library

LibraryLibrary

By By

Vaeshan HudsonVaeshan Hudson

SummarySummary

This PowerPoint is going to detail all the This PowerPoint is going to detail all the things I do in the Library. It is going to be in-things I do in the Library. It is going to be in-line with the state standards to show how line with the state standards to show how they have been implemented in my they have been implemented in my curriculum. Included you will find lessons, curriculum. Included you will find lessons, work samples and pictures that show my work samples and pictures that show my determination and dedication to my job and determination and dedication to my job and students. Hope you enjoy!!!!students. Hope you enjoy!!!!

What is a Library?What is a Library?

According to According to www.merriam-webster.comwww.merriam-webster.com

A Library is ……A Library is …… 1 1 :: “A place in which literary, musical, “A place in which literary, musical,

artistic, or reference materials (as books, artistic, or reference materials (as books, manuscripts, recordings, or film) are kept for manuscripts, recordings, or film) are kept for use but not for sale’s.”use but not for sale’s.”

2. A place where a series of related books are 2. A place where a series of related books are issued and organized in a system. issued and organized in a system.

So what does a So what does a

Librarian do?Librarian do? AA Librarian helps increase learning through Librarian helps increase learning through

reading.reading.

A Librarian assists students in finding material A Librarian assists students in finding material to read that they enjoy. to read that they enjoy.

A Librarian helps students learn how to cite, A Librarian helps students learn how to cite, refer, and research information. refer, and research information.

Here are some example of lessons Here are some example of lessons taught in Library class that show multiply taught in Library class that show multiply

skillsskills

Lesson 1Lesson 1

A lesson that was taught in class.A lesson that was taught in class. A PowerPoint I used in class.A PowerPoint I used in class. Work samples and worksheets.Work samples and worksheets. And Pictures.And Pictures.

Lesson 1Lesson 1

This lesson was taught to Kindergarteners.This lesson was taught to Kindergarteners.Objective: The students will be able to identify the two Objective: The students will be able to identify the two

main types of story genres: fiction and nonfiction.main types of story genres: fiction and nonfiction.Procedure:Procedure: I will introduce the lesson today by stating we will I will introduce the lesson today by stating we will

look at types of stories.look at types of stories. I will explain to the students that types of stories are I will explain to the students that types of stories are

called genres and that there are many different called genres and that there are many different types of genres. types of genres.

I will ask does anyone know what the two main I will ask does anyone know what the two main types of stories are. We will discuss it and see if types of stories are. We will discuss it and see if anybody knows. If no one states the two main anybody knows. If no one states the two main types I will state that they are fiction and non -types I will state that they are fiction and non -fiction. fiction.

Once that is brought up, I will ask does any body know what Once that is brought up, I will ask does any body know what fiction means? Non-fiction?fiction means? Non-fiction?

We will then create a KWL on Chart only focusing on the K We will then create a KWL on Chart only focusing on the K ( What I know) and the W ( What I want to know).( What I know) and the W ( What I want to know).

We will discuss that fiction stories are something that is not We will discuss that fiction stories are something that is not real and that a non-fiction story is something that is real. real and that a non-fiction story is something that is real.

I will hold up a pictures of a real story (non-fiction “ Meet the I will hold up a pictures of a real story (non-fiction “ Meet the President” ) and a picture of a story that can not be real President” ) and a picture of a story that can not be real (fiction , “The three little pigs” ) I will say which of these two (fiction , “The three little pigs” ) I will say which of these two stories is fiction and which is non fiction. I ask them how do stories is fiction and which is non fiction. I ask them how do you know it is fiction or not fiction and state that they must you know it is fiction or not fiction and state that they must show evidence to support their answer ( Such as pigs can not show evidence to support their answer ( Such as pigs can not walk on two feet so this story must be fiction). walk on two feet so this story must be fiction).

To help with confusion the students will To help with confusion the students will then see a PowerPoint presentation on the then see a PowerPoint presentation on the two types. I found this PowerPoint two types. I found this PowerPoint http://www.pppst.com/library.htmlhttp://www.pppst.com/library.html . I made . I made some edits to make it more age some edits to make it more age appropriate. (The PowerPoint that was used appropriate. (The PowerPoint that was used is named genres)is named genres)

I will read the slides to my students, I will read the slides to my students, stopping to ask questions pertaining to the stopping to ask questions pertaining to the material that they are seeing. material that they are seeing.

KK

What What I I KnoKnoww

WW

What I What I want want to to Know Know

LL

What What I have I have learntlearnt

Following the PowerPoint presentation, Following the PowerPoint presentation, students must play the game fiction or non students must play the game fiction or non fiction. In it, they will see a picture of a fiction. In it, they will see a picture of a story on my class screen and on a story on my class screen and on a corresponding sheet they will have to circle corresponding sheet they will have to circle the word fiction or non -fiction for that slide. the word fiction or non -fiction for that slide.

Finally we will review the correct answers Finally we will review the correct answers and fill in the L part of our poster board KWL and fill in the L part of our poster board KWL and discuss what has been learntand discuss what has been learnt

Assessment:Assessment: The students were assessed informally through The students were assessed informally through

their class participation. their class participation. Formal assessment was calculated using the Formal assessment was calculated using the

sheet that goes with the game. There were five sheet that goes with the game. There were five questions in the game, each one is worth 2 points questions in the game, each one is worth 2 points totaling the amount that this assignment is worth totaling the amount that this assignment is worth is 10pts. is 10pts.

Materials used for the lesson:Materials used for the lesson: projectors and screen overhead, LCD paper projectors and screen overhead, LCD paper

penils and slides, worksheets and pictures of the penils and slides, worksheets and pictures of the stories. stories.

These were the slides for the gameThese were the slides for the game

ResourcesResources

Copy of the KWL chart we created in Copy of the KWL chart we created in class.class.

Work sample of the worksheetWork sample of the worksheet

GENRESGENRESThe PowerPoint PresentationThe PowerPoint Presentation

NONFICTION

FICTION

There are 2 main types of stories:

FICTIONWhich is not real.

And Non Fiction which is real and And Non Fiction which is real and deals with real life and real figures. deals with real life and real figures.

NONFICTION

FICTION

What are some genres in nonfiction?

BiographiesBiographiesand and

Auto biographiesAuto biographies

Biographies: stories written about Biographies: stories written about someone that are written by someone that are written by someone other than themselves.someone other than themselves.

Autobiographies: stories that a Autobiographies: stories that a person writes about themselves. person writes about themselves.

NONFICTION

FICTION

What are some genres in fiction?

Did we miss any genres?

mystery

biographies

fantasy

poetry

fables

Historical fiction

Science fictio

n

Fairy tales

Realistic fiction

myths

horror

romance

adventure storie

s

Picture books

SCIENCE + FICTION =

Stories that deal with Scientific issues but are not real.

FANTASYFANTASY

•Talking animals

•Magical powers

•Time travel

•Imaginary beings from other planets

This toad has an attitude!

MysteriesMysteries CHARACTERS SEEM SO REAL.CHARACTERS SEEM SO REAL. MAIN CHARACTER COULD BE A MAIN CHARACTER COULD BE A

DETECTIVE OR A SPY.DETECTIVE OR A SPY. MAIN CHARACTER LOOKS FOR MAIN CHARACTER LOOKS FOR CLUESCLUES

TO SOLVE A PROBLEM OR A CRIME.TO SOLVE A PROBLEM OR A CRIME.

Folktales Deal WithFolktales Deal With

Animals Animals that talkthat talk

MonstersMonsters Tricks.Tricks.

FABLE:

“1 a short tale that teaches a lesson. The characters in fables are often animals who speak and act like people.

"The Fox and the Grapes" is a well-known fable by Aesop.

2 a false story; lie.

He told us a fable about his father being a jet pilot.”

BibliographyBibliographyThe POWERPOINT CAME FROM The POWERPOINT CAME FROM http://www.pppst.com/library.htmlhttp://www.pppst.com/library.htmlResources it usedResources it used http://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12Jhttp://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12J

http://www.kidsreads.com/features/010613-applegate.asphttp://www.kidsreads.com/features/010613-applegate.asphttp://www.brucecoville.com/http://www.brucecoville.com/http://www.davidaadler.com/bio.htmhttp://www.davidaadler.com/bio.htmhttp://www.websterschools.org/classrooms/state_library/http://www.websterschools.org/classrooms/state_library/mystery_elements.htmlmystery_elements.htmlhttp://us.penguingroup.comhttp://us.penguingroup.comwww.dictionary.comwww.dictionary.comhttp://www.nationalgeographic.com/grimm/article.htmlhttp://www.nationalgeographic.com/grimm/article.htmlhttp://havilands.org/HavilandsCom/Biographies/http://havilands.org/HavilandsCom/Biographies/VirginiaHaviland/biblio.htmlVirginiaHaviland/biblio.htmlhttp://www.embracingthechild.org/authors2005.htmlhttp://www.embracingthechild.org/authors2005.htmlhttp://www.libsci.sc.edu/miller/EvalTraditional.htmhttp://www.libsci.sc.edu/miller/EvalTraditional.htm

Fiction or Non-FictionFiction or Non-Fiction

The Game that went with the The Game that went with the worksheetworksheet

What type of story is this?What type of story is this?

FictionFiction

OrOr

Non-FictionNon-Fiction

The Il Teaching Standards that are The Il Teaching Standards that are shown in this lesson are:shown in this lesson are:

Standard 1 Content Knowledge: I did research, I Standard 1 Content Knowledge: I did research, I pulled resources, I tested the students knowledge of pulled resources, I tested the students knowledge of what was being taught from beginning to end. what was being taught from beginning to end.

Standard 2 Communication: I used verbal Standard 2 Communication: I used verbal communication, discussion throughout the whole class communication, discussion throughout the whole class and visual communication by creating visual clues and visual communication by creating visual clues such as the KWL and usage of Power Point and such as the KWL and usage of Power Point and transparencies. transparencies.

Standard 3 Planning for Instruction: I took my time to Standard 3 Planning for Instruction: I took my time to look for resources that could be altered to age look for resources that could be altered to age appropriateness for the skill and grade level that I appropriateness for the skill and grade level that I was teaching. was teaching.

Standard 4 Assessment: The students where assessed Standard 4 Assessment: The students where assessed informally and formally. Informally by discussion and informally and formally. Informally by discussion and participation to see if skills were met. Formally, by creating participation to see if skills were met. Formally, by creating a chart and doing their sheet.a chart and doing their sheet.

Standard 5 Collaborative Relationships: I have had Standard 5 Collaborative Relationships: I have had correspondence with Ms. Clepper about what things and correspondence with Ms. Clepper about what things and lessons would be appropiatefor her students. Also we speak lessons would be appropiatefor her students. Also we speak after class about what was taught. after class about what was taught.

Standard 6: Diversity: Diversity was shown in this lesson by Standard 6: Diversity: Diversity was shown in this lesson by not just teaching to one working style but by trying to not just teaching to one working style but by trying to incorporate more then one learning style. Also diversity was incorporate more then one learning style. Also diversity was shown by my spend more time working with the students shown by my spend more time working with the students that had difficulties I tried to work with each after the that had difficulties I tried to work with each after the assignment was done that is when the other students do assignment was done that is when the other students do their silent reading or look at picture books so I can help their silent reading or look at picture books so I can help others. others.

Standard7: Instructional delivery: I tried to include Standard7: Instructional delivery: I tried to include this by having the students apply what they have this by having the students apply what they have learn and by having them support the answers with learn and by having them support the answers with evidence. evidence.

Room for ImprovementRoom for Improvement

What I feel that I could have improved on this What I feel that I could have improved on this lesson is for the students to use more of their lesson is for the students to use more of their higher order thinking skills.higher order thinking skills.

