1  
 Table of Contents

Introduction 5
Preface 7

Part A: How to start and set-up a rural library

A1 The Library Room 8
A2 Library Committee 9
A3 Furniture and Stationery 9
A4 Registers 14
1. Accession 14
2. Accounts 14
3. Suggestion 15
A5 Classification of Books 15
1. Fiction Books 15
2. Non-Fiction Books 15
A6 Cataloguing of Books 16
1. Shelf List Cataloguing 16
2. Title Cataloguing 17
A7 Book Borrowing/ Issuing 18
1. Borrowing Register 18
2. Book ticket system 18
3. Borrowing Decision 19
4. For lost/ damaged books 19
A8 Every Book Must Have 19
A9 Arranging Books on Shelves 19
1. Leveled Books 19
2. Fiction Books 20
3. Non-Fiction Books 20
A10 Stocktaking 21
A11 Non-book articles management 21
A12 Displays 22
A13 Cautions 23

  2  
Part B: Operation
B1 Helping students to use the library: 23
1. How to make the library easily accessible for all
students 23
a. The book tour 23
b. The ‘Get-to-know-the-library’ tour 25
c. The skills tour: using the library 27
2. How to use signs and posters in the library 28
a. Tree of Knowledge posters 28
b. Shelf guides 28
c. Skill level guides 29
d. Library opening times 29
e. Library rules 29
f. Mobiles 30
3. How to attract students to the library 30
a. Make the library look attractive 30
b. Hold regular library activities 30
i. A Readathon 30
ii. Story hour 31
iii. Current events 32
iv. Author’s game 32
v. Jigsaw 32
vi. Daily Challenges 32
c. Encourage suggestions 33
d. Display students’ work 33
e. Make imaginative displays 33
f. Theme shelves 33
B2 Improving students’ library skills 34
1. Treasure Hunt 34
2. Making and using bookmarks 34
3. Library Club 34
4. Using the notice board 35
5. Creating a cultural corner 36
6. My world 36
7. Some story telling ideas 36
a. Student book reviews 36
b. Start a story 37

  3  
 c. Circle story 37
8. Top 10 37
9. Make your own book 37
10. Comprehension check 37
a. Comprehension cards 37
b. Team worksheets 37
11. Local authors 37
12. Theme tables 38
13. General Knowledge Quiz 38
B3 Library checklists and routines 39
1. How to set up checklists for your library 39
a. Before starting the library 39
b. Starting the library 40
c. Improving the library 40
2. Recommended routines for your library 40
a. Daily routine 40
b. Weekly routine 40
c. Fortnightly routine 41
d. New books routine 41
e. Damaged books routine 41
f. End-of-term routine 41

Part C: Appendices
C1 MOU 42
C2 Annual Library Calendar 43
C3 Sample Lesson Plans 44
1. Book Tour 44
a. Parts of a book! 45
b. Fiction and Non-fiction 46
c. Contents Page/ Index 47
d. Reading Levels 48
2. Library Tour 49
3. Book Review 51
4. Daily Challenge 52
5. Comprehension Cards 53

  4  
The Open Door Project

What we do

We, at The Open Door Project, are building the first libraries in some of
India’s most remote villages. Libraries that will take our kids beyond
academic books to a world of fiction and imagination build awareness
of current affairs and connect them with the larger community. Our
goal is to set up such learning hotspots in 10 selected villages by the
end of 2019. Going forward, we aspire to set up numerous such
centres across India.

ODP’s vision is to develop this library into a community hotspot for the
village, where people enjoy coming together – to read, to discuss, to
celebrate. We want it to be a place where people can learn and grow
together, where everyone can pursue their passion.

We believe that a library is much more than a storehouse of books. We

envision it as a vibrant space filled with storybooks, comics,
encyclopedias, magazines and lots of games and art material.
Eventually, we aim to have a computer with an active Internet
connection to make this space a window to the world for our kids.

Who we are
We are alums of NIT Rourkela, BITS-Pilani, Miranda House, IIT Bombay,
XLRI and ISB who have lived in both small villages as well as big cities.
After working for more than half a decade in various fields (banking,
media, education to name a few), we came together united by a shared
vision to build ODP libraries to help spread knowledge and encourage
curiosity.

The need for rural libraries

According to the 5th All India Educational Survey, only about 40% of
the schools have libraries that too in public schools. Moreover, the
situation in rural areas is worse than the urban areas.

  5  
Case in point:
Meet Hao Gin Len, an eight-
year old tribal child from
Khomunnom, a tiny village near
the Myanmar border in Manipur.
An exceptionally curious child
and the topper of his school, his
questions clearly outgrow the
content in his textbooks. The
village teachers with their
limited exposure can assist only
so far. With poor electricity and
mobile network, the scope to Our team member Sonal, with Hao Gin Len  
harness the Internet is also absent. While many of us had the privilege
of exploring countless books in our libraries, which brought out the
story writers and scientists among us, countless such Haos never get a
chance to explore more, never knowing that there is a world of
possibilities out there.

While these are the bitter truths, there is still hope.

Deriving inspiration from such stories, we resolved to make our

contribution to the cause and set up rural libraries across India. Our first
library, Lyzon Learning House, has been set up at Hao Gin Len’s village
in Manipur on 20th Feb 2019.

  6  
Preface

The ODP provides resources and training to a local partner

organization to set up a library at the designated location. This is a
training document, which provides guidelines on how to start and set
up a library in a rural area. The methods and resources included are
suitable for the context.

Part A of the document focuses on the structures and procedures of

setting up a library.

Part B explains how to use a library to find information, how to utilize

the space to develop student skills through various guided activities. It
also has a checklist and routines for the library committee to start and
operate the library smoothly.

Part C contains sample plans, which can be, with little modifications,
used as a reference to carry on yearlong library activities.

  7  
Part A: How to start and set up a rural library
A1. The library room:
The library room should be big enough for at least one class of
students to visit at the same time. Space limitations may stop you from
providing a study area. If this is the case you could put floor cushions
or mats in a corner of the room for leisure reading. This is especially
good for primary school students and will make the library a popular
place for story telling.

1. Windows are essential. They should provide good reading light

and ventilation. If the climate is hot, position windows for cross
ventilation. A hot room makes people want to sleep, not study.
In humid countries books may be spoilt by mould if the library
room is damp. Good ventilation helps reduce this problem.
2. Water spoils books, so the library needs a well-maintained roof
and overhang. You may like to add a plastic pipe or bamboo
gutter to collect any rainwater. Remember to clean the gutter (or
put insect netting across it) or students may contract illnesses
such as malaria. Shutters also protect stock against heavy rain. If
there is any risk of seasonal flooding make sure it is possible to
move books to higher shelves quickly.
3. Libraries can look very different. Figure below shows one
building style that has been used to make a successful school
library. A school library should be kept in a separate, lockable
room and have well-publicized opening times.

