Madame Pince and the School Library

For libraries and librarians just west of Hogwarts

Fun With Dr. Seuss

March11

Mrs. Harrison’s Blog (what students see) 

Coloring pages as back up:

Dr. Seuss Cat in the Hat Coloring page and Horton Hears a Who

The lesson plans in the document below are for Week 24, March 3, 2014.  Classes are continuing in the computer lab using their computers to access the library’s OPAC.

You can access the Google Document version of my lesson plans, click here. 

So far, the kids in 1st, 2nd and 3rd Grade are doing well with accessing the OPAC.  What I’ve noticed is that there’s a disconnect between the Call # in the record and the location of the book on the shelves.  I’ll be focusing on that skill this week.

Because March 2 is Dr. Seuss’s birthday, I’ll use Dr. Seuss books this week:

For a more traditional lesson plan using these books, try this one from 2011

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St. Patrick’s Day Lesson

March4

Where In The World Are You?

April19

Grade/Class/Subject:

1st – 3rd Grade, Mrs. Harrison/Library Media Skills

Unit/Theme:

Reference Materials/Atlases, Maps and Globes

Common Core State Standards (3rd 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:

  • Atlas(es)
  • Maps
  • Globes

Supplementary Materials:

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

• 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 remember about using atlases last week. Go over the Key Vocabulary words.

Anticipatory Set:

Tell students they will watch a video today that might answer some of their questions about information to be found in an atlas.

Instruction:

1. Pass out the focus questions and read them with the students.

2. Tell students they are to write down the answers to the questions as they hear them or see them in the video.

Check For Understanding:

The teacher will observe students as they make decisions throughout the above process. Following the video, students will present their answers to their table mates and come to an agreement about the answers to each question. One student from each table will report out the answers that they have chosen.

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

Closure:

Tell students we will continue working on atlases next week.

 

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Arthur for Valentine’s Day, eBook and Video

January29

1st, 2nd, 3rd Grades/Media Skills:

Unit/Theme:

  • Arthur for Valentine’s Day, eBook and Video

Standards

American Association of School Librarians, Standards for the 21st Century Learner:

  • 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

Content Objectives

Dearborn Public Schools Department of Media Services, K-12 Information Literacy Media Curriculum, 2004:

  • Content Standard #3: A student who has been educated in library media information skills uses information accurately and creatively.

Language Objectives

Michigan Department of Education, K-8 GLCE English Language Arts:

  • 1st Grade: 1. Ask and answer questions about key details in a text.
  • 2nd Grade: 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate an understanding of key details in a text.
  • 3rd Grade: 3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Key Vocabulary:

  • eBook
  • Promethean Board
  • DVD

Supplementary Materials:

Preparation:

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

Scaffolding:

  • Modeling
  • Guided practice
  • Comprehensible input

Group Options:

  • Whole class

Integration of Processes:

  • Reading
  • Writing
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral
  • Lesson Sequence

Transition:

  • Review vocabulary.

Anticipatory Set:

  • Review procedures for reading an eBook on the Promethean Board. Review descriptive words that the author uses.

Instruction/Check for Understanding:

  • Read “Arthur’s Valentine” and point out clues in the text for how to read the book aloud.
  • Show “Arthur and the Square Dance.”
  • After reading the book and seeing the video, discuss how the characters are similar and different from one medium to the other.

Preview for Next Week:

  • Tell students we will be in the computer lab next week and will start to work on using the library database..
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Online Searching and Valentine’s Day

February1

3rd Grade:

I had an instructor in my library program who was a big proponent of instructional design and for the class we were required to develop a lesson plan that taught lower elementary students a simple task.  We were told that we should repeat the lesson plan until students understood the task; one of the students asked how we would know that.  The instructor replied, “They’ll tell you that they’re bored.”

I’ve used the Bored Paradigm as I plan the OPAC Face-Off Game.  So far this year, I haven’t heard the I’m Bored Song, so I’ll repeat the game again this week.

Grades K – 2:

This is one of my favorite read aloud weeks of the year because this is the week I read “Froggy’s First Kiss,” a very popular book with the younger set. The lesson plan can be found here.

K-2: Froggy valentine’s

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