To prompt them with more critical questions. To prompt them with more critical questions.

And by adding a hands-on activity to show And by adding a hands-on activity to show individual or group mastery.individual or group mastery.

Lesson 2Lesson 2

The lessonThe lesson

Work samplesWork samples

Pictures Pictures

Lesson 2Lesson 2

This lesson was taught to first and second grade.This lesson was taught to first and second grade.

Objective: Objective: The students will be able to identify what the purpose of The students will be able to identify what the purpose of

earth day is, to compose and create a book listing earth day is, to compose and create a book listing important information that can help the earth. important information that can help the earth.

Procedure: Procedure: I will pose the question, what is Earth day and why do we I will pose the question, what is Earth day and why do we

celebrate it? The students will respond by discussing celebrate it? The students will respond by discussing reasons and we will create a list on the board about its reasons and we will create a list on the board about its purpose. purpose.

Once that is finished, the students will move to the story Once that is finished, the students will move to the story rug to listen to a story about Earth day. The book is titled rug to listen to a story about Earth day. The book is titled “ It is Earth Day” by Mercer Myer.”“ It is Earth Day” by Mercer Myer.”

I will then ask the students what do you think this I will then ask the students what do you think this story is about, prompting them to make their own story is about, prompting them to make their own prediction. I will explain that after we are done prediction. I will explain that after we are done listening to the story, we will see whose prediction listening to the story, we will see whose prediction was right. was right.

During the story, I will prompt the students’ During the story, I will prompt the students’ comprehension by asking them story element comprehension by asking them story element questions such as who is in the story, and where is questions such as who is in the story, and where is the story taking place. the story taking place.

Upon finishing the story, we will list ten things that Upon finishing the story, we will list ten things that we learned that can help the Earth. We will place we learned that can help the Earth. We will place this information on the board. this information on the board.

When we are finished with listing information, the When we are finished with listing information, the students will move back to their seats and learn how students will move back to their seats and learn how we will use our list in creating a book about Earth we will use our list in creating a book about Earth day. day.

This is how the students are creating their book.This is how the students are creating their book. The students will receive one piece of color or The students will receive one piece of color or

white construction paper to use as a cover and white construction paper to use as a cover and they must fold it in half. they must fold it in half.

On the cover they must place their name, a title On the cover they must place their name, a title and draw a picture of something dealing with the and draw a picture of something dealing with the Earth. Earth.

The loose leaf paper will be used as pages of the The loose leaf paper will be used as pages of the book. On each page the students will have to book. On each page the students will have to answer questions about either helping the Earth or answer questions about either helping the Earth or what they are doing that can better the earth.what they are doing that can better the earth.

Finally the students will have to decorate the book Finally the students will have to decorate the book or color it to make it more appealing. or color it to make it more appealing.

AssessmentAssessment The students will be assessed by their book and by The students will be assessed by their book and by

following the directions of the assignment. Each questions following the directions of the assignment. Each questions question is worth two points. question is worth two points.

Also the students will be assessed for neatness (worth five Also the students will be assessed for neatness (worth five points) and using correct grammar and spelling. Misspelled points) and using correct grammar and spelling. Misspelled words or incorrect grammar gets one point deducted .words or incorrect grammar gets one point deducted .

Materials: Overhead transparencies, questions on earth Materials: Overhead transparencies, questions on earth day, pencils and paper, crayons, construction paper, and day, pencils and paper, crayons, construction paper, and stapler. “stapler. “It’s earth day”It’s earth day” by Mercer Myer. by Mercer Myer.

ResourceResource Edhelper is where is I got the questions that were used in Edhelper is where is I got the questions that were used in

the children's books .the children's books .

ResourcesResources

Slides on the board that were usedSlides on the board that were used

Students working on the AssignmentStudents working on the Assignment

Examples of finished Examples of finished projectsprojects

The Il Teaching Standards that are The Il Teaching Standards that are shown in this lesson are:shown in this lesson are:

Standard 1 Content Knowledge: I researched and created a Standard 1 Content Knowledge: I researched and created a lesson that used many learning styles: visual, auditory and lesson that used many learning styles: visual, auditory and kinesthetic in creating a book.kinesthetic in creating a book.

Standard 2 Communication : Is shown through talking to Standard 2 Communication : Is shown through talking to their teachers, making sure they were not doing the same their teachers, making sure they were not doing the same book in class by asking their opinion on whether or not they book in class by asking their opinion on whether or not they felt like this would be a good lesson or not.felt like this would be a good lesson or not.

Standard 3 Planning of Instruction: I had to order the book Standard 3 Planning of Instruction: I had to order the book from borders.com because we did not have it in the library from borders.com because we did not have it in the library and I practiced making a book prior to giving the students and I practiced making a book prior to giving the students the assignment to make sure it was not to difficult or to the assignment to make sure it was not to difficult or to easy.easy.

Standard 4 Assessment: The students were assessed in Standard 4 Assessment: The students were assessed in many ways, but mainly in a formal sense by following the many ways, but mainly in a formal sense by following the given directions and following the point system of the given directions and following the point system of the project. And informally through discussion and creativity.project. And informally through discussion and creativity.

Standard 5 Collaborative Relationships: This Standard 5 Collaborative Relationships: This was shown when I discussed the topic with was shown when I discussed the topic with their teacher to avoid overlap.their teacher to avoid overlap.

Standard 6 Diversity: This was shown by Standard 6 Diversity: This was shown by using more than one learning style, by not just using more than one learning style, by not just doing something visual but by doing a hands doing something visual but by doing a hands on activity.on activity.

Standard 7 Instructional Delivery: This was Standard 7 Instructional Delivery: This was shown by the students’ comprehension of the shown by the students’ comprehension of the story that was read and by using their story that was read and by using their understanding to help them create their book. understanding to help them create their book.

Room for ImprovementRoom for Improvement I could have improved by using higher order I could have improved by using higher order

thinking questions. thinking questions.