  8  
A2. Library Committee:
A committee of 5-6 members must be formed at the outset.
Members
(Compulsory) (Optional)
English Teacher Principal
Other Teachers Donors
Students/ Library Monitors
Librarian

Responsibilities of the Library Committee:

i. Ordering books, games, activities, furniture and stationery
ii. Making book pockets and Library Cards
iii. Stamping and taping the books
iv. Arranging books on shelves^
v. Issuing library books
vi. Maintaining Registers & Catalogues^
vii. Book repairs^
viii. Making Library Displays
ix. Pinning Up Students’ Work
x. Conducting Library Events
xi. Arranging Special Trips
xii. Stocktaking^
xiii. Replacing Books
xiv. Train the teachers and students on how to use the library
xv. Partnering with organizations and fundraising for buying new books
xvi. Overall maintenance of the library space and resources
^ explained in detail later

• Have a realistic idea of theft/ damage (~2%).

• Security should not take away the inviting nature of the place.
Don’t make it a prison.

A3. Furniture and Stationery:

• All the furniture should be student friendly and preferably be made of
natural materials (non-plastic).
• Furniture should be treated as live spaces and should be used to put
up displays/ write messages/ do art and so on.

  9  
Shelves
• For Primary students- not more than 4 feet (120 cm)
• For Secondary students- not more then 6 feet (180 cm)
• For storing games, activities and stationery- Lockable cupboard- 6’x4’

It is better to have more shelves but low height

Low wooden shelves with display surface

Bamboo/ Cane shelves

  10  
 Wooden bookshelves

A browser box for sorting odd sized and large books or magazines

  11  
 A lockable cupboard with game materials sorted by categories

Seating
• The library floor should be clean and preferably covered with carpet to
allow ease of access and maximum utilization of space- allowing
students to read in a relaxed posture

Students reading in relaxed postures at Lyzon Learning House, Khommunom

• Low-height and light tables and stools/ chairs can be used to allow
easy storage and free movement.

  12  
 Students at Lyzon Learning House, Khommunom sitting around low-height tables

A library class in progress at Lyzon Friendship School, Singngat

  13  
 Library Stationery:
• Borrow/ Issue box • Colored Markers • Colored Tapes- 4
• Book Basket • Drawing Pins colors
• Ruler • Glue • Rubber Bands
• Scissors/ Knife • Masking Tape • Normal tape
• Stapler • Registers • Files/ Folders
• Hole Punch • Paper Clip • Cardboard
• Blue Tac • Pencils • Ribbons
• Pens • Chart Paper • Notice Board

It is not a good idea to use cello tape to repair books; use fevicol/ Scotch 3M
Magic Tape

A4. Registers:
1. Accounts Register
It is to keep track of the expenses and the materials purchased for library.
Date Item Quantity Price per unit Total
E.g. 11.04.19 Tag files 5 Rs.20 Rs.100

2. Accession Register
It is to give a unique number to each book for effective record keeping.
A. No. Title Author Publisher Category Reading level
E.g. 378 The Wish Fish Lesley Sims Usborne Fiction Green

This is the
book’s Write the accession
accession number on the top-right
number. Be hand side of the title
sure to write it page or the first page of
in the book. the book

Book Card

Book Pocket

Inside a Book Cover

  14  
 3. Suggestion Register
It is to get suggestions from library users for new additions to the library stock.
Name of person Title of book (if known) Author (if known) Subject
Lynda The Jungle Book — English

A5. Classification of books:

Fiction (story books)
Non-fiction (information books)
Reference (non-issuable non-fiction books)

1. Fiction books
Why classify? If a reader likes one kind of novels, to facilitate easy availability of other
similar books

1. As per reading levels (color coded tapes can be used to denote levels)
1- Yellow 2- Red 3- Green 4- Blue

‘beginning to read’ ‘moving on’ ‘long stories’ ‘longer stories’

2. As per author’s name (last name)- alphabetically

3. As per their genre
eg- historical novels, thrillers, family sagas, romance, mysteries, ghost stories,
biographical novel and so on

2. Non-fiction books
Why Classify? To keep books on same topic close to each other
1. As per subject:
Reference- REF Pratham- F.Pr
Religion- REL Art & Craft- ART
English Grammar- ENG Sport- SPORT
Science & Tech- SCI Health- HEA
Environment- ENV History- HIS
Gardening- GAR Geography- GEO
Biography- BIO Civics, Pol. Sc.- CIV
Fiction- F Mathematics- MATHS

Make a subject index poster and other posters to help students use the
library well. (large, easy to read, attractive)

2. As per reading levels

  15  
A6. Cataloguing of Books
1. Shelf List Cataloguing
A shelf list is a small file of cards arranged in the same order as the books on the
shelves. The shelf list is a useful record for stocktaking, which is an essential task.
A photo album can also be used for this purpose.

GEO      Blue  

Subject Classification Code

e.g. GEO
If this is a fiction book, just put ‘F’ for
fiction followed by the first letter of
the author’s last name

How  to  make  a  shelf  list  card  

Use string
to tie up
the cards

ENG  

Scienc
e  

Write the
name of the
subject at
the front of
Art  &  Craft   the book

How  to  make  a  shelf  list  catalogue  

• If there are more than one copy of a book, make separate shelf list cards
• Authors writing more than one book- arrange alphabetically by book’s title

  16  
 2. Title Cataloguing
Title cataloguing helps you answer ‘Is there a book in the library called . . .?’
questions. This type of catalogue is useful because it is an alphabetical record of
the titles of all the stock in the library. It is also essential for anyone who runs the
library if you are away, or if you leave the school. There are two ways of doing it.

a) Title Catalogue
Title Author Accession No. Category Reading Level
e.g. Matilda Roald Dahl 0018 English Green

• It can be a register or a file (would be easier to add new pages)

• Allocate one page to books starting with ‘A’ and so on…

Low scoring books should be removed from the library (out of date, sexist/
racist etc., boring, difficult to read, old books attracts insects)

b) Index cards
• Use an Index card for each book (125mm x 75mm) or (5” x 3”)
• Arrange in alphabetical order
• If you find index cards are being removed from your index box you could
make a hole in the center of each card and then put a thin stick through all
the cards.
Title catalogue index
cards are filed
alphabetically by the first
letter of the book’s title

Accession
number
Title
Classification ‘F’ Author
for fiction File ‘One Day, Long Ago’ index card
in the ‘O’ section
Alphabetical
guide cards.
Should be in a
different color
than index
You can make
cards.
an index card-
filing box, or use
an old shoebox

  17  
A7. Book Borrowing/ Issuing:
One (or more) of the following systems can be followed for book issuing:
(1 book for 1 student for 1 week)
1. Borrowing Register

Date of issue: 29.04.19 Date of return: 06.05.19

Sl. No. Student’s Name Class Accession No. Remarks
1 Aleeb Samoa III 455 ✓
2 Paheli Agarwal X 234 27.05.19
3 Shineo Nemneivah VII 111 ✓
_______________________________________________________________________
D  

Date of issue: 30.05.19 Date of return: 07.05.19

Sl. No. Student’s Name Class Accession No. Remarks
1 Ram Gopal Verma IX 236 ✓
2 John Kaplamthang IV 87 ✓

2. Book Ticket System

Wonder
iii)  The  librarian  
F.Pa 455 enters  the  date  
of  return  

29.04.19 Aleeb Samoa VIII 06.05.19

i)  The  student   iv)  The  librarian  

enters  the  Date   puts  the  card  in  the  
of  issue,  Name   return  date  slot  
and  Class  
Date slots 1-30

ii)  The  student  

Month
hands  over  the  
card  to  the  
librarian  

Every day check

the box to see if
Issue Box all lent books have
been returned on
right day
  Make a borrowing poster explaining18  
the system & rules near librarian’s table.
 
