*Author Study:  Steven Kellogg; Jeanette Winter (illustrator for "The Librarian of Basra") 
Read Aloud Book List:
"The Librarian of Basra" by Tony Johnston, ill. by Jeanette Winter
"Calavera Abecedario: A Day of the Dead Alphabet Book" by Jeanette Winter
"My Name Is Georgia, and Josefina"  by Jeanette Winter 
Halloween favorites 

October Week 1:  Fiction vs. Non-Fiction (The Titanic)
Library Objective:  The student will ask important and pertinent questions based on a nonfiction book.
Title:  KWL chart with Nonfiction books about the Titanic
Resources:  Nonfiction books about the Titanic such as Nat Geo Kids Titanic, Finding the Titanic, Inside the Titanic, and Explore Titanic
Introduction:  Have the topic "The Titanic" and a KWL chart on the white board (Know/Want to Know/Have Learned).
Vocabulary:  Question words such as who, what, when, where, why.
Activity:  Explain that we will look at a book that will teach us something today.  Our job is to learn something new from this book. Tell what the book is about, and ask student to list 3-5 things that they already know about this topic.  List on board under K - tell students that stands for what we "already know."  Ask students to give you 3-5 questions that they want to know about the topic.  Write those on the chart under W and tell students that stands for "want to know."  Read or share parts of the book, emphasizing that it is a nonfiction book and that nonfiction books are true.
Ask students to give 3-5 things that they learned.  Write them on the chart under L - tell students that stands for "what we learned."
Activity 2:  See "Stretch Library Lessons" for activity
Time permitting, go back and look at the W part of the chart.  Did you find the answers to those questions?  Where else could you look to find those answers?
Closure:  Review what was learned about topic, and what else they might want to learn.

Lesson Plan #2 for Fiction vs. Non-Fiction

Library Lesson Plan:  Fiction vs. Non-fiction
(Adapted from Library Sparks, February 2004, p. 33)  by Tanya Richards and Dana Stemig
Title:  Alike and Different
Library Objectives:  To learn some of the similarities and differences between fiction, nonfiction and biography books.
Introduction:  Begin by defining fiction as a story that is made-up by the author or imagined. Show students the sign or transparency with the definition of fiction. Explain that we will be reading parts of three books about basketball today but only one of them will be fiction.
Vocabulary:  fiction, nonfiction
• Read an excerpt from the fiction book. Talk about how the story is made-up.
• Give the definition of nonfiction. Show students the sign or transparency with the definition of nonfiction. Explain that nonfiction books have information to help you learn something. All books that are not fiction are nonfiction. If you want to learn about a real person or learn how to do something, look for nonfiction books.
• Look at the word nonfiction with the students. Ask them if they can find any words inside it. If they don’t see it, point out the words “no” and “fiction.” Reinforce “no fiction” and underline or circle the “no.”
• Read an excerpts and show pictures from the nonfiction book. Discuss that the information is real.
• Compare the two books. Talk about how:
o Both books are on the same topic.
o The characters in the fiction book are make believe even though the story could have
o The nonfiction book contains facts and real
information about basketball.
Additional Activity (2)
I also played a game of "Is it fiction or non-fiction?"  I made up strips with titles of books -
some real some I just made up -- each student was given 2 index cards - one labeled F for
fiction, the other NF for non fiction -- I would read a title out and the students would hold up a card based on did they think it was fiction or non fiction -- I would give the answer and they could self correct themselves  --- they loved the game.

