Melissa Hinton Library Resources 5th grade

I.  ANTICIPATORY SET

A.  Objectives

1.  After a tour of the library, instruction on how to use search engines, and a scavenger hunt students will be able to find resources on a topic of their choosing. (GLE-Information Literacy-Students will be able to locate…various resources TK)

2.  Following instruction students will select a variety of appropriate resources to complete an oral report. (GLE-Information Literacy-Students will be able to…use various resources. V & A)

B.  Teaching Resources and Special Instructions

1.  Teaching Resources and Technology

a.  An atlas, dictionary, thesaurus, encyclopedia, non-fiction book, fiction book. Pick Kid-friendly books available at the school library.

b.  SMART board

c.  Kentucky Virtual Library Kids and Teachers Workgroup, Initials. (2004). All the Information in the known universe. Retrieved from http://www.kyvl.org/kids/portal.htp

2.  Student Resources and Technology

a. Handout with scavenger hunt directions

b. writing utensil

c. access to school library

C.  Differentiating Instruction

1.  Enrichment

  1. If a student finishes the scavenger hunt really early, they will be recognized for their quickness and then be given a “bonus round” of things to find.
  2. When constructing the report, I will ask the student probing questions about the topic they chose in order to help them dig deeper. Or I will ask them how many resources they could find on the particular topic.

2. Special Learning Accommodations

a. During scavenger hunt students having trouble might be paired with another student, or given additional help by the teacher.

b. Later, the student will be given time to go explore the library with perhaps the aid of a librarian.

  1. Teacher will provide extra instruction to help complete a report, or student will be paired wit them to assist in this process.

D.  Motivation

1.  Students will be given a tour of the library.

E.  Background and Prerequisite Knowledge Check/Remediation

1.  How many of you have used the school library?

2.  What did you use it for?

3.  Tell me some useful things in the library.

F.  Vocabulary development

1.  Resources are sources of help and support for when we want to learn about something. When you don’t know the answer to something, so you look in your book, your book is considered a “resource.”

2.  Biography- a book about the story and events of a person’s life.

3.  Research is careful study in order to find out information.

4.  Thesaurus-book of synonyms.

5.  Atlas-book of maps.

6.  Almanac is a book of interesting facts about many different subjects.

7.  Expert- someone who knows a great deal about something.

II.  INSTRUCTIONAL INPUT

A.  What are resources? (Objective #1, A & V)

1.  Resources MID Hold each different type of book up for the class to see and describe it.

2.  Types of resources:

a.  Books

i.  Fiction

ii.  Non-fiction

b.  Biographies

i.  Are about the stories of people’s lives/

c.  Dictionary

i.  Words in alphabetical order

ii.  Definitions

iii.  How to say the word.

iv.  The part of speech (noun, adverb, verb, etc.)

d.  Thesaurus

i.  Synonyms-words that have the same meaning or nearly the same meaning as another word

i.  Ex: good: excellent, fantastic, favorable

ii.  Antonyms –words that have opposite meaning as another word.

i.  Ex: good: bad, detestable

e.  Atlas

i.  All about the world

ii.  Contains information about world population, climate, geographical features, capital cities, etc.

iii.  Contains both topical and political maps

i.  Topical-shows mountains, rivers, etc.

ii.  Political shows how the countries are divided, cities.

f.  Almanac

i.  Farmer’s almanac-published yearly, predicts weather patterns, astronomy, gardening, etc.

ii.  Published annually containing interesting facts about countries, sports, entertainment.

g.  Experts-someone who knows a great deal about something.

h.  Internet-

i.  Anyone can put anything on the internet.

ii.  You can find out about pretty much everything on the internet.

iii.  In order to find information you use a search engine.

iv.  Search engines

i.  Askkids.com

ii.  Worldalmanacforkids.com

iii.  Awesomelibrary.org

MID-show examples of each type of resource while explaining. Demonstrate how to use online resources using smart board, show how to search and different websites.

