jantz

Pre-Assessment
This library lesson will be presented as one of the first opportunities for sixth grades students to handle and inspect reference materials. and technology in the library. The librarian will request for the classroom teacher to cover these 10 glossary terms from the students' textbook in the week before the library class:**dictionary, thesaurus, encyclopedia, atlas, primary source, secondary source, fiction, nonfiction, biography, and autobiography**. Covering these terms in advance will give the students some prior knowledge of the terms and concepts to be discussed. This lesson could apply to varying Tennessee State Curriculum Standards for 6th Grade Language Arts (under Language, Communication, Research, or Media) depending on the instructor's focus and implementation of the lesson. __ [] __  **Language Standards ** SPI 0601.1.17 Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words. **Communication Standards** GLE 0601.2.7 Deliver effective oral presentations. GLE 0601.2.8 Participate in work teams and group discussions. SPI 0601.2.4 Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team).
 * Standards and Goals **

**Research Standards** GLE 0601.4.3 Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites. 0601.4.6 Identify reasons for choosing one source over another, including those found on websites. 0601.4.7 Identify the characteristics and limitations of source material. **Media Standards** <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 12px;">GLE 0601.7.4 Apply and adapt the principles of written composition to create coherent media productions. <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 12px;">ALA-AASL-2010.1.1 - Knowledge of learners and learning: Candidates are knowledgeable of learning styles, stages of human growth and development, and cultural influences on learning. Candidates assess learner needs and design instruction that reflects educational best practice. Candidates support the learning of all students and other members of the learning community, including those with diverse learning styles, physical and intellectual abilities and needs. Candidates base twenty-first century skills instruction on student interests and learning needs and link it to the assessment of student achievement. ALA-AASL-2010.1.2 - Effective and knowledgeable teacher: Candidates implement the principles of effective teaching and learning that contribute to an active, inquiry-based approach to learning. Candidates make use of a variety of instructional strategies and assessment tools to design and develop digital-age learning experiences and assessments in partnership with classroom teachers and other educators. Candidates can document and communicate the impact of collaborative instruction on student achievement.
 * For the librarian, completion of this lesson will meet with the following professional standards:**

ALA-AASL-2010.1.4 - Integration of twenty-first century skills and learning standards: Candidates advocate for twenty-first century literacy skills to support the learning needs of the school community. Candidates demonstrate how to collaborate with other teachers to plan and implement instruction of the AASL Standards for the 21st-Century Learner and state student curriculum standards. Candidates employ strategies to integrate multiple literacies with content curriculum. Candidates integrate the use of emerging technologies as a means for effective and creative teaching and to support P-12 students' conceptual understanding, critical thinking and creative process <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"> <span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 12px;">A – Audience: TLW be able to work in small groups while locating assigned library materials or sections, answer questions about library materials, and film a brief summary of information for other class members using a handheld video camera. B – Behavior: Learners will find and identify assigned library materials, summarize source's value by answering questions, and report findings to the rest of the class. C – Conditions: The learner will demonstrate mastery of the information by remaining on task, working in a group, and completing list of questions. D – Degree: The learner will complete **4 out of 5** listed questions for their selected resource. After listening to the oral presentations of classmates, each student will be able to identify **1** characteristic for library resources that were not assigned to their group.
 * Instructional Objectives **

Materials, Media, and other Resources
<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"><span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">T<span style="font-family: arial,helvetica,sans-serif; font-size: 12px;">he librarian will need the following materials to execute the lesson: <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">**The librarian will also request for the classroom teacher to remain in this lesson to provide extra direction to students as they work in small groups. The librarian will also request for the teacher to direct the students to sit at library tables in groups of 3 (assigned or unassigned) as they enter the library in order to save time.** The student will need the following materials to complete the lesson:
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Sixth grade Language Arts textbook
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">A handout of basic questions for students to answer for each library section
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Reserved library time for two sessions of class use (perhaps a few days apart)
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Handheld digital video recorders (Flip cameras)
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Computer to load/edit Flip movies on for class viewing
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Projection screen and projector or large TV for class viewing of clips
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Sixth grade Language Arts textbook
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Handout with questions (provided by teacher)
 * <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Pen/pencil

<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"> <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">This lesson will begin by students entering the library and being seated at tables in front of projection screen. The librarian will greet students and show a video clip of the librarian and the classroom teacher presenting the "Fiction" area of the library (saving the reference genres of the library for the students to present to each other). This will model the ability to work in a group, provide a concrete example for students to understand the end goal of lesson (a video presentation), and get the attention of the students. It will also put them at ease to see their librarian and classroom teacher up on the big screen. <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">
 * Set Induction: Real Life "TeacherTube" **

Instructional Sequence
<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"> <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">Recommended time frame: One class period to research the materials, answer questions in groups, and film video clip; one school day for librarian or library assistant to upload videos to a computer or DVD and for any slower groups to finish project; and one class period to watch the videos as a group and review. After the movie clip, the librarian will ask students if they remember some of the glossary terms from the previous week and offer very brief definitions or instructions on varying resources. The librarian will give a visual overview to students demonstrating where certain sections are (reference section, nonfiction section, etc.). Librarian will explain that the student groups (by table) will each study a specific type of library resource and then present it to the class using a short film that they create. The librarian will explain that the most informative video will be shown during school morning announcements (closed circuit) or loaded on class website (optional). The librarian will make sure that each group has a handout page with assigned topic. The librarian will explain the allotted time frames. The librarian will explain that students must answer in writing 3 of the 5 questions on the handout as a group before the group can check out one library video camera (1 per group). The students can either determine who will be the scribe, who will be the cameraman, and who will be the film "star" or they can switch between the roles. Any student groups are welcome to come complete their library project if they were unable to film it during first class session. The librarian will upload the videos for class viewing. Students will view the short video presentations of the other groups. After viewing each video, students will answer class discussion questions demonstrating mastery of concepts. Librarian and classroom teacher will announce which video will be presented to the school <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">
 * First Class Session **
 * During Day Between Class Sessions**
 * Second Class Session**

Closure
<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"><span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">The lesson will end with informal oral review. The classroom teacher will follow up on lesson content by using TCAP style questions on information literacy content to check for understanding (for example, ThinkLink). <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">

Adaptation and Extensions
<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"><span style="color: #000000; display: block; font-family: arial,helvetica,sans-serif; font-size: 12px;">This lesson can be adapted to meet the needs of different students.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">By making a video presentation, this lesson is offering an alternative to a paper essay.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Directions will be given orally, on the handout, and on the big screen for students with different learning styles.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">This lesson addresses various learning styles and modalities by offering the opportunity to learn by writing/answering questions, by reading, by physically examining books and technologies, by working in groups, and by presenting orally to the class via video.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Tactile learners may prefer making the video. Read/write learners may prefer writing a "script" for the video. Visual and aural learners may prefer watching classmates' videos.
 * <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 12px;">Adaptions for classes with different needs: Shorter handout or fill in some blanks handout, longer time frame, extra day in library, the ability to work in extra groups, more teacher supervision and interaction, brief lesson on how to use the video cameras.

Assessment
<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"><span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">This lesson will be informally assessed by teacher and librarian observation and by the completion of the student handout. <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;"><span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 12px;">This lesson has not yet been implemented.
 * Reflection **