going to give you a handout.  This handout is a basic book summary.  When you have finished reading your book, you are to complete the handout.  Does anyone have any questions concerning the handout?”  Answer student’s questions.  “Now, when we get to the Media Center the librarian is going to take a few minutes and explain how to find books that interest you and where to find those subjects.  After the librarian has finished talking, if you are unsure of where to find your book of interest, you may ask her.  Remember that there is no talking in the Media Center and please show respect to the librarian and any one else who is in the Center by following the rules.”  Have student gather their lists.  “Please bring your list and line up at the door.  Once we leave the classroom there is to be no talking, and you are to stay in a single line.”  Escort the students to the Media Center, making sure that the talking is kept to a minimum so that other classes are not disturbed.

 

Guided Practice:

            As students enter the Media Center, “Please find a seat and sit quietly.”   After the students are seated, the librarian will talk about finding a book of interest and the location of books.  While she is talking, you, the teacher, should be keeping an eye on students and making sure they are not socializing.  After the librarian had finished speaking, ask the students, “Does anyone have questions for the librarian?  If you know they type of book you are looking for and where it is located you may go find a book.  After you have found a book that interests you, please have a seat at one of the tables and look over your choice.  If you are satisfied with your selection you make check your book out now.  If you want to make a change, please do so now and then check it out at the desk.”  I, the teacher, will help any student who seems to have trouble locating a book of interest.  After everyone has found a book to read and is seated ask the students to line up and return to the classroom.  After they are seated at their desks, tell the students, “Your book summary is due one week from today.”

           

 

 

 

 

 

 

 

 

 

 

 

                                                                                    (10 POINTS)

                                                                                    NAME:_____________________________

                                                                                    DATE:______________________________

                                                                                    PERIOD:____________________________

           

BOOK REVIEW

 

SECTION I (6 POINTS EACH)

BOOK TITLE:

 

AUTHOR:

 

PUBLISHER AND LOCATION:

 

DATE OF PUBLICATION:

 

NUMBER OF PAGES:

 

ON A SCALE OF 1 T0 5 (5 BEING THE HARDEST), HOW DIFFICULT WAS THIS BOOK?

 

SECTION II (11 POINTS EACH)

IDENTIFY AND DESCRIBE THE MAIN CHARACTER (THREE SENTENCE MINIMUM):

 

 

SETTING OF THE STORY (TWO SENTENCE MINIMUM):

 

 

PLOT (FIVE SENTENCE MINIMUM):

 

 

 

 

 

ENDING (TWO SENTENCE MIMIMUM):

 

 

 

SECTION III (10 POINTS)

FIVE WORDS THAT DESCRIBE THIS BOOK:

 

 

WOULD YOU RECOMMEND THIS BOOK?

WHY: