SlideShare a Scribd company logo
1 of 3
Download to read offline
7th Grade Readers Advisory Resources

Your lesson plan should include the following elements:

•    Description
        Your name: Gitta Denning               Date of lesson: Tuesday, February 5, 2013
        Cooperating teacher-librarian:         Grade level:
        Stephani Edell                         7th Grade
        School & City:                         Length/number of lessons:
               Highlands Middle School                1 lesson – 20 minutes

•    Purpose (“why” of the lesson; where and how does it fit in the curriculum?)
     To introduce some new titles in the collection and to show some different resources - such
     as book trailers, author websites and blogs - for finding books on their own that they might
     want to read.

•    Learning Objective/Learning Target (what will students be able to do/know by the end of
     the lesson?)
     Students will be reminded of the different genres of books that are found in the library
     when I share the book, the book trailer or the author website/book website. Students will
     have new resources to use when searching for books of their own for book reports, book
     talks, book projects in their classroom or leisure reading.

•    Standards (state which standards your lesson(s) is planned to meet) Please list the number
     and text of the standard. If only a portion of a standard is being addressed, then only list the
     relevant part[s].

             1. Common Core State Standards for English Language Arts & Literacy
             • CC.7.RL.4 Determine the meaning of words and phrases as they are used in a text,
                including figurative and connotative meanings…

             2. AASL Standards for 21st Century Learner
             • 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.
             • 4.1.1 Read, view, and listen for pleasure and personal growth.
             • 4.1.2 Read widely and fluently to make connections with self, the world, and previous
                reading.
             • 4.1.3 Respond to literature and creative expressions of ideas in various formats and
                genres.
             • 4.1.5 Connect ideas to own interests and previous knowledge and experience.




1/6/13 glb
•    Instructional resources & materials (list all print and non-print materials and/or equipment
     you will use)
        Needed by you
        Laptop with connection to overhead projector
        Access to Internet to show author websites, book trailers and blog
        Needed by students

•    Instructional strategies and learning tasks (outline your lesson so another person could
     teach it)

             Focusing event: (how will you get the students’ attention?)
             I will get the attention of the class by facilitating a brief class discussion about how
             students approach the process of book selection and different ways they learn of books
             they want to read.
             o I will informally assess how people get their book recommendations and what
                resources they use.
             o I will introduce the resources will be viewing today and ask for show of hands of
                students have heard of or used those resources.

             Input from you: (what are you teaching & how are you delivering the content?)
             I will show the students a book trailer, an author website, and goodreads as examples of
             resources they can use to make good decisions regarding book selection.

             Guided practice: (application of knowledge by students)
             Due to time constraints, students will not have an opportunity during class to apply
             knowledge gained during the lesson to their activity. If they choose, they could apply the
             knowledge on their own time or I will invite them to come back to the library before or
             after school to work with me on selecting a book using these resources.

             Closure (how will you end the lesson?)
             The lesson will end with one more quick and informal assessment of the students to see
             who might be interested in using the various resources presented to find books in the
             future.

•    Differentiation (What will you be doing to support diverse student needs?) Identify the
     targeted learners for the differentiation, i.e. students with IEPs, English language learners,
     struggling readers, underperforming students or those with gaps in academic knowledge,
     and/or gifted students.

     This lesson will appeal to different types of learners based on their multiple intelligences.
        o Visual learners may enjoy watching the book trailers or going to author websites to
                 read excerpts as a way to engage with a book and guide book selection
             o   Interpersonal learners might enjoy going to a blog or goodreads to read reviews that
                 other people have shared – in some way “interacting” with others’ opinions and
                 viewpoints. They might also enjoy commenting on someone’s blog or starting a blog of
                 their own.
1/6/13 glb
•    Assessment (how will you determine students’ understanding? ) Describe the formal and/or
     informal assessments you will use to monitor student learning, including type(s) of
     assessment and what is being assessed.