 Closure:   Ask for two volunteers. Have them hold the index card spine label in their hand and turn sideways like they are a book on the shelf. Explain that every library book has a spine label. Tell the students that picture book fiction is in the Easy section of the library and has an E on the top of the spine label. Tell the students that most nonfiction has numbers on the spine label and goes in the Dewey section of the library. Ask students to identify which spine label is for the fiction book and which is for the nonfiction book. Show them that the letters on the bottom of the spine label are the first three letters of the author’s last name.
Resources: Three books on a theme.
Index card “spine labels” for the demonstration books.
Signs or transparency of the words and definitions for fiction and
Library Sparks, February 2004, pp.33

October Week #2: The Parts of a Book
Grades:  K-2

Library Objective and Vocabulary:  Review the following parts of a book with students.
1.  Covers, front and back - protects the pages of a book
2.  Spine - is the backbone of the book
3.  Title - the name of the book
4.  Title Page - 
5.  Author - the person who writes the book
6.  Illustrator - the person who draws the pictures
7.  Publisher - the company that makes the book
8.  Call Number - where to find the book in the library
See the following PPP for review.  http://reading.pppst.com/partsofabook.html

Glossary - mini dictionary
Table of Contents - list of chapters
Copyright date - Date the book was printed
Index - Alphabetical list of chapters.
The following PPP is for older grades and you may find additional options as well here.

What’s Inside That Book?

1.    Does your book have a Table of Contents? __________

2.    Where is it located? _____________________________

3.    Does your book have a Glossary? __________________

4.    Where is it located? _____________________________

5.    Does your book have an Index? ___________________

6.    Where is it located?_____________________________

7.    How many chapters does your book have? __________

8.    Choose three topics from the index of your book and write down the word                                                    and the page number given.

_______________________        _______
_______________________       _______
_______________________       _______

9.    What is the title of your book? __________________________________

10. Who is the author of the book? _________________________________

This work belongs to ________________and ________________. 

October Week #3:  Alphabetical Order
K-2+ as needed
Library Objective :  The student will recognize the importance of the alphabet to the library. The student will identify that fiction books in the library are in alphabetical order by the author’s last name.

Title:  “The Alphabet and the Library”

Resources:  Old Black Fly (Aylesworth), Amazing Aunt Agatha (Samton) or any other alphabet books 
Introduction:  Introduce lesson by letting students find letters of the alphabet in the 
room, or by reciting the alphabet with them.  

Vocabulary:  Alphabetical order, author’s last name, spine label 

Activity:  Read an alphabet story. Ask students what kind of order the story was in (alphabetical, ABC). Ask students what else is in alphabetical order (the phone book, their names on the roll, etc.). Explain that the books on the shelf in the picture section are in alphabetical order, too. Include they are in order by the author’s last name, not the book title. Why? (in case there are two books with 
the same title, or you’re not sure of the exact title) Explain that alphabetical order makes it easier to find the book- it is always in the same place.  Share another alphabet story, emphasizing the order and comparing it to the shelves. (You may even want to walk around the library and point to the areas as you get to that letter.)

Activity 2:  Work with a few select index cards that have "spine labels" written on them in large print.  Give each child 3-5 cards in a baggy and have them place the cards alphabetically.  Then practice placing books in alphabetical order according to the last name of the author.  Explicitly teach ABC order as needed.

A set of letter tiles, either purchased or homemade, offers a hands-on way to introduce alphabetizing. You can purchase a set of small plastic tiles at teacher supply stores. Another option is to use index cards to make your own letter tiles. These tiles work for a variety of alphabetizing activities.
  • Provide the letter tiles to assemble the full alphabet. Mix up the order of the tiles, asking the kids to place them in the correct order. If they have difficulty with the task, help them sing the alphabet song as they work.
  • Pull out five or six consecutive letters. Have the kids put them in order. This is more challenging because they can't rely on the beginning of the alphabet.
  • Choose two random letter tiles. Ask the child to determine which letter comes first in the alphabet.
  • Add more letters to the pile, with at least five or six non-consecutive letters. Have the child arrange the letters in alphabetical order.
  • Choose a letter from around the middle of the alphabet. Place that letter tile in the middle of the work space. Hand the child 10 to 15 other letter tiles. Have him place the tiles on either side of the middle letter based on whether it comes before or after the middle letter in the alphabet.

October Week #4:  Halloween 
Read any of the kids favorite Halloween books

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