I could have improved the lesson by doing a I could have improved the lesson by doing a Socratic discussion first. Socratic discussion first.

I could have improved by adding a research I could have improved by adding a research component on it where they would research a component on it where they would research a topic dealing with the Earth. topic dealing with the Earth.

Lesson 3Lesson 3

The LessonThe Lesson Resources I usedResources I used The questions I used for The questions I used for

comprehensioncomprehension Pictures Pictures

Lesson 3Lesson 3This lesson was taught to a third grade class.This lesson was taught to a third grade class.Objective: Objective: The students will be able to start a literature unit on a The students will be able to start a literature unit on a

novel. They will be able to identify and answer novel. They will be able to identify and answer questions on literary elements and be able to apply questions on literary elements and be able to apply and use their comprehension of the story to do a and use their comprehension of the story to do a series of activities that go with the story. They will be series of activities that go with the story. They will be able to learn what an acronym is, listing and able to learn what an acronym is, listing and identifying them.identifying them.

Procedure: Procedure: The students will start a Literature unit on The students will start a Literature unit on The B.F.GThe B.F.G

and complete activities based off the book. and complete activities based off the book. I will ask the students have you every heard of an I will ask the students have you every heard of an

acronym. We will discuss it and if the students do acronym. We will discuss it and if the students do not know what one is I will explain its meaning and not know what one is I will explain its meaning and give examples.give examples.

If there is any confusion, we will do an activity with If there is any confusion, we will do an activity with acronyms.acronyms.

Prior to class I created a poster with acronyms listed. I Prior to class I created a poster with acronyms listed. I placed some that were easy and current such as lol ( laugh placed some that were easy and current such as lol ( laugh out loud) and some that were difficult such as p.s ( post out loud) and some that were difficult such as p.s ( post script). I even included the title of the story that we are script). I even included the title of the story that we are doing doing The B.F.GThe B.F.G ( The Big Friendly Giant). ( The Big Friendly Giant).

Once all the acronyms are identified, we will start reading Once all the acronyms are identified, we will start reading the first chapter of our story. the first chapter of our story.

We will identify unknown vocabulary and take breaks in our We will identify unknown vocabulary and take breaks in our reading to look up terms( an example of a unknown word in reading to look up terms( an example of a unknown word in chapter 1 was dormitory). Any unknown words will be chapter 1 was dormitory). Any unknown words will be defined and used in sentences. defined and used in sentences.

Once the chapter is done, the students will have Once the chapter is done, the students will have to answer a series of comprehension questions to answer a series of comprehension questions that go with the chapter. The students will be that go with the chapter. The students will be able to work in assigned groups of three to do able to work in assigned groups of three to do their questions and they will be able to discuss their questions and they will be able to discuss events that happen in that chapter.events that happen in that chapter.

Once all the groups are done, the students and I Once all the groups are done, the students and I will have a whole class discussion and we will will have a whole class discussion and we will determine whose answers were right. determine whose answers were right.

After the discussion the students will go back in After the discussion the students will go back in the group and each group will receive a small the group and each group will receive a small poster board where they will pick three events poster board where they will pick three events that happened in the chapter and draw a picture that happened in the chapter and draw a picture of the event with a description.of the event with a description.

Assessment:Assessment: The students will be assessed informally The students will be assessed informally

by whole class and group discussion.by whole class and group discussion.

Formally by participation of creating the Formally by participation of creating the group poster, each event and description group poster, each event and description is worth ten points. And by working is worth ten points. And by working together on their sheet but by having together on their sheet but by having their own copy of the sheet completed.their own copy of the sheet completed.

Materials: Pens, paper, project, slides, Materials: Pens, paper, project, slides, comprehension questions, and a copy of comprehension questions, and a copy of the book “ The B.F.G.”the book “ The B.F.G.”

ResourcesResources

A pictures of the students working on A pictures of the students working on the acyrom poster. the acyrom poster.

Working on group assignment.Working on group assignment. Questions that were askedQuestions that were asked..

StandardsStandards Standard 1 Content Knowledge: I used this standard in Standard 1 Content Knowledge: I used this standard in

grouping my students in this lesson. I knew who would grouping my students in this lesson. I knew who would and would not work well together.and would not work well together.

Standard 2 Communication: I communicated with my Standard 2 Communication: I communicated with my students’ teachers to make sure they have not covered students’ teachers to make sure they have not covered this book. I used a lot of visual clues in this lesson to this book. I used a lot of visual clues in this lesson to assist the students, for example the poster making.assist the students, for example the poster making.

Standard 3 Planning for Instruction: I researched the Standard 3 Planning for Instruction: I researched the book because prior to starting this unit I had not read book because prior to starting this unit I had not read this book. Thus I had to choose a book that I felt was this book. Thus I had to choose a book that I felt was age appropriate but would also catch my students’ age appropriate but would also catch my students’ attention. attention.

Standard 4 Assessment: I assessed my students in many Standard 4 Assessment: I assessed my students in many methods. In this lesson I did whole class assessment, methods. In this lesson I did whole class assessment, group assessment and individual assessment.group assessment and individual assessment.

Standard 5 Collaborative Relationship: Standard 5 Collaborative Relationship: Collaborative Relationship was shown here through Collaborative Relationship was shown here through communication of the assignment to the students’ communication of the assignment to the students’ teachers so they would know what they were teachers so they would know what they were learning and so they could input any ideas that learning and so they could input any ideas that they thought would be good.they thought would be good.

Standard 6 Diversity: I tried to reach all learners, Standard 6 Diversity: I tried to reach all learners, by creating visual clues together in pairing strong by creating visual clues together in pairing strong students with weaker students and by trying to students with weaker students and by trying to spend one on one time with students so they spend one on one time with students so they could have a better understanding of the could have a better understanding of the materials.materials.

Standard 7 Instructional Delivery: This was shown Standard 7 Instructional Delivery: This was shown in this lesson when the students had to complete in this lesson when the students had to complete their comprehension questions and had to use the their comprehension questions and had to use the book as a text reference to assist them. book as a text reference to assist them.

