Madame Pince and the School Library

For libraries and librarians just west of Hogwarts

“I Hate My Brother Harry” OPACs, Using Computers

May9

Week 32, originally used Week of May 9, 2011

 

Click here to find a lesson plan that’s printer friendly and adapted for use in a computer lab.

Note: this lesson was taken from

I modified the lesson plan to fit my building’s SIOP format.

Grade/Class/Subject:

  • K-3/Harrison/Media Skills

Unit/Theme:

  • Parts of a book

Standards

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

  • 4.1.5, Connect ideas to own interests and previous knowledge and experience.

Content Objectives

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

  • Students will demonstrate their understanding of the elements of a book.
  • Students will list the variables needed to include in a bibliography (3rd grade).

Language Objectives

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

  • R.NT.[00].05 respond to individual and multiple texts by finding evidence, discussing,illustrating, and/or writing to refl ect, make meaning, and make connections.

Key Vocabulary:

  • Review: author, title, publisher, place of publication, copyright date, bibliography, title page

Supplementary Materials:

Preparation:

  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Comprehensible input

Group Options:

  • Whole class

Integration of Processes:

  • Reading
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Written
  • Lesson Sequence

Transition:

  • Review the vocabulary above.

Anticipatory Set:

  • Ask students, how old are the children on the cover of the book, “I Hate My Brother Harry?” Direct students to the girls face. How does she feel? Discuss the title of the book and show her drawing on the title page.

Instruction/Check for Understanding:

  • Show the cover of the book. Indicate the elementary of print, the author and the illustrator.
  • Read to the part of the story in which Harry tells his sister he put chopped up frogs in the frosting. Ask students: Why does Harry tell his sister this? How does she feel?
  • Read to the point in the story in which the sister say that someday she will spit in her brother’s pudding. Ask students: Why does she say this? What could she do instead?
  • Finish the story. Ask students: Why does the sister say hateful things to Harry? Does she really mean the things she says?

Preview for Next Week:

  • Tell students we will read more books about families next week.
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How To Get Where You’re Going

April27

 

Grade/Class/Subject:

3rd Grade, Mrs. Harrison/Library Media Skills

Unit/Theme:

Reference Materials/Almanacs

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:

Almanac(s)

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
  • 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.

 

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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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Fun With “The Cat In The Hat”

March6

Grade/Class/Subject:

  • Lesson Plans: Information Skills, Grades K-3

Unit/Theme:

What is biography?/March is Reading Month

Standards:

AASL 4.1.3

Content Objective:

Students will respond to literature and creative expressions of ideas in various formats and genres.

Language Objectives/Students will:

  • Express feelings about characters and events in a story
  • Make connections between stories and their own experiences

Materials (Videos):

Key Vocabulary (Review):

  • Review: Video, VHS tape, DVD, New: Biography, Autobiography

Preparation:

  • Links to background
  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Guided practice

Group Options:

  • Whole class

Integration of Processes:

  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group

Anticipatory Set:

  • Review the what students remember about the words listed above from last month’s Valentine’s day lesson. Introduce the words “biography” and “autobiography.”
  • Review the parallels between the Daily 5 concept, ipick, and choices students make when watching movies (specifically comprehension and subject preference)

Lesson:

  • Review what students remember about Dr. Seuss from the lesson a few weeks ago.
  • Show students the biographies of Dr. Seuss and use them as examples of biographies available in print form. Ask students how to find a biography in the media center.
  • Show how to use the Visual Search option in the OPAC to search for biographies.
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Stellaluna and Are You My Mother

February10

Note: This week’s lesson can be found in:

  • Carrol, J.A., Gladhart, M.A., & Petersen, D.L. (1997). Character building: literature-based theme units. Carthage, IL: Teaching and Learning Company, p.39.
  • I have simply modified the authors’ lesson plan to fit my district’s SIOP lesson plan format. It’s a good source for books to teach core values and has plans to extend books in the bibliography with cross-curricular activities.

Grade/Class/Subject:

  • K-3/Harrison/Media Skills

Unit/Theme:

  • Students will understand the district’s core values and describe their importance.

Standards (AASL):

  • 1.1.2 Use prior and background knowledge as context for new learning.

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

  • Content Standard #5: A student who has been educated in library media information skills and who is an independent learner appreciates literature and other creative expressions of information.

Language Objectives (Michigan Department of Education, K-8 GLCE English Language Arts, v. 12.05, http://www.michigan.gov/mde/0,1607,7-140-28753_33232—,00.html):

  • R.NT.[01].03 identify problem/solution, sequence of events, and sense of story (beginning, middle, and end).

Key Vocabulary:

  • Listen, respond (review), respect (new)

Supplementary Materials:

  • Cannon, Janell. Stellaluna. Orlando: Harcourt, 1993.
  • Eastman, P. D. Are you my mother?. New York: Beginner Books; distributed by Random House, 1960.

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
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral

Lesson Sequence

Transition:

  • Tell students we will read the book and talk about respect. Review with students what the word means. Ask how they show respect when listening and responding to stories.

Anticipatory Set:

Before reading, show the cover of the book, “Stellaluna:”

Read the Bat Notes at the end of the book:

  • Do bats really fly?
  • What do bats eat?
  • Where do bats live?
  • Should people be afraid of bats?
  • How do bats help people?

Instruction/Check for Understanding:

Read to the part of the story in which Stellaluna is separated from her mother.

  • How are bats similar to birds?
  • What will the birds’ reactions be to Stellaluna?
  • What should the birds do?

Read to the point in the story in which the Mama Bird orders Stellaluna to obey her rules.

