The TL or teacher will . . .

The student will . . .

Day 1

Introduce learning and behavioral objectives for the lesson.

Display books of various authors and reading levels on the cart or table. (be sure books have book jackets).

Give students a handout about the author they have chosen.

Pass out the reflection handout and discuss with students.

Have students think-pair-share with an assigned buddy.

Choose a favorite author and book from the displayed selection. (5 min)

Identify and read author’s handout and give thought to the motivating questions. (5 min) (Students will write their name on all handouts.)

Think-pair-share about the author with a buddy (5 min.)  Fill out the reflection paper. (Some students will orally read them). (15 min)).

Place all handouts inside their chosen book and leave all with the SLMS at the end of the period.

Day 2

Reintroduce learning and behavioral objectives and introduce the research steps to be used.  (author’s handout, encyclopedia, book jackets, author’s web site).  Pass out selected books and handouts to students. 

Pass out and discuss graphic organizer.

Break students into 3 groups of 5 so they can take turns finding information about their authors in the encyclopedia, other books by their author in the library shelves and fill out their graphic organizer. 

SLMS will collect books and handouts and remind students that next week they will meet in the computer lab.

.

Listen to the learning and behavioral objectives. Ask questions for clarity. (5 min).

Working in groups of 5 the SWBAT gather information from their book jackets, encyclopedia, and other books by their author on the library shelves. (3 groups of 5 each, taking turns) to complete the graphic organizer.  (20 min.). 

Place all handouts inside their chosen book and leave all with the SLMS at the end of the period.

Day 3

Meet students in the computer lab.  Pass out chosen books and handouts. Reintroduce learning and behavioral objectives. Guide the students to their author’s official web site (URL located on the author’s information handout). 

Monitor individual completion of the graphic organizer. 

Initial the graphic organizer when completed. 

Meet SLMS in the computer lab.  Listen to the learning and behavioral objectives.  Ask pertinent questions. (5 min) 

Go to the Internet and keyboard into the URL line or address line (Uniform Resource Locator) the author’s official web site address from the author’s handout sheet.

Complete the graphic organizer from information on the web site. (20 min).

Place all handouts inside their chosen book and leave all with the SLMS at the end of the period.

Day 4

Meet the students in the Library Media Center. 

Reintroduce learning and behavioral objectives. 

Supply students with paper, scissors, tape, glue, crayons and markers to create their posters.

Handout checklist rubric for poster.

Evaluate student’s work using checklist for each student and give them their graded checklist.

Review their information from the handouts and create a poster about their chosen author using scissors, tape, glue, crayons and markers provided by SLMS.

 Demonstrate poster to the class. (20 min). 

Complete checklist rubric for poster. (5 min).