Baird


 * Tennessee Electronic Library** [[image:ThomsonGaleBlue.gif]]
 * Pre-Assessment**: Before beginning this lesson, I plan to use an anticipation guide to gauge the overall awareness of TEL. The students must first agree or disagree with each statement. Then a class discussion will demonstrate the students’ understanding of the Tennessee Electronic Library. The students are about to begin a collaborative research project between the science, reading, and language arts teachers in the 6th grade. Knowledge of this database will aid the students in their research for this project. [[file:Anticipation Guide TEL.doc]]

A (Audience)- TLW effectively use TEL to retrieve information needed for research. B (Behavior)- 1. TLW explore TEL to become familiar with the various databases. 2. TLW collaborate with another student to locate information using TEL. 3. TLW independently search TEL to locate and retrieve information requested. C (Conditions)- TLW demonstrate mastery at the end of the class period by using TEL to locate information to complete an assessment handout. D (Degree)- TLW demonstrate mastery by correctly answering a minimum of 4 out of 5 questions from the assessment handout.
 * Instructional Objectives**:


 * Materials, Media, and Other Resources**:
 * Teacher** – teacher computer, multimedia projector, screen, computer lab reservation, anticipation guide, research game cards, prizes, assessment handout
 * Student** – pencil, paper, and computer


 * Set Induction**: The anticipation guide naturally engages the students because they instinctively want to know if they were correct in agreeing or disagreeing with the statements. The teacher will also ask the following questions to engage student interest and participation in the lesson: How would you like to be given something worth thousands of dollars for free? Have you ever had to research something on the computer for a class assignment? Did you know that Tennessee has given all of its students something very valuable to help them with their research?

1. Students will take a moment to complete the anticipation guide. After the students have finished, the teacher will discuss each statement and get a general idea of how many students agreed or disagreed with each statement. The teacher will allow for discussion on each statement, but will refrain from telling the students which statements are true. 2. The teacher will introduce TEL using the PowerPoint presentation. The students will receive knowledge of the correct answers to the anticipation guide through the presentation and discussion. The teacher will also spend time demonstrating some important functions of TEL and special characteristics of Kids InfoBits and Infotrac Junior Edition. 3. The students will be given 5-10 minutes to explore the databases independently. 4. The teacher will pair the students to play Research Hound. Each team will receive a card with four questions on it. The students must find the answers to the questions, as well as list the database, source, and URL where they found the answer. The first team to find all four answers wins. Prizes will be given to the first three teams to successfully complete their research. 5. The class will review important information about TEL and share strategies that made researching easier. 6. Students will be given the assessment handout to complete independently. The students must locate the answer to each of the five questions and list the database, source, and URL where it was found. 7. The teacher will review the benefits of using TEL and challenge the students to use this resource regularly in their research.
 * Instructional Sequence**:


 * Closure**: The students will review their learning through oral questioning. The teacher will ask the students questions about TEL to review the main points of the lesson, compare TEL to other Internet searching, and review the benefits of using TEL. The students will demonstrate their learning with the completion of the assessment handout.

In this lesson, several techniques are used to meet the needs of different students. The anticipation guide is a reading strategy that provides purpose for struggling readers, as well as students that are difficult to motivate. The PowerPoint presentation appeals to visual learners. Grouping students for the research game allows the students to be challenged according to ability. The students that are higher academically will be given cards with questions that are more challenging. Independent use of computers addresses the needs of visual and kinesthetic learners.
 * Adaptation and Extensions**: The 6th grade students are generally grouped by ability. One class is very high academically with all the gifted students included in this class. Two classes are considered academically high, but have some average students included as well. Two classes are considered average academically, but have some low performing students included. Two classes are inclusion classes that include the special education students. Although there are a few ELL students in this grade, they no longer have a language barrier.


 * Assessment**: Student mastery for this lesson will be identified through the assessment handout. The student should answer at least 4 out of 5 questions correctly. If students are struggling with researching through TEL, re-teaching can be done on an individual basis. [[file:TEL Assessment.doc]]

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