     As I introduce each “resource” I will ask for a show of hands as to how many students have
     used that resource to guide them in book selection. I will keep a tally of these numbers.
     After the lesson, I will ask for another show of hands as to how many of the students would
     use the specific resources in the future to guide them in book selection.

•    What’s next? (another related lesson, review, end of unit?)
     End of lesson.




1/6/13 glb

More Related Content

What's hot

Teaching teen readers[1]_Longwood Summer Literacy Institute 2011
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011Teaching teen readers[1]_Longwood Summer Literacy Institute 2011
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011lori_donovan
 
Lapbooking - a creative learning tool in the inclusive classroom - Sarah Howell
Lapbooking - a creative learning tool in the inclusive classroom - Sarah HowellLapbooking - a creative learning tool in the inclusive classroom - Sarah Howell
Lapbooking - a creative learning tool in the inclusive classroom - Sarah HowellSarah M Howell
 
Painter's Tape Pedagogy
Painter's Tape PedagogyPainter's Tape Pedagogy
Painter's Tape Pedagogylmwallis
 
B 2 trouble with textbooks
B 2 trouble with textbooksB 2 trouble with textbooks
B 2 trouble with textbooksKatie McKnight
 
Building Informational Reading Skills in Elementary Grades
Building Informational Reading Skills in Elementary GradesBuilding Informational Reading Skills in Elementary Grades
Building Informational Reading Skills in Elementary GradesMay Pascaud
 
Introduction to Guided Reading
Introduction to Guided ReadingIntroduction to Guided Reading
Introduction to Guided ReadingJane Farrall
 
Fostering interest in literacy The Framework of Reading Literacy
Fostering interest in literacy The Framework of Reading LiteracyFostering interest in literacy The Framework of Reading Literacy
Fostering interest in literacy The Framework of Reading Literacyaskrunu
 
"What is Your Future without the Library?"
"What is Your Future without the Library?""What is Your Future without the Library?"
"What is Your Future without the Library?"kslovesbooks
 
Literacy in the content area
Literacy in the content areaLiteracy in the content area
Literacy in the content areasschless
 
B 2 trouble with textbooks
B 2 trouble with textbooksB 2 trouble with textbooks
B 2 trouble with textbooksKatie McKnight
 
Lapbooking in Primary ELT
Lapbooking in Primary ELTLapbooking in Primary ELT
Lapbooking in Primary ELTSarah M Howell
 
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.mayKootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.mayFaye Brownlie
 
Unpacking Balanced Literacy in the Classroom
Unpacking Balanced Literacy in the ClassroomUnpacking Balanced Literacy in the Classroom
Unpacking Balanced Literacy in the ClassroomJenSweigartINK
 

What's hot (19)

Classroom Library
Classroom LibraryClassroom Library
Classroom Library
 
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011Teaching teen readers[1]_Longwood Summer Literacy Institute 2011
Teaching teen readers[1]_Longwood Summer Literacy Institute 2011
 
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy PresentationCLTA 2011 Robin Harvey's Balanced Literacy Presentation
CLTA 2011 Robin Harvey's Balanced Literacy Presentation
 
Language learning resources
Language learning resourcesLanguage learning resources
Language learning resources
 
Lapbooking - a creative learning tool in the inclusive classroom - Sarah Howell
Lapbooking - a creative learning tool in the inclusive classroom - Sarah HowellLapbooking - a creative learning tool in the inclusive classroom - Sarah Howell
Lapbooking - a creative learning tool in the inclusive classroom - Sarah Howell
 
Painter's Tape Pedagogy
Painter's Tape PedagogyPainter's Tape Pedagogy
Painter's Tape Pedagogy
 
B 2 trouble with textbooks
B 2 trouble with textbooksB 2 trouble with textbooks
B 2 trouble with textbooks
 
Building Informational Reading Skills in Elementary Grades
Building Informational Reading Skills in Elementary GradesBuilding Informational Reading Skills in Elementary Grades
Building Informational Reading Skills in Elementary Grades
 
Introduction to Guided Reading
Introduction to Guided ReadingIntroduction to Guided Reading
Introduction to Guided Reading
 
Fostering interest in literacy The Framework of Reading Literacy
Fostering interest in literacy The Framework of Reading LiteracyFostering interest in literacy The Framework of Reading Literacy
Fostering interest in literacy The Framework of Reading Literacy
 
Building Better Questions: Developing Purposeful Questions into Library Instr...
Building Better Questions: Developing Purposeful Questions into Library Instr...Building Better Questions: Developing Purposeful Questions into Library Instr...
Building Better Questions: Developing Purposeful Questions into Library Instr...
 
