Ed 2500 June 4

Jana Boschee: Keira Nelson

Context & Questions

Title Miss Brooks Loves Books! (And I Don’t)

Author Barbara Bottner, Ill. Michael Emberley

Dust Miss Brooks Loves Books (And I Don’t)​ is about an enthusiastic librarian
Jacket attempting to help an unenthusiastic Missy find a book she can be passionate
Blurb about, even if it involves emptying the entire library. In the end, Missy finds her
favourite book in the most unsuspecting of places- a book about an ogre.

Philosop While searching for a book to share with the class, Missy takes home book after
hical book to share with her mother, and doesn’t end up liking any of them- a typical
Discussi Goldilocks-esque story about the search for the one perfect thing. Along the
way, Missy never gives up her hope upon finding a book that will work for her,
on
even if she is grumpy about the whole thing. Miss Brooks also never gave up her
faith in Missy’s perfect book, stating that there will always be something. In this
way, both Missy and Miss Brooks are allowing for the development of a love of
reading, by not giving up on the choice of a book that will make Missy’s heart
sing.

Missy may not understand all of Miss Brooks’ antics when it comes to her
passion with books- ​and that’s okay​. Not once does Missy shut Miss Brooks
down; she simply states that “Miss Brooks gets a little too excited” before she
realizes what there is to be passionate about in books. Missy’s classmates also
never once call Missy a weirdo for her inability to find a perfect book - or her
choice in a strange book in the end - and simply encourage their own passions
while engaging in Miss Brooks’ lessons and activities. While developing in her
own personal growth, Missy shows that it’s okay to have different tastes, and
one should never be afraid to show off their “inner geek” when it comes to
something they enjoy. Missy also develops resilience in her determination to find
a good book, even if it seemed impossible along the way, and both Miss Brooks
and her mother supported her in the endeavor.

Big Originality and Point of View

Ideas & 1. Is Missy a weirdo for liking a different book like ​Shrek​? If she was one of
Question our fellow students, would we call her a “weirdo?”
2. When one of our friends likes something different than we do, what is the
s
best response? Why? Would you want to be treated the same way if you
liked a weird book like ​Shrek​?
3. What would the world be like if we were all the same? Would you want to
live in such a world?
4. Do we all have to like the same things in order to be friends? What do we
need to have in common in order to be friends with each other?

Resilience and Determination

1. Missy never gave up when it came to finding her perfect book. Should she
have given up? Should Miss Brooks have given up when it came to
helping Missy?
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Jana Boschee: Keira Nelson

2. If you were in Missy’s situation, would you have given up? Is there ever a
point where we need to throw in the towel and move on, or do we always
keep trying? (ie- When is enough enough?)
3. Why did Miss Brooks keep trying to find a book? Why did Missy keep
trying? What would have happened if either of them gave up on the
search?

Desired Results: What do you want them to

understand?
General General Outcome 5 (Grade 4)
Learning 1. Students will listen, speak, read, write, view and represent to respect,
support and collaborate with others.
Outcome
(s)

Specific Grade 4:
Learning 1. Respect others and strengthen community: appreciate diversity
Outcome ○ appreciate that responses to some oral, print or other media texts
may be different
(s)

Learning ● Think more broadly about the difference in tastes between different
Objectiv people
es ● Understand that resiliency is an important part in learning

Assessment Evidence: How will you know they

understand?
Summativ Ideas Formative ● Looking for
e developed Assessm understanding of
Assessm and applied ent different tastes: not
in discussion getting upset when
ent
someone doesn’t
agree- through
discussion questions
and applied to other
classes/discussions
● Open language vs
closed- inclusive, “we”
ideas rather than “I”
(In real life this just seems like
common sense- to understand
that everyone has a different
taste- but I understand that
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Jana Boschee: Keira Nelson

children might not “get” that

inherently due to upbringings)

Learning Experience: How will they engage with the

material?
Tech to N/A Resources Whiteboard marker
Do to Bring

Time Content/Description Notes

Prior to lesson Write “Recess is fun” on the board- do you agree?

2 min of Change “Recess is fun” to “I never like recess”- do

discussion you agree still? Does this make me different?

30 sec. Think about your interests and if that makes you too
different- how different is different enough? How
much of the same do we need to be friends?

4 min Read book

Rest of time Discussion:

● Big ideas
● Do we still like Missy?
● Appreciation of different views- not everyone
can be the same
● How can we apply these views to our other
ideas and classes?

Closing Takeaway:
● Not everyone can be the same
● We don’t give up when it seems tough,
because there’s always something
Ed 2500 June 4
Jana Boschee: Keira Nelson

Reflections After actually giving my lesson, I feel like it didn’t go as successfully as I

and Follow had wanted it to go. I felt like I was a teacher teaching teachers rather
Up than a teacher teaching students, and that kind of dictated how my
lesson went. I was satisfied at the end that my “students” had started to
culminate ideas all relating back to that big picture idea, but I still feel like
it could have gone better; more people participating in discussion or a
better setup/hook into the lesson could have helped develop this. I was
worried that I had missed the mark by directing my lesson towards a
younger audience rather than at other teachers, but I felt confident going
into the lesson that my ideas could be transmitted in a constructive
manner. I don’t think this ended up being the case. I felt like my planning
was adequate for the goal I had in mind, but I could have transmitted this
goal better towards my “audience.” Looking back, I wish I would have left
more time for “students” to think about and answer the discussion
questions, as was noted twice on my peer eval forms. I was proud of my
enthusiasm and tone during reading, and I felt like it helped convey the
message of the story in an interesting and not-boring manner for my
“students.” I had a personable tone with my “students,” since in reality
they are my peers, and this could have negatively impacted my lesson if I
had delivered it again to a true younger audience. I apologized for having
loaded questions, when in reality I was just nervous and was trying to
move conversation along in the intended direction by giving some
questions with definitive answers and some open-ended ones. All in all,
my lesson could have gone worse, but I still feel like I could have done
better. Since I will be teaching a lesson to my practicum class next week,
I plan to use this feedback from my peers to help influence my teaching
style in that lesson, and will reflect further upon what worked and what
didn’t after that lesson.