Title of Lesson: How can I find my desired library books on my own?

Essential Question(s):After using the PAC, are you able to find your own books on the library shelves?

Lesson Objective:To teach students how to shelf read so that they are able to independently find their books.

Standard(s):CCSS.ELA-Literacy.RI.4.10By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4.1.1 Read, view, and listen for pleasure and personal growth.

The lesson is designed to help students understand the numeric and alphabetic order of the Dewey Decimal System. Having a working understanding of the Dewey Decimal System helps students find items in the library more efficiently and effectively.

Content Area(s):ELA

Resources:Introduction to Dewey Decimal System PPYouTube Dewey Decimal Rap (link integrated in the PP) https://www.youtube.com/watch?v=NHiUQb5xg7A Dewey Decimal SnowballsPlace markers**attachments accompany the lesson**

Vocabulary:Dewey Decimal SystemClassificationOrganizationShelf ReadingAlphabetical OrderNumerical Order

Activity Overview:

Sequencing Strategy:I will use learning related, world related, and concept related sequencing strategies.

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Text Structure:I hook the students with a music video once they are seated which is directly tied to the learning objective learning to use the Dewey Decimal System. I will use a PowerPoint with text and graphics (representational) to provide a beginning foundation. I will use organizational and transformative graphics to guide and demonstrate shelf reading.

Content Structure(s): Pre-instructional Activity Students will watch an introductory

music rap video introducing and getting them excited about the Dewey Decimal System.

How the Content will be Initially Presented

The content will be presented through a music video, PowerPoint, walk-thru of the non-fiction section to point out the organizational and transformative graphics, and example or model of how to shelf read.

How the Students will Process the Information

The students will engage in: a kinesthetic, whole group activity to sequence call numbers; a “snow-ball” fight with call numbers followed by a repeat of the sequencing activity; a small group challenge related to sequencing with competition among groups; finding their call number on the shelf and marking the place with a place marker, and an exit ticket exam of sequencing 5 call numbers

Develop:

How I will Make the New Content ConcreteI will use consistent vocabulary and

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terminology, as well as short sentences with an active voice to communicate. I will use an introductory music video, a PowerPoint with illustrations, organizational and transformative graphics, an active voice, modeling, and then practice.

How I will Control the Step-SizeI will use consistent vocabulary, terminology, as well as short sentences with an active voice to communicate. I will tie it back to previous learning experiences in using PAC (Public Access Catalog), alphabetical order, sequencing-numerical order, and decimals/fractions/money.

How I will Determine the Lesson PacingThe lesson pacing is determined by the student’s prior knowledge of PAC, call number, and experiences looking for a desired book on the shelves. I will also use observation and self-reflection after the initial lesson and make adjustments as needed.

How I will Incorporate Cues and TransitionsI will use language like “now we are moving on to”, “I need to see your eyes on me and everybody listening”, and “think, pair, and share.”

I will Use the Following Strategies to Reduce the Cognitive Load for the LearnerI will model an example with each step outlined and explained. I will also give partially worked examples and have students complete the missing parts with a call number sequencing activity. I will also be using split-attention where students will be using shelving guides with text and graphics to aid in their shelf reading.

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Implementation and Evaluation:

The Types of Formative Assessments that are Built into the Lesson Throughout the lesson I will be checking for understanding and providing students feedback based on their performance so they can monitor their own learning. I will use a quick exit ticket to gather student data and measure overall learning. In addition to the data I will reflect on the lesson and make changes as needed to the design, development, and implementation.

I will Provide Feedback to the Students by Grading and Returning Their Exit Ticket

I will Use the Assessment DataI will check for student learning. I will reflect on the lesson and make changes as needed to the design, development, and implementation. I will reteach if needed whether large or small group instruction.

Created and Submitted by: Mark Hoesel (I found and pulled different resources on the internet that others had created and adapted the content to create this lesson. I have used this lesson with my 3 rd and 4th grade classes and have found it to be very effective.)

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