[LM_NET] ELEMENTARY --Emergency/Substitute Lesson Plans--HIT

[Robert <robert@GCRONLINE.COM>]

Below are my replies and the original question.  THANKS to ALL of the people 
who sent ideas.  I hope the ideas are helpful.
-------------------------------------

ORIGINAL QUESTION

Does anyone have any ideas for quick and easy lesson plans for
ELEMENTARY emergency/substitute purposes?

I will share if there are replies for my request. Receiving the replies
before Monday would be appreciated.

Thanks
Robert Joyce
School Librarian/Library Media Specialist
Virginia--Pittsylvania County Schools
robert@gcronline.com

----------------------------------------------



For my lessons, I chose books that are available as a cheap paperback I
can put in my sub folder.

K-First: I Ain't Gonna Paint No More

There is an CD of this book available from Scholastic, with singing.
Read the story with predicting and other strategies.  Show off the
illustrators style and display other books illustrated by Catrow (Keep a
list in the folder with call numbers)
Distribute white paper and crayons.
Explain that as we read the story again, students will color the body
part on their picture in the color shown in the illustration.
Collect student pictures--these make a great display with some of the
text from the story.
Sing the story with the children, or listen to the tape.  They love to
hear it several times.
Read I Wanna Iguana or another book illustrated by Catrow if you need to
fill more time.


Second Grade: Bad Kitty

Make cards to alphabetize (they could be more foods that aren't in the
book, or events at school).
The steps to this lesson can be varied, depending on your preferences.
Discuss the Super 3: Plan, Do, Review.
Read Bad Kitty
Explain that we have a problem: Bad Kitty mixed up your homework cards
and you need to put them in order.
What will your plan be? (read a section of the book and alphabetize,
sing the song, or recite the alphabet; you could display the cards or
pass them out)
Execute the Plan
Review the Product--did we get the cards in order?  Did our steps work?
Extension: Have each student illustrate a Bad Kitty action with the
first letter of their name.  Make a class book.
-----------------------------------------
I purchased my own copy of the book "Hero Dogs" by Betsey Byars.  It's a
collection of about 8 short stories about dogs who have performed some
heroic act.  I keep in my sub folder. My emergency plan tells the sub to
read 2-3 (as time allows) and have the kids vote for the dog that should
win the title of Most Heroic Dog. Each dog is pictured on the cover and
I give the sub the option of lettingthe kids choose which dogs they'll
read about.

You can't go wrong with dog stories in elementary school. Even the worst
classes will be still for this.  I'm sort of sorry it's my emergency
plan because I'd like to use it more often.  I do use it myself on those
rare occasions that technical problems make my original plan impossible.
----------------------------------------------
 give the students an A to Z scavenger hunt where students must answer 26 
questions using different resources in the library.
Example: E: The name of a lake......Erie
         R: A root vegetable........Radish

Students are not permitted to use the same source more than 3 times and must 
include the Title and page where the information was found.

I also give extra credit if all 26 are answered and the students find a 
second answer using a different source.

----------------------------------------------------
If you receive a regional newspaper, I keep mine and have the students do a 
scavenger hunt (that the newspaper created) to located certain pieces/types 
of information.  This seems to be a medium they are not familiar with and 
gives us a good opportunity to get some experience - this is with upper 
elementary (3-5).

------------------------------------
For younger kids have a book with a coordinating color page to go with it.
Older kids a Dewey decimal worksheet.
Internet web quest.
---------------------
www.storylineonline.org
-------------------------
Shelf relay:  No running, of course.

Pair of students are given task i.e. go to the shelf where one would
find a book by ....      Locate....   etc.
-------------------------------------
For my little ones, I have a "generic" plan using folk or fairy tales. The 
sub can choose something from 398.2, read it aloud, and then follow up any 
number of ways: a story map, beginning-middle-end, or the standard "draw a 
picture of your favorite part (or character)". For the older children, I 
have a homemade library bingo game ready to go (a big favorite with the 
students), a dictionary "hunt" game, or a reference book scavenger hunt. I 
keep these plans from year to year, since they're so generic. Easy for me, 
easy for the sub!
----------------------------------
turn in a sub folder to the Office that states my Lesson Plan Activities are 
on the Circulation Desk counter.  I have my Plans written out with Goals and 
Objectives (just #'s).  In my Sub Folder I direct the sub to teach from my 
Weekly Plan/Schedule Book.  I mention in the Sub Folder, if they do not 
understand my plans, there are several storybooks set aside on my desk for 
them to read to the children and then do book check out.  For the most part, 
I don't miss any days.  I usually know ahead of time if I'm not going to be 
at school, for example to attend a conference,  then I contact the sub and 
she usually will come in ahead of time to go over my plans with me and also 
review book check out.
-----------------------------------
I always keep a file box full of wordsearch puzzles, worksheets, activities 
available for a substitute.  I will list some examples.
I usually produce wordsearches with author names, book titles, and/or 
library terms.  Some wordsearch puzzles are from a Newberry Activity book I 
have and others I produce with Puzzlemaker.  The worksheets may be ones that 
I produce or copy from books I have.  I usually leave dictionary worksheets 
or activities.  One activity is to give each student a dictionary-- divide 
the class into teams and give them words to look up.  I also use the same 
activity, but do not divide the class into teams. For younger students I 
have dictionary sheets where they have to look up words/find number of 
syllables and color sheet accordingly.
Older students I leave paper and pencil--Ask the students to write an ABC 
story--first word in story must start with an A, second word must start with 
a B, third word with a C and so on until the end of story- Z.  I also 
consider this a dictionary activity.
I sometimes leave questions for students to look up in the World Almanac--if 
I have taught that lesson.
I also have different bingo sets(Library Lingo, Book Bingo, Newberry Bingo) 
for the library that work well with 3rd - 7th grade.
3rd - 7th grades I allow free reading time after book checkout.
--------------------------------------
in this very technological age, people do not READ to elementary children as 
they should.  A selection of really GOOD books is not an "easy way out". I 
may be in the minority on this one, but it is an important listening 
exercise, understanding the point of the story, beginning-middle-end, etc. 
etc. etc.
-------------------------------------------------