"What is Your Future without the Library?"
"What is Your Future without the Library?""What is Your Future without the Library?"
"What is Your Future without the Library?"
 
Literacy in the content area
Literacy in the content areaLiteracy in the content area
Literacy in the content area
 
B 2 trouble with textbooks
B 2 trouble with textbooksB 2 trouble with textbooks
B 2 trouble with textbooks
 
Lapbooking in Primary ELT
Lapbooking in Primary ELTLapbooking in Primary ELT
Lapbooking in Primary ELT
 
Kootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.mayKootenay Columbia #3 gr.2-5.may
Kootenay Columbia #3 gr.2-5.may
 
6 12 day 3
6 12 day 36 12 day 3
6 12 day 3
 
Unpacking Balanced Literacy in the Classroom
Unpacking Balanced Literacy in the ClassroomUnpacking Balanced Literacy in the Classroom
Unpacking Balanced Literacy in the Classroom
 
Donald robberstad Flipchart
Donald robberstad FlipchartDonald robberstad Flipchart
Donald robberstad Flipchart
 

Viewers also liked

Teaching guide ii -2012
Teaching guide  ii -2012Teaching guide  ii -2012
Teaching guide ii -2012wiloar
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafetyGittaDenning
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafetyGittaDenning
 
Etienne wengercommofpractice
Etienne wengercommofpracticeEtienne wengercommofpractice
Etienne wengercommofpracticeGittaDenning
 
Denning reference lessonplan
Denning reference lessonplanDenning reference lessonplan
Denning reference lessonplanGittaDenning
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafetyGittaDenning
 
Compartir archivos
Compartir archivosCompartir archivos
Compartir archivosjaqueprueba
 
人生最深刻的体会
人生最深刻的体会人生最深刻的体会
人生最深刻的体会wan01shou01
 
7th gradebookselectionresourceslesson
7th gradebookselectionresourceslesson7th gradebookselectionresourceslesson
7th gradebookselectionresourceslessonGittaDenning
 
4th Grade Internet Safety Lesson
4th Grade Internet Safety Lesson4th Grade Internet Safety Lesson
4th Grade Internet Safety LessonGittaDenning
 

Viewers also liked (15)

Teaching guide ii -2012
Teaching guide  ii -2012Teaching guide  ii -2012
Teaching guide ii -2012
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafety
 
French cognates4
French cognates4French cognates4
French cognates4
 
Dubli cash back
Dubli cash backDubli cash back
Dubli cash back
 
Epoem 72
Epoem 72Epoem 72
Epoem 72
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafety
 
Etienne wengercommofpractice
Etienne wengercommofpracticeEtienne wengercommofpractice
Etienne wengercommofpractice
 
Denning reference lessonplan
Denning reference lessonplanDenning reference lessonplan
Denning reference lessonplan
 
四方块问题
四方块问题四方块问题
四方块问题
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafety
 
My five minutes bell
My five minutes bellMy five minutes bell
My five minutes bell
 
Compartir archivos
Compartir archivosCompartir archivos
Compartir archivos
 
人生最深刻的体会
人生最深刻的体会人生最深刻的体会
人生最深刻的体会
 
7th gradebookselectionresourceslesson
7th gradebookselectionresourceslesson7th gradebookselectionresourceslesson
7th gradebookselectionresourceslesson
 
