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## Lesson Plan

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This lesson provided by:
 Author: Karen Ward System: Mobile County School: Mobile County Board Of Education

General Lesson Information
 Lesson Plan ID: 15291 Title: Play the Dewey Decimal System Game Overview/Annotation: This lesson introduces the 10 main categories used in the Dewey Decimal Classification System for non-fiction bookshelf arrangement. A slideshow will be presented to students to help them learn details about the Dewey Decimal Classification System. Students will be able to demonstrate what they learn through participating in an interactive game.

Associated Standards and Objectives
Content Standard(s):

Local/National Standards:

Primary Learning Objective(s):

Students will demonstrate knowledge of the Dewey Decimal Classification System by matching the 10 main classifications used with nonfiction books to call numbers (000,100,200,etc.).

Students will identify the location of the call number on nonfiction books for locating and retrieving informational (nonfiction) sources.

Preparation Information
 Total Duration: 31 to 60 Minutes Materials and Resources: Project board (see attachment) Spinner boards (see attachment) Dewey Decimal Game sheets - one per student (see attachment) 40 nonfiction books in a crate Technology Resources Needed: Computer with MS PowerPoint software, LCD projector Background/Preparation: The teacher will need to make multiple spinners (one for each group). The spinners should be laminated.

Procedures/Activities:
 1.)Select two students to find a specific nonfiction book in the crate of 40 books. (Positioning the specific item at the bottom might increase the time it takes each student to find the book and emphasize the need for an orderly arrangement of a large amount of informational books in the library.) Discuss what would happen if the library kept everything in crates. 2.)In introducing the Dewey Decimal Classification System, take a book from the crate used as a model to direct students to the spine label where the Dewey Decimal call number can be found. Explain that the call number helps people know what classification the book falls under.Show students the presentation and as a whole group discuss the questions at end of slide show (see attachments). 3.)Once students have a general understanding of the system, display the Project Board: Dewey Decimal Classification System (see attached). Tell students they can use this as a guide to help them remember the system. 4.)Have students play the Dewey Decimal Game to demonstrate their knowledge of the system. a) Break the class into groups of four. b) Give each group a spinner and four game sheets (see attached). c) Have each member of the group take turns spinning. d) Students must write down the category they land on in the correct blank. Have students write the call number also. e) The student who fills in all the blanks first wins. Check the sheets for accuracy. f) Continue playing until everyone fills in the game sheet. g) Review games sheets as a group. h) Collect sheets to check for understanding. 5.)Close lesson with pulling one or two books from crate and asking selected students to identify the call number and the main classification.

 Attachments:**Some files will display in a new window. Others will prompt you to download. Dewey Decimal Classification System.ppt Dewey Decimal Game.doc DDCSspinner.doc Project Board.doc

Assessment
 Assessment Strategies The teacher will check students' game sheets for accuracy.

 Acceleration: The next class visit to the media center could begin with the location of the main classifications within the media center. The individual students could label a simple library map. The small wheel charts could be used again with the students having to locate a book from their spin results. Intervention: During open times, the library media specialist or aide can offer individualized assistance.
 Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems. Presentation of Material Environment Time Demands Materials Attention Using Groups and Peers Assisting the Reluctant Starter Dealing with Inappropriate Behavior Be sure to check the student's IEP for specific accommodations.