EL Support Lesson

What Do You Do with a Book?

In this fun, respect-themed lesson plan, your ELs will learn all about proper book handling with a hilarious worm as their guide! This can be used as a stand-alone or support lesson for the **Treat Books Right** lesson plan.
This lesson can be used as a pre-lesson for the Treat Books Right! lesson plan.
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This lesson can be used as a pre-lesson for the Treat Books Right! lesson plan.
Academic

Students will be able to identify how to appropriately treat books.

Language

Students will be able to identify how to handle a book using visual and written supports.

(3 minutes)
  • Introduce the lesson by exaggerating how you feel about a well-loved classroom book (e.g., hold the book up and dramatically talk about how this is your very favorite book and that you want to take it everywhere with you).
  • Ask the class if they have a favorite book (provide student-friendly definitions using the vocabulary cards as needed). Have the students turn and talk to a partner to share the title of their favorite book.
  • Explain that today you will be learning all about how to treat the books in your classroom.
(12 minutes)
  • Read the text of Mr. Wiggle's Book aloud to your students. Pause as you read to dramatically note the terrible things that have happened to his book and how he might be feeling.
  • Using a large piece of chart paper or the classroom whiteboard, create a T-chart with two columns titled "YES" and "NO."
  • Ask the class to think about the things that happened to Mr. Wiggle's book and what should go in each column.
  • Record student thinking on the chart (draw simple images for each point to support student understanding).
(10 minutes)
  • Explain that now students will get to create their very own posters to show other students in the school how to treat books right.
  • Provide sentence frames for students to use in their small groups (e.g., "You should __ __ __ __ books. You should not __ __ __ __ books, because __ __ __ __ .")
  • Put students into small groups (2-3 students) and assign each group one of the ideas listed on the T-chart for them to create illustrations for. Then pass out a large piece of paper and writing utensils for each group.
  • As students work, walk around and transcribe their thinking as needed.

Beginning

  • Provide additional support to students using the glossary and vocabulary cards. Work with a small group to create a poster together.

Advanced

  • Encourage students to create an additional poster or T-chart to illustrate how to treat books respectfully.
(5 minutes)
  • As students are working, circulate around the room and note how students are communicating with each other as they explain what to do/not do with books in the classroom.
  • Pass out the Treat Books Right worksheet and have students complete it independendtly.
  • Collect the worksheets and assess if students were able to understand how to treat books with respect.
(5 minutes)
  • Gather the class back together and have each small group display their poster with the whole class.
  • Ask students to share aloud what to do/not do using their finished posters as a guide. Provide the following sentence frames to support students' linguistic load: "We should __ __ __ __ books because __ __ __ __ . We should not __ __ __ __ books because __ __ __ __ ."

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