Reading Collaborative Unit:

“Beary” Fun Lesson Plans

Media Specialist Name:​ Carrie Doker

Teacher Name:​ Katie Blum

Grade:​ 2

Library Context:
 Fixed X Flexible  Combination  Individualized Instruction

 Stand-alone lesson X Lesson in a unit  Multiple lessons in a unit

Collaboration Continuum:
 None  Limited X Moderate  Intensive

Content Topic: ​Learning Your Library Through Literacy

Standards for the 21st-Century Learner:

1.1.2 Use prior and background knowledge as context for new learning
3.3.5 Contribute to the exchange of ideas within and beyond the learning community
2.3.1 Connect understanding to the real world
2.4.3 Recognize new knowledge and understanding

Local or State Standards:

Speaking and Listening​:
● 2LA.E.31: ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue
● 2LA.E.29: participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups
o 2LA.E.29.b: build on others’ talk in conversations by linking their comments to the
remarks of others
● 2LA.E.30: recount or describe key ideas or details from written texts read aloud or information
presented orally or through other media
● 2LA.E.33: create audio recordings of stories or poems; add drawings or other visual displays to
stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings, with
guidance and support
Reading​:
● 2LA.A.9: read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range by the end
of grade 2
Writing​:
● 2LA.D.28: recall information from experiences or gather information from provided sources to
answer a question

Reading Comprehension Strategy: ​Synthesizing and Questioning

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 ● Make sense of information gathered from diverse sources by identifying misconceptions, main
and supporting ideas, conflicting information, and point of view or bias. (1.1.7)
● Continue an inquiry-based research process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge. (2.1.1)
● Use strategies to draw conclusions from information and apply knowledge to curricular areas,
real-world situations, and further investigations. (2.1.3)
● Develop and refine a range of questions to frame the search for new understanding. (1.1.3)
● Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
● Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts. (1.2.1)

Lesson 1: Bear Hunt in the Media Center

Lesson Objectives:
At the end of this lesson, students will be able to:
● Identify locations of the media center.
● Understand the meaning of sequencing events.
● Explain what they learned from the library search.

Overview of the Lesson:​ (Briefly describe the lesson here)

This lesson will focus on the locations of places and genres in the school’s media center by using the
book, ​We’re Going on a Bear Hunt ​retold by Michael Rosen. The media specialist and classroom
teacher will team teach this lesson together in the media center.

INSTRUCTIONAL PLAN:
Estimated lesson time: ​30 minutes

Resources:​ (List the names of the resources next to each relevant type.)
● Online subscription database(s):​ N/A
● Web sites:
o https://www.youtubekids.com/watch?v=5_ShP3fiEhU
● Books:​ ​We’re Going on a Bear Hunt ​retold by Michael Rosen
● Nonprint:​ N/A
● Software and/or Apps:
o QR Readers
● Technology:
o Kindles for each student (QR Reader installed to read QR Codes for bear hunt)
o Ladybug document camera
● Other:
o clipboards
o pencils

Instruction/Activities:
● Direct instruction
1. Media specialist opens the lesson with ​“Has anyone ever been on a hunt or a search for
something?​ Oh, I remember one time my sister couldn’t find her shoes. It wouldn’t have been a
big deal except the bus was coming down our road and she wasn’t ready. We ran around the
house and there her shoes were, right next to the door of her room. ​(Teacher shares her example,
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 too.) ​Now, turn and tell your neighbor something you have hunted or searched for before.You
have 30 seconds. Go.
2. While they are talking, the media specialist and teacher listen to what the students are saying in
order to share with the group a few examples. After giving the students 30 seconds, recall a few
things kids named: egg hunt, keys around the house, shoes, etc.
3. Media specialist will read aloud, ​We’re Going on a Bear Hunt​ and focus on the order or
sequence of events: ​long wavy grass; deep cold river; thick oozy mud; big dark forest; swirling,
whirling snowstorm; narrow gloomy cave
4. The students will be going on a “bear hunt” today to learn important features and/or places in the
media center. Stuffed bears will be placed around the media center with QR codes and numbers
next to them that match student answer document. The QR codes will have descriptions
embedded that describe the locations of the library or the genre where the bear is hidden.
5. Tell students, ​“Today, YOU are going on a bear hunt to learn about important places in the
media center. Your job will be to find those places, read, and listen to the information from the
bear. Then write down one thing you learn from that spot. You will know you are there because
you will find a bear with a number next to it. This number matches the place on your answer
document where you’ll write your response. Your answer document will look like this. ​(Show
answer document under the Ladybug).

● Modeling and guided practice

6. Media specialist says, ​“Let me show you how this will work.”​ Demonstrate to the students how
they will use the QR Reader with their device by opening the QR Reader. Then place the camera
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 over the QR code. Allow the reader to read the QR code. Next the student will read and listen to
the bear describe where the students are located in the library. Show the answer document under
the ladybug document camera. After the bear asks you a question, answer it on the answer sheet.
7. Media specialist opens the video called, ​We’re Going On a Bear Hunt​.​ and says, ​“Well, let’s get
started.” ​Students will listen to the bear song as the media specialist is passing out the answer
documents.

● I​ ndependent practice
8. After the media specialist passes out answer sheets, the teacher says, ​“Now it’s your turn.​”
Teacher gives one device out between every two students that she has already designated as
elbow partners prior to coming to the media center.
9. As students are walking to each bear, teacher and media specialist are walking around to assist
students who are having trouble or have questions.