Room for improvementRoom for improvement

Making the students think critically. Making the students think critically. Another good idea would have been Another good idea would have been

for groups to create the for groups to create the comprehension questions for the comprehension questions for the chapter and for them to give their chapter and for them to give their questions to another group. questions to another group.

Also a hands on activity such as Also a hands on activity such as creating a game or by using creating a game or by using technology would have been good.technology would have been good.

Lesson 4Lesson 4

The LessonThe Lesson Work samplesWork samples Pictures of StudentsPictures of Students

Lesson 4Lesson 4 This lesson was taught to 4This lesson was taught to 4thth and 5 and 5thth grade, this assignment grade, this assignment

lasted two and half weeks. lasted two and half weeks. Objective:Objective: The students will be able to research a country of choice The students will be able to research a country of choice

and create a paper and brochure on reasons why and create a paper and brochure on reasons why someone should visit it. someone should visit it.

Procedure:Procedure: The students will choose a country that they would like The students will choose a country that they would like

to research .to research . The students and I will go over a checklist of questions The students and I will go over a checklist of questions

that they must answer on their country. The questions that they must answer on their country. The questions will help them write their paper. will help them write their paper.

I will show the students a sample on the projector of a I will show the students a sample on the projector of a paper I found on the computer that a kid created. I will paper I found on the computer that a kid created. I will show them that this students was creative and I want show them that this students was creative and I want them to do that also.them to do that also.

I will go over the requirements of the paper and give I will go over the requirements of the paper and give a hand out of the requirements. a hand out of the requirements.

I will explain that they will have time in class to I will explain that they will have time in class to create and type their paper. create and type their paper.

Finally once the requirements have been discussed Finally once the requirements have been discussed and we have reviewed the does and the don’t of how and we have reviewed the does and the don’t of how to create a paper, the students will have time to to create a paper, the students will have time to research their country on the computer and by using research their country on the computer and by using a book on their country to find answers to the a book on their country to find answers to the questions on their country sheets. questions on their country sheets.

They will need to have at least ten of the twenty They will need to have at least ten of the twenty questions completed by the end of their first class for questions completed by the end of their first class for the week. the week.

By the end of their second class, all country questions By the end of their second class, all country questions and answers are due. and answers are due.

In the second week of this project during the first class the In the second week of this project during the first class the students will get started on their rough drafts and complete them students will get started on their rough drafts and complete them by our second meeting of class for the week.by our second meeting of class for the week.

Second class of second week the rough drafts are due and the Second class of second week the rough drafts are due and the students will have to meet with me and a classmate for students will have to meet with me and a classmate for corrections on their paper. Corrections must be done before we corrections on their paper. Corrections must be done before we meet again and final drafts are done the first class meeting of the meet again and final drafts are done the first class meeting of the third week.third week.

Third week class one papers are due and handed in. Upon Third week class one papers are due and handed in. Upon completion of the papers the students then had to work on completion of the papers the students then had to work on creating a brochure that goes with the country. creating a brochure that goes with the country.

In the brochure there were six components: history, government, In the brochure there were six components: history, government, climate, geography, economy, culture , and religion. The students climate, geography, economy, culture , and religion. The students must write brief descriptions about each and try to make the must write brief descriptions about each and try to make the brochure engaging to make people want to visit their county. brochure engaging to make people want to visit their county. Brochure were due by the end of this class.Brochure were due by the end of this class.

AssessmentAssessment

The students will be assessed by their papers for The students will be assessed by their papers for each grammar and spelling, mistake two points each grammar and spelling, mistake two points are deducted. If a question is not covered and are deducted. If a question is not covered and answered from the question sheet five points are answered from the question sheet five points are deducted. The paper is worth one-hundred points. deducted. The paper is worth one-hundred points. The brochure is worth fifty points each element is The brochure is worth fifty points each element is worth seven points and neatness and creativity is worth seven points and neatness and creativity is worth eight points.worth eight points.

Materials:Materials: Country books, Computers, Country question Country books, Computers, Country question

sheets, white paper, crayons and pens for sheets, white paper, crayons and pens for brochure.brochure.

ResourcesResourcesThe Country QuestionsThe Country Questions What’s your countries name?What’s your countries name? What is the Highest Point?What is the Highest Point? Does it have any major rivers?Does it have any major rivers? What is your countries population?What is your countries population? What is your countries capital?What is your countries capital? What are some of these countries major cities? What are some of these countries major cities? Official Languages?Official Languages? What is the name of its currency?What is the name of its currency? Chief Export?Chief Export? What form of Government does it have?What form of Government does it have? Who is the head of the Government?Who is the head of the Government? Write paragraphs about your countries relations to the worlds.Write paragraphs about your countries relations to the worlds. How is it landscape?How is it landscape? What is its climate like?What is its climate like? How is its city life? What are some places to go?How is its city life? What are some places to go?

Write a paragraph about its history. Who found it Write a paragraph about its history. Who found it etc.etc.

Write a paragraph about its government and its Write a paragraph about its government and its order?order?

How is its economy?How is its economy? How is its urban life?How is its urban life? How is its rural life? How is its rural life? What types of holidays and celebrations do they What types of holidays and celebrations do they

have?have? What types of sports and recreations are big?What types of sports and recreations are big? White a paragraph about its education system.White a paragraph about its education system. What types of religions are their and which has What types of religions are their and which has

the largest group?the largest group? How are its health care systems? How are its health care systems? How is its transportation system?How is its transportation system? Add four fun facts?Add four fun facts?

Paper RequirementsPaper Requirements

Must be typedMust be typed Double-SpacedDouble-Spaced 1 and ½ inch Margin1 and ½ inch Margin Times new Roman Font Times new Roman Font Spell CheckedSpell Checked

Pictures of the students at Pictures of the students at workwork


My major problem with this lesson was time My major problem with this lesson was time management and sticking to deadlines. management and sticking to deadlines.