Choose some great read-aloud books!  The students always need to hear 
stories read to them!  The younger students can illustrate.  The older ones 
can discuss or write how they would change the ending.
  Have the older students do 'book talks' about the books they are currently 
reading.  If you have newspapers, have them peruse and read aloud some 
interesting articles
----------------------------------------------------
 Have the substitute read from a current magazine such as Ranger Rick or 
Humpty Dumpty for lower grades.  For upper grades, students can look through 
almanacs to see what type of information is available.  Each child could 
write one question and have others see how quickly they could find the 
answer.
-------------------------------------------------------------------
 purchased 15 minute author videos that were only used for my absence. I 
left detailed instructions. I created a fill in the blank worksheet to go 
with each video so there was a "reason" to be watching. If I knew in 
advance, I'd pull books by that author to have for the sub to show and tell.
-----------------------------------------
 a "ditto" sheet for story mapping.     prepare a key for a designated story 
and have the sub read the story and have the students complete the sheet 
afterwards individually and then review as an entire group.  Prepare an 
answer key for the sub.

Have the sub read a fairy tale discussing the traits of the genre.  Have 
students create an alternate ending   or   create a flyer advertising their 
favorite story from that genre.
----------------------------------------
I have often used the one of the following: Dewey Bingo, Caldecott Bingo or 
Newbery Bingo.  I think you can get them from either Demco or Highsmith. 
For the K-1 students you want to use a Mother Goose video.
-------------------------------------
Depends on the grade level. I usually have a video to accompany their
literature/social studies units that I write ?s to go discuss with
the lesson.

eg. Tall tales for 3rd - Davy Crockett; Native AMericans for 5th,
Marc Brown's Arthur for 1st.
------------------------------------------
How about a book and a handout? I have a Caldecott book and copies ready 
that are related to the book (crossword puzzle) so anyone cann read the 
story and let the kids do the puzzle.
There's pictures on the the handout and kindergarten kids can just color it.
------------------------------------------------------
What I've done is create and print a document that I keep in my "binder of 
very important library stuff" that provides instructions for all the basic 
tasks (turning on the computers, guest log-on and basic use of the 
circulation program, etc.) as well as two generic lesson plans - one for 
K-1-2 and one for 3-4-5-6.  For the younger kids I ask the guest teacher to 
choose 1 or 2 of his/her favorite picture books and simply do a read aloud 
with the classes for 20 minutes and then move to open check-out for the last 
10 minutes.  For the older students I leave instructions on how to play 
Library Lingo, which is always a crowd pleaser! (I keep the game "parts" 
organized in a well labeled plastic tub behind the circulation desk for just 
such occasions!
------------------------------------------------
What I have done in the past is also what other librarians in my district 
have done which is to pick out appropriate read aloud for each grade level 
for the substitute to read to the class.  Sometimes I would add an activity 
with the book  (I learned from others to have paperbacks of the books right 
there with the plans so a sub won't have a problem if a book was checked out 
that was the plan.

I will be setting up my emergency plans with the books. There are some 
videos and dvd's for each grade that I will suggest as an alternative for 
the substitute as well.

I also have to type up detailed plans for using the Infocentre for book 
circulation. I try to not to have to call in sick so that I can get a 
substitute who is experienced at substituting in the library and how can 
navigate the circulation procedures.  My principal understands that checking 
out may not happen if a substittue is not comfortable with the procedures.
-------------------------------------------------
Does your school subscribe to edhelper?  If so there
are some great reading comprehension selections that
include comprehension questions and other activites.
I try to keep a variety of them in my emergency
substitute folder.

Another thing that I will also do with subs is have
them read a story to the class and then fill out some
type of graphic organizer that goes along with the
story.
------------------------------------
Old North Carolina Book Awards lessons? Just package the lesson plans with a 
copy of the book. Usually when I do get a substitute, s/he is placed in a 
grade-level classrooom.
--------------------------------------
Last year I used Alexander and
the Terrible Horrible No Good Very Bad Day and map of Australia, my my
sub just chose other books to read because "they had done that story
before" So obviously I need a better emergency plan if I actually expect
them to be taught my lesson.
------------------------------------------ 

--------------------------------------------------------------------
Please note: All LM_NET postings are protected by copyright law.
  You can prevent most e-mail filters from deleting LM_NET postings
  by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book.
To change your LM_NET status, e-mail to: listserv@listserv.syr.edu
In the message write EITHER: 1) SIGNOFF LM_NET  2) SET LM_NET NOMAIL
3) SET LM_NET MAIL  4) SET LM_NET DIGEST  * Allow for confirmation.
 * LM_NET Help & Information: http://www.eduref.org/lm_net/
 * LM_NET Archive: http://www.eduref.org/lm_net/archive/
 * EL-Announce with LM_NET Select: http://elann.biglist.com/sub/
 * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html
 * LM_NET Wiki: http://lmnet.wikispaces.com/
--------------------------------------------------------------------