 3. Borrowing Decision
1. How many books can one borrow? (1 book for 1 student for 1 week)
2. For how long? (Could there be a specific day?)
3. Charge Fines? (More admin work, bad feeling)
4. Suggested Consequences

4. For lost/ damaged books

Notice for lost books
Temporary suspension for repeat offenders (Suggestion)
Not to issue exam report cards until books returned (Suggestion)

A8. Every book must have:

1. Individual accession number and entry in accession register
2. Book Card inside a book pocket
3. School stamp at min. two places in the book
4. Spine Label showing category
5. Reading Level Label (Optional but recommended)
6. Shelf list cataloguing
7. Title Cataloguing

A9. Arranging books on shelves:

• Top to Bottom; Left to Right
• Spine outward facing

Books kept too tightly or too loosely– both are problems. Hence, use ‘L’
shaped bookends or big stone for books to lean on.

Note- Make sure that the students/ teachers know the difference between
author and title explicitly

1. Leveled books (viz. Pratham)

• By learning levels (Colour coded)
o By Genre (optional but recommended)
o By Title (alphabetically)

  19  
 2. Fiction books
In this order-
• By Reading level (optional)

• By Genre (optional)
Examples: • crime writers • thrillers • historical novels • family sagas •
animal stories • ghost stories • mysteries • romance.
The advantage of this system is that if some students like a particular type
of book, perhaps a romance, they will be able to find others of the same
type.

• By Author’s Last Name- alphabetically

o For books starting with numbers, e.g.- 100 nights, should be read
as ‘One Hundred Nights’
o Ignore the Articles- A, An, The at the beginning of the Title
o If there are two copies of the same book, keep them together
3. Non-Fiction books
• Subject- Category wise
o As per reading levels
o Sub-categories for subjects (optional)
e.g. Within Science- further categorization into Phy, Chem, Bio
o Alphabetically

Activity to understand Alphabetical filing

• Come up with Library words with every letter from A to Z
• Ask students to make Bookmarks with their first name on it, jumble up and
then ask everyone to arrange the bookmarks alphabetically
• Make another bookmark using full name and divide in four teams to
arrange as per their surnames.

Emphasize the utility of bookmarks

Keep copies of the same book together

  20  
 Books by
authors whose Stones used as
last names book ends
begin with A

Shelf guides can

be made by F, G and H have been put
parceling old together as this library has few
books together books by authors whose last
names begin with F, G or H

Fiction  books  arranged  alphabetically  on  shelves  

A10. Stocktaking:
• Ask students or teachers to return all books at the end of each term
• At the end of every year, when some student might be leaving forever,
return and stock take
i. Take shelf list catalogues and check book by book
ii. Found books- turn them at 45 degrees
iii. Missing books- mark in red in shelf list book
iv. Issue Notice for missing books

A11. Non-book articles management:

Newspaper
• News Stand (can be near the library but preferably outside to so as to
allow newspaper reading even when library is closed)
• News reading (can be a daily routine in assembly)
• Weekly News Quiz
• Ideas to use them afterwards-
o Newspaper projects (art/info/projects)
o They can take pages from newspapers

  21  
Magazines
• Science • Nature
• People • News
Magazine Racks
Display of magazine pictures of captions on wall

Pamphlets/ Booklets/ Flipcharts

• Encourage teachers/ students to make flipcharts
• Roll them, them and Store properly
• Examples:
o Life Cycle of a frog
o How to vote

Maps and Posters

• Rotate them every once in a while
• Extras- Roll and Store

Subject Files/ Project Boxes/ Display Board

• Newspaper/ Magazine Cut-outs
• Student work about particular topics to be kept at one place
o Student works can mention where the information was taken from

A12. Displays
• Calendar • Library Map • Author’s Quotes
• Clock • Library Rules • Student’s Work
• Library Banner • Borrowing Rules • Annual Library
• ODP Banner • Skill Level Chart Calendar
• Library Timings • Subject Mobiles • Subject Index Poster
• Timetable • Do-s and Don’t-s

  22  
A13. Cautions:
• No water/ moisture
• Books should be able to breathe
(Keeps the books moving and clear)
• Insecticides for Insects; Paint/ Varnish for White Ants
• Prohibit food items to keep free of rats/ rodents
• Spine is the weakest area of a book.

Always anticipate trouble

 

Part B: Operation
B1. Helping students to use the library:

The library should be a place students enjoy visiting, so try to make it a friendly
place. If students are confused about something let them ask their friends for
help first. If they read a book or magazine article they enjoy, let them tell their
friends about it. Talking quietly in the library should be allowed, as long as other
student’s are not distracted.

Students must also be taught how to use their library so that they feel confident
to find the information they need for their studies.

1. How to make the library easily accessible for all students

One of the best ways to attract students to the library is to run three basic
‘library tours’. The first will be about books, the second about how the library
works and the third involves supervised use of stock in the library.

Before each library tour, plan what you want to say, taking care to keep your
message simple. Before you start, estimate how many students will fit into the
library. Make sure when you give your library tour that every student will be able
to see the things you are pointing out.

a. The book tour

The purpose of this tour is to help students become much more familiar with
books. It is usually worth explaining some library terms to them. You could ask
each student to find a book and then go through the following points together.

  23  
 Notice the spine label and the reading level label

• The book’s name, for example Diary of a Wimpy Kid, is usually called its title.

• The person who wrote the book, Jeff Kinney, is called the writer or author.

• Diary of a Wimpy Kid is a storybook. Storybooks are sometimes called fiction

books or novels. You can identify a fiction book by its spine label. Diary of a
Wimpy Kid will have a spine label reading F.Ki. The F stands for fiction and the
Ki is short for the author’s last name, Kinney.

• The color label indicates the reading level. Diary of a Wimpy Kid will have a
green label, indicating that it is at the 3rd reading level.