A lot of things were going on at this time such A lot of things were going on at this time such as ISAT and I feel like this lesson would have as ISAT and I feel like this lesson would have been more effective if it were done at a been more effective if it were done at a different time in the school year. different time in the school year.

Also, by having students do their project in Also, by having students do their project in pairs. pairs.

StandardsStandards Standard 1 Content Knowledge: I had to have Standard 1 Content Knowledge: I had to have

knowledge on all the countries that the students knowledge on all the countries that the students were researching so I could assist them with their were researching so I could assist them with their research.research.

Standard 2 Communication: I communicated with Standard 2 Communication: I communicated with teachers to make sure the students were not doing teachers to make sure the students were not doing a project like this in their class and to make them a project like this in their class and to make them knowledgeable of what their students were doing.knowledgeable of what their students were doing.

Standard 3 Planning for Instruction: I had to Standard 3 Planning for Instruction: I had to research an example paper, create the questions research an example paper, create the questions that all students could find about their country and that all students could find about their country and create requirement sheets to assist the studentscreate requirement sheets to assist the students. .

Standard 4 Assessment : The students were not Standard 4 Assessment : The students were not just assessed in this lesson by written work but they just assessed in this lesson by written work but they were also assessed by their creativity and neatness were also assessed by their creativity and neatness which could help some students who are not strong which could help some students who are not strong writerswriters..

Standard 5 Collaborative Relationships: I had to call Standard 5 Collaborative Relationships: I had to call on Mr. Woods’ assistance to have access to on Mr. Woods’ assistance to have access to computers for each student to work on. computers for each student to work on.

Standard 6 Diversity: Was shown in this lesson by Standard 6 Diversity: Was shown in this lesson by

taking the one on one time with each student to taking the one on one time with each student to make corrections and by having to have another make corrections and by having to have another student help them with edits.student help them with edits.

Standard 7 Instructional Delivery: The students had Standard 7 Instructional Delivery: The students had to apply their critical thinking skills and knowledge to apply their critical thinking skills and knowledge of referencing and citing to do this project. of referencing and citing to do this project.

Lesson 5Lesson 5

The Lesson PlanThe Lesson Plan Work the Worksheets that were used Work the Worksheets that were used A PowerPoint that was used and A PowerPoint that was used and

picturespictures

Lesson 5Lesson 5

This lesson was taught to 7This lesson was taught to 7thth and 8 and 8thth grade grade

Objective:Objective: The students will be able to comprehend the purpose of a The students will be able to comprehend the purpose of a

newspaper. They will be able to use it as a reference and newspaper. They will be able to use it as a reference and to use it to research a number of things.to use it to research a number of things.

Procedure:Procedure: I will pass out three newspapers to each table and show I will pass out three newspapers to each table and show

the students a power point on the purpose of a newspaper. the students a power point on the purpose of a newspaper. The power-point came from The power-point came from http://www.pppst.com/library.htmlhttp://www.pppst.com/library.html. I made some edits to . I made some edits to make it age appropriate. make it age appropriate.

I will go slide by slide explaining the information to make I will go slide by slide explaining the information to make sure there is an understanding of the material. sure there is an understanding of the material.

After its’ completed, I will explain that we will be do a After its’ completed, I will explain that we will be do a newspaper scavenger hunt to become more familiar with newspaper scavenger hunt to become more familiar with working with newspapers. working with newspapers.

The students will receive a series of questions they will The students will receive a series of questions they will have to answer by using the newspaper. They will be have to answer by using the newspaper. They will be placed in pairs and will have fifteen minutes to find the placed in pairs and will have fifteen minutes to find the most answers, the group that gets the most answers right most answers, the group that gets the most answers right will receive a prize.will receive a prize.

Once the fifteen minutes are over, the students will discuss Once the fifteen minutes are over, the students will discuss their results and we will see how other groups did on their their results and we will see how other groups did on their hunt.hunt.

Then they will see two Power-Points, one on the importance Then they will see two Power-Points, one on the importance of a newspaper and the other on headlines.of a newspaper and the other on headlines.

The students and I will go over what a headline is. They will The students and I will go over what a headline is. They will see a slide defining a headline. We will work together with see a slide defining a headline. We will work together with creating headlines for two stories.creating headlines for two stories.

Then they will practice making headlines for Then they will practice making headlines for the last three stories. the last three stories.

Once all the students are finished the Once all the students are finished the students will present what they named the students will present what they named the stories and why. stories and why.

Finally, the last assignment will be the Finally, the last assignment will be the students determining what section of the students determining what section of the newspaper an article fits in. newspaper an article fits in.

Assessment: The students will be assessed Assessment: The students will be assessed formally by the scavenger sheet (there are formally by the scavenger sheet (there are fifteen questions each question is worth two fifteen questions each question is worth two points), their headline sheet (each question points), their headline sheet (each question is worth five points), their matching the is worth five points), their matching the section sheet and by an extra sheet dealing section sheet and by an extra sheet dealing with the importance of a newspaper. with the importance of a newspaper.

Materials: Projectors, laptop, paper, Materials: Projectors, laptop, paper, worksheets and pens. worksheets and pens.

ResourcesResources Worksheets that were useWorksheets that were useScavenger hunt sheet questionsScavenger hunt sheet questionsName :Name :Date : Date :

Find at least one of each of these:Find at least one of each of these: Page number Name of the newspaperPage number Name of the newspaper A headline of a sports storyA headline of a sports story TV listing – what is it called?TV listing – what is it called? Puzzle – what type is it? Job advert - Name of job Puzzle – what type is it? Job advert - Name of job

and company Double glazing advertisement – and company Double glazing advertisement – name of company and telephone numbername of company and telephone number

Read a report about a child or a school. Read a report about a child or a school.

What is the headline and what is it about? What is the headline and what is it about? Why is there a property section?Why is there a property section?

