|Lesson Plan ID:
Get to Know Your Library Media Center
This lesson will provide students with an orientation to the Library Media Center and the Dewey Decimal Classification System. The students will access the Alabama Virtual Library and will participate in a library scavenger hunt as a basic introduction to the library services.
|IL(K-12) ||2. The student who is information literate evaluates information critically and competently. |
|IL(K-12) ||3. The student who is information literate uses information accurately and creatively. |
|TC2(9-12) Computer Applications||11. Critique digital content for validity, accuracy, bias, currency, and relevance. |
|ELA2015(9) ||20. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1] |
|ELA2015(9) ||21. Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. [W.9-10.2] |
|ELA2015(9) ||22. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. [W.9-10.3] |
|Primary Learning Objective(s):
Students will organize a list of books using the Dewey Decimal Classification System. Students will examine various print and non-print library resources and determine which resources are most appropriate for different types of class assignments. Students will write an expository report. Students will analyze resources found on the Internet.
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| 91 to 120 Minutes|
|Materials and Equipment:
Dewey Decimal Classification System chart (available online--See Step 1 for link), "Library Scavenger Hunt" worksheet (see attached), "Using the Alabama Virtual Library" worksheet (see attached), "Huey and Louie Meet Dewey" printed from Education World
|Technology Resources Needed:
Computers with Internet access
Make arrangements for the Library Media Specialist and the English teacher to partner on this lesson.
1.)In the library, give each student a copy of the Dewey Decimal Classification System chart printed from the chart from the following website and briefly explain (or review) the system.
( Duke Libraries Guide to Library Research
)This site explains how the Dewey Decimal System works.
2.)Divide students into groups of no more than four. Hand out the worksheet printed from the following website. Each group will then help Huey and Louie straighten the library by organizing the books using their printed DDS charts.
(Huey and Louie Meet Dewey
)This is a link to a lesson plan on using the Dewey Decimal Classification System.
3.)As student groups complete their "Huey and Louie Meet Dewey" worksheets, give each student the "Library Scavenger Hunt" worksheets (attached) and instruct them to take a walking tour of the media center as they complete the hunt on their own (or in pairs).
4.)As each student finishes the hunt, he/she should take a seat at a computer and begin work on the Alabama Virtual Library worksheet (see attached). Note: If computer stations are limited, some students can conduct the scavenger hunt while others work at the AVL website.
(Alabama Virtual Library
)Collection of online research resources classified according to grade levels.
5.)Back in the classroom or in the computer lab, instruct students to write a brief report about two of the library resources. This expository paragraph should include the description of the resource, its location in the media center, its appropriate use, and its limitations. All reports should be typed.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
A rubric will be used to assess the expository paragraph (see example from the Parkway School District of Missouri). The Library Scavenger Hunt activity will be checked for completion and accuracy.
Each area below is a direct link to general teaching strategies/classroom
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
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: