Student: Dana Lynde LMS: Karen Smith

Title of Lesson: Library Magazine Research

Grades: 6th -7th

Degree of Collaboration: Beginning

Objectives:

Students will used the Abridged Readers’ Guide to Periodical Literature to locate magazine articles.

Students will use EBSCOhost to locate magazine articles.

Students will compare and contrast the two methods of magazine article research.

Time Allotted: 45-60 min.

Show-Me Standards: Goal 1.4, Goal 4.1

Supplies Needed: worksheet, Abridged Readers’ Guide to Periodical Literature, computers

Anticipatory Set: Teacher or Librarian discusses with students the use of magazine articles to research information. They discuss the pros and cons of using magazines instead of other resources.

Lesson: Librarian hands out the worksheet and gives oral instructions for the activity. Each student must pick a topic of interest and find two magazine articles on that topic using the

Abridged Readers’ Guide to Periodical Literature, and find two more articles using EBSCOhost.

Modeling: Librarian demonstrates each method for the class using a topic selected randomly by a student.

Checking for Understanding: Librarian orally asks students questions as she demonstrates.

Guided Practice: Students do the activity with the librarian and teacher giving assistance.

1 Closure: Discuss with students which method they preferred and compare the pros and cons of each method.

2 Student: Dana Lynde LMS: Ladonna Meusche

Title of Lesson: Candy is Dandy – Just the Facts!

Grade: 4th

Degree of collaboration: none

Objectives:

Students will practice accessing information on the Internet.

Students will learn about the Easter holiday.

Time Allotted: 30 min.

Show-Me Standards: Goal 1.1, 1.2, 1.4, 1.7

Supplies Needed: worksheet, computer, pencil

Anticipatory Set: Brainstorm what students already know about the Easter holiday.

Lesson: Each student will get on a computer and go to www.factmonster.com/spot/eastercandy1.html to look up the answers to the questions on the worksheet.

Guided Practice: Librarian will walk around and help those who have trouble getting to the site or with any other problems that come up.

Closure: Orally go over the questions and have each student tell one of the answers that they found.

3 Student: Dana Lynde LMS: Ladonna Meusche

Title of Lesson: Boolean Searching

Grade: 6th

Degree of collaboration: none

Objectives:

Students will learn how to use Boolean searching strategies.

Time Allotted: 30 min.

Show-Me Standards: Goal 1.1, 1.4

Supplies Needed: computers, projector that hooks up with a computer, dry erase board

Anticipatory Set: Have all students stand. Next, have all students who are 12 years old remain standing while the others sit down. Next, add the condition that they must be 12 years old and not wearing jeans to remain standing and have the rest sit down.

Lesson: Discuss with the students the idea of Boolean searching and terms. Write out examples on dry erase board – 6th grade AND 12 years old, 6th grade AND 12 years old NOT wearing jeans etc.

Modeling: Go over several examples together as a class. Librarian then demonstrates Boolean searching on the Internet with the computer hooked up to a projector so the entire class can see what is on her screen. Go through several examples.

Checking for Understanding: Orally quiz students on ideas presented so far.

Guided Practice: Put each student on the computer and have them do some Boolean searching on the Internet with the Librarian monitoring and offering assistance.

Closure: Discuss the number of hits and relevancy of hits with different combinations of terms.

4 Student Name: Claudia Luntsford

LMS Name: Miriam Fears

Title of Lesson: Boolean Search Terms

Grade Level: 3-5

Degree of Collaboration: Beginning or Immediate

Description of Collaborative Effort: This lesson can be a collaborative effort between the librarian and classroom teacher if the students are going to begin a research project assigned by the teacher. If the teacher wants the students to use the Internet for their research then this lesson can be taught first in the library by the librarian. Or this lesson can be an introduction to internet search terms and strategies conducted by the librarian to improve technology skills.

Objectives:

Students:

 learn the common Boolean search terms: AND, NOT, OR  use higher-level thinking skills in participating in a classroom activity  apply those skills when writing searches.

Time Allotted: 2 - 45 minute periods

Show-Me State Standards: Goals 1.1, 1.2, 1.4, 1.6, 1.7, 1.8. Communication Arts 1, 4.

Supplies Needed:

 Index cards, pencils  Computers with Internet access  LC Projector  Overhead screen  Web sites

Anticipatory Set:

Begin by asking whether anyone has ever conducted a Web search and received too many hits. Discuss the frustration of not knowing which articles are best and how to conduct a meaningful search.

Organize students in a circle. Ask them to stand if they can answer “yes” to questions such as the following:

Are you wearing jeans?

5 Jeans and a T-shirt? Jeans that are not blue jeans? Sneakers? Sneakers that are not mostly white or sandals? Earrings? Earrings or hair ornaments?

Continue for a few minutes with this activity before asking students to tell which words clued them to stand or sit. (AND, NOT, OR)

Teaching/Presentation:

Let students review basic Boolean search terms on their own, using ADAM: Boolean Search Tips at http://adam.ac.uk/info/boolean.html#bool.

Discuss information found at this web site.

Modeling:

Use the following examples to help model the effects that the Boolean operators have on searches. Use the Google search engine to demonstrate how many hits each search receives. With the help of the LC projector, display these examples on the overhead screen so everyone can see and follow along.

Example: I need information about hunting cougars

Keyword Hits

cougars 772,000

attacks 11,600,000

cougars AND attacks 13,800

AND will narrow your search. It means both words have to show up in your search results.

Example: I need information about cougars. I think they are called mountain lions too.

Keyword Hits

cougars 772,000

6 mountain lions 685,000

cougars OR mountain lions 42,100

OR will make your search bigger. It means you can have either word in your search results.

You might use this if your search topic is referred to by several different names.

Example: I want information about Cougars the animals but not the Cougars from Washington State University.

Keyword Hits

cougars 772,000

Washington State University 4,020,000 cougars NOT Washington 32,100 State University

NOT narrows your search.

Checking for Understanding:

Review the Boolean operators: AND, NOT, OR

Guided Practice:

Next, give each student an index card and tell him or her to write the name of a creature they would like to search for, such as a cat or a freshwater fish. What would students like to learn about the creatures? Remind the students to use Boolean terms to narrow or widen search categories. Send students to a search engine to test the results of their search terms. Allow them to refine their searches. For each search, have the students write down the search terms used and the number hits received. Discuss the results.

Closure:

Conclude that the more general the search term the more number of hits will be produced. The more specific the search term the fewer number of hits will be produced.

Evaluation:

7 Observe student participation in the search activity and discussions. Use the search terms on index cards to judge understanding