Activity- Now ask students the title of the book. Who is the author? Encourage
students to point out where the title and author’s names are written. These are
usually on the spine, on the book jacket or front cover and in the front of the
book on the title page. If students can learn to identify these parts of the book
with no problems, this will be a great help to you.

• Point out the return date label in the book card, which tells students when
books that they borrow should be returned to the library.

• Explain that books are fragile. Show students how to turn pages and explain
the importance of using bookmarks. Tell students that they should always have
clean hands when handling books, and if they borrow a book they must keep it
in a clean, dry and safe place.

  24  
• Show students an information (non-fiction) book. Point out the contents page.
Explain that it is usually at the front of the book and that it lists the main subjects
the book’s author has written about. Show students the index. Explain that it is
usually at the back of the book and that it lists key words and topics alongside a
page number. If students then turn to that page, they will find information about
the topic.

Activity- Ask how students think they could find what they are looking for in an
information book. Listen to their ideas and then prove the usefulness of the
contents page. Ask students to work in pairs and use the contents and index
pages in your library’s information books to find out about a particular topic -
animals, for example.

To finish off the lesson ask the younger children to draw some of the animals
they have found.

This will probably be enough information for the students’ first library tour. Make
sure you ask students if they have any questions. Congratulate them for doing
so well and invite them to come back to the library soon.

b. The ‘Get-to-know-the-library’ tour

The aim of this tour is to explain how the library works and how students can use
it. The following points are recommended as the basis for this tour.

• Explain that books are divided into two main sections: fiction and information
(non-fiction) books. Point out the difference between these books by saying that
fiction books are stories and that all other books are for looking up or reading
about facts or information about the world.

• Show students where the bookshelves are and how books are filed from left to
right, top to bottom. All shelves have shelf guides taped to them indicating what
books are kept on those shelves.

• Take the students to the fiction section

ü Explain that they should select a book by the reading level, which they
can know by the color label.
ü If the books have been classified according to genre, they can look for
shelf guides pasted on to shelves for accessing a particular genre books.

  25  
 ü To locate a book from a particular author, they may look for the spine
label. Explain that all the books written by the author whose last name
starts with Aa is labeled F.Aa and similarly till F.Zz. Hold up a few books to
demonstrate this:

Book Title Author’s name Author’s Last name Spine Label Section

The flute Chinua Achebe Achebe F.Ac A section

Quartet Rabindranath Tagore Tagore F.Ta T section

A library tour at Lyzon Learning House, Khomunnom

• Go to the non-fiction (information) section

ü Explain that non-fiction (information) books are divided (or classified) into
subjects. Ask students to suggest a favourite subject. If it is sport, then
indicate where the sports books are. Point out the library map that shows
where to find books on sports (optional).
ü Explain that the colored labels or stickers make it easier to pick books as
per your reading level.

Activity- Ask them in which section they would find a book on Yoga. They can
take the help of various displays such as mobiles; tree of knowledge and library
map to find this out- the answer is all sports books have a SPORT spine label.
Make up your own examples from your library’s stock.

  26  
• Point out that if students want quick answers they should go to the reference
section.

ü These books contain so much information, and are usually so expensive,

that libraries do not lend them in case they are lost.
ü Make sure students know how to use a dictionary, an encyclopedia, etc.

• Say that all fiction books and all information books except those in the
reference section can be borrowed. Explain briefly how borrowing works.

• Explain that there is other stock in the library besides books -subject files,
project boxes, magazines, audio-visual equipment, pamphlets, booklets, maps,
posters, flipbooks etc. Show students where these are and what kinds of
information they can expect to find.

• Introduce the library monitors, and perhaps members of the library committee.

Activity- For homework ask the students to pair up and draw a map of the library
showing where the stock is kept. Check that students till in as much information
as possible on their map. You could display the best maps on the library wall,
perhaps close to the entrance.

c. The skills tour: using the library

The purpose of this tour is to develop skills students will need to use the library
properly. It follows on from the previous tour. Tell students to work in pairs

a. Using the library map

b. Using the subject codes, shelf guides and mobiles
c. Using Title and Shelf list catalogues
d. Using the reading level (1-Yellow, 2-Red, 3-Green, 4-Blue)
• Ask students to go and find:

- a brave girl from the Autobiography section!

- a reading level-3 book to find which planets are known as gas planets (this
should be from a book in the Science & Tech section)
- the fiction book I Love Ballet by Pia Raina (if you do not have this book choose
one of your favourite books in the fiction section).

• Once you know students can find their way round the library, play the Treasure
Hunt Game (see B2 section).

  27  
 2. How to use signs and posters in the library

Putting up signs around the library will help people to use it and will also make
the library look more interesting.

a. Tree of Knowledge posters

These are very good for showing students, which subject area they should go to
find the information they want. Use a Tree of Knowledge poster to display a
subject index checklist showing how your library’s classification system is
organized (for more about this see section A4). Make a colorful poster like the
one shown in figure 14.2 and pin it up on the wall.

BIO  
SCI   TECH  

ENG  
SPORT  
TRANS  

LIT  
REL  

GEO  
REF  
HIS  

The Tree of Knowledge explains the classification system

b. Shelf guides

These signs tell people which books are on each shelf. Write in neat letters and
pin/glue them above the correct shelves, e.g. History, English, Science, Art etc.

  28  
 c. Skill level guides

If your students have very different levels of ability in English, try to grade all
fiction books and use colored stickers to show the different levels.

Yellow Red Green Blue

‘beginning to read’ ‘moving on’ ‘long stories’ ‘longer stories’

Put up a sign showing what the colours mean. This will help students choose the
right book for their age and skill level.

Terms such as ‘beginning to read’, ‘moving on’ and ‘longer stories’ encourage
children much more than subjective terms such as ‘easy’ and ‘difficult’.

You could put some of the simpler reading books into a browser box (refer: A2a)
to encourage children to decide which book they would like to read.

d. Library opening times

A sign or poster showing clearly when the library is open and when
it is closed encourages people to come at the right time and
avoids disappointment. This could also be combined with a to
come
friendly ‘Welcome to the library’ sign. We l a ry
h e Libr
t

e. Library rules

Other very useful signs to make and display in the library are rules and tips on,
for example, how to treat books well, how to borrow books, etc.

  29  
 f. Mobiles

Mobiles are another useful way of displaying information. For instance, if

someone is finding it difficult to find information about a famous personality, he
can be guided to the Biography section using a mobile like shown below.

For a topic like agriculture, students can be asked to draw the local plants, cut
and paste them to hang it as a mobile. Mobiles can of course be made using
pictures from a variety of favourite subject areas.