4th Grade Internet Safety Lesson
4th Grade Internet Safety Lesson4th Grade Internet Safety Lesson
4th Grade Internet Safety Lesson
 

Similar to 7th gradebookselectionresourceslesson

Stage 3 term 2 library program 2019
Stage 3 term 2 library program 2019 Stage 3 term 2 library program 2019
Stage 3 term 2 library program 2019 tmoore26
 
Make the Most of Minilessons
Make the Most of MinilessonsMake the Most of Minilessons
Make the Most of MinilessonsMindi Rench
 
The Art of Inquiry and Cross-Text Connections
The Art of Inquiry and Cross-Text ConnectionsThe Art of Inquiry and Cross-Text Connections
The Art of Inquiry and Cross-Text ConnectionsPam Page
 
B cweek 16 differentiation + monographs updated
B cweek 16   differentiation + monographs updatedB cweek 16   differentiation + monographs updated
B cweek 16 differentiation + monographs updatedBeth Carey
 
Activate Your Learners! Active Learning Strategies for Fostering Participant ...
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Activate Your Learners! Active Learning Strategies for Fostering Participant ...
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Lisa S.
 
Class 1 collaborative teacher inquiry
Class 1   collaborative teacher inquiry Class 1   collaborative teacher inquiry
Class 1 collaborative teacher inquiry rmcquirter
 
Nonfiction Research Units of Study
Nonfiction Research Units of StudyNonfiction Research Units of Study
Nonfiction Research Units of Studyabrown1414
 
Non fiction workshop ns
Non fiction workshop nsNon fiction workshop ns
Non fiction workshop nsabrown1414
 
Science workshop presentation
Science workshop presentationScience workshop presentation
Science workshop presentationYokaMS
 
Animal museum unit plan-final
Animal museum unit plan-finalAnimal museum unit plan-final
Animal museum unit plan-finalmimbyla
 
Beginning Reader Presentation
Beginning Reader PresentationBeginning Reader Presentation
Beginning Reader Presentationkindycorner
 
The writing process a writing resource guide final
The writing process a writing resource guide finalThe writing process a writing resource guide final
The writing process a writing resource guide finalRabeeh Saâdawi
 
Wenger p4 inquiry unit
Wenger p4   inquiry unitWenger p4   inquiry unit
Wenger p4 inquiry unitpwenger
 
Literature Circles Workshop
Literature Circles WorkshopLiterature Circles Workshop
Literature Circles Workshopsuecrockett24
 
Get Active! Using Active Learning Activities During First Year Information L...
Get Active! Using Active Learning Activities During First Year Information L...Get Active! Using Active Learning Activities During First Year Information L...
Get Active! Using Active Learning Activities During First Year Information L...Lisa S.
 
5 techniques for teachers
5 techniques for teachers5 techniques for teachers
5 techniques for teachersSelf-employment
 
Composition Library Instruction
Composition Library InstructionComposition Library Instruction
Composition Library Instructionlmwallis
 
State library conference_presentation_cody_version
State library conference_presentation_cody_versionState library conference_presentation_cody_version
State library conference_presentation_cody_versionCody Lawson
 

Similar to 7th gradebookselectionresourceslesson (20)

Elementary comprehension and analysis
Elementary  comprehension and analysisElementary  comprehension and analysis
Elementary comprehension and analysis
 
Stage 3 term 2 library program 2019
Stage 3 term 2 library program 2019 Stage 3 term 2 library program 2019
Stage 3 term 2 library program 2019
 
Make the Most of Minilessons
Make the Most of MinilessonsMake the Most of Minilessons
Make the Most of Minilessons
 
The Art of Inquiry and Cross-Text Connections
The Art of Inquiry and Cross-Text ConnectionsThe Art of Inquiry and Cross-Text Connections
The Art of Inquiry and Cross-Text Connections
 
B cweek 16 differentiation + monographs updated
B cweek 16   differentiation + monographs updatedB cweek 16   differentiation + monographs updated
B cweek 16 differentiation + monographs updated
 
Activate Your Learners! Active Learning Strategies for Fostering Participant ...
Activate Your Learners! Active Learning Strategies for Fostering Participant ...Activate Your Learners! Active Learning Strategies for Fostering Participant ...
Activate Your Learners! Active Learning Strategies for Fostering Participant ...
 
