Comic Strips and Plot? - Quick 6

   

Lesson Title: Plot Development

Subject:

Reading

Grade Level:

3rd-5th (Can be adjusted for higher grades as well)

Supplies/Materials:

• Comic strip activity (see below)
• Markers and/or Crayons
• Pencils
• Book "A Bad Case of Stripes" by David Shannon

Objective(s):

AASL I.C.1 - Interacting with content presented by others.

AASL 1.A.2 - Recalling prior and background knowledge as context for new meaning.

TEKS 3.8C, 4.8C, 5.8C - Analyze plot elements including rising action, climax, falling action, and resolution.

***Note: Students should have been exposed to plot elements prior to this lesson. This lesson would be used as a follow up activity or a refresher activity later in the year.***

Plan/Procedure(s):

Welcome students in and sit together on the carpet area for a quick lesson/read aloud. First ask students what they know about plot and it's elements. Help guide them to remembering prior knowledge of the rising action, climax, falling action, and resolution.

Explain that today we are going to read the story called "A Bad Case of Stripes" and when we finish, we will get to discuss the events that occurred in the book.

Read out-loud "A Bad Case of Stripes."

After reading, have a whole group discussion and write some responses down on the board. Ask what they felt was the building up to the main point in the story. Explain how this is part of the rising action. Then ask what was the turning point of the story where things could go good or bad and write down this is the climax. Continue with this to cover the falling action and the ending of the story (resolution).

Now have students go to the work tables where there is a comic strip page, markers/crayons, and pencils laid out. 

Explain to students that they will take this story and the details we just discussed and turn it into a comic strip. Remind students they need to cover those main elements by using illustrations and not to forget the wonderful thought bubbles. So an example if needed for the younger students.

As students are working on this, visit with the classroom teacher and let him/her know that this is a great activity to do at the beginning of a personal narrative activity. A great brainstorming activity to make sure they have captured the elements before writing and that they are welcome to use this in the classroom to help them with any lesson.

Example of worksheet:

Example of what you could show students to help with ideas:

All activities created using Canva.com

Where Will You Go - Quick 5

  

Lesson Title: Where Will You Go?

Subject:

Any

Grade Level:

Kindergarten

Supplies/Materials:

• Worksheet (see below)
• Markers
• Pencils
• Book "Oh! The Places You'll Go" by Dr. Seuss

Objective(s):

AASL I.C.1 - Interacting with content presented by others.

Plan/Procedure(s):

Discuss with readers what happens when you finish school, not just for the summer, but when you graduate High School. Everyone has a different path and you can follow your dreams or change as you grow older. 

Read out to the students "Oh! The Places You'll Go" 

After the reading, have an open discussion about what people might do when they are finished with school. Examples may be needed to guide questions, such as becoming a teacher, a lawyer, a hair stylists, etc.

After the reading, direct students to the tables from the carpet area. 

At the table area have worksheets, markers, and pencils available.

Explain to students they will now decorate their own hot air balloon on what they think they will be doing after they finish school in 12 years. 

After activity, put all worksheets in an envelope folder to send to the high school on their graduation year. 

Worksheet:

Eggs-cellent Activity - Quick 4

 

Lesson Title: Eggs-cellent Activity

Subject:

Reading or Art

Grade Level:

Pre-K - 2nd Grade

Supplies/Materials:

• Worksheet (see below)
• Markers
• Crayons
• Pencils
• Scissors
• Book "Pete the Cat Big Easter Adventure"

Objective(s):

AASL I.B.3 - Generating products that illustrate learning.

Plan/Procedure(s):

Read out to the students "Pete the Cat Big Easter Adventure." After the reading, have a discussion allowing students to answer questions like, "How did Pete help?" "Do you think that made the bunny happy?" "What is a way that you can be excellent and help someone?"

After the reading, direct students to the tables from the carpet area. 

At the table area have worksheets, markers, crayons, and scissors (for older grades) available.

Explain to student they will now get to decorate their own egg by illustrating something that makes them "eggs-cellent / excellent." 

Have teachers or library helpers assist with cutting out and once all have completed the activity, the eggs can be hung in the hallway for display for others to see.

Worksheet:

Picture Book Madness - Large 2

 

Picture Book Madness

General Overview:

Going along with the basketball theme of "March Madness," the library will be transported into "Picture Book Madness" for the month of March and beginning of April (lasting 6 weeks total). Students will be voting on their favorite picture book each visit until we have a winner chosen.

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Procedure/Steps:

Step 1: Begin researching for picture books. My search led me to the top sellers on the New York's Best Sellers list.

Step 2: Create a flyer to engage students to be ready for the activities and know that we will have a bracket started.

Step 3: Hang flyer around different locations in the school, library, and give copies to teachers to hang in their own rooms.

Step 4: Prepare the judging box by obtaining two clear plastic jars (old pickle jars work well). Print out an image of each book cover that will be in the contest (8 total). Cut into squares, colored construction paper (two colors) to use as the  judging piece. 

Step 5: Make sure to keep the jar covering of the winning book each week so that after the first four weeks, you can reuse the same cover label.

Step 6: Explain to students via the announcements and help of reading teachers that each time their class comes to the library they will get to hear two picture books read aloud. Then after they check out their books, they can pick a jar to put their square in to vote for their favorite. Each week the books will change until we reach week five. Then they will get to hear two that were top picks and narrow it down again. On week six they will again, here two more that were top picks to narrow it down. Finally on week seven we will have a run-off activity involving our top two books. (Could even have a special guest read each book over the announcements).

