Technology-Connected Lesson Plan



Ethnography Lesson PlanName:Kimberly SharpSchool:Ivy Creek Elementary SchoolLesson Title:Using Destiny QuestGrade Level/Subject Area:5th GradePerformance Objectives:After completion of the lesson, students will be able to: Create a personal list of books they would like to read this year.Write a critical review on a favorite book they have read in order to persuade others to read it.Curricular Connections: (QCC/IEP/Local or National Standards)ELA5R2 – The student consistently reads at least twenty-five books or book equivalents each year including material from at least three different literary forms and from at least five different writers.ILL Standard 1 – The student who is information literate accesses information efficiently and effectively.ILL Standard 4 – The student who is an independent learner is information literate and pursues information related to personal interests.Assessment:The instructor will observe that students are able to correctly log-in to the media catalog and place a minimum of ten books by different authors in their personal lists. Student reviews will be evaluated for content and persuasive nature.Technology Connections:Follett Destiny Quest software (media catalog)Materials:LCD Projector, Screen and Computer for demonstration purposes. Individual student computers.Procedures:The instructor will demonstrate various features of the Destiny Quest software:Log-in & PasswordSearching Efficiently for MaterialsAvailability of MaterialsCall Numbers and Location of Materials“My Info” tab to see personal materials checked outCreating Book ListsWriting Critical ReviewsStudents will then work independently at their computers with the goal of logging in correctly, adding a variety of ten books to their personal lists, and writing one critical review of a favorite book.Classroom Management: Students should sit in such a way as to see the screen showing the projected image during whole group instruction. In the event that there are not enough computers for all students, have a few work as partners, taking turns logging on to their individual accounts.Students who are unable to follow directions during independent work will be removed from their computer and asked to complete the assignment in their classroom.Accommodation:Students who have difficulty seeing should be seated closest to the screen during whole group instruction. ESOL students may work with a same-language partner during independent work, however, the visual nature of this program allows those who speak other languages or struggle with learning disabilities to navigate through this lesson effectively.Collection Map BIBLIOGRAPHY Alexander, H. (2003). The case of the tattooed cat. New York: HarperEntertainment.Arnold, E. (2002). Star wars. Jango fett: bounty hunter. New York: Random House.Biel, T. L. (1990). Tigers. Mankato, Minn.: Creative Education.Biel, T. L., Wexo, J. B., & Productions, Q. (1990). Tigers. Mankato: Creative Education.Cerasini, M. (2002). Star wars. Anakin: apprentice. New York: Random House.Darling, K. (1996). Rain forest babies. New York: Walker.Dubowski, C. E. (2000). The case of the slam dunk mystery/#15. New York: HarperEntertainment.Follett Software Company. (2009). Follett Destiny. McHenry, Illinois.Hand, E. (2004). Pursuit. New York: Scholastic.Katschke, J. (2001). The case of the screaming scarecrow/#25. New York: HarperEntertainment.Kinney, J. (2007). Diary of a wimpy kid: Greg Heffley's journal. New York: Amulet Books.Kinney, J. (2008). Diary of a wimpy kid: Rodrick rules. New York: Amulet Books.Kinney, J. (2009). Diary of a wimpy kid: the last straw. New York: Amulet Books.Morrison, T. (1998). Cheetah. New York: Henry Holt.Romine, D. (2003). Mary-Kate Olsen, Ashley Olsen: our story: Mary-Kate and Ashley Olsen's official biography. New York: HarperEntertainment/HarperCollins/Parachute Press Book.Sachar, L. (2000). Holes. New York: Henry Holt.Sachar, L. (2004). There's a boy in the girls' bathroom. New York: Dell Yearling.Smyth, A. (1989). Cheetahs. Danbury: Grolier Educational.Wexo, J. B. (1997). Big cats. San Diego: Wildlife Education, Ltd.Zumbusch, A. v. (2007). Cheetahs: world's fastest cats. New York: PowerKids Press.Report of ObservationsActivityBehaviorAction2:00 PMWhole Group Lesson – Destiny QuestLaura volunteers to explain why we use Destiny Quest.Laura shares that we use it to locate books in the library.Caleb adjusts his hat.Teacher ignores.Most students are looking at Laura.Teacher interacts with Laura.Teacher calls on Evan.Evan elaborates on Laura’s response by explaining call numbers.2:01 PMPhone rings. Door opens.Savannah looks at the door. Mary Riley looks into the camera.2:02 PMTwo students are straining to see the LCD screen.Teacher asks them to move to a better location. Students move.Logging InEight students volunteer to share how to log in correctly.Alex answers that the login is your “200” number and your birthday, month & day.2:03 PMPasswordsTeacher asks students to share what two digit number corresponds with each month.Class responds as a group: January is 01, April is 04, August is 08, December is 12.2:04 PMSergio looks at camera.Teacher ignores.Two students are playing with their hats.Teacher ignores.Teacher calls on Sean to share his password.Sean responds correctly.Teacher asks class to give the password for her birthday.Class responds correctly.2:05 PMMy Info TabTeacher shares how to use the “My Info” tab.Of the 16 students visible in the camera, all are watching the screen.2:06 PMCreating ListsTeacher explains how to create a list using the keyword “tigers” as an example.A kindergarten student interrupts lesson to ask a question. Baasim checks out the camera.Teacher directs the class attention back to the screen.All students turn to the screen.2:07 PMTeacher asks how many remember how to create a list.Almost all students raise their hands. Teacher talks about “cleaning up their lists” by deleting books they’ve already