ALEX Lesson Plan


Get to Know Your Library Media Center

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  This lesson provided by:  
Author:Angelene Whatley
System: Birmingham City
School: Birmingham City Board Of Education
  General Lesson Information  
Lesson Plan ID: 16076


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.

 Associated Standards and Objectives 
Content Standard(s):
IL (K-12)
2. The student who is information literate evaluates information critically and competently.
  • Determines accuracy, relevance, and comprehensiveness.
  • Distinguishes among fact, point of view, and opinion.
  • Identifies inaccurate and misleading information.
  • Selects information appropriate to the problems or question at hand.
  • IL (K-12)
    3. The student who is information literate uses information accurately and creatively.
  • Organizes information for practical application.
  • Integrates new information into one's own knowledge.
  • Applies information in critical thinking and problem solving.
  • Produces and communicates information and ideas in appropriate formats.
  • 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]
    a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. [W.9-10.1a]
    b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns. [W.9-10.1b]
    c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. [W.9-10.1c]
    d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.1d]
    e. Provide a concluding statement or section that follows from and supports the argument presented. [W.9-10.1e]
    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]
    a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. [W.9-10.2a]
    b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic. [W.9-10.2b]
    c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. [W.9-10.2c]
    d. Use precise language and domain-specific vocabulary to manage the complexity of the topic. [W.9-10.2d]
    e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. [W.9-10.2e]
    f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). [W.9-10.2f]
    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]
    a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator, characters, or both; create a smooth progression of experiences or events. [W.9-10.3a]
    b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. [W.9-10.3b]
    c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. [W.9-10.3c]
    d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. [W.9-10.3d]
    e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative. [W.9-10.3e]

    Local/National Standards:


    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):

     Preparation Information 

    Total Duration:

    91 to 120 Minutes

    Materials and Resources:

    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.

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    Assessment Strategies

    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 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.