Step 7: Create a large display either inside or hopefully outside the library highlighting the bracket, so that students can see the winners updated each week.

Step 8: Begin the activities with the first class that arrives on week one.

Makerspace-Recycled Instruments - Bertrand Multiple Days 3

Title: Makerspace - Recycled Instruments 

Grade level(s): Kindergarten - 4th grade (elementary setting) 

Time Required: 3-4 days 

Standards: AASL III.B.2 Establishing connections with other learners to build on their own prior knowledge and create new knowledge. 

Materials and/or tools needed: 

• Variety of discarded objects (Ex: cardboard, soda cans, toilet paper rolls, straws, buttons, string, yarn, popsicle sticks, etc.) 
• Pencils 
• Glue and tape (for adhesive assistance) 
• Sketching Paper 

Procedure: 

Day 1: Students will come in and have a seat waiting for instructions. Open up discussions about musical instruments and what makes them create sounds. Have a few books on display about musical instruments (nonfiction). 

Explain as they look through books and discuss instruments that we will be creating instruments from recycled materials. We will focus on sound production, using recycled items, the actual construction of the instrument, and using our imagination while working collaboratively. 

Allow students to break off into groups of 3-4 and hand out sketch paper and pencils. Explain to them that today, they will begin drafting ideas on how to create their own musical instrument. 

Before starting on the sketching, tell students that they can walk over to the tables that have all the recycled materials laid out to view and gather some ideas. Once their group has some ideas of the available materials, they can go back to their seats to begin drafting their design. 

Day 2: Students will return with their sketched ideas. Encourage sharing of the design and the group's thought process behind it. 

Allow students to begin grabbing their materials they will use to create their own instruments and take what is needed back to their area to work together. 

Once instruments are built, have students place their masterpiece on the table to fully dry overnight.  

Day 3: Today students will get to explain their design, demonstrate the sound that comes from their newly created instrument, and visit with the class about how they decided which resources to utilize. 

Physical Set Up: 

Day 1: Have recycled materials and nonfiction books over instruments available for students to interact with. Have blank paper and pencils readily available. 

Day 2: Have the same recycled materials ready as well as the glue and tape to help with pieces items together. 

Day 3: Have the area cleaned up and ready for presentations. 

Extensions: 

Librarians could create a display to house the created musical instruments for others to be able to view throughout the school year. 

Librarian could also invite the music teacher to the presentation day to evaluate the created instruments.

Experimenting with 3D Printing - Multiple Days 2

 

Title: Experimenting with 3D Printing

Grade level(s): 6th-Grade

Time Required:

3-5 days depending on class sizes

Standards:

AASL I.B.3 - Generating products that illustrate learning.

Materials and/or tools needed:

3D Printer	Pencils
Filament (variety of colors)	Sketching Paper

Procedure:

Day 1: Students will come in and have a seat waiting for instructions. First, explain that this particular activity will take several days and could even take up to a week to complete.

Begin to explain to students why we would use a 3D printer in today’s world. Ask for input and ideas that they would have to using a 3D printer. Ask what they already know about the printers.

Explain that we will be working as groups to create a larger project using the 3D printer.

Today, we will focus on how the printer works and what we need to get the printer going, such as filament.

So the following video: https://www.youtube.com/watch?v=3LBTkLsjHGQ

Briefly show students on the promethean board, how the software we have looks and works.

Explain that on our next visit, they will be placed into groups of 4-5 students. Each group will be assigned to work together coming up with their design to print.

Day 2: Students will be randomly assigned into groups of 4-5 students. 

Now that groups are formed, explain that each group will have a base of a puzzle piece; however, their groups can sketch out a design that will go on top of their puzzle piece. 

Allow groups time to come up with ideas. Provide drawing and illustrations books on the table for them to reference for ideas.

Day 3: Groups will submit their sketches to begin having them uploaded into the 3D printer software system.

Explain to students that their design will go on top of a puzzle piece and that once all designs have been printed, we will put the puzzle pieces together from the entire class. Creating a unique representation of our class.

Begin loading in filament with students' help and start printing the first sketched puzzle piece.

Depending on how many groups did a puzzle piece will determine the amount of days that the printer will be going. Estimating 3-4 days will finish up the prints and then we can meet together again to work on the display of the finished puzzle pieces.

Physical Set Up:

Day 1: Have a promethean board ready for the video and the presentation of the software program.

Have the 3D printer up front and on display so students can see up close the parts of the 3D printer.

Day 2: Have blank pages, pencils, and drawing books available for reference.

Day 3: Have filament colors out for students to choose for their designs.

Extensions:

This could easily be tied to a math lesson to collaborate with the teachers with highlighting elements of symmetry.

Also, could involve art teacher collaboration to help with sketching the designs.

"I Spy" Something New - Quick 3

 

Lesson: “I Spy” Something New
Subject: Reading	Date/Time Period: 1 Class Period
Objective(s):  Exposing students to a variety of genres, topics, and allowing them to become familiar with the library layout.
Plan/Procedure: Preparation required ahead of time - Have activity sheets prepared ahead of time, provide pencils on tables for students. Briefly visit with students to remind them of how the library is organized, such as each genre with the corresponding labels; as well as the nonfiction and Dewey Decimal posters to help guide students into the right area. Explain to students that they will each get an activity sheet and can start their hunt in the library to “spy” something new.  This activity allows students to browse areas of the library they may not be familiar with and expose them to books regarding particular topics. This activity requires students to dig through books on shelves, exposing them to books they may not have known existed.  Topics can be modified depending on the grade-level using the library that particular day.