Job advertisement - Name of job and Job advertisement - Name of job and companycompany

Double glazing advertisement – name of Double glazing advertisement – name of company and telephone numbercompany and telephone number

Read a report about a child or a school. Read a report about a child or a school. What is the headline and what is it about?What is the headline and what is it about?

Where is there a property section?Where is there a property section? Time the sun goes down? Time the sun goes down? Comic strip name and whets its aboutComic strip name and whets its about

Headline sheet Headline sheet match it with the lettermatch it with the letter

1. About ten thousand soldiers were seen marching up 1. About ten thousand soldiers were seen marching up and down the hill near York. and down the hill near York.

2. It has been reported that Little Bo-peep cannot find 2. It has been reported that Little Bo-peep cannot find her sheep. They seem to have magically disappeared. her sheep. They seem to have magically disappeared. She has looked for them everywhere.She has looked for them everywhere.

3. Although the old bus stop beside a village green in 3. Although the old bus stop beside a village green in Broomfield is used rarely. The only way Hannah gets to Broomfield is used rarely. The only way Hannah gets to the village is by bus. But this is about to change. the village is by bus. But this is about to change. Council cannot afford to run a bus service.Council cannot afford to run a bus service.

4. Temperatures today will not rise above 12oC, which is 4. Temperatures today will not rise above 12oC, which is below average for Junebelow average for June. . There is a possibility of rain There is a possibility of rain and gusts of wind.and gusts of wind.

5. Jane and Ross are heroes to 84 year old Mrs. 5. Jane and Ross are heroes to 84 year old Mrs. Bennett. “They saved my life,” she said from her Bennett. “They saved my life,” she said from her hospital bed.hospital bed.

6. It would be good to have the school year split into 6. It would be good to have the school year split into four terms instead of three. The summer holiday is four terms instead of three. The summer holiday is too long. We forget a lot during a six weeks too long. We forget a lot during a six weeks holiday. If we had shorter summer holiday we holiday. If we had shorter summer holiday we would not need to spend so much time on revision would not need to spend so much time on revision every September.every September.

7. Dave thinks that there really is a monster living in 7. Dave thinks that there really is a monster living in Chelmsford. He has taken strange dark monster Chelmsford. He has taken strange dark monster shapes near River Chelmer.shapes near River Chelmer.

8. 8. A Scientist has been researching pyramids. He has A Scientist has been researching pyramids. He has discovered a pyramid with a magical entrance.discovered a pyramid with a magical entrance.

9. 9. A new trap for catching woodworms is on A new trap for catching woodworms is on sale in Essex. We will no longer have to use sale in Essex. We will no longer have to use poisonous sprays to get rid of them.poisonous sprays to get rid of them.

10.10. A peacock has been seen flying over A peacock has been seen flying over Peggotty close. It was reported missing from Peggotty close. It was reported missing from the zoo last week. It created a lot of the zoo last week. It created a lot of excitement around Newlands Spring area.excitement around Newlands Spring area.

A.Sheep magically disappeared.A.Sheep magically disappeared. B Rescued by heroesB Rescued by heroes C School year with shorter summer holidayC School year with shorter summer holiday D Magic PyramidD Magic Pyramid E No buses to or from Village GreenE No buses to or from Village Green F Where is the Summer? F Where is the Summer? G Peacock excitementG Peacock excitement H Invasion ScareH Invasion Scare I Chelmer Monster Scare!JPoisonous sprays I Chelmer Monster Scare!JPoisonous sprays

out of fashionout of fashion

Newspaper Newspaper Power Points that was usedPower Points that was used

in classin class

Features of a newspaperFeatures of a newspaper articlearticle

HeadlineHeadline OrientationOrientation Main body of textMain body of text PhotoPhoto CaptionCaption ReorientationReorientation

What is a newspaperWhat is a newspaper

According to www.abcteach.comAccording to www.abcteach.com

It is a publication that is used daily or weekly.It is a publication that is used daily or weekly. It includes local and international news.It includes local and international news. Advertisements, announcements, opinions, Advertisements, announcements, opinions,

cartoons, sports and many more things. “cartoons, sports and many more things. “ It is a method of letting people know what is It is a method of letting people know what is

happening all around the worldhappening all around the world

Newspapers are broken down in sections.Newspapers are broken down in sections. The front page contains the most The front page contains the most

important stories of the day and each important stories of the day and each stories has a headline to grab peoples stories has a headline to grab peoples attention.attention.

Headings ask the five w’s .Headings ask the five w’s .*Who is in the story?*Who is in the story?*What is the story about?*What is the story about?*When did the story take place? *When did the story take place? *Where did the story take place?*Where did the story take place?*How did it happen ? *How did it happen ?

Newspaper Must Have…Newspaper Must Have…

HeadlinesHeadlines

In boldIn bold CatchyCatchy AlliterationAlliteration Interests the readerInterests the reader Serious or humorousSerious or humorous Only has a few Only has a few

wordswords Action verbsAction verbs

OrientationOrientation This introduces the story and should This introduces the story and should

GRAB our attention. It will set the GRAB our attention. It will set the scene and summarise the main scene and summarise the main points of the article. It is often only points of the article. It is often only oneone sentence so you must make it a sentence so you must make it a good one.good one.

Main Body of TextMain Body of Text

This is written in:This is written in:

It answers the questions:

PhotoPhoto The photo shows us a The photo shows us a

snapshot of What snapshot of What happened?, Where it happened?, Where it happened? Who it happened? Who it happened to? It should happened to? It should make the reader “Feel make the reader “Feel something” so that something” so that they want to read the they want to read the article. If possible it article. If possible it should show action.should show action.

It is a label for the photograph!

CaptionCaption

A caption goes underneath a photo A caption goes underneath a photo to identify something or someone to identify something or someone and to give us more information. and to give us more information.

ReorientationReorientation

This ends the retelling of events. It This ends the retelling of events. It brings us up to date.brings us up to date.

