Debbie Phillips

5 Grade Symbols Lesson

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I.

Standard
Common core State Standards

RL.1 Read closely to determine what text says explicitly and make
logical inferences.
RL.4 Determine the meaning of words and phrases as they are used in
a text, including figurative and connotative meanings.
RL.7 Integrate/evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
W.10 Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
SL.1 Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others ideas and
expressing their own clearly and persuasively.
SL.2 Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
AASL 2007 Standards
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop/refine range of questions to frame the search for new
understanding.
1.1.6 Read, view, and listen for information presented in any format
(e.g., textual, visual, media, digital) in order to make inferences and
gather meaning.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.2.1 Display initiative and engagement by posing questions and
investigating the answers beyond the collection of superficial facts.
1.3.4 Contribute to the exchange of ideas within the learning
community.
1.3.5 Use information technology responsibly.
2.1.3 Use strategies to draw conclusions from information and apply
knowledge to curricular areas, real-world situations, and further
investigations.
2.1.4 Use technology and other information tools to analyze and
organize information.
2.1.6 Use the writing process, media and visual literacy, and
technology skills to create products that express new understandings.
2.2.4 Demonstrate personal productivity by completing products to
express learning.
3.1.2 Participate and collaborate as members of a social and
intellectual network.
4.1.5 Connect ideas to own interests and previous knowledge and
experience.
II.

Essential Question(s)
What is a symbol (symbolism)?
Why is it important to identify symbols and understand what they

mean?
How does figurative language, such as symbolism, enhance a story?
III.

Lesson Goal
This lesson is to be an introduction to a unit on figurative language in
the fifth grade reading classes. Students should be able to determine
the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings.

IV.

Objective(s)
Students will be able to identify symbols in a variety of media formats.
Students will be able to infer, using textual, and other, clues, what a
symbol represents.
Students will have broadened their vocabulary and understanding.
Students will understand how figurative language, such as symbolism,
enhances the reading experience.

V.

Prior Knowledge
Students should already be well acquainted with classroom rules and
procedures concerning behavior and transitions in order that each
minute of allotted time is utilized for learning. Familiarity with the
images that will be displayed will enable the teacher/librarian to get
right into the lesson rather than having to stop and explain.

VI.

Procedures
A. Hook (3 minutes)
The librarian will begin as soon as all students are seated and quiet.
Students, please direct your attention to the Promethean
Board. I will briefly show a series of images. As each image is
displayed, I would like for you to view each image and say (not
yell) the first word that comes to your mind about that image.
The images will include: a U.S. flag, stop sign (without the letters s-t-op), the number 7, TN state flag, red rose, school mascot, a path, traffic
light showing green, Statue of Liberty, etc. After the slideshow, the
teacher will ask:
Raise your hand if you think you know what all those images
have in common.
Librarian will call on several students and take answers.
B. Focus (5 minutes)
The teacher will explain the importance of recognizing symbols and
knowing what they mean while re-examining the previous images.
Class, think about what might happen if someone didnt know
the meaning of this symbol. (image of green traffic light)
Students will share their answers.
Now, what could happen if someone didnt know the meaning
of this symbol? (image of stop sign) Students will share their
predictions.
What if the cashier, who owes you $7 in change, doesnt
understand this symbol [7], and gives you one dollar bill instead

of seven? Take answers.

Do symbols matter? Is it important to know what they
mean?
Teacher will show the Learn360 video clip What is a Symbol? (5 mins.
starting at 2:10) that defines the term symbol and gives many
examples from the animal world.