3. How to attract students to the library

a. Make the library look attractive

There are many ways to make the library a pleasant place to visit. Here are some
ideas:

• paint it • hang curtains at the windows • have fresh flowers or plants on the
librarian’s table • put up colorful displays • make comfortable places for
students to sit and read (for pleasure rather than for study). Some of these may
prove difficult, but all of them will encourage students to enjoy going to the
library.

b. Hold regular library activities

Holding special events is an excellent way of encouraging students to make

more use of the library. Here are some ideas.

i. A readathon

This is a fun reading competition. It is most successful with secondary school

students and fairly confident readers. The aim is to see how long a class can

  30  
keep reading a storybook out loud. Students take it in turns to read, each
reading one page. Give a prize to the class that reads the most pages, say, in
one/ two library period(s). Encourage all competitors to vote for the student who
reads in the most interesting way.

ii. Story hour

Younger children always enjoy listening to stories. If the story is particularly

good, then this can be an excellent activity for secondary school students too.

Encourage students to sit themselves comfortably and then read the story to
them. You might like to do this under a shady tree, or even at night.

The teacher-librarian should prepare for story hour by reading the book (or
chapter) in advance. It is important to use your imagination when you read and
to try to make the characters come alive: use different-sounding voices when a
new person or animal ‘speaks’. If you enjoy singing there is sure to be a chance
for you to sing parts of the story too!

A story hour in progress in Lyzon Learning House, Khomunnom

When you have finished reading, ask a few questions about the content to check

  31  
that students have understood the action. Find out if students liked the story. If
they did, tell them where to find similar books.

iii. Current events

Read a short passage or news item from an international magazine such as

Newsweek or a magazine published in your area. Then ask students to talk
about what it means for them, their country and the world. This is especially
useful for secondary school students.

iv. Author’s game

Tell everyone in the class to pretend to be an author. First they can think up a
title for their book. Then, on a large piece of paper, help students draw an
imaginary book cover for their pretend hook, including their own name as the
author. Optionally, all the students can pretend to be books and line themselves
up in alphabetical order. Some of those drawings can be pinned in the library
walls. Who knows, this might just be the inspiration for someone to write a book!

v. Jigsaw

Ask pairs of students to draw large maps of the library, showing where the stock
is being kept. Their maps should include fiction, non-fiction and reference
books, magazines, notice boards, etc. When the maps are finished ask the
students to cut them up into ten large pieces. Each pair then muddles up the
pieces and swaps with another pair. Who puts the jigsaw together the fastest?

vi. Daily Challenges

Hold fun activities for library club members and all students in general to help
them to get to know the stock. One method is to prepare one daily challenge
question and challenge them to find the answer. You may have a daily challenge
winner wall somewhere in the library to reward them.

Examples of Questions:

. Which author wrote the book Matilda? · Who illustrated the book ….?

· What is the name of the first chapter in the book ....?

· In which section would you find a book written by Dr.Seuss?

· What is the character wearing on the cover of the book …..?

· Find the titles of three books about fish.

  32  
· Which ocean is the largest in the world?

· Who did the Little Red Hen ask for help in the story ‘The Little Red Hen’?

· What color is the flag of Uganda?

· When did the First World War begin?

Questions can be adapted to titles that are available in the library. A mixture of
questions should be provided to the children so that they are using the books to
find the answers to questions relating to history, geography and science but are
also studying elements of books to discover answers.

c. Encourage suggestions

Have a suggestions book in the library and encourage students to write down
their ideas. Remember giving suggestions is a skill, which can be taught, and
needs to be regularly encouraged.

d. Display students’ work

Ask teachers to pass on excellent classwork, poems and paintings to you. Then
stick them on to large sheets of colored paper and put them up with drawing
pins to make a colorful wall display around the library. Ask students to help you
display their work. You could give a prize for the best display. Try to co-ordinate
major classroom topics with displays of students’ work in the library.

Never leave the same work displayed for a long time as it might become
unappealing, torn and dirty.

e. Make imaginative displays & separate section for new books

Make sure the students know when any new fiction or information books are
given to the library. Display any new books on a separate shelf. Try to make the
display look exciting by adding something which is in the title (e.g. a soccer ball,
if it is a about a small girl who starts to play soccer) as well as the actual book(s).

f. Theme shelves

To attract reluctant readers you could put some books with similar stories on to
separate shelves. Popular themes include mystery, murder and romance.

  33  
B2. Improving students’ library skills:

What is the point of improving students’ library skills?

For teachers and students to benefit from the library they need experience of
using the stock. A good way to provide practical experience is to use games and
projects to explain different ways of finding information. This helps students
remember library information and it will be fun.

How do you start?

First, make sure you give students their personalized library tour. The projects
and exercises in this section are for classwork, teamwork and to encourage
individual study. You may find it useful to give the winners a small prize to help
encourage students to join in these library games and projects.

Some ideas for games and projects

1. Treasure Hunt

Tell students to find a particular page in a book, say page 8 of African Lullaby
(Folk Tales from Zimbabwe) by Chisiya. When they find that page they will also
find a clue card (made by you) telling them to go to, say, page 91 of the
Thesaurus (kept in the reference section). Each clue card will direct students to
another book. This is a very good way of introducing the title catalogue.

2. Making and using bookmarks

The aim of a bookmark is to help students remember where they have read up
to. It also encourages students not to spoil books by bending book corners to
mark the page they have reached.

Give students pieces of stiff card, cut to about 20 x 5 cm (8x2 inches), and ask
them to decorate them. You might give a prize for the best one.

Remind students to put their names and class name/number on the bookmark.
Any student short of design ideas should be encouraged to draw people, or
places, or a favourite sport, or a popular saying.

3. Library Club

Encourage students to become involved with the library. One way to do this is
to start a library club to help train student librarians and to give you some help
running the library and preparing, returning and mending books.

  34  
 4. Using the notice board

Ask the library club or teachers to help you organize a group willing to decorate
the notice board regularly. Change the displays two or three times a term.

Help students make/ find decorations for the notice board. Colorful posters can
be collected from various sources such as churches, clubs, NGOs etc.

Some of the things, which can be put up in the notice board:

• Puzzles
• Most Popular Books
• Word of the Day
• Blacklisted students
• Missing Books
• Student work
• Book reviews
• Upcoming library events
• Exhibition on a topic

A student made notice board: Exhibition on ‘home economics’

  35  
 5. Creating a cultural corner

Keep a table free for students to put local objects (or special objects from other
countries) on display. Shells, different kinds of money, jewelry, etc. will look
attractive and should raise the students’ interest in the world outside their
school.

6. My world

Newspaper cuttings about the successes of people students know could be

pinned up. When you read the newspapers or local magazines look out for
information about students’ families, events in nearby villages or the region. This
will help you to encourage students to read and become familiar with the
newspaper and magazine stock in the library.

7. Some story telling ideas

There are several ideas here to encourage reading and story telling.

a. Student book reviews

Encourage students to write short book reviews in an exercise book. Keep the
reviews close to the fiction shelf so that other students can look them up and
see, which stories their friends think, are interesting to read.

