This lesson plan introduces 7th grade students to new book titles and resources for finding books on their own, such as book trailers, author websites, and blogs. The lesson aims to remind students of different book genres and provide new tools for independent book searches. During a 20-minute session, the teacher will get students' attention with a discussion on book selection, then demonstrate various online resources through a projector. While there is no in-class practice, students are invited to apply what they learned on their own time. The lesson appeals to visual and interpersonal learners and assesses understanding through pre- and post-lesson polling.

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.
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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.
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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.
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