Iv. Vi Lesson Plan Title/Topie and Grade Level Breaking Down a Book, Kindergarten Lesson Essential Question: What is the importance of the placement of the front, back cover, and title page of a book? Who are the author and illustrator of the piece and what are their roles in creating the piece? Standard: CCSS-ELA-LITERACY.RLK.5: Identify the front cover, back cover, and title page of a book. CCSS.ELA-LITERACY RLK.6: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. Objectives and Assessments: Learning Objectives Assessments Students will be able to locate front and back cover. and title page, as well as identity who the author and illustrator are and their roles. Teacher will be able to assess students” acquired knowledge by observing the students understanding of a book based ‘on the discussions on the front and back covers, title page and authors and illustrators within each individual center. Materials: Books brought in from homework + List of book titles White paper = Markers * Colored Pencils = Crayons + Name Tags © Pictures © Scarfs © Paper Clips Pre-Lesson assignments and/or prior knowledge: For last night’s homework, the students were told to pick their favorite book to use for today’s lesson. They can use the book to identify the front and back cover, and title page as well as identify who the author and illustrator are and their roles,vu. vul. Lesson Beginnin; Tell the students that they are going to create their own book to help them review the breakdown ofa book including the front and back cover, and title page, and the author and illustrator of the piece. Instructional Plan: in by asking one of the students to say the first thing that comes to mind out loud to the whole class. Inform the class that we are going to write a short story together and that the book will be based on the word given by the student earlier. Ask some students questions about the story and what it is going to be about. 4, Call on students to start telling the story, while writing on the board the words they are saying. prompting them to continue each other’s thoughts. 5. After the story is finished, have the students pick a title for their story and write it on the board. 6. Ask fora volunteer to draw a simple picture under the title, symbolizing the story the class collaborated on writing. 7. Discuss and ask questions about the things they did, for example writing the story, which is what an author does, drawing the picture that symbolizes the story (illustrating), the importance of a title, etc, 8. Review with the students where the front, back cover and title page are located. Also review where to locate the author and illustrator and review their roles. 9. After we review the topics for the lesson, inform the students of each center that has been set up for their learning experience. a. Center one is where the students can do independent reading of the books they brought in from home, and let them discuss with the teacher and each other where the front, and back cover are, the title page, and the jobs of the author and illustrator. b. Center two is where the students will be able to act like an illustrator. They will pick a title that is already printed out and laid out on the table. They will then act like illustrators and draw a front cover that they think will go with that title. The teacher will then ask the students why they drew what they drew, and discuss the importance of the illustrator. Center three is where the students will be able to work on their own personal books that they have been working on all week. The teacher will be there to help guide them in the format of the book they are creating, and prompt them to continue writing their works of art 4. Center four is where the students will be able to act like an author. They will be given a picture and similar to the activity done with the whole class, they will tell a story based on the random picture. The teacher will ask about the process, and explain the jobs and importance of the author.Ix. 10. Inform the students that once they are done with one center, they will be free to ‘move on to another center anytime they wish to. 11, Once the students have ample time to rotate between the centers tell them they have to finish what they doing, and start to head back to their seats. 12. Remind the students that they will be working on their personal stories all week. 13. Once the students are in their seats the teacher will reiterate on the lesson essential question. 14, The teacher will ask iff any students want to share what they worked on today, and what they learned as well Conclusion: Ask the students how they felt about making their own book. Ask them which role they liked better, being the illustrator or the author. Tell them that now whenever they read their own books or other books at home they will be able to identify the front and back covers and the title page as well as be able to identify the author and illustrator and their roles. By creating their own book. the students are better able to understand the roles and locations put into a book. Tell them they all did a great job and they all made excellent authors and illustrators! Citations: “English language arts standards » reading: Informational text » kindergarten | common core state standards initiative.” 2015ee t eee oe a