C. Curriculum Correlation
The fifth-grade reading teacher will follow this introduction to
symbolism with a unit on figurative language based on common core
state standards.
D. Guided Practice (10 minutes)
*Note: In a previous class, students were given a vocabulary list of
words for this book. At that time, they looked up definitions in the
online Merriam-Webster Learners Dictionary, used the words and
definitions to make Quizlets, used the Quizlets to study and learn the
vocabulary words. An informal review of these words will be done as
students are entering the library, on the style of the Exit Slip, except
that students are coming in instead of going out. As a student
approaches the entrance of the library the teacher will be there with a
container of slips of paper, each containing either a vocabulary word or
a definition. Students draw a slip and provide missing information. If
they draw a definition, they must provide the matching vocabulary,
and vice versa.
(I Do)The teacher-librarian will read the book, The Fantastic Flying
Books of Mr. Morris Lessmore, aloud to the class. Students will be
instructed to listen as the story is shared with them. (approx. 7:30)
After the reading, students will be instructed to each get a Symbol TChart handout, a copy of the book, and an iPad from the stacks already
located at each table. Students will be instructed to follow along in
their copy of the book while the teacher re-reads the first three pages
modeling the process they should use when reading for meaning. After
reading the first page, the librarian will say:
I wonder what it means when it says, His life was a book of his
own writing. I will post that question to our book blog, maybe
someone in the class will have some ideas about it. The word
book, and other book-related words, such as words, stories,
page, and the pronoun it, appear six times on this page. That
makes me think that books could be the main idea of the story.
(Turn the page.)
Wow! This page is so different from the previous page. The first
page was colorful, peaceful, neat and orderly, but this page is
chaos and destruction. The only color on this layout is Morriss
green chair, his red tie and red book. (Turn the page.)
This is a very sad page! Everything Morris knew was scattered
even the words of his book. I remember that on the first page
it said that Morriss life was a book, now it says the words of his
book are scattered. It kind of feels like that means his life is
scattered, as if he lost everything in the storm. I feel very sad for

Morris.
On my Symbol T-Chart Im going to write the word book in the
left column. I remember that a symbol is something that is what
it is, but also represents something else. Morriss book is
obviously a book, but it seems to have a deeper meaning, it
seems to represent him or his life, so I will write life in the right
column.
I have another question about the story, so Im going to post it,
also, on our blog for discussion time. I wonder why the artwork
on the second and third pages is no longer in color like it was on
the first page?
(We Do) The teacher-librarian and the class will work together to
analyze the next three pages of the book. A student will read page four
aloud.
I believe wander is one of our vocabulary words, class. Can
anyone remind us what wander means?
If we use a line on the board to represent wander, how might
that line look? Allow a volunteer to come to the board and draw
his/her representation of the word. It should be a very winding,
loopy line.
A student will read page five aloud.
Does anyone have any observations or comments about the
text or illustrations?
If necessary, the librarian will direct students to the passage that
states: Rather than looking down, as had become his habit, Morris
Lessmore looked up. Discussion should include the mannerisms of
someone who is sad, upset, or depressed and how Morriss situation
changed when he changed his habit. If necessary, students will be
prompted to notice the flying lady and make inferences about her
situation as well as predict an outcome. This is a possible question for
the discussion board (blog). Students will also add possible symbols to
the T-Chart along with what they might represent.
E. Independent Practice (10 minutes)
(You Do) Students will work with a partner to do two pages from the
book using the same techniques used in the previous steps. As they
work and discuss, students will add questions to the discussion board
and possible symbols (abstraction) to the T-Chart and record what they
represent (justify solution). Students shall also note on their papers at
least one prediction Students will be allowed five (5) minutes to
complete this task. Each partner group will take one minute or less in
turns to share their findings (generating ideas), questions, and
additions to the symbols T-Chart with the class.
F. Closure (12+ minutes)
The culminating project will consist of students writing a script for a
one-minute AudioBoo book review, using a teacher-made prompt form,
for The Fantastic Flying Books of Mr. Morris Lessmore. Once the book
reviews have been successfully recorded, QR codes will be assigned to
each and printed. The codes will be glued to brightly colored index
cards to be later displayed in the library as a gallery walk.

*The video version of the book will be the focus of the second part of
this lesson and will take place during the next weeks class. Students
will view the short film and complete a comparison/contrast activity
that focuses on the book and film versions of the same story. The
culminating project will be a continuation of the review from the
previous class. Students will script a one-minute AudioBoo film review
for The Fantastic Flying Books of Mr. Morris Lessmore. Once the film
reviews have been successfully recorded, QR codes will be assigned to
each and printed. The codes will be glued next to the QR codes from
the previous class on the index cards and displayed as a gallery walk.
Students will then peruse the QR display to check out others reviews.
Other classes, as well as faculty, staff, and administration, will be
invited to participate in the viewing. Students will take a 5-question
posttest, which is the same as the pre test that they took in a previous
class, at the end of this class.
VII.