Because it is telling us what is Because it is telling us what is happening happening NOWNOW it will move from the it will move from the

HeadlinesHeadlines

HEADLINESHEADLINES

OBJECTIVE:OBJECTIVE:

We will learn how writers use different We will learn how writers use different language effects to create interesting language effects to create interesting headlines.headlines.

Why are headlines important? Discuss.Why are headlines important? Discuss.

Language Effects.Language Effects. You may have already noticed that the style of You may have already noticed that the style of

headlines in broadsheet newspapers is headlines in broadsheet newspapers is different to that of tabloids.different to that of tabloids.

Guess which of the following headlines came Guess which of the following headlines came from a from a broadsheetbroadsheet, or , or tabloidtabloid..

Hot pop-erty

SFO called in to EU scandal

Discuss the reasons for your opinion with your response partner.

Playing With WordsPlaying With Words

Writers can have lots of fun with Writers can have lots of fun with words. Look again at…words. Look again at…

Can you explain what the writer has Can you explain what the writer has done with the words?done with the words?

Hot pop-erty

PunsPuns A pun = a word in a sentence that A pun = a word in a sentence that

can have two meanings.can have two meanings. Example:Example:

Christmas shoppers Christmas shoppers stockingstocking up. up.

Witch Halloween costume is for you?Witch Halloween costume is for you?

Letter PlayLetter Play

Sometimes writer will change a letter Sometimes writer will change a letter in a word to give a double meaning.in a word to give a double meaning.

Example:Example:

Truck by lightningTruck by lightning

AlliterationAlliteration

Often using the same letter sound at Often using the same letter sound at the start of your words can create an the start of your words can create an interesting effect.interesting effect.

Example: Example:

Sending up the Stars and Stripes.Sending up the Stars and Stripes.

RhymeRhyme

Examples:Examples:

Green queenGreen queen

Glass with classGlass with class

Now your turn…Now your turn…

Try to use one of the language Try to use one of the language effects in headlines of your own: effects in headlines of your own:

PunsPuns

Letter PlayLetter Play

AlliterationAlliteration

RhymeRhyme

PicturesPictures

Il State Standard that were Il State Standard that were used in this lessonused in this lesson

Standard 1 Content Knowledge: I researched and created a Standard 1 Content Knowledge: I researched and created a lesson that used visual and auditory styles and a lesson lesson that used visual and auditory styles and a lesson where the students had to apply their content knowledge of where the students had to apply their content knowledge of newspapers.newspapers.

Standard 2 Communication : Shown through talking to Standard 2 Communication : Shown through talking to their teachers, making sure they were not doing the same their teachers, making sure they were not doing the same lesson and making sure they thought it was a good lesson.lesson and making sure they thought it was a good lesson.

Standard 3 Planning of Instruction: I had to research power Standard 3 Planning of Instruction: I had to research power points and edit it to be effective in helping the students points and edit it to be effective in helping the students learn. learn.

Standard 4 Assessment: The students were assessed in Standard 4 Assessment: The students were assessed in many ways, but mainly in a formal sense by them many ways, but mainly in a formal sense by them completing their sheets and using application to answer completing their sheets and using application to answer them. Informally participation and discussion were used. them. Informally participation and discussion were used.

Standard 5 Collaborative Relationships: I had to Standard 5 Collaborative Relationships: I had to call on Mr. Woods’ assistance to have access to call on Mr. Woods’ assistance to have access to computers for each student to work on. computers for each student to work on.

Standard 6 Diversity: Was shown in this lesson Standard 6 Diversity: Was shown in this lesson by taking the one on one time with each student by taking the one on one time with each student to make sure they were understanding the to make sure they were understanding the assignment. assignment.

Standard 7 Instructional Delivery: The students Standard 7 Instructional Delivery: The students had to apply their critical thinking skills and had to apply their critical thinking skills and knowledge of referencing to complete these knowledge of referencing to complete these assignments. assignments.


By having a research component. By having a research component.

By having the students create their By having the students create their own PowerPoint on the importance of own PowerPoint on the importance of newspapers.newspapers.

By having a Socratic discussion on a By having a Socratic discussion on a

newspaper issue. newspaper issue.

Resources that have been usedResources that have been used

Informal Jr. Edition. Dictionary: Merriam-Webster’s Informal Jr. Edition. Dictionary: Merriam-Webster’s Collegiate Dictionary.Collegiate Dictionary.http://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12Jhttp://infotrac.galegroup.com/itweb/nysl_ce_syrcl?db=K12Jhttp://www.kidsreads.com/features/010613-applegate.asphttp://www.kidsreads.com/features/010613-applegate.asphttp://www.brucecoville.com/http://www.brucecoville.com/http://www.davidaadler.com/bio.htmhttp://www.davidaadler.com/bio.htmhttp://www.websterschools.org/classrooms/state_library/myshttp://www.websterschools.org/classrooms/state_library/mystery_elements.htmltery_elements.html

http://us.penguingroup.comhttp://us.penguingroup.comwww.dictionary.comwww.dictionary.comhttp://www.nationalgeographic.com/grimm/http://www.nationalgeographic.com/grimm/article.htmlarticle.htmlhttp://havilands.org/HavilandsCom/Biographies/http://havilands.org/HavilandsCom/Biographies/VirginiaHaviland/biblio.htmlVirginiaHaviland/biblio.htmlhttp://www.embracingthechild.org/authors2005.htmlhttp://www.embracingthechild.org/authors2005.htmlhttp://www.libsci.sc.edu/miller/EvalTraditional.htmhttp://www.libsci.sc.edu/miller/EvalTraditional.htmwww.edhelper.comwww.edhelper.comwww.abctechteach.comwww.abctechteach.comhttp://www.primaryresources.co.uk/english/http://www.primaryresources.co.uk/english/englishD9.htmenglishD9.htm

Thank You Thank You

For For

Your Time!!!!!!Your Time!!!!!!

library

Education

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shorter summer

il teaching

creating visual

formal sense

language effects

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