Choosing Your Book

Overview

In this 30-minute lesson, students will explore how to select a non-fiction book that interests them. They will practise critical thinking by identifying topics of personal interest and articulating reasons for their choices. The main activity will be completing a Book Selection Slip, which helps students connect their reading choices with their personal interests and learning needs.

This is Lesson 2 of 12 in the unit "Exploring Non-Fiction Narratives."

Curriculum Connections

Ontario Curriculum, Language, Grade 6 (The Ontario Curriculum Grades 1–8: Language, 2006, updated 2023):

Reading: Understanding Content
- Overall Expectation 1: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning.
- Specific Expectation: 1.1 – Use a variety of strategies to preview and interpret texts to help focus their reading (e.g., consider the purpose for reading, identify the topic and genre).
Reading: Strategies and Skills
- Specific Expectation: 1.6 - Identify the main idea, purpose, and supporting details in texts.
Metacognition and Reflection
- Overall Expectation 4: Reflect on and identify their strengths as readers and areas for improvement, setting goals for future learning.

Learning Goals

I can...

Identify a non-fiction topic that interests me.
Choose a non-fiction book that matches my interests and reading level.
Explain my reasons for choosing the book.

Success Criteria

I can write the title and topic of a book on my Book Selection Slip.
I can clearly explain at least two reasons why I want to read the book.
I use clues like the book’s cover, index, or introduction to decide if the book interests me.

Materials Needed

Variety of age-appropriate non-fiction books (dyslexia-friendly options included) in themes relevant to Grade 6 interests (animals, space, inventions, biographies, sports, environment). Ensure large print or audiobooks are available for struggling readers.
Book Selection Slip template (with spaces for Title, Topic, and Reasons for Choosing) printed on coloured paper for visual appeal and easier reading.
Visual reminder poster of “What Makes a Good Book Choice?”
Chart paper/whiteboard and markers
Optional: Tablets with eBooks or audiobooks for digital exploration

Lesson Procedure

1. Set the Purpose (5 minutes)

Briefly review the unit’s focus: “Exploring Non-Fiction Narratives.”
Introduce the lesson goal: “Today, we will practice choosing a non-fiction book that interests us and explain why.”
Write and read aloud the I can... statements and success criteria—display these visually for constant reference.

2. Mini-Lesson: How to Choose a Good Non-Fiction Book (7 minutes)

Display poster “What Makes a Good Book Choice?”
Discuss criteria:
- Does the topic interest me?
- Can I read this book with some confidence?
- Does the book look like it will help me learn something new?
- Does the book have features I like (photos, diagrams, interesting facts)?
Model this process with a sample book: preview the cover, read the blurb, look at the table of contents or index to decide if it’s a good fit.
Encourage students to think about their own topics of interest.

3. Guided Practice: Book Browsing & Selection (12 minutes)

Allow students to browse the collection of non-fiction books quietly. For students in the community class and those with IEPs:
- Provide a smaller, pre-selected subset of books based on their preferences and reading levels.
- Pair with an adult or peer buddy to support book exploration.
Provide print or digital Book Selection Slips to fill out:
- Title of the book they chose.
- Topic of the book.
- Two reasons they want to read it (e.g., “I like animals,” “The book has cool pictures,” “I want to learn about space”).
Support students with ADHD by reminding them gently to stay focused and by allowing movement breaks if needed.

4. Sharing & Reflection (5 minutes)

Invite volunteers to share their book choice and reasons with the class.
Reinforce positive choices and validate diverse interests.
Prompt self-reflection questions for all: “How did you decide on your book? What are you looking forward to learning from it?”

Differentiation Strategies

Group	Strategies
Students with Autism / Behaviour needs	Provide quiet spaces for book browsing, clear step-by-step instructions, and visual schedules. Use peer or adult support during browsing.
Students with IEPs (reading levels Grade 3-4)	Pre-select books with simpler language and high interest topics. Use audio versions or read aloud parts of the book. Graphic organizers to help them complete the Book Selection Slip.
Students with ADHD	Break task into small chunks, incorporate frequent movement breaks, use timers to manage browsing time.
Dyslexic learners	Offer dyslexia-friendly fonts/typeface books, audiobooks, and coloured overlays if useful. Provide extra time and support as needed.
Advanced Learners	Encourage them to choose books that challenge them or explore topics at a deeper level. Suggest writing a short paragraph about why their topic interests them beyond the slip.

Extension Activity for Advanced Learners

Create a “Book Trailer” poster (or digital slideshow) summarising why their chosen non-fiction book is exciting and who else might like to read it. This can be shared in subsequent lessons.

Assessment & Feedback

Collect completed Book Selection Slips to assess understanding of book-topic matching and reasoned choice according to success criteria.
Provide positive, specific feedback focused on their thoughtful selection process, reinforcing metacognitive skills.
Use observations during browsing time to note engagement, ability to make connections, and independence.

Teacher Reflection (Post-Lesson)

Which students engaged successfully with the task and why?
How effective were the differentiated supports?
Did students demonstrate understanding of how to choose books thoughtfully?
Adjust next lessons to include more guided practice or targeted support if needed, based on assessment data.

End of Lesson Plan

Teaching Instructions