Collaborative Lesson Plan Template

Subject: _____Title Pages/Research_________________________________________ Grade: _______3rd_______

SLIM Student: ___Sarah Owen___________________________________
LESSON ELEMENT

STUDENT-FRIENDLY
TRANSLATION
( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed:

KS Standard 1: The student who is information literate accesses information efficiently and effectively:
Benchmark 1: The Student recognizes the need for information.
Benchmark 2: The Student recognizes that accurate and comprehensive information is the basis for intelligent decision-making.
st
21 Century Learner 1.1.4 Find, evaluate, and select appropriate sources to answer questions.
2. Lesson Overview: The students will be taught to identify key elements on the title
page: author, illustrator, title, publisher, and place of publication. While they will not be doing
citations at this age this is a pre-skill needed to accomplish this. The discussion of why this
information is important and what each piece of information tells a student will be had. The
students will then be asked to identify each piece of information in a class activity.

3. Learning Target(s):
By the end of the lesson students will be able to:
Identify the title, author, publisher, illustrator, and place of publication by looking at the title
page and or title page verso of an age appropriate book.
4. Relevance/Rationale:
Information taught in the library lesson will cross-over into the classroom in language arts and
reading. Writing standard 3.8 expects students to begin developing sources notes for writing projects
and this is a building block skill for this research skill.

It is important to know what the title

page is and what it can tell you about
the book.
Title- name of book
Author: Who wrote the book? This is
also how books are organized.
Illustrator: The artist who makes the
pictures.
Publisher: Who prints or makes the
book?
Place of publication: Where the book
was made.
When we finish you will be able to show
your classroom teacher the title, author,
illustrator, publisher, and place of
publication on the books in your classroom.
This information can help you find books in
the library- the books are alphabetical by
the authors last name! Later in the
research project you will do you will have
to write down all of the information for
each book that you find answers from.

Your teacher and Ms. Mattox are getting

ready to do some research projects with you
and you will need to look for this
information in each book so you can cite it.
5. Formative Assessment Criteria for Success:
For my part of the lesson I was simply looking for their ability to correctly identify the parts of a title page. It was done through a game and
activity. The classroom teachers will be using this in a source citation work with research which is coming up. The teachers will use their
own formative assessment for their activities.
6. Activities/Tasks: After instruction of how to look at a title page and find the information listed in the learning target, students will be asked to
identify those items on a variety of title pages of age appropriate books. Students will toss a beach ball with each section labeled as a
different part of the title page. The student who catches the ball will have to identify the answer to the section where their right thumbs land.
The book title pages will be displayed via an over head projector. When the student correctly identifies the answer s/he will toss the ball to
another member of the class.
7. Resources/Materials:
8-10 grade level library books, overhead projector, beach ball
8. Collaboration with School Librarian:
This lesson will be during the weekly PLC session. Classroom teacher use this time as a weekly collaboration time while the LMS, paras,
and the technology teacher meet with all 3 third grade classes. Each class spends 20 minutes with each professional. The lesson with be
taught to each class during those 20 minute sessions. Teacher will incorporate this information into lessons that begin teaching research skills
to their classes. Students will soon be expected to identify these basic pieces of information for source citing and this is a cornerstone skill for
the classroom teachers.
9. Access for All: The students will all participate in the game and the LMS will ensure that every student gets a turn catching the ball and
correctly identifying parts of the title page. The title page will be displayed on the overhead projector for all students to see at all times.
Coaching and re-teaching may be needed to aid students during the exercise.
10. Modifications/Accommodations: Accommodations will be made through LMS coaching and if images can be enlarged on screen for any
students needing visual aid. One student is non-verbal (autistic) and he will play with the aid of his para. Instead of responding verbally to
the question he was asked to point to the title. The LMS and other students assisted in peer coaching.
11. (Optional) Collaboration with Public Librarian: NA
12. CCSS Shifts: ELA 1 &3
While this is not directly dealing with reading the text it does touch on evaluation of text and beginning to evaluate sources. It is a bit hard to
find a shift for a topic that is so narrow but it is moving the students to recognition of different types of materials and examining sources.

Collaborative Lesson Plan: Reflection

This lesson was taught 3 times in a row (3 different classes in 20 minute sessions). The first class went really well. The students were enthusiastic
and caught on quickly to the object of the activity. I did notice that some were trying to answer several times and had to step into make sure
everyone got a chance to catch the ball and answer. I also noticed that while it was only 20 minutes, this is a LONG time for 3rd graders to stand on
their designated spots! The next class I had students sit after they had answered correctly so that I could keep track of who had already played. This
worked really well and we even got to go through again with some kids. I found that there were some teachable moments when we had to look at
the title page and the verso to find the answer and that the kids caught on very quickly. When the answer wasnt on the title page proper they would
ask to see the back page and look for the information. They also discovered that some books had multiple placed of publicat ion and were interested
about why that was. In the third group, we also used the sit when you answered tactic to keep things moving and to help ensure that all students got
the chance to answer. We only got through once on this but had a few minutes left so we did some group answers on the last title page.
I knew that asking the kids to be up and moving had risks along with benefits. I truly believe that kids (especially young kids) are kinesthetic
learners and most do really retaining information when connecting it with an activity. The downside- 16 kids moving at once! It does take patience
and quick thinking to adjust when allowing all the movement. You have to be aware of any one who is wandering off in a different direction or
quickly adjust if things are getting out of control. This is why I quickly realized I needed a way to keep track of who had already answered and how
hadnt and implemented the sit down rule. As general rule I dont mind kids moving and being active while learning but I know it makes it a bigger
challenge for me to keep everyone on task. However, I think that sometimes you have fewer discipline issues if kids can move a bit than expecting
them to sit at a desk and pay attention to the teacher talking. I really enjoyed Ms. Mattox but I think she does the former a bit much and it was a
change of pace that the kids got to be up and moving.