read.2:07 PMSearching for BooksTeacher demonstrates how to perform popular searches using simple keywords.Kids suggest “cheetahs,” Diary of a Wimpy Kid. They giggle when icons appear and one student suggests it is because they are funny books.2:08 PMTeacher asks how students know where to look for the books they love.Kelsey explains the concept of call number with section and author’s last name.2:09 PMJustin plays with his hat.Teacher ignores.Locating BooksTeacher asks where a book with FIC KIN would be located.Students point to the fiction section. John answers the “K” shelf.2:10 PMShelf BrowseTeacher demonstrates the shelf browse feature.Students say “hmmm…hmmm” in agreement.2:11 PMYou May Also LikeTeacher demonstrates the “You May Also Like”Students giggle when There is a Boy in the Girls Bathroom shows on the screen.2:11PMReviewsTeacher shares that students are the “experts” on the best books and reads examples of reviews posted by students.Students share that they recognize names of kids at school.2:12 PMStudents ask how their names will appear under reviews.Teacher shares how to post a review.2:13 PMTeacher reminds to explain WHY a book is terrific. Don’t waste time reviewing a book you don’t like.Students agree.2:13 PMTeacher completes a sample review on There is a Boy in the Girls’ Bathroom.Students giggle as the review is written. Some students whisper about how quickly the teacher types!2:15 PMTeacher asks if we should worry about spelling.Some students answer “yes” while others call out “no.” As a class they decide that spelling does matter.Laura asks why some reviews don’t have student names.Teacher answers that the feature is new and will only apply to reviews created this year.Savannah asks how a book can receive ? a star.Teacher asks kids to answer. Mary Riley suggests that you click on ? the star. Evan says that you can’t give a book ? a star.Teacher explains that the star ratings are an average of all reviews.Four students begin squirming in their seats.2:16 PMCritical ReviewsTeacher explains how star ratings and the number of reviews should be considered when evaluating a book. A book with 1 star and 1 review might be good in spite of the rating while a book with 4.5 stars and 205 reviews is probably a great one.Students agree and gasp when the teacher shares that some books have been reviewed more than 200 times.2:17 PMReview change in location of SeriesTeacher conducts searches for Star Wars and Mary Kate & Ashley books.Students volunteer and respond where those books would be located.2:17 PMIndependent Computer WorkStudents are dismissed to their own computers with instructions to log in correctly, check the “my info” tab, review one favorite book and add at least 10 books to their personal lists.Laura clarifies the log in. Six kids are slow to find computers.2:18 PMFour students change the background theme.Teacher pairs some students together.There are 30 students and 24 computers.Many students discuss how many books they have in their lists.Teacher encourages conversation about great books.Most students have no trouble logging on.Teacher assists new students with their login information.Most students are eagerly searching for new books.Ben shows Evan how to find one of his favorites.Evan asks the teacher why he isn’t able to write a review on a particular book.Teacher points out that he reviewed the book last year and announces to the class that a book can only be reviewed once.2:21 PMToni shares that she is thinking about her review.Nathan and Sean discuss how it is “such a good book.”Fernando is watching everyone else.Teacher redirects Fernando to search for his books.Zoe, Baasim, Justin, and Sergio are actively typing a review.2:23 PMTeacher observes that at least 15 students added 10 books to their list. 22 students checked their “My Info” tab to see what they had checked out and changed their theme. 12 students did reviews.Teacher asks students to continue working for the remainder of the lesson.Personal NarrativeThis lesson was taught to fifth grade students on a Friday afternoon. It was designed as a review of the features of our media catalog software, Follett Destiny Quest. While many of the students were familiar with the software, it had been almost a year since they had received any detailed instruction on effectively searching for library materials.Initially, I was nervous about videotaping myself teaching a lesson. However, I discovered that it was a very helpful personal evaluation tool. It was obvious that I was familiar with how to use the software and I easily answered questions as they were asked. One topic flowed nicely into the next topic and I was pleasantly surprised at how professional I sounded! I was most impressed with the behavior of the students in this class. They were attentive and respectful, in spite of the fact that it was hat day! They asked some great questions and were eager to work independently to apply what they had learned.I began the lesson by asking the entire class to sit in the teaching area with their attention directed at the screen. Using an LCD Projector, I projected my computer monitor onto a large screen. Students were easily able to follow along with me as I demonstrated various aspects of the Destiny Quest software.We reviewed the differences between logging in to the media center computers and logging in to Destiny Quest. The students remembered that they used their student number as a username, but weren’t sure which password to use. After a short discussion, they recalled that their four-digit birthday, month and year, were used as the password. It was important to review the need to place a zero in front of single digit months and days. Only one or two new students struggled with logging in when it was time to work independently.When demonstrating how to use the “My Info” tab to see what students have checked out, I was able to share how being the media specialist was the best job in the school because