Class 1 collaborative teacher inquiry
Class 1   collaborative teacher inquiry Class 1   collaborative teacher inquiry
Class 1 collaborative teacher inquiry
 
Nonfiction Research Units of Study
Nonfiction Research Units of StudyNonfiction Research Units of Study
Nonfiction Research Units of Study
 
Non fiction workshop ns
Non fiction workshop nsNon fiction workshop ns
Non fiction workshop ns
 
Science workshop presentation
Science workshop presentationScience workshop presentation
Science workshop presentation
 
Eng-412-Presentation.ppt
Eng-412-Presentation.pptEng-412-Presentation.ppt
Eng-412-Presentation.ppt
 
Animal museum unit plan-final
Animal museum unit plan-finalAnimal museum unit plan-final
Animal museum unit plan-final
 
Beginning Reader Presentation
Beginning Reader PresentationBeginning Reader Presentation
Beginning Reader Presentation
 
The writing process a writing resource guide final
The writing process a writing resource guide finalThe writing process a writing resource guide final
The writing process a writing resource guide final
 
Wenger p4 inquiry unit
Wenger p4   inquiry unitWenger p4   inquiry unit
Wenger p4 inquiry unit
 
Literature Circles Workshop
Literature Circles WorkshopLiterature Circles Workshop
Literature Circles Workshop
 
Get Active! Using Active Learning Activities During First Year Information L...
Get Active! Using Active Learning Activities During First Year Information L...Get Active! Using Active Learning Activities During First Year Information L...
Get Active! Using Active Learning Activities During First Year Information L...
 
5 techniques for teachers
5 techniques for teachers5 techniques for teachers
5 techniques for teachers
 
Composition Library Instruction
Composition Library InstructionComposition Library Instruction
Composition Library Instruction
 
State library conference_presentation_cody_version
State library conference_presentation_cody_versionState library conference_presentation_cody_version
State library conference_presentation_cody_version
 

More from GittaDenning

Denning_SpecialEducation_Brochure
Denning_SpecialEducation_BrochureDenning_SpecialEducation_Brochure
Denning_SpecialEducation_BrochureGittaDenning
 
Site visitreflectionworkjournal
Site visitreflectionworkjournalSite visitreflectionworkjournal
Site visitreflectionworkjournalGittaDenning
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafetyGittaDenning
 
3rd gradedeweyreflection
3rd gradedeweyreflection3rd gradedeweyreflection
3rd gradedeweyreflectionGittaDenning
 
Forum3 udl progress
Forum3 udl progressForum3 udl progress
Forum3 udl progressGittaDenning
 
5th gradeinferringplan
5th gradeinferringplan5th gradeinferringplan
5th gradeinferringplanGittaDenning
 
Islma list serv_screenshot
Islma list serv_screenshotIslma list serv_screenshot
Islma list serv_screenshotGittaDenning
 
Islma list serv_screenshot
Islma list serv_screenshotIslma list serv_screenshot
Islma list serv_screenshotGittaDenning
 

More from GittaDenning (8)

Denning_SpecialEducation_Brochure
Denning_SpecialEducation_BrochureDenning_SpecialEducation_Brochure
Denning_SpecialEducation_Brochure
 
Site visitreflectionworkjournal
Site visitreflectionworkjournalSite visitreflectionworkjournal
Site visitreflectionworkjournal
 
3rd gradeinternetsafety
3rd gradeinternetsafety3rd gradeinternetsafety
3rd gradeinternetsafety
 
3rd gradedeweyreflection
3rd gradedeweyreflection3rd gradedeweyreflection
3rd gradedeweyreflection
 