  36  
 b. Start a story

Ask a student to summarize the first chapter of a storybook. (This could be done
with several students if they wanted to act it out.) Then hold up the book, so
everyone can see what the cover looks like, and ask students to guess how the
story ends.

c. Circle story

The whole group gathers in a circle. The facilitator explains that they are going
to tell a story but each person can only add one word at a time going around in
a circle. The facilitator starts the story e.g. ‘The’. The next child in the circle adds
the next word e.g. ‘elephant’ and the story continues around the circle one word
at a time.

8. Top 10

Grade fiction books into a ‘Top 10’ at the end of term by asking students to vote
for their favourite library book.

9. Make your own book

Encourage students to produce their own books. The best ones should be kept
in the library for everyone to enjoy reading. Pratham books (level 1 and 2) could
be translated in to local language by students and edited by teachers for a copy
to be kept in the library.

10. Comprehension check

a. Comprehension cards

You can keep a few multiple-choice question cards, which ask questions about a
particular fiction book. Although this is a good way for you to find out if the
student has understood the story, it is a potentially tedious exercise for the
student. It might even make the student start to dislike reading if there is always
a test at the end of each book. So use this activity only on an occasional basis.

b. Team worksheets:

These can be devised for and answered by small groups of students. The team,
which finishes first, is the winner.

11. Local authors

Are there any famous writers in your region? Put together a display of their

  37  
books and a photograph of the author too if you can find one. Ask local
bookshops to help you, or better still ask the author. If you are lucky the author
may come and visit the school to read from their book, or talk about their work.

12. Theme tables

A theme table is similar to a cultural corner; the difference is that the theme
table display should focus on just one aspect of life. Ask students (classes or the
library club) to collect pieces of interesting information (e.g. objects, poems and
stories) about one particular subject or theme. Some themes that have proved
successful are holidays, homes, the environment, animals, the night sky, town
and village life.

13. General knowledge quiz

Quizzes are excellent for secondary school students. A library quiz should test
students’ knowledge of what is available in the library and develop their library
skills. Quizzes encourage students to use a variety of information stock -
dictionary, atlas, magazines, and encyclopedia - as well as rehearse library rules
and match up specific subjects with their classification labels.

Set ten questions. Give students 2-3 weeks to find out answers. Then on a pre-
decided date, ask these questions publically in assembly or a library event to
select a winner.

Sample Questions for a library quiz:

1 What does ‘sustainable’ mean?

2 Put these words in the order they appear in the dictionary: excuse,
examination, extra, expel.
3 What spine label would you find on a book about volcanoes?
4 Where are books on bee keeping kept in the library?
5 What is the capital city of Vietnam?
6 Which countries share a border with Uganda?
7 What was the main story in Time magazine [put issue number and date].
8 How many players are needed for a rugby union team?
9 Looking at the display about turtles [use your own library display] name the
nearest turtle-nesting beach to the school.
10 What happens if you lose a library book?

  38  
B3. Library checklists and routines:

Why have checklists?

A checklist is a list of essential tasks. Setting up a library involves a number of

tasks and it can be easy to forget to do them all or to do them in the
recommended order. A checklist helps to remind you what you need to do to
set up a library and in what order to do it.

Why have routines?

A routine is a task you do regularly. Establishing a set of library routines will help
you and student helpers to remember to do all the essential tasks in the library,
such as putting books back on shelves and checking all books are returned by
the specified date. The teacher-librarian, students (library monitors and club
members), staff and the library committee should all be involved with library
routines. Some of these tasks will need to be performed daily, some weekly,
some fortnightly (every two weeks) and some at the end of every term. Routines
ensure that the library is well organized and well maintained.

1. How to set up checklists for your library

First you must plan what you need to do, step-by-step. Make sure your plan is
logical and that it involves students and staff. Then write down lists of tasks in
the order in which they need to be done. Three model checklists are given
below.

a. Before starting the library

I. Organize a library committee and decide on library rules, opening times,
staffing and the amount of help you need from library monitors.
II. Prepare the library room, make the bookshelves and organize equipment
and stationery.
III. Check that the library is secure.
IV. Get to know the different types of library stock and parts of a book. If you
already have a library you may want to remove damaged or inappropriate
stock.
V. Make an accession register. Glue the school nameplate and, depending
on your lending method, a return date label into all books.
VI. Divide books into fiction and non-fiction. Divide non-fiction books into
subject areas according to your chosen method of classification. Give
each book a subject-category spine label.
VII. Make library catalogues. This will include a shelf list and title catalogue.

  39  
VIII. Put books on to shelves. Non-fiction books are arranged by subject.
Fiction books are arranged by reading levels and/or genres and/or in
alphabetical order by the author’s last name.
IX. Decide on the method of lending books.
X. Make shelf guides so that books can be found easily. Put up a subject
index and posters on the walls to make the library more attractive and to
remind students of any rules about using or borrowing books.
XI. Make sure that your lending system is fully operational, so that records
can be kept of who has borrowed which books.
XII. Prepare for the Library opening day- make sure to include a lot of student
activities such as bookmark/ book corner making.

b. Starting the library

I. Give class tours to all students and teachers when your library first opens,
and to all new students and teachers thereafter.
II. Remember to explain
• the parts of the book
• how to care for books and where to keep after reading
• where to find information and fiction books
• any rules, especially about borrowing books.

c. Improving the library

I. Put up library displays.
II. Organize regular competitions and activities.
III. Order more books and other stock

2. Recommended routines for your library

a. Daily routine
I. Ensure the library is open at the times you have told everyone.
II. Let students borrow books.
III. Put returned books back on the shelves.
IV. Dust the shelves and sweep the floor.

Beginning of day • Change the date stamp.

End of day • Lock up money, lockable cupboards and the door.

b. Weekly routine
I. Check which students have borrowed books that have passed their return
date. Ask library monitors to remind students to return their books.
II. Repair books.

  40  
 c. Fortnightly routine
I. Update new books section or library displays.
II. Organize competitions or library games.
III. If you have ordered books, check when they will arrive at the library. When
they arrive, add them to the accession register.

d. New books routine

I. Add every new book to the accession register and give it an accession
number.
II. School Stamp. Put a book pocket and book card.
III. Decide if the book is fiction or information (non-fiction).
IV. Make spine labels – level wise and category wise
V. Keep it in the new books section for the first fortnight.
VI. Add the book to the shelf list and title catalogue. Put the book on its
designated shelf.

e. Damaged books routine

Books may be damaged while they are on loan. If you see any books with torn
covers, spines, which need to be glued or loose pages, put them on one side
and repair them based on your weekly routine. If you cannot make repairs, the
book should be withdrawn from the library stock.

f. End-of-term routine
I. Clean the library very well. Use insect sprays.
II. Ask for all books to be returned to the library. At the end of each school
year you may like to organize a stock take.
III. Make a list of missing books and try to find them. If you cannot find a
book it should be withdrawn from stock. This means crossing it out of the
accession register and removing it from the shelf list and title catalogue.
IV. Check your books to see they are all appropriate. Any out-of-date or
damaged books should be removed from the library.
V. Thank library monitors (or club members) for their help
VI. Remember to ask if anyone has any ideas on how to make the library even
better.
VII. At the start of the school year and when you first setup the library,
organize class-wise visits to the library.