Assessment
Formative assessment in the form of questioning and observation will
occur throughout the lesson in order to monitor student understanding
of the skills. Summative assessment is the Ticket to Browse, similar to
"Ticket Out the Door", it entitles the bearer to segue to the Checkin/Checkout phase of class, and then the reading corner where they
may choose comfortable seats for reading, e.g., cushy chairs, giant
floor pillows, and couches. Students must correctly answer a question
about the lesson content, posed by the teacher, in order to receive
their "Ticket to Browse". An incorrect answer sends the student to the
back of the line for another opportunity.

ASSESSMENT
RESULTS

Student

Pre Test

Posttest

Differen
ce

KA
RA
BB
JB
RB
SB
CC
DF
JG
KG
BH

0
0
0
20
60
0
0
20
20
0
20

100
100
80
100
100
100
100
100
100
80
100

100
100
80
80
40
100
100
80
80
80
80

JH
MJ
AL
ML
VM
SR
TR
PT
JW

0
0
0
40
20
0
0
0
0

100
100
100
100
100
100
100
100
100

Overall
improvement

100
100
100
60
80
100
100
100
100
88%

VIII.

Questions
What is a symbol (symbolism)?
Why is it important to identify symbols and understand what they
mean?
How does figurative language, such as symbolism, enhance a story?

IX.

Accommodations
This class is generally a high-functioning group. There are two students
who have IEPs, but these students tend to perform well when paired
with a higher functioning student for partner work. There are no visual
or hearing impairments to accommodate in this class.
The videos and read aloud will appeal to the visual and auditory
learners, while the blog and T Chart will allow the kinesthetic learners
to engage in the lesson in a meaningful way. Pairing of students will be
done in advance of the class keeping in mind the personality types
described in the Myers Briggs personality profile.

X.

Materials
Class set of the book "The Fantastic Flying Books of Mr. Morris
Lessmore"
Video version of "The Fantastic Flying Books of Mr. Morris Lessmore"
Learn 360 video "What is a Symbol?"
Copies of T-Charts for recording and analyzing symbols
A Promethean Board or other projection system
iPads (In the absence of iPads, computers or other appropriate
modifications can be made)
Teacher-made Pre/Post Test

XI.

Reflection
Overall, I am very pleased with how the lesson went. The students
were attentive, interested, and engaged throughout the lesson. All
students showed improvement from pre test to posttest, with an 88%
overall improvement.
The culminating activity took a little longer than expected. The
problem appears to be student dissatisfaction with the way their

reviews sounded, so they re-recorded their reviews, some multiple

times. For future reference, I will require students to practice their
reviews with another student at least once before recording the review.
This should eliminate many of the re-recordings.
XII.

Resources
--Learn360 video entitled What is a Symbol? (This video defines the
concept of symbol and uses many animal symbols as examples.
Start at 2:10-7:03)
--The Fantastic Flying Books of Mr. Morris Lessmore (This is the
Academy Award winning short film that I have purchased and will
show in-part for comparison purposes.)

AASL 2007 Standards for P-12 Students

AASL-2007.1
Learners use skills, resources, and tools to inquire, think critically, and
gain knowledge.
AASL-2007.1.1.1
Follow an inquiry-based process in seeking knowledge in curricular
subjects, and make the real-world connection for using this process in
own life.
AASL-2007.1.1.2
Use prior and background knowledge as context for new learning.
AASL-2007.1.1.3
Develop and refine a range of questions to frame the search for new
understanding.
AASL-2007.1.1.6
Read, view, and listen for information presented in any format (e.g.,
textual, visual, media, digital) in order to make inferences and gather
meaning.
AASL-2007.1.1.8
Demonstrate mastery of technology tools for accessing information
and pursuing inquiry.
AASL-2007.1.1.9
Collaborate with others to broaden and deepen understanding.
AASL-2007.1.2.1
Display initiative and engagement by posing questions and
investigating the answers beyond the collection of superficial facts.
AASL-2007.1.3.4
Contribute to the exchange of ideas within the learning community.
AASL-2007.1.3.5
Use information technology responsibly.
AASL-2007.2
Learners use skills, resources, and tools to draw conclusions, make
informed decisions, apply knowledge to new situations, and create new
knowledge.
AASL-2007.2.1.3
Use strategies to draw conclusions from information and apply
knowledge to curricular areas, real-world situations, and further

investigations.
AASL-2007.2.1.4
Use technology and other information tools to analyze and organize
information.
AASL-2007.2.1.5
Collaborate with others to exchange ideas, develop new
understandings, make decisions, and solve problems.