Forum3 udl progress
Forum3 udl progressForum3 udl progress
Forum3 udl progress
 
5th gradeinferringplan
5th gradeinferringplan5th gradeinferringplan
5th gradeinferringplan
 
Islma list serv_screenshot
Islma list serv_screenshotIslma list serv_screenshot
Islma list serv_screenshot
 
Islma list serv_screenshot
Islma list serv_screenshotIslma list serv_screenshot
Islma list serv_screenshot
 

7th gradebookselectionresourceslesson

  • 1. 7th Grade Readers Advisory Resources Your lesson plan should include the following elements: • Description Your name: Gitta Denning Date of lesson: Tuesday, February 5, 2013 Cooperating teacher-librarian: Grade level: Stephani Edell 7th Grade School & City: Length/number of lessons: Highlands Middle School 1 lesson – 20 minutes • Purpose (“why” of the lesson; where and how does it fit in the curriculum?) To introduce some new titles in the collection and to show some different resources - such as book trailers, author websites and blogs - for finding books on their own that they might want to read. • Learning Objective/Learning Target (what will students be able to do/know by the end of the lesson?) Students will be reminded of the different genres of books that are found in the library when I share the book, the book trailer or the author website/book website. Students will have new resources to use when searching for books of their own for book reports, book talks, book projects in their classroom or leisure reading. • Standards (state which standards your lesson(s) is planned to meet) Please list the number and text of the standard. If only a portion of a standard is being addressed, then only list the relevant part[s]. 1. Common Core State Standards for English Language Arts & Literacy • CC.7.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings… 2. AASL Standards for 21st Century Learner • 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. • 4.1.1 Read, view, and listen for pleasure and personal growth. • 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. • 4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. • 4.1.5 Connect ideas to own interests and previous knowledge and experience. 1/6/13 glb
  • 2. Instructional resources & materials (list all print and non-print materials and/or equipment you will use) Needed by you Laptop with connection to overhead projector Access to Internet to show author websites, book trailers and blog Needed by students • Instructional strategies and learning tasks (outline your lesson so another person could teach it) Focusing event: (how will you get the students’ attention?) I will get the attention of the class by facilitating a brief class discussion about how students approach the process of book selection and different ways they learn of books they want to read. o I will informally assess how people get their book recommendations and what resources they use. o I will introduce the resources will be viewing today and ask for show of hands of students have heard of or used those resources. Input from you: (what are you teaching & how are you delivering the content?) I will show the students a book trailer, an author website, and goodreads as examples of resources they can use to make good decisions regarding book selection. Guided practice: (application of knowledge by students) Due to time constraints, students will not have an opportunity during class to apply knowledge gained during the lesson to their activity. If they choose, they could apply the knowledge on their own time or I will invite them to come back to the library before or after school to work with me on selecting a book using these resources. Closure (how will you end the lesson?) The lesson will end with one more quick and informal assessment of the students to see who might be interested in using the various resources presented to find books in the future. • Differentiation (What will you be doing to support diverse student needs?) Identify the targeted learners for the differentiation, i.e. students with IEPs, English language learners, struggling readers, underperforming students or those with gaps in academic knowledge, and/or gifted students. This lesson will appeal to different types of learners based on their multiple intelligences. o Visual learners may enjoy watching the book trailers or going to author websites to read excerpts as a way to engage with a book and guide book selection o Interpersonal learners might enjoy going to a blog or goodreads to read reviews that other people have shared – in some way “interacting” with others’ opinions and viewpoints. They might also enjoy commenting on someone’s blog or starting a blog of their own. 1/6/13 glb
  • 3. Assessment (how will you determine students’ understanding? ) Describe the formal and/or informal assessments you will use to monitor student learning, including type(s) of assessment and what is being assessed. As I introduce each “resource” I will ask for a show of hands as to how many students have used that resource to guide them in book selection. I will keep a tally of these numbers. After the lesson, I will ask for another show of hands as to how many of the students would use the specific resources in the future to guide them in book selection. • What’s next? (another related lesson, review, end of unit?) End of lesson. 1/6/13 glb