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-266700-447675Teacher Name: Amy BaringerSchool: Jones ElementaryGrade/Class/Course: Media, 4th GradeUnit/Topic:Library SkillsLesson Sequence:2Time/Date: 10:25-10:55/Wednesday, Nov. 13, 2013Content Standards:From AACPS Library Media Curriculum:Library EnvironmentLibrary Media Center Classification SystemUse the Dewey Decimal SystemEssential Questions:How can I use the Dewey Decimal System to find books?Quality Learning EnvironmentEnvironment of respect and rapport creates a culture of learning.Physical space is organized for maximum learning.Each student sees himself/herself as a valued member and active participant in the learning process.Routines are in place for a safe and orderly environment.Performance expectations for learning are communicated.Class size is 20 studentsStudents will sit at assigned seats at tables per their usual routine, and then begin the class period by choosing books for check-out using established routines: use shelf markers to keep books in order, wait in line at circulation desk, and return to tables for quiet reading time. A timer on the board indicates remaining time for book check-out. When media class begins, students will put books under their chairs to reduce distractions. Essential Question will be posted on the Smart BoardPreparing for LearningHow will I ensure student understanding of the learning outcome(s)?What data sources will guide the lesson planning?Participation in previous lessonHow will I pre-assess what students know?Observation of students as they search for books to check out during book exchangeObservation of how well they recollect and participate in the Dewey Aerobics. What connections will I make within and/or beyond the classroom to make learning relevant and motivating?Dewey Rap should energize students Dewey Aerobics incorporates movement and kinesthetic learning stylesTitles in lesson activity are of interest to studentsHow will instruction be differentiated: content, process, product, grouping?Students are grouped heterogeneously according to abilityWhat materials, resources and technology are needed?Dewey “Bookbody” poster, Phony Title Activity handouts, library shelves, computer, Smart Board, projector, Smart Notebook fileHow will this lesson support the School Improvement Plan and/or school initiatives?The ability to efficiently find library books empowers students to easily locate resources needed for inquiry. Motivation/Warm-Up: Watch Dewey Rap. Teaching for LearningWhat specific strategies will allow all students to master the outcome?? Logical sequence and pacing of lesson components facilitate learning.? Opportunities are provided for modeling, guided practice and coaching.? Literacy skills are embedded to build student capacity.? Differentiation allows all students to progress towards mastery of the outcome.? Flexible, purposeful student groups facilitate learning.How will you monitor for student understanding at checkpoints?? Planned, tiered questions monitor student understanding.How will the lesson be arranged to allow for pre-teaching, review, re-teaching and acceleration?? Students demonstrate and apply new learning in various ways.? Students practice their learning independently within the classroom.? Students express multiple perspectives, processes and ways of thinking.How does the lesson ensure students are consistently involved and sustain interest?? Students are clear about what they are learning.? Students share previous learning and personal connections with new content.? Students make connections within and beyond the content.? Students exhibit perseverance on challenging tasks.? Students’ culture is a vehicle for learning.? Effective integration of technology supports student learning.Which levels of cognitive demand will students exhibit?Remembering Understanding Applying Analyzing Evaluating CreatingHow will opportunities to practice and extend standards-based student learning through enrichment and/or home assignments be provided?Instructional DeliveryLesson #1 (last week):Overview of Dewey Decimal System via slide show, library tour, and “Dewey Aerobics” (hand motions correlating to each hundreds category of the DDS)Lesson #2 (today):Review of hundreds categories via slide show and Dewey Aerobics Using the Dewey Bookbody poster as a visual aid, students will be prompted to name the categories of each hundreds group in the Dewey Decimal System while using correlated hand motions. Phony Title Activity: Present a few “phony” names of books to class so that they can identify which hundreds section the book would probably be found in. Demonstrate the process of going to that area of Nonfiction and finding a “real” book in that hundreds group, and then recording its title and call number on the handout. Divide class into groups of 2 or 3 and distribute handouts.As a group, they should look at the phony titles, determine which Dewey section the book would probably be in, and write the Dewey number (in hundreds) in the column that says “ I would look in which Dewey Category?” When this is complete, the group should go to each section listed on their slip, locate an actual book from that section, and record the title and call number. They may have two “cheats,” in which they may use the computer catalog. If students complete their slip, it is shown to the teacher for assessment before selecting another slip to begin the process again.Meet back at tables to discuss with partners which items were easiest and which were hardest, and the reasons why. Lesson #3 (next week):Review the order of nonfiction call numbers using examples in a Smart Notebook slide show.In groups, students will put a stack of nonfiction books into Dewey order. As groups are checked, they will mix up the books and rotate to another stack of books.Students will find the correct location on the shelves for a specific call number on a card. When checked, students will trade cards to repeat the activity.Assessment & ClosureWhat evidence will determine student understanding of the outcome? Review completed Phony Title slipsObservation of students as they search for books to check out during book exchangeHow are the outcome, learning activities and assessment aligned in terms of levels of thinking? The outcome, activity, and assessment allow for application of knowledge of the Dewey Decimal System during book check-out.How will students reflect upon their learning and acquisition of the outcome? Students will talk with partners about their challenges and successes during the activity.Teacher ReflectionHow did this lesson demonstrate:? Rigor = Content Knowledge + High Expectations + Higher Order Thinking? Relevance = Background Knowledge + Connection ................
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