Sixth Grade
This is an excellent tutorial from Widener University on evaluating Websites. It’s only a little more than 8 minutes long, and it uses two Websites about MLK to address Authority, Accuracy, Currency, and Objectivity. After an initial definition of each criterion, the narrators delve into the details on each Website, showing the viewer where to locate the evaluation information and how to verify the veracity of the information with reliable sources from the college databases. There is definitely information here that can be modified to suit the needs of individual schools, I believe. There are other information literacy tutorials on the left sidebar.
http://www.widener.edu/libraries/wolfgram/evaluate
Library Orientation Jeopardy
http://fcpslibrary.wikispaces.com/Jeopardy+Library+Orientation,+Upper+Grades
http://www.widener.edu/libraries/wolfgram/evaluate
Library Orientation Jeopardy
http://fcpslibrary.wikispaces.com/Jeopardy+Library+Orientation,+Upper+Grades
Lessons
- Welcome, Rules, Expectations
- History of Books
- Library Layout
- Main Idea: Parts of a book, History of Writing & Libraries http://www.slideshare.net/emaness4/parts-of-a-book-2442647 http://www.highsmith.com/pdf/LibrarySparks/2005/lsp_jan05_lessons.pdf
- History of Dewey & DDCS http://www.slideshare.net/lisaladow/the-dewey-decimal-system-3216241
- Dewey Jeopardy http://www.slideshare.net/sroyal/dew-wey-know-dewey-jeopardy
- Library Treasure Hunt: An OPAC Author & Title Search
- OPAC Subject & Keyword Search
- Navigating our School Library Website
- Search Engines http://www.slideshare.net/bogeybear/searching-the-web
- Reference Materials http://www.slideshare.net/bogeybear/how-to-find-it-reference-tools-presentation
- Website Evaluations http://www.slideshare.net/bogeybear/evaluating-information-on-the-web
- How to Infer & Draw Conclusions When Reading Informational Texts
- You Gotta Read This! Poster Design Project - Collaboration with Julie
- School Library Databases
- Bibliography + Plagiarism: http://www.slideshare.net/bogeybear/plagiarism-258626 Vanilla Ice + Queen: http://www.benedict.com/audio/Vanilla/Vanilla.aspx http://www.slideshare.net/maryaliceosborne/plagiarism-vs-cheating-what-is-the-difference-presentation
- NYPL Databases
- NYPL Library Visit: Using our Public Library Resources
- Internet Safety - http://www.slideshare.net/bogeybear/internet-safety
- 25 Books You Have to Read Before Leaving 6th Grade
- Caldecott Awards: What makes a book award worthy?
- Reading to Kindergardners
- Book Fair Prep
- Finding your first job http://www.slideshare.net/bogeybear/finding-your-first-job http://www.slideshare.net/bogeybear/employability-skills
- Summer Reading
http://cybersmartcurriculum.org/researchinfo/lessons/
6.1 Welcome, Rules, Expectations
Read Aloud:
Ice Breaker: Know your Reader First-day procedures:
Explain:
Minor Interventions
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6.2 Main Idea: History of Libraries
Explain the history of writing + books, cuneiform, scrolls, illuminated manuscripts, Gutenberg Bible and printing press. Show a PPT with pictures and descriptions of writing tools from ancient times to the present |
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6.2 Library Layout
Do Now: Organize yourself. Take out your HW.
HW for next class: Read! Review HW: Handout + talk to kids that didn't complete work. Recollect. Attention Getter: Show Atlas Big Book to class. Ask about prior experiences with mapping. ell them that they will be like explorers and their territory is the library. Explain: Library Layout
Done early? Talk about shelf markers. Read silently. Provide high interest books. |
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6.4 History of Dewey & DDCS
Read Aloud:
Ice Breaker: Ask students to organize & group books or random items on tables. Find out their organizational system Show slideshare http://www.slideshare.net/cathryno/searching-for-books-dewey-decimal-system-presentation Show DDC ppt and explain the history of Dewey Ask students about the areas they are interested in. Provide posters and have place the posters where the 100s, 200s, etc., start. Handout IFC 3.1 - Have students identify main subjects and call numbers Demonstrate how to use the Dewey Brochure and explain where it will be kept in the library. |
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6.5 Library Treasure Hunt: An OPAC Author & Title Search
Read Aloud:
Handout group colored sorting papers. Ask: How do you find a book in the fiction section? Sort kids by paper color into 6 groups. Hand out a paper with 3 author names to each group. Have them find the book. Regroup at table. Ask: How do you find a book when you only know the title? Conduct a title search with students & explain features. Demonstrate how to take notes. Have students use OPAC in their groups to find their non-fiction book + have them record their findings. |
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6.6 OPAC Subject & Keyword Search
Read Aloud:
Why use subject & keyword searches? What are they? Define them: Subject uses a "controled vocabulary" search to find works about a topic or author. Keywords are words occuring in author names, titles, subject headings, publisher names or content notes of catalog records. Use this all-purpose search when you are not sure which subject to use or other searches don't produce needed results. |
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6.7 Thanksgiving
Use the Almanac to have students find interesting facts about Thanksgiving.
