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Name Donna Jacoby

Subject English Language Arts

Date November 5, 2018

Period Morning Reading and Project; Second grade; Two mornings

Ohio GLI Goal or Objective for lesson:

• RL.2.3 Describe how characters in a story respond to major events and


BOOK: Hands Around the Library: Protecting Egypt’s Treasured Books

by Susan L. Roth and Karen Leggett Abouraya

Anticipatory Set (The anticipatory set is a short activity at the beginning of the
lesson that focuses the students' attention and prepares them to learn):

Before beginning to read this novel and getting into describing the characters and
how they responded to events and challenges, I would give my students a warning
that in 5 minutes we would be gathering on the carpet for our morning meeting
(each child has a specific seat on the carpet, seated by abilities so that students
have resources near them if they struggle with concepts or need more peer
modeling). Once seated, I will introduce the book’s title and author. From there, I
will ask the students to look at the pictures in the book and think about what the
plot of the story may be, using both the title and the collages. After flipping
through the pages and giving the students a moment to reflect, I will have the
student pairs turn to each other and reflect together on what the story may be
about. I will then give the students the opportunity to call out those thoughts before
I read the book. I will write them down on a large paper so that we can reflect
again after the story is complete.

Instructional Strategies (Instructional strategies are techniques teachers use to

help students become independent, strategic learners. These strategies become
learning strategies when students independently select the appropriate ones and use
them effectively to accomplish tasks or meet goals):
• Pre-reading a text: looking through pictures of a book before reading,
making guesses based off the artwork that is seen throughout the book
• Reflection and collaborating: reflect on thoughts and expand on them with a
peer; this will allow students thoughts to get to new places where they
might’ve been “stuck” before
• Making connections: how does this story relate to your (or our school’s)
lived experiences? Is there a space that is really special to you? Has that ever
been threatened? How did you/or how could you stand up for it?
• Determining the characters, setting, problem or plot of the story, resolution:
Either by mapping on a large piece of paper and having the students call out
the answers or having each child write out their thoughts and reflecting with
each other and the teacher. What was the same? What was different?
• Summarizing: Retelling a story in your own words to make the meaning
more meaningful to you.

• Hands Around the Library: Protecting Egypt’s Treasured Books
• Tissue Paper, scissors, glue, construction paper, old magazines, writing
utensils, markers, crayons, etc.
• Large paper/marker for class discussion

• After reading the book, create a list of thoughts from the book (Who are the
characters?, what did you notice about the characters, the pictures (introduce
the term collage), was what they did right or wrong?, why was it
right/wrong?, was it dangerous?, what was so special about this library?,
why should we keep the library safe?, where does this book take place?,
what do their faces show (are they happy, sad, angry?), etc.) Once our list
has been compiled, decide what’s the most important aspects of the story.
(Plot, characters, the reason behind their actions)
• Broken up into three groups, each group will pick a page from the book that
they think represents the book best. They will then work together to create a
collage that represents the page that they picked. During this activity, the
students will reflect on why this page was important to them and how it
relates to the story. After the collage is complete, the group will present how
they made their collage and why that particular page was important to them.

Accommodations for learners:

Accommodations can include pairing individuals to read together, giving extra
time to look back and reflect on the book after we’ve read it together, asking
structured questions to probe for more information: “In the title, it suggests that the
book is about protecting Egypt’s treasured books. Who is protecting those books?
Who are they protecting the books from?” For students who quickly and correctly
identify the major events and how they were handled, ask them to compare the plot
to that of a book we had read previously; what are the similarities, what are the
differences? What’s the motivation causing the individuals to act? Who benefits
from the act?

Assessment (formal or informal):

As the groups are working on creating their collages and reflecting on the book
together, I will be going around the classroom and observing the children’s
reflections. By listening to their discussions, I will be able to better gauge their
understanding of the text. If I notice a child is struggling to interact with the group,
I might ask them if they liked the book, why or why not, and then begin to ask
them more content-related questions to help them reflect on the story.

At the end of the day, I will have the students reflect in their journals on the
importance of standing up for one’s own beliefs and how the characters in the book
did this.

In the future, I would give more time for students to create their collages and ask
more questions as I moved around the room. While gauging the students’ interests,
I would also like to do a more hands on project and get the kids thinking about
something that they care about that is in danger. If recess is going to be cut, how
can the students advocate for themselves?

I think it’s important for students to work together and collaborate, and I will
always incorporate it into my lessons. Students ideas are always evolving and often
times they have more ideas than a teacher is able to produce. I am learning from
them just as much as they learn from me, and it’s not necessary to keep children’s’
ideas from each other.