Checking for Understanding:

1.  If you want to learn about cancer, what resource would you use?

2.  If you want to learn about President Lincoln what would you do?

3.  How would you feel if I asked you to give a speech right now on the country Uganda?

4.  If I gave you an hour, who would you go about finding that information?

5.  Evaluate which source would be your top choice? Why did you select it?

B.  How do you use the information?

1.  First you’ll scan the book or website.

a. Read the title and look at the pictures

b. Read the captions under the pictures.

c. Read the first and last paragraphs on the page.

d. Get a general idea of what you’re reading before you begin.

2.  Five finger test

a.  For every word you don’t understand on a page put up a finger. If the number is over four, try a different source because it is going to be too difficult to read and understand. MID.

3.  True or Bogus. Some websites have information that isn’t true.

a.  Look for who wrote the information

b.  When was it written?

c.  What makes you think the author is an expert?

d.  MID True or Bogus quiz on website.

4.  Ask these questions:

a.  Who?

b.  Why?

c.  What?

d.  When?

e.  Where?

f.  How?

g.  MID Together we will write examples of questions to ask when researching baseball. Questions we might come up with are: Baseball-Who started baseball, why did they start baseball or why is it popular? When was baseball started? Where was baseball started? Where is baseball played? How is baseball played?

5. Put the information into your own words. Don’t copy it directly

from the source.

Checking for Understanding:

1. What do you do when you first find a source?

2. What happens when you use a source whose information was written forty years ago?

3. During the scan test how many fingers will you put up before you put down the source?

4. If you are researching President Lincoln what questions will you ask?

MID I will model for the students how to do a five finger test in order to see if they should use a certain resource. I will show them how to check if a source is reliable using the true or bogus quiz. Also, I will demonstrate for them how to ask good questions in order to do research.

  1. STUDENT ACCOUNTABILITY

A.  Checking for Understanding (See questions in Instructional Input)

B.  Guided Practice

1.  Have students work in groups deciding how to answer questions

2.  posed. Each student will write their answer, and then discuss it. (Think, Pair, Share) (Objective 1 T/K)

  1. Questions: Name three things you’ll find in an atlas.
  2. When you research a person, what is the best resource to use?
  3. What is an expert? Who is the expert in the library?
  4. What are two synonyms for literacy? Where did you find it?
  5. What is the definition for stumble? Where did you find it?
  6. What are three sources you could use to find information on baseball?

3.  Together, we research baseball. During MID we decided on the questions. Now each group will take a questions and research to find the answer. (Objective 2, A and some V)

a. Group assignments:

  1. Leader-will lead the group in a discussion of what book to use.
  2. Spokesperson-present the answer to the question to the class and how they came up with answer.
  3. Researcher-will find the book the group chooses.
  4. Recorder-will write down the answer to the question.

4.  After all the groups have come up with answers to the question they were given, we put together an oral report. First we will have to collectively decide what a good order to the questions is. The spokesperson will come up and present there answer to the question.

C.  Independent Practice

1.  Scavenger Hunt (Objective 1 T/K)

a)  Each student will be given a list of things to find in the library (list attached)

2.  Oral Report (Objective 2 A, V)

a)  The last task on the scavenger hunt is to find a topic they want to research in further depth.

b)  They are to select two resources on the topic and decide on the questions they need to ask. Then they need to put together the answers in an oral report they each present to the class.

D.  Transfer and Application

1.  After instruction, scavenger hunt, and oral report students should know how to locate and use resources. (objectives 1 & 2, MS)

  1. CLOSURE

A.  Why do we need to know about resources? (objective 2)

B.  How will you continue to use resources? (objective 1)

C.  What was the easiest resource for you to use? (objective 1 & 2)

Scavenger Hunt

Locate and browse through the biography section and list one title you’d like to read.

Browse through the fiction section and find the books with authors who share your last initial. List one title by that author.

Find the capital of Algeria. Which source is best to use?

Using an almanac, find one interesting topic starting with the letter “R”.

How many books can you borrow at a time?

Using an encyclopedia, find a topic with the starting with the initial of your first name.

Think of a topic you would like to research, find a book that would be a good resource for you, and check it out.