Understanding+library+classification


 * Lesson Plan**

I created this lesson plan as a way to introduce lower-elementary students (particularly 2nd grade) to the arrangement of the easy-reader fiction section of the library.
 * Content Area(s):** Information literacy/2nd grade

Students will be required to have prior knowledge in alphabetizing words. Prior to the lesson, I will send morning work for the teacher to administer of a list of words. Students will be required to alphabetize the words to the best of their ability. This pre-assessment will identify individuals in need of additional work on alphabetizing.
 * Pre-Assessment:**

Begins to understand library classification and how subjects are grouped (i.e. Dewey Decimal).
 * Standard(s): (MNPS 2nd grade Information Literacy standards)**

After beginning to understand library classification and how subjects are grouped, TLW complete a partner activity with 100% participation.
 * Goal(s):**

Through a class discussion, TLW identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances with 85% accuracy.
 * Instructional Objective(s):**


 * Planning/Teaching Strategies:**
 * Oral reading
 * Class discussion
 * Activity
 * Partner activity
 * Graphic organizer

__Teacher__: (lesson adapted from [|Cynthia Tidd]), chart paper, marker, “Chrysanthemum” by Kevin Henkes, Kids-peration (television, projector, or SmartBoard) __Students__: flower di-cut, tape, mystery book (access to the easy section of the library)
 * Material, Media, and other Resources:**

Create graphic organizer using Kids-peration (an online graphic organizer program). Place “flower” in the middle. TLW brainstorm names of different flowers.
 * Set Induction:**


 * Instructional Sequence:**
 * 1) Read “Chrysanthemum”
 * 2) Discuss the book. Recall facts. Discuss Chrysanthemum’s feelings throughout the book. Point out the parts of the book (author, illustrator, publisher, spine, covers). Discuss how names are important and every one is special.
 * 3) Discuss how you find fiction books on the shelves (alphabetical by first three letters of the author’s last name). Show where you got Henke’s book (on the ‘H’ shelf).
 * 4) TLW place their last name on a flower di-cut.
 * 5) TLW put themselves in alphabetical order (if any students have last names that start with the same letter, discuss how you look at the first, then second, then third letter in the name)
 * 6) TLW tape the di-cut to the shelf that correlates with their last name

TLW choose a mystery book from the online card catalogue. TLW locate the book from the stacks. TLW work with partners from this point on. Each partner will take turns switching books and then placing the mystery book in the correct location.
 * Closure:**

Intelligences Used: __Visual__: reading, graphic organizer, activity, closure __Auditory__: discussion, reading __Kinesthetic__: activity, closure, card catalogue usage __People__: discussion, closure, activity __Thought__: discussion, graphic organizer, activity, closure __Words__: graphic organizer, reading, activity, closure
 * Adaptations and Extensions:**

__ELL and resource students__: plenty of visuals used and multiple kinesthetic activities to reinforce the topic; partner lower/higher students together __Gifted__: higher-order thinking skills utilized in partner activity

TTW informally assess comprehension through discussion, an activity, and the closure.
 * Assessment:**