# Lesson: Shopping for a Classroom Library

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### Lesson Objective

Students will create a list of books I should buy for our classroom library. The total cost should be \$100 or less. Students will defend their choices and calculate the percent of books that are certain genres, reading levels, etc.

### Lesson Plan

*Great for end of year project. Students working in groups of 3 and focusing on book genre, persuasive reasoning, adding, multiplying, subtracting decimals and finding the percent of a whole number.
 LESSON PLAN TEMPLATE LESSON PLAN Standards:   Percents, decimals, persuasive writing Math 5.NS.1.1 Estimate, round and manipulate numbers 5.NS.1.2  find decimal and percent equivalents for common fractions and explain why they represent the same value; compute a given percent of a whole number. 5.NS.2.1 Add, subtract, multiply, and divide with decimals 5 MR 1.0-3.0   Writing 5.W.2.4 Write persuasive letters or compositions I. Desired Outcome Students will create a list of books I should buy for our classroom library. The total cost should be \$100 or less. Students will defend their choices and calculate the percent of books that are certain genres, reading levels, etc. II. Evidence of Learning Final List, group “Summary and Reasoning” page, “Reflection on the Process,” all scratch paper and notes turned in, presentation to the class.

 III. Opening the Lesson We are going to do a project that is going to use many of the skills you’ve learned in reading, writing and in math this year. It will also help me decide what new books I should buy for our classroom library. Next year, I am getting a class of fourth graders. I often buy new books over the summer and I have to keep in mind their different interests and reading levels while remembering what we already have in our library. I need your help this time. You are going to work in a group of 3 people to produce a list of books I should buy for the classroom. I only have \$100, so you will have to work together to make the best decisions on how to use that money.

 IV. Instruction and Modeling – What is the teacher doing? Go over the “Group Directions” together.  Ask: What do you think is going to most difficult about this project? What can you say to a group member if you disagree with their choice? What should your goal be as a group? What par t of this project are you most looking forward to?   Go over the “Book Cost and Tally Sheet” Model on the overhead how to construct the list. Model what it would look like on the list if you were to buy 2 of the same book versus a single copy so students are clear about how to indicate quantity and total price.

 V.Guided Practice – What are the students doing? None- this is a end of year project VI. Independent Practice – Assign students to groups of 3 and let them begin the project. The steps are listed in the “Group Directions” This project will most likely take 2-3 class periods. VIII. Closing the Lesson Have groups present their findings to the class. Consider voting on the best list (In this case make copies of each group’s list to distribute to all students.) Have the winning students present to the incoming students in their current class (go visit 3rd grade to tell students  what books their new teacher will be adding to the classroom library.) Have students independently complete “Reflection on the Process.” Discuss major challenges and favorite parts together as a class.

### Lesson Resources

 Shopping for a Classroom Library.docx 524