Read Aloud: Thank you, Sarah: The Woman Who Saved Thanksgiving |
Navigating our School Library Website
Students will get an introduction to using our website. We will discuss online search tools.
Words to Define:
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Choosing a Search Engine or Directory
Overview: Through online observations, students record and compare the features of four children's search sites. They then construct a lift-the-flap poster that will guide them in selecting appropriate search sites.
Objectives
Site Preview Materials
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How to Infer & Draw Conclusions When Reading Informational Texts
1. What is inference? What does it mean to infer?
2. Define inference. Inference is a guess based on prior knowledge, what we read, and what we see. 3. Let’s talk about question prompts that students can use when reading informational text. · Why do you think that happened? · I wonder… · What is really going on? · What evidence does the author provide to support_____? · What clues did the author give that led to your conclusion? · What is the story beneath the story? · How do you know that? · How do you think the character feels? · How do you combine the clues in the paragraph with what you already know to draw a conclusion? 4. Teacher reads a short passage aloud and models the inferring process for students. Use a T-Chart (column 1 – Fact column 2 – inference) to model the process for students. Explain the process as teacher moves along. Guided Practice: Shared reading Have a handout for all the students to read. (The teacher can project the passage on the board as well.) As a class, students will list facts and try to infer/draw conclusions together as a group. Independent practice: Students will have an opportunity to conduct research and use the infererencing graphic organizer on their own. |
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Investigating Search Engines & Directories
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Website Evaluation
Visit http://zapatopi.net/treeoctopus.
Answer these questions:
You might want to have your students look at the following few websites and determine if they are authoritative and the information they contain can be trusted: http://www.malepregnancy.com/ http://www.bigredhair.com/boilerplate/intro.html http://www.martinlutherking.org/ http://zapatopi.net/treeoctopus/ Ask how students determined whether the websites were authoritative or not. Teach tools for making that determination. One tool is: http://www.whoismydomain.com/ This allows them to see what person or organization is behind most (but not all) domains. Show students the above site to see who owns the domain. When you paste this address http://www.malepregnancy.com/ into http://www.whoismydomain.com/ , you can see what orgnization is behind the site and then you can do a google search of that person or organization. These site is fictious. Lesson plans and more resources are here: http://cybersmartcurriculum.org/researchinfo/lessons/ |
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Creating Bibliographies
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Primary & Secondary Sources
Show examples of primary & secondary sources that students will use. Students will examine a variety of primary source links that are on the school library website. Students will use these links to investigate. They will combine information and weigh evidence to draw conclusions and create meaning.
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Lesson Plans on Plagiarism and Academic Honesty (this lesson rocks!!!) This website compares musicians and rappers who stole their music from other artists. This website may have a profound impact on the students and gives them a better understanding about plagiarism....to this day students talk to me about the day I played Vanilla Ice and Queen in the classroom. http://www.benedict.com/audio/audio.aspx Lesson: Attention getter...Explain to the class that they will have a very special lesson today and that you have a surprise for them. Ask students why it's important to site sources when they do research/reports. Ask them to define plagarism. Ask what are the consequences of plagarism. Explain that even rappers can get caught when they steal ideas or when they sample without giving credit to the orginal artists. Play samples of Under Pressure and Ice, Ice Baby. Ask for their observations. Explain to them what happened to Vanilla Ice. Have students write a paragraph on what they learned about plagarism and citing sources. Collect papers & if there is time ask students to read their paragraph. Inform them that the next time you see them they will have a chance to give credit the intelligent way by learning how to paraphrase books from the library. ~~~~~~~~~~~~ Part 2 Have students review the past lesson. Ask students what paraphrasing means. Explain that they wil get the chance to paraphrase. Explain to them how to fill out this form: Research Journal Entry (Word) found from http://www.teacherweb.com/MD/GreenbeltMiddle/AmyYoung-Buckler/photo1.stm Show students a sample of an entry that you did. Have students (individually or in groups) select a book about a topic that interests them. Give them a time limit of 5-7 minutes to find a book. Have students return to the table. Have them read a page or two and complete activity. Discuss with them their results. Ask how they found this task. Was it difficult?
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