Library Lesson Plans

Goal:

Pre-K

MATERIALS
1.

Students will work on number skills.

Activities:
With teacher guidance, students will
participate an introductory song.
Teacher will introduce The Very Hungry
Caterpillar by Eric Carle.
Students will identify the job of the author
and illustrator when prompted by the
teacher.
With teacher guidance, students will sing
songs that incorporate numbers, including 5
Little Monkeys Jumping on the Bed.
Teacher will introduce and read How do
Dinosaurs Count to Ten? by Jane Yolen.
Students will participate in the Counting
around the Library activity (based on
activity from
http://www.notimeforflashcards.com/2011/
11/counting-around-the-house-mathactivity.html)
o Teacher will draw an outline of a
library on the SMART board (or
butcher paper, if a SMART board is
not available).
o Teacher will draw shapes in the
library outline that are large enough
for students to write numbers in.
o Teacher will ask students to count
various items around the library
(e.g., doors, chairs, books in the
check in pile).
o With teacher prompting, students
will write the number in the shape.
Students will use correct library procedure
to check out one book, with teacher
assisting as necessary.
CCSS:
RL.K.10 - Actively engage in group reading
activities with purpose and understanding.
RI.K.6 - Name the author and illustrator of

How do Dinosaurs
Count to Ten? by
Jane Yolen
2. The Very Hungry
Caterpillar by Eric
Carle
3. SMART board or
butcher paper
4. Markers

Goal:

a text and define the role of each in

presenting the ideas or information in a
text.
K.CC.1 - Count to 100 by ones and by tens.
K.CC.B.4.A - When counting objects, say the
number names in the standard order,
pairing each object with one and only one
number name and each number name with
one and only one object.
Math.Countent.KCC.A.3 Write numbers
from 0 to 20. Represent a number of
objects with a written 0-20 (with 0
representing a count of no objects).
1.
Students will gain an understanding of how
illustrations and/or words can be used to
tell a story.

Activities:
Teacher will introduce The Lion and the
Mouse by Jerry Pinkney (a wordless book).
Students will identify the role of the
author and illustrator.
Teacher will begin the story and encourage
students to describe the story that is
being told through the illustrations.
Teacher will introduce and read The Book
with No Pictures by B.J. Novak.
With teacher prompting and guidance,
students will discuss the different ways
that each book told a story.
Students will use correct library procedure
to check out one book, with teacher
assisting as necessary.
CCSS:
RL.K.3 With prompting and support,
identify characters, settings, and major
events in a story.
RL.K.6 - With prompting and support, name
the author and illustrator of a story and
define the role of each in telling the story.
RL.K.7 With prompting and support,
describe the relationship between
illustrations and the story in which they
appear (e.g., what moment in a story an

The Lion and The

Mouse by Jerry
Pinkney
2. The Book with No
Pictures by B.J.
Novak


Goal:

st

illustration depicts).
RL.K.10 Actively engage in group reading
activities with purpose and understanding.
1.
Students will learn to distinguish fiction
and non-fiction.

Activities:
Teacher will introduce the concept of
fiction vs. non-fiction (real vs. make
believe).
Teacher will introduce Bark, George by
Jules Feiffer.
Students will state roles of author and
illustrator.
Teacher will read book while engaging
students in the story.
With teacher prompting, students will
identify elements of the story that suggest
that it is fiction or non-fiction.
Fiction or Nonfiction game (taken from
http://www.powell.k12.ky.us/olc/page.aspx?
id=9892&s=1037)
o Teacher will show students books
and give a one to two sentence
description of the book. Some
books should be on the same topic
(e.g., Bark, George and a non-fiction
book about dogs as pets).
o Students will touch their toes and
say fiction if they believe the
book is fiction. Students will raise
their hands in the air and say nonfiction if they believe the book is
non-fiction.
Students will use correct library procedure
to check out one book, with teacher
assisting as necessary.
CCSS:
RL.1.5 Explain major differences between
books that tell stories and books that give
information, drawing on a wide reading of a
range of text types.
RI.1.9 Identify basic similarities in and
differences between two texts on the same

Bark, George by
Jules Feiffer
2. Variety of fiction
and non-fiction
books

topic (e.g., in illustrations, descriptions, or

procedure).
Goal:

nd

rd

Students will improve their ability to

alphabetize books and will better
understand how books are organized in the
fiction section.

