Grade/Class/Subject:

3rd Grade, Mrs. Harrison/Library Media Skills

Unit/Theme:

Reference Materials/Almanacs

Common Core State Standards (3^rd Grade):

CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Language Objectives:

Students will become comfortable using common reference terms.

Key Vocabulary:

Almanac(s)

Supplementary Materials:

• Class set of the atlases, National Geographic Kids Beginner’s World Atlas 
• Sticky notes or blank bookmarks
• Kitchen timer
• Pencils

Preparation:

• Adaptation of content
• Links to background
• Links to past learning
• Strategies incorporated

Scaffolding:

• Modeling
• Guided practice
• Independent practice
• Comprehensible input

Group Options:

• Whole class
• Small groups
• Partners
• Independent

Integration of Processes:

• Reading
• Writing
• Speaking
• Listening

Application:

• Hands-on
• Meaningful
• Linked to objectives
• Promotes engagement

Assessment:

• Individual
• Group
• Written
• Oral

Transition:

Review what students learned about atlases, the kinds of information they found and when they thought an atlas would be a good choice for a research project.

Anticipatory Set:

Show students a copy of the almanacs and point out some of the differences (i.e., photos of people, fewer maps, etc.).  Have students predict the information they will find in an atlas.

Instruction:

1.      Pass out atlases and several bookmarks/sticky notes to each person.

2.      Tell students they are to skim through the atlasess and use a bookmark to note interesting pages.  They have 2 minutes to do this.

3.      After students have marked the pages, they are to go back and read them.  After reading through the pages, they are to pick one page that they find the most interesting.  They have five minutes.

4.      After the five minutes are up, students will note facts in writing on their bookmark(s).  They have five minutes to do this.

5.      After step 4, students will present their research to their tablemates.  They have five minutes to do this.

6.      Students will choose one person from each table to present their research to the class.

Check For Understanding:

The teacher will observe students as they make decisions throughout the above process.

Students will demonstrate their understanding of research by the facts they choose to note.