  41  
Part C: Appendices
Memorandum of Understanding

This Memorandum of Understanding (MOU) is made and entered into, on

________________(dd/mm/yy) by and between The Open Door Project
(hereinafter called ‘ODP’) and ___________________________________
(hereinafter called the ‘host institution’).

This MOU is intended to establish the basic governing principles for the libraries
setup under the ODP in the host institution.

1. The library will be named as __________________ Learning House.

2. The host institution will have the ownership of all the books and materials
in the learning house. The host institution will be liable for any loss/
damage.
3. Maintenance of the library will be the responsibility of the host institution.
Cost of repairs to books, furniture or any other material purchased
hereafter, will be borne by the host institution.
4. The host institution must allocate one library period per grade each week.
5. A book issuing protocol and record should be in place.
6. If the host institution wants to charge the students for the usage of library,
it is their prerogative but all such money collected must be used towards
the development of the library itself.
7. The laptop/tabs/game materials are solely for the use of children inside
the library/school premises. They must not be taken away from the
campus and not be used for any personal purpose.
8. Library rules must be set up by the committee and should be in place.
9. ODP would lend support for running the program after the initial set-up
upto 6 months. However, any operational expenditure must be borne by
the host institution itself.
10. The library committee must participate in the induction program
conducted by ODP at the host institution.

By: _____________________________ By: _____________________________

( ) ( )

ODP representative Host Institution representative

Date: ______________________ Date: ______________________

Place: ______________________ Place: _____________________

  42  
AUGUST
THEME: Science

Why? Science  is  important  because  everything  around  us  is  SCIENCE!  
Why  are  trees  green?  Where  does  gum  come  from?  Let's  find  out!    

PROJECTS DUE:
1. Daily Challenge
2. Quiz

Holidays:
S M T W T F S
13th  Patriots  Day,  15th  Independence  Day  
1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17
The Universe does not allow perfection
-Stephen Hawking
18 19 20 21 22 23 24

25 26 27 28 29 30 31

2019 43  
 Lesson Plans

1. Activity Name: Book Tour Time: 30 minutes

Objective:
Students will be able to :
1. Identify different parts of a book - author, title
2. Define fiction and nonfiction
3. Identify content/index page of a nonfiction book
4. Identify different reading levels
Resources:
1. Book
2. One book from every level with pictures/ no pictures respectively
3. A nonfiction book
What:
1. Author - person who writes the book
2. Title - name of the book
3. Fiction - books that have stories, folktales, fairytales and other stories that are not real
4. Nonfiction - books that have information about real things like the sun, stars, maths,
plants, the ocean
5. Content page/ Index - This page has all the topics of a nonfiction book
6. Reading level - a reading level is the different levels in which we can read - Yellow
means we are beginning to read, these books have many pictures and few words, we
can understand these books even if we do not read. Red means we have finished the
yellow level and now we are reading more and more words, with the help of our
teacher. It has fewer pictures and more words. Green means we can read without the
help of the teacher and we start reading long stories, there are few pictures in these
books. Blue means that we can read independently and do not need our teachers help
very much, these books have very long stories and plenty of new words.
Why:
It is important for us to read books that we can understand, once we finish reading one
level we can go to the next and then the next. Our aim is to finish all the books in the
library!
How:
1. The authors name and title will be on the cover of the book
2. Fiction books have stories, nonfiction have information
3. Each book has a label, the label tells me which level the book is, each colour explains
the level
4. In the starting pages of any nonfiction book, I will find a list of topics, this is my content
or index
Assessment:
1. Point to parts of the book
2. Define fiction and nonfiction independently

  44  
 3. Demonstrate where we find the contents of a nonfiction book
4. Define reading levels independently

Refer to What points and Student Actions.

Plan - Introduce the day and start each mini plan, the children should be sitting around in a
way that everyone can see you. All resources should be with you before you start.

a. Parts of a book! (5-7mins)

Part of the Time Teacher Actions Student Actions

lesson

Introduction 1min We are going to understand Listening

what are the different parts
of a book. Now, you will
listen and when I finish I will
ask you!

New Material 3min The name of the book is Yes we see the title
called a title, can you see
*point to title* this name?
This is the title!
The person who writes the Yes we see the authors name
book is called the author,
can you see *points to
author* this name? It is the
author!

Guided 1min Now I showed you, can you Two or three students point
Practise tell me on this book on the page and show
*pick up another book*

Independent 1min Now will someone pick a One student demonstrates

Practise book, show me the author
and title and place it back?

Closing 1min Now we know what are the Cheer!

parts of the book! Cheer!

  45  
 2. Fiction and nonfiction (7-10mins)

Part of the Time Teacher Actions Student Actions

lesson

Introduction 1min We know what's on the cover of the

book, now lets understand what’s
inside the book!

New Material 5mins There are two types of books, Listen

fiction books and nonfiction book.
1. *point to where the fiction
books are kept* These are
the fiction books- Fiction -
books that have stories,
folktales, fairytales and other
stories that are not real
2. *point to where the non
fiction books are kept* -
Nonfiction - books that have
information about real things
like the sun, stars, maths,
plants, the ocean

Guided 2min Can you tell me what is inside a Stories, fairy tales
Practise fiction book?
Can you tell me what is inside a Facts, information,
nonfiction book? books about
science/art/history

Independent 1min Can you tell me what kinds of books Fiction and nonfiction,
Practise there are and what does it mean? fiction is stories, non
fiction is information

Closing 1min All books are so useful to us, when

we want to read for fun we can read
a fiction book, when we want
information on a topic we can read
the nonfiction books!

  46  
 3. Contents Page/ Index (5mins)

Part of the Time Teacher Actions Student Actions

lesson

Introduction 1min Now we have understood what is in Listen

each book, we have to know how to
find topics that we are interested in!

New Material 2min Each nonfiction book will very many

topics in it, so we have in the start
an index or a list of topics to search
through!
*show the index on a nonfiction
book*
The list of topics is called the
Contents. What is it called?
Contents

Guided What will I find in this contents All the topics that are
Practise page? in the book

Independent Pick one child to locate the contents One students locates
Practise page of another nonfiction book contents

Closing 1min This is important when we are

doing projects to find more
information; It’s also useful when
you have an interest in one subject
and you’d like to know more. Like if
I want to know more about
Dinosaurs, i’ll pick up the dinosaur
book and read it!

  47  
 4. Reading levels! (10mins)

Part of the Time Teacher Actions Student Actions

lesson

Introduction 1min We’ve not understood what topics

we have, we have to understand
which book is best for us. Now on
every book you will find a coloured
label. The label will help us find
which book we should read.