I can check out as many books as I want to. The students smiled and I couldn’t help but wonder how many future media specialists were in the room!As a class, we discussed what kinds of books should be in our lists. The lists contain favorite books, books students might like to check out one day, titles that could be used in a special research project, etc. We also talked about cleaning up those lists so that they were accurate. Many students had books in their list from last year and I encouraged them to decide if those materials were still relevant. Instructionally, my goal was to make sure that students were able to select a variety of books to refer back to throughout the school year. This book list would serve them well as a reference when working toward their goal of reading twenty-five books this year.I was impressed that the students were able to recall the concept of Call Numbers and the location of materials in the library. The vast majority of students could identify the Fiction, Non-Fiction and Everybody sections of the library and remembered that the first three letters of the author’s last name were located on the spine. It was delightful to hear the students laugh in response to some of the examples I used during our keyword searches. They loved seeing some of their favorites appear on the screen!While the students were familiar with call numbers and the shelf browsing features, they were excited about the “You May Also Like” feature. Some of the books in our library are so popular that many of the students are unable to check them out. They were encouraged to see that similar books might be suggested for books that were currently unavailable for check out. By selecting books that suit their individual interests, they are becoming more independent and more confident with their information access skills.Using the Follett Destiny Quest Software, students are able to write reviews that are designed to help other readers determine which books they would enjoy. I used the book There is a Boy in the Girls’ Bathroom to create a sample review. A few students had read the book, while the rest were thrilled with the title. We talked about the need to share specific examples about why they enjoyed the book or how it related to them personally. We also stressed the importance of correct spelling and grammar since it would be published for everyone to read.The discussion following my example for writing a review was quite lively. Students wanted to understand how a book could have only half of a star and how their names were assigned to the reviews. They really caught on to the concept of averaging the number of stars. I stressed the importance of reviewing only those books that they had actually read and that they had really enjoyed. We also talked about evaluating the reviews critically. Students noticed that books that had received bad reviews might have been done accidentally if no comments were listed. Additionally, they liked to examine how many people reviewed a particular book and recognized that a high rating after many reviews was likely to be a favorite for kids.Once students were dismissed to work independently at their computers, I was able to see how excited they were about using Destiny Quest to locate favorite books. Twenty-two students immediately changed their themes and checked to see what they had checked out. They all eagerly began adding books and removing books from their individual lists. I thoroughly enjoyed listening to the dialogue between students: “Ah, man this is a great book! You should add this to your list, too!” “I’ve got 256 books in my list from last year. I’m going to start over this year and see how many I get!” “Have you read this book? I loved it!” At least fifteen students added ten or more books to their lists by the end of the lesson.As students write reviews for their favorite books, they are sent to me for approval. Twelve students in this class wrote reviews within the time allotted. Martin reviewed Harry Potter and the Sorcerer’s Stone: I read this book and I really like it! For me, it was very interesting because it is about a kid that discovers that he really is a wizard and he has a lot of great adventures with his friends” Evan reviewed Beagles: “After I read this book, I got a Beagle!” Laney writes about More Scary Stories to Tell in the Dark: “If you are in a mood to be scared, then this is the type of book you need to read. Some of the stories are really cool, but scary! I used to read them to my mom!” and Mikayla reviewed Diary of a Wimpy Kid: Roderick Rules: “When I got this book at the book fair, I went straight back to class and read it. When I finished about a week later, I knew it was the best book ever! When I was done with it, it brought back memories, like when I was 7, I had swimming lessons like he did. When I got out of the pool, I was so cold I jumped in the pool again and wouldn’t come out!” I was pleased with the number of students who wrote reviews on their favorite books. However, I believe that the quality could be better. Many of them had grammatical errors or a lack of substance. As a follow up to this lesson, I’d like to focus strictly on the quality of reviews by showing both good and bad examples.In general, I felt that this lesson effectively accomplished the objectives I had set for instruction. The students easily logged in to the program and enjoyed adding books to their lists. In fact, after the lesson, many of them checked out books that were on their lists. I also noticed a sharp decline in the number of students asking about due dates for their books. They used the “My Info” tab instead and demonstrated independent information access skills. As the year progresses, I anticipate that they will grow more comfortable with the software and increase their effective use of technology to pursue books that match their individual interests. ................
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