  • What habits does Stellaluna learn from the birds?
  • Why is the Mama Bird upset with Stellaluna when she teaches the birds to hang upside down? Do different people have different rules? What rules do children have that adults don’t have?

Finish the story. Discuss ways people can be very different, yet be good friends.

  • What would happen if everyone were alike?
  • How can being different make a person special to others?

If there’s time:

  • Read “Are You My Mother?”

Closure/Summary:

  • Ask students what values they recognize in the stories.

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Valentine’s Day On The OPAC

February6

Grade/Class/Subject:

  • K-2/Harrison/Media Skills

Unit/Theme:

  • Literary Devices/Holidays

Standards (AASL):

  • 4.1.2. Read widely and fluently to make connections with self, the world and previous reading.

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

  • Content Standard #1, A student who has been educated in library media information skills accesses information efficiently and effectively.

Language Objectives (Michigan Department of Education, K-8 GLCE English Language Arts, v. 12.05, http://www.michigan.gov/documents/ELAGLCE_140483_7.pdf):

Students will:

  • R.NT.[00].04 identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.

Key Vocabulary:

  • Listen
  • Respond

Supplementary Materials:

  • Groat, D. (1996). Roses are pink, your feet really stink. New York: Morrow Junior Books.
  • Koscielniak, B. (1995). Geoffrey Groundhog predicts the weather. Boston: Houghton Mifflin.
  • London, J., & Remkiewicz, F. (1998). Froggy’s first kiss. New York: Viking.

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
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral

Lesson Sequence

Transition:

  • Review what they know about patterns from their math assignments and from the lesson on “The Hat” by Jan Brett and the clues the illustrator uses to help make predictions in the story.

Anticipatory Set:

  • Show students the cover of “Froggy’s first kiss.” Discuss the clues the illustrator uses on the cover to give readers an idea of the story.

Instruction/Check for Understanding:

  • What can they predict about this story based on “Arthur’s First Kiss” from last week? Read the story and engage students in active listening.

Preview for Next Week:

  • Tell students we will watch Valentine’s Day videos 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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More Snow!

January9

Mrs. Harrison’s Blog (what students see) 

Grade/Class/Subject:

  • K-2/Harrison/Media Skills

Unit/Theme:

  • Making predictions/snow

Standards

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

  • 2, Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

Content Objectives

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

  • Content Standard #4: A student who has been educated in library media information skills and who is an independent learner pursues information related to personal interests.

Language Objectives

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

  • Kindergarten: R.NT.00.04, identify how authors/illustrators use literary devices including pictures and illustrations to support the understanding of settings and characters.
  • 1st Grade: R.NT.01.04, . identify how authors/illustrators use literary devices including illustrations to support story elements and transitional words including before, after, now, and finally to indicate a sequence of events and sense of story.
  • 2nd Grade: R.NT.02.04, identify and explain howauthors/illustrators use literary devices including illustrations and titles to depict major story events, and comparisons including metaphors or similes to reveal characters’ thoughts and actions.

Key Vocabulary:

  • Cover, pictures

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
  • Speaking
  • Listening

Application:

  • Meaningful
  • Linked to objectives
  • Promotes engagement

Assessment:

  • Group
  • Oral
  • Lesson Sequence

Transition:

  • Review the different sections of the media center from last week, specifically the Easy Section, and the kinds of books students would expect to find.

Anticipatory Set:

  • Review the vocabulary words,

Instruction/Check for Understanding:

  • Tell students that it’s important for them to choose books that they think are interesting, in addition to being at their reading level.
  • Using the pictures on the front covers of the books, have students predict the stories before reading them and whether they think they would like the book if they borrowed it from the library.  Have students share their predictions with a partner.
  • Reinforce the commonalities and differences between print and digital versions of the book, “Tacky the penguin.”
  • After reading each book, review the predictions and reinforce their abilities to successfully predict elements in the story (or not).
  • Direct students to the appropriate post on “Mrs. Harrison’s blog” features penguins.
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One More Time With Santa

December10

 

Week of December 17

Subject/Grade

  • Media Skills, Kindergarten – 3rd Grade

Unit/Themes:

  • Locating materials in the media center/Holiday books

Standards:

  • AASL 4.1.3

Scope and Sequence:

  • The student who is information literate uses information accurately and creatively.

Content Objective(s):

  • Students will respond to literature and creative expressions of ideas in various formats and genres.

Language Objective(s):

  • Students will express feelings about characters and events in a story.
  • Students will make connections between literature and their own experiences.

Key Vocabulary:

  • Review: spine label, holiday
  • Introduce: Christmas, Alphabet, Alphabetizing

Materials:

McGinley, Phyllis, and Kurt Werth. The year without a Santa Claus. Philadelphia: J. B. Lippincott Company, 1957.

Rox, John and Bruce Whatley. I Want a Hippopotamus for Christmas. New York: HarperCollins, 2005.

Preparation:

  • Links to background
  • Links to past learning
  • Strategies incorporated

Scaffolding:

  • Modeling
  • Guided practice

Group Options:

  • Whole class

Integration of Processes:

  • Reading
  • Speaking
  • Listening

Application:

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

Assessment:

  • Group
  • Oral

Lesson Sequence:

Transition:

  • Review what students remember about the organization of the media center (fiction, nonfiction sections, etc.) Review why students use browsing sticks.  Point out the letters on the spines and the Christmas sticker on each book.

Anticipatory Set:

  • Write the new and review vocabulary words on the board.
  • Word through what the new words mean.
  • How do the words apply to the library?
  • Ask students if they can look at a book and tell where it belongs.  What’s the fastest way to do this? (Answer: read the spine label.)

Instruction/Check for Understanding:

Preview for Next Week:

  • Wish students a happy holiday break!
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I See Santa Everywhere

November30
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