1. SMART board
2. Pencils
3. Book Spine pages

Activities:
Teacher will discuss the importance of
alphabetizing items with students
(dictionaries, phone books, fiction section).
With teacher prompting, students will
practice putting various words in order on
the SMART board.
A Book by Me in the Library! activity (from
http://www.informationliteracy.org/plans/v
iew/247/back/36)
o Teacher will instruct students to
pretend that they have written a
fiction book that will be kept in the
library and they need to create a
book title and spine with an
appropriate label.
o Teacher will provide each student
with a pencil and a template Book
Spine page.
o When the students are done, as a
class, the students will put the Book
Spine pages in alphabetical order.
Students will use correct library procedure
to check out one book, with teacher
assisting as necessary.
CCSS:
L.2.1 Demonstrate command of the
conventions of standard English grammar
and usage when writing or speaking.
L.2.2 Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing.
Goal:
Students will create a poster to go along
with their written assignment about
environmental science (reducing, reusing,

1. SMART board
2. Digital poster
software, such as:
a. Prezi

and recycling).
Activities (from Navigating the Information

Tsunami: Engaging Research Projects that Meet

the Common Core State Standards, K-5 edited by

Kristin Fontichiaro):
Students will bring the papers that they
have already written on the topic of What
do we do with the stuff we dont want
anymore? and the information that they
gathered while researching this topic.
Teacher will discuss what makes an
effective poster, in part by showing
examples of good and bad posters and
asking students to tell what they think
about the posters. Some of the elements to
be discussed will include font, graphics,
length of text, and size of font.
Using the SMART board and a digital
poster software, teacher will demonstrate
how to make a simple poster. Teacher will
provide written instructions for students
to use as well.
Students will work in pairs for the
remainder of the class period to create
their posters.
CCSS:
RI.3.7 Use information gained from
illustrations (e.g., maps, photographs) and
the words in a text to demonstrate
understanding of the text (e.g., where,
when, why, and how key events occur).
W.3.4 With guidance and support from
adults, produce writing in which the
development and organization are
appropriate to task and purpose.
W.3.6 With guidance and support from
adults, use technology to produce and
publish writing (using keyboarding skills) as
well as to interact and collaborate with
others.
W.3.7 Conduct short research projects
that build knowledge about a topic.

b. Poster My
Wall
c. Google Docs
3. Instructions for
incorporating
various elements
(graphics, fonts,
etc.) into the
poster

Goal:

Students will work on explorers unit

webquest.

Activities:
Using the SMART board, teacher will show
students some appropriate websites and
books to begin their webquest.
Students will work in small groups.
Teacher will assist as needed.
Students will use correct library procedure
to check out books.

th

CCSS:
RI.4.3 - Explain events, procedures, ideas,
or concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in the
text.
RI.4.9 - Integrate information from two
texts on the same topic in order to write or
speak about the subject knowledgeably.
RI.4.10 - By the end of year, read and
comprehend informational texts, including
history/social studies, science, and
technical texts, in the grades 45 text
complexity band proficiently, with
scaffolding as necessary at the high end of
the range.
RF.4.4.a - Fluency: Read grade-level text
with purpose and understanding.
W.4.3.b - Text Types and Purposes: Use
dialogue and description to develop
experiences and events or show the
responses of characters to situations.
W.4.7 - Conduct short research projects
that build knowledge through investigation
of different aspects of a topic.
W.4.8 - Recall relevant information from
experiences or gather relevant information
from print and digital sources; take notes
and categorize information, and provide a
list of sources.
W.4.9.a - Research to Build and Present
Knowledge: Apply grade 4 Reading
standards to literature (e.g., Describe in

1. SMART board
2. Relevant websites,
such as:
a. http://www.
42explore2.
com/explore
rs2.htm
b. http://mana
ssas.k12.va.u
s/round/Cla
ssWeb/Volz
/explorers.h
tm
c. http://www.
socialstudie
sforkids.co
m/subjects/
explorers.ht
m
d. http://www.
enchantedle
arning.com/
explorers/n
america.sht
ml
e. http://www.
kathimitchel
l.com/explor
er.htm
f. http://www.
heritage.nf.
ca/explorati
on/early_ex
.html
3. Paper
4. Pencils

Goal:

th

depth a character, setting, or event in a

story or drama, drawing on specific details
in the text [e.g., a characters thoughts,
words, or actions].).
SL.4.1 - Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 4 topics and texts,
building on others ideas and expressing
their own clearly.
SL.4.2 - Paraphrase portions of a text read
aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally.
SL.4.4 - Report on a topic or text, tell a
story, or recount an experience in an
organized manner, using appropriate facts
and relevant, descriptive details to support
main ideas or themes; speak clearly at an
understandable pace.
SL.4.5 - Add audio recordings and visual
displays to presentations when appropriate
to enhance the development of main ideas
or themes.
Students will improve their ability to use
the OPAC.

Activities:
Teacher will demonstrate use of the OPAC
on the SMART board.
Students will be separated in groups of
two. Each group will be given a scavenger
hunt list.
Each group will use the OPAC and library
collection to find the items/answers on the
list.

The first group to find all of the

items/answers will get a prize.
Teacher will assist students as needed
throughout the class period.
CCSS:
RL.5.1 Quote accurately from a text when
explaining what the text says explicitly and
when drawing inferences from the text.

1.
2.
3.
4.

SMART board
Scavenger hunt lists
Pencils
Small prizes
(stickers, pencils,
specialty passes for
the LMC, such as
the ability to borrow
a new book first,
etc.)

Goal:

th

RI.5.7 Draw on information from multiple

print or digital sources, demonstrating the
ability to locate an answer to a question
quickly or to solve a problem efficiently.
W.5.7 Conduct short research projects
that use several sources to build knowledge
through investigation of different aspects
of a topic.
W.5.8 Recall relevant information from
experiences or gather relevant information
from print and digital sources; summarize
or paraphrase information in notes and
finished work, and provide a list of sources.
Students will learn to identify and address
cyberbullying.

Activities (from
http://www.ala.org/aasl/sites/ala.org.aasl/files/co
ntent/conferencesandevents/ecollab/lpd/Introduc
tiontoCyberbullying.pdf)
Teacher will introduce the topic of
cyberbullying and will show the BrainPOP
Cyberbullying movie.
With teacher prompting, students will
discuss the forms of cyberbullying, how it
affects people, and what can be done to
address it.
Teacher will place students into small
groups and provide each group with a
scenario depicting a form of cyberbullying
(email, chat, text, or website).
Each group will identify which form of
cyberbullying is present in their scenario
using context clues and will brainstorm
what they could do if they were the victim
in that scenario.
Each group will present on their scenario to
the class.
CCSS:
SLA.6.1 Engage effectively in a range of
collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse
partners on grade 6 topics, texts, and
issues, building on others ideas and

1. SMART board
2. BrainPOP
Cyberbullying movie
(
https://www.brainp
op.com/technology/
computersandintern
et/cyberbullying/pr
eview.weml)
3. Scenarios depicting
the forms of
cyberbullying
4. Graphic organizers
5. Pencils

expressing their own clearly.

SL.6.4 Present claims and findings,
sequencing ideas logically and using
pertinent descriptions, facts, and details to
accentuate main ideas or themes; use
appropriate eye contact, adequate volume,
and clear pronunciation.
SL.6.6 Adapt speech to a variety of
contexts and tasks, demonstrating
command of formal English when indicated
or appropriate.