Assessment: (Ticket out the Door)

● Student Product
Students will open Google Form from their Google Classroom to tell about one thing NEW they
learned from their bear visit and one question they still have about the media center. Teacher and media
specialist assess the completed Google Forms looking to see if students provided an opinion and a
question. The questions will help guide ideas for future lessons with 2nd grade.

https://docs.google.com/forms/d/e/1FAIpQLSdRR7tdhkR2oHQ8jb8B7Oqe2MRsaQbu1mxhsa3jo3txoF
9djQ/viewform?usp=sf_link

● Process
Teacher and media specialist observe students as they work on their Google Form.

● Sharing and Reflecting

After gathering responses from students, teacher will project and share the responses with students.

● Student Self-questioning
● Did I use information I learned?
● Did I understand what I was asked to do?
● Did I listen carefully enough to find the information I needed?
● Did I participate in the group learning activity?
● Did I learn at least one new thing about genres or media center locations?
● Did I appropriately respond to the Google Form?

Lesson 2: Picking “Beary” Just Right Nonfiction Books

Lesson Objectives:
At the end of this lesson, students will be able to:
● Identify how to pick “just right” books using the 5 finger rule.
● Explain how to find a “just right” book.

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Overview of the Lesson:​ (Briefly describe the lesson here)
This lesson will focus on how to choose “just right” books using the Goldilocks Rule after reading the
book, ​Goldie Socks and the Three Libearians​ b​ y Jackie Hopkins. The media specialist and classroom
teacher will team teach this lesson together in the media center.

INSTRUCTIONAL PLAN:
Estimated lesson time: ​30 minutes

Resources:​ (List the names of the resources next to each relevant type.)
● Online subscription database(s):
o BookFlix on Online Research Library: “A Bear Cub Grows Up” & “Bear Snores On”
● Web sites:
o
● Books:
o Goldie Socks and the Three Libearians​ ​by Jackie Hopkins
o Nonfiction books on bears from the media center (Prior to the lesson, media clerk will
pull nonfiction books about bears.)
● Nonprint:​ N/A
● Software and/or Apps:
o
● Technology:
o Kindles for students to use in pairs to go to Bookflix
o Ladybug document camera
● Other:
o clipboards
o pencils

Instruction/Activities:
● Direct instruction
1. Media specialist opens the lesson with ​“Who remembers what you learned from Bear # 3 when
we did our scavenger hunt in our last lesson? If you recall, Bear #3 was in the nonfiction section
and reminded you that the nonfiction section includes books that are true and the books are
categorized by numbers. The nonfiction section has lots of books that contain information or new
knowledge. We know that nonfiction gives us facts from a book, but today you learn that some
nonfiction books belong in this section because they are unique. Today we will learn that
nonfiction books to some readers might appear more difficult because they contain facts, but we
have a way to help you choose “just right” books for you.
2. Media specialist will read aloud, ​Goldie Socks and the Three Libearians​ ​by Jackie Hopkins.
3. After completing the book, ask the students to describe what they liked about the book? Teacher
and media specialist tell students what they liked about the book in choosing for the students
today. ​(easy to read, it’s entertaining, I could understand what was happening…) ​Teacher and
media specialist ​say, “What if we show the students our chart so they can see how we decide
about books we think are just right to us?” Because this really well for the nonfiction books they
will look at today.”
4. Project the “Goldilocks Rule” document for students to see. This is how we think about books
when we choose something to read.
5. Tell students, ​“Today, we are going to show you a nonfiction story. Then we are going to go
through the “Goldilocks Rule” to see how you feel about the book. Are you ready? ​Teacher will
go through what these rules mean.
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● Modeling and guided practice
6. Media specialist pulls up ​A Bear Cub Grows Up​ ​from BookFlix from the Online Research
Library. Teacher passes out a Goldilocks Rule checklist to each student to use during the
modeling and practice. Teacher says, ​“Let me show you how this will work.”​ Teacher
demonstrates to the students how they will use the checklist to decide how they feel about ​A
Bear Cub Grows Up.​ ​ Students will have a checklist (see below). Students will use the checklist
on the left for this part of the activity.They will check off the ones that apply to them as the book
is shown to them. Teacher will model why someone puts a checkmark. All students are marking
their own choice because they are their own reader!

● I​ ndependent practice
7. The teacher says, ​“Now it’s your turn with a your own book.​” Media specialist and teacher give
out a nonfiction book about bears (or another animal) to each student. They use their “Goldilocks
Rule” sheet from the image above (on right) to decide if this book is too hard, too easy or just
right for them. Students will write the title of their book in the box at the top of their paper.
8. As students are working on their book, teacher and media specialist walk around to assist
students who are having trouble or have questions.

Assessment: (Ticket out the Door)

● Student Product
Students will share with their elbow partner how they determined if book they received was too
hard, too easy, or just right and why.

● Process
Teacher and media specialist observe students as they discuss their book choices.

● Sharing and Reflecting

After gathering responses from students, teacher will share what she heard from partners with the
rest of the class.

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● Student Self-questioning
● Did I use information I learned?
● Did I understand what I was asked to do?
● Did I listen carefully enough to find the information I needed?
● Did I participate in the group learning activity?
● Did I learn at least one new way to find a “just right” book for me?
● Did I appropriately respond to the Goldilocks Rule sheet?