Author:
Kristy
Subject:
Literature, English Language Arts, Elementary English Language Arts, Secondary English Language Arts
Material Type:
Lesson Plan
Level:
Upper Elementary, Middle School
Tags:
Language Arts, Language Arts -- Reading, Reading, Reading Goals, photography
License:
Creative Commons Attribution Non-Commercial No Derivatives
Language:
English
Media Formats:
Text/HTML

Education Standards

What Is Your Reading Mood?

What Is Your Reading Mood?

Overview

A fun way to get students to start thinking about who they currently are as a reader and what their reading goals for the new school year should be. 

Thumbnail Image Credit: "Reading" by be creator is licensed with CC BY 2.0. To view a copy of this license, visit https://creativecommons.org/licenses/by/2.0/

Summary

This is an introductory lesson to be used at the beginning of the school year to have students reflect on the importance of reading and on what kind of reader they currently are. By getting your students to reflect on who they are as a reader and share that with you, it will make it easier for them to set reading goals for the year and for you to help them to achieve those goals.

Time Frame: 2 45-Minute Class Periods

Format: Face-to-Face and Virtual

Author: Kristy Nelson

 

Background for Teachers

  • To teach this lesson, you will need an understanding of why reading is important and how to help students set realistic reading goals.
  • You will need to be familiar with Adobe Spark Page and how to search for images and give appropriate credit for images that can be used without violating copyright law. (Creative Commons, Free Adobe Spark Images, Google Image Search, etc.)

Step 1 - Goals and Outcomes

Utah Core Standard for Language Arts

  • Reading Standards for Literature/Informational Text 6th Grade - Range of Reading and Level of Text Complexity 10: By the end of the year, read and comprehend literature (including stories, dramas, and poems) and literary nonfiction, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Learning Intentions:

  • Students will understand why reading is important and be able to reflect on themselves as a reader in order to set realistic reading goals for themselves this year.

Success Criteria:

  • Students will be able to participate in a discussion about why reading is important.
  • Students will be able to identify who they are as a reader and set a reading goal for themselves.

Step 2 - Planning Instruction

Student Background Knowledge

  • Prior to this lesson, students will need to have an understanding of Adobe Spark Page and how to search for images and give appropriate credit for images that can be used without violating copyright law. (Creative Commons, Free Adobe Spark Images, Google Image Search, etc.)

*See resources attached to Section 2 of this lesson plan.

Strategies for Diverse Learners

Reading levels can be adjusted to meet individual students' needs to show appropriate growth for their learning capabilities. Assign students in need of additional support a peer tutor that they can ask questions to as needed.

 

Step 3 - Instruction

1. Read the story or watch the YouTube video of "More Than Anything Else" by Marie Bradby to introduce the question "Why Read?" Discuss with students why learning to read was so important to Booker T. Washington.

2. Have students divide into partners to brainstorm and research more possible reasons to the question "Why Read?". Give them 10 minutes to discuss, research, and write down all the reasons why it is important to read.

3. As a class, discuss the reasons that they discovered with their partners. Share with students any reasons that they didn't discover that you would like them to be aware of.

4. Have students reflect and answer questions about their reading in the following areas on a piece of paper. Use or adjust the suggested questions or create your own. 

Reader Adjectives: What adjectives describe you as a reader?

Reading Habits: Where do you read? On average, how many times do you read for pleasure each week? What type of environment motivates you to read? How often do you talk with your friend or family about books? What helps you to understand and remember what you read on your own?

Reading Interests: What are your first enjoyable memories of reading? What genres of books are your favorites? What's the best book you've ever read? What topics or time periods seem to interest you the most?

Reading Goals: How can you make more time to read? How many books or pages would you like to read and by when? What will you try that is new (genre, author, etc.)? How can you improve your reading environment? How can you improve your reading comprehension? How can you make reading a social activity? Which friend will you try to convince to read a book with you?

5. Have students create a "My Reading Mood" Adobe Spark Page that includes the areas from above. They should use their answers to the questions to create a reflective paragraph on themselves in each area. 

6. Have students share the link to their Adobe Spark Page on a shared Google Sheet, Canvas Discussion, etc.; so that other students can view them and they can be inspired and motivated by one another. 

Step 4 - Assessments

Students  will create a "My Reading Mood" Adobe Spark Page that includes the areas from the reflective reading questions and share it with the class.

*See attached Canvas Rubric and Adobe Spark Page Example.