New Material 5min A reading level is the different

levels in which we can read - Yellow
means we are beginning to read,
these books have many pictures and
few words, we can understand these
books even if we do not read. Red
means we have finished the yellow
level and now we are reading more
and more words, with the help of
our teacher. It has fewer pictures
and more words. Green means we
can read without the help of the
teacher and we start reading long
stories, there are few pictures in
these books. Blue means that we
can read independently and do not
need our teachers help very much,
these books have very long stories
and plenty of new words

Guided 2min Which colour means what?

Practise Red? Some pictures some
text
Yellow? Very little text, lots
of pictures
Blue? Long stories, some
pictures
Green? Long stories, no
pictures

  48  
 Independent 1min Pick up four books and ask children Each student
Practise to identify the reading level. identifies reading
level according to
label

Closing 1min Now you’re all set to pick up a

book! Revise once what the
different parts of the books we
have are.

2. Activity Name: Library Tour (10minutes)

Objective:
Students will be able to identify the different parts of the library
Resources needed:
None
What:
1. Fiction - books that have stories, folktales, fairytales and other stories that are not real
2. Nonfiction - books that have information about real things like the sun, stars, maths,
plants, the ocean

Why: When I enter the library I should be able to know how to use it, and how to get the
books I want

How:
Identify if the book is fiction or nonfiction, Go to the appropriate part of the library.

Assessment:
Point and show where I would find books on science, art, pratham books.

Part of the Time Teacher Actions Student Actions

lesson

Introduction 2min We’re learnt about books, now lets

understand the whole library and
how to use it!

New Material 5mins The different sections are divided

according to the type of book. First
by fiction and non fiction ( refer to
what), and then within non fiction,
by the different categories.The

  49  
 fiction books are pratham books,
with the smiley faces and the other
fiction books. The nonfiction books
include art, science, history,
biographies! All types of books are
here.
Biographies means books about
peoples lives
Sports means books totally about
sports!
In each section you will also see
labels, so remember to make sure
you are picking books that are
labelled correctly for you!
(revise reading levels)

Guided 1min Now that you know what books are Point as a group to
Practise there can you point to where the the different places
Pratham books are? with the books
What about the yellow level Fiction
books?
The art books?
The science books?

Independent 1min Now that you know which book Science book, art
Practise goes where, can you find the place book, gardening book
for these books!

Closing 1min It’s very important that we know

how to use the library and this is the
first step!

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3. Activity Name: Book Review

Objective: SWBAT write book review of a book.

Resources needed: Fiction Book

What: A Book review is a way to encourage students to share their thoughts, feelings and
opinions about the book.

How: Answer questions given in the book review card.

Assessment

Title of the book: The Little Red Riding Hood

1. Which is your favorite character? Why?
2. Which is your favorite part of the story?
3. Describe the book in one word. (Positive/Negative Words)
4. What would you like to change, if you were the author of the book?
5. Ratings (out of 5 stars)
Answers:
1. The father is my favorite character because he saved Red Riding Hood from the fox.
2. My favorite part of the story is when the fox dresses up as grandmother of Red Riding
Hood.
3. Interesting
4. I would like the Red Riding Hood to kill the fox.
5.

Part of the Time Teacher Actions Student Actions

lesson

Introduction 10 mins - Do you remember we Yes/No

read the book : Little
Red Riding Hood two
days back?
- Can you summarise
A girl who goes to her
the story? grandmother’s house in the
forest but a fox dressed up as
her grandmother wants to
eat her up. She then, screams
and her father saves her from
the dangerous animal.

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 New Material 5 mins Character : Any person
animal or figure in the story
- How many characters
are there in the - 5
book? Name them. - Mother, Father, Red
Riding Hood,
Grandmother, Fox

Guided 10 mins Let’s look at this book review - Discusses with the
Practise card and discuss with your partner
partner the first question - Chooses the pen
given below.
(Similar approach for all the
questions)

Answer the questions with-

- Yellow for RL1 Book
- Red for RL 2 Book
- Green for RL 3 Book
- Blue for RL 4 Book

Independent 15 Pick up the sheet and open Answers the questions.

Practise mins your book, if you want to
refer to answer the
questions.

Closing 5 mins Now, all of you sit together Shares their responses.
in a group and start sharing
your answers.
(4-5 responses)

4. Activity Name: Daily Challenge

Objective: SWBAT find answers from the books in the library.

Resources needed:
- Questionnaire
- Fiction and Non Fiction Books
What:
It’s a fun activity that challenges the students to find answers from the books.

Why: It will help the kids to understand and remember the different categories and placement
of books.

How: Divide the class in two groups and set a timer of 15 minutes.

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Assessment: For example:
1. Which author wrote the book Matilda?
2. Which is the hottest planet of the solar system?
3. Who invented telephone?
Answers:
1. Roald Dahl
2. Venus
3. Alexander Graham Bell

Part of the Time Teacher Actions Student Actions

lesson

Introduction 5 mins Today, we are challenging *listening*

your class for a fun
competition

New Material 7 mins Let’s take an example : A- Cat in the Hat

Q – Name a book written by
Dr. Seuss.
(Keep the book in hand)
And, form two groups now.

Guided 2 mins Now, if I want to search Science Section

Practise something about planets,
where will I find that book?

Independent 15 mins Here is your Questionnaire. Look for the answers.

Practise

Closing 5 mins Discuss the answers.

5. Activity Name: Comprehension Cards

Objective:
Students will be able to answer factual and inferential questions

Resources needed:
Any fictional books ( Used : HaaatchuRam )
How:
Student will read the text with the teacher
Students will remember the things that the teacher has read out
Students will try to look at the pictures
Students will think about what happens in their own life in some situations
Student will answer the questions asked by doing all of the above

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 Part of the Time Teacher Actions Student Actions
lesson

Introduction 2min Today we’re going to read a story

about a very strange man. In between
the story I will stop and ask you
questions to see how well you are
listening and remembering

New Material 5min Read the first page and say what you
see, I see a ___ He looks sad/happy.

Guided On page 2, In this page I see very Count with the

Practise many people, let’s count together how teacher 13 people
many people we see --

Independent Read the story and stop to ask

Practise 1. What’s the mans name?
2. What’s the birds name? 1. Haaatchuram
3. What colours do you see on the 2. Crow
peacock? 3. Blue, purple,
4. What colour is the cow? green
5. HAve you seen a fair?
6. What do you think will help him? 4. Black
7. Why do you think he is sneezing? 5. Yes/no
8. When you sneeze what do you do? 6. Medicine?
9. What do you think they will do
next? 7. He’s sick, has
allergies

8. Get a
hankerchief

9. Get sicker, get

better

Closing Now, when we read books we should

take time to stop and think about the
book just as we did in this one! It will
make reading more fun for us

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