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					                        Lesson Plan for Elementary Library
Lesson Title: Using Periodicals to         By: Amy Price
Obtain Information
Grade Level: 4th

Suggested on Communication Arts Alignment Charts for Week __28-31____
Suggested Timeframe: 30 minutes
Library MIG (Check and then write the specific goal):
    Information Literacy: Goal I & II                     Reading: Goal 1
         Task Definition (what)                            Purpose for Reading
             Information Seeking Strategy (what)                   X      Basic Literature Skills
             Location & Access (where)
    X       Use of Information
             Synthesis
             Evaluation
Specific goal: (i.e. Identify possible types of information sources i.e. Dictionary (CA, TECH, SS,
LMC)
       Make text-to-text connections—ask questions before, during and after reading
        to help students make connections. (CA, LMC)
       Questions to clarify meaning. (CA, LMC)
       Note Taking (graphic organizer) (CA, LMC)

Sources: (Materials needed)
    SMART board or Elmo with whiteboard.
    A periodical
Mini Lesson:
    Review: “What kind of information source did you learn about last week?”
      (Answer: periodicals). When do you use periodicals? How are periodicals
      different from other sources that you have used before? (etc.)” Have a
      periodical in hand and show it to them as you review.
    “Today we are going to use periodicals to find information about topics you are
      researching in class.”
Mini Lesson (Continued):

Guided Practice:
     On SMART board or Elmo show a brief article from a periodical (preferably
       with content that integrates a current clasroom subject).
     KWL Chart as a class on SMART board or whiteboard.
     Things to point out from the periodical that will help to create the KWL chart.
       --Important and supporting ideas
       --Summary
     A second article and KWL chart can be done if time allows.
Independent Practice: (Classroom teacher/librarian collaboration)
Possible Ideas/Suggestions: Students come to the library outside of their scheduled
library classtime to use information sources, such as periodicals, for research.

Assessment:
                       Lesson Plan for Elementary Library
Lesson Title: Genre Baseball              By: Amy Price

Grade Level: 2nd
Suggested on Communication Arts Alignment Charts for Week __3-35____
*This would be ideal at the end of the school year after all genres have been covered.
It will also be the beginning of baseball season.
Suggested Timeframe: 30 minutes
Library MIG (Check and then write the specific goal):
    Information Literacy: Goal I & II                           Reading: Goal 1
            Task Definition (what)                              Purpose for Reading
             Information Seeking Strategy (what)                      X Basic Literature Skills
            Location & Access (where)
             Use of Information
             Synthesis
             Evaluation
Specific goal: (i.e. Identify possible types of infoamation sources, i.e. Dictionary (CA, TECH, SS,
LMC):
    Discover and identify a variety of genre (CA, LMC)
Sources: (Materials needed)
Questions about genres
SMART board or whiteboard to display the questions (optional)
Bases to place around the library (optional)
Mini Lesson: Review Genres.
Guided Practice:
Students are grouped into two teams. The Library Media Specialist has prepared
questions about genres and is the “pitcher” who asks the questions. (Optional:
Students within in their teams collaborate to make questions about genres with the
help of the library media specialist. Each team has a “pitcher” who asks the other
team questions.)
A time of 5-10 seconds is allotted for each student to answer when they are “up to
bat”. If a student answers correctly, they can go to the first base. If they answer
incorrectly, they are “out.” The next student goes “up to bat” and this continues until
there are three outs. Then, the teams switch.
A “run” is scored when one student is at first, second, and third base and the student
“up to bat” answers correctly and all students go to the next base. The student at
third base comes “home” and scores a “run.”
Questions can include those such as: what genre sometimes includes characters such
as magicians and talking animals? What genre is Harry Potter?
Team with the most “runs” wins.

Independent Practice: (Classroom teacher/librarian collaboration)
Possible Ideas/Suggestions:
    Students each write a short story in the style of a genre they have learned
      about.
    Students write a short book review of a genre book read in the library media
      center or classroom. The type of genre must be identified in the book review.

Assessment:

Do students answer the questions correctly?

				
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