Making Connections Scavenger Hunt

Lesson: Making Connections Scavenger Hunt
Subject: Reading	Date/Time Period: 1 Class Period
Objective(s):  AASL I.C.1 - Interacting with content present by others AASL I.C.4 - Sharing products with an authentic audience AASL II.C.1 - Engaging in informed conversations and active debate
Plan/Procedure: Preparation required ahead of time - decorate to entice student interest (could be according to a theme or holiday). Have several books out on display and a scavenger hunt paper. Once all students have entered the library and are seated, explain to students that they will be going on a mini-scavenger hunt. Remind students that they can have help from each other, use the help of the OPAC, and use the librarian of course for a guiding direction. Show students the table set up that has multiple fiction titles laid out. Briefly talk about how in their reading classes they have to make connections with other texts and this is commonly referred to as a paired passage. Today we will be using the fiction titles, back of the fiction books, and maybe skimming some of the pages to determine the main theme or idea presented in the book. The students will then go on a scavenger hunt in the nonfiction passage that they can make a pair with (make a connection). For younger grades, a pre-prepared form would be helpful. Allow time for students to participate and encourage them to check-out matching or pairing books to read for enjoyment.

Work Sheet Example:

Name: ___________________________________

Reading Teacher: ______________________________  Period: ________

Look at the books on Table #1. Pair each fiction book with a non-fiction book that has a common theme.

FICTION BOOKS NON-FICTION BOOKS

_____ 1. Hero         A. Far Out Guide to Saturn

_____ 2. Beep and Bob B. The Great Depression

_____ 3. Stuck in the Stone Age C. Labrador Retrievers

_____ 4. The Mighty Miss Malone D. Prehistoric Life: 100 Facts You Should Know

Table #2

***What is Climate Change?***       ***World in Crisis*** ***Where is the Amazon***

***Endangered Rivers*** ***The Neptune Project***         ***The Activist***

5. Circle the common theme of this group of books.

Oceans Strange Animals The Environment

6. Write down the fiction book from the table and the nonfiction book you paired it with:

FICTION         NONFICTION

___________________________ __________________________________

___________________________ __________________________________

___________________________ __________________________________

Don't Judge a Book by its Cover

 

Lesson: Don’t Judge a Book by its Cover
Subject: Reading	Date/Time Period: 1 Class Period
Objective(s):  1.4 Learning Environments: The learning environments encourage positive social interaction and the curation and creation of knowledge. 3.1 Reading Engagement: Strategies to foster learner motivation to read for learning, personal growth, and enjoyment.
Plan/Procedure: Preparation required ahead of time - pull 20-40 books and wrap them in colored paper hiding any detail of what the book actually is. On the cover of the colored paper, tape or paste a copy of the synopsis from the back of the book, a select few reviews, or even just the first line of the story. As students enter the library, have these books on display throughout several tables. Have a quick mini-lesson/chat with students about missing the opportunity to read a good book just because the cover was not appealing to you. Explain how the old phrase “Don’t Judge a Book by its 0Cover” can actually refer literally to books and not just people.  Allow students about 10-15 minutes to browse the covers and begin making some decisions about what they would want to read. Encourage discussion among the students and float around to help promote more questions about the reviews or the synopsis (help encourage those reluctant readers that like to stick to one genre). After about 15 minutes, have students decide their top picks and begin heading to check out. Allow students to tear off the covers at the check-out counter and watch for reactions. Encourage students to read their checked-out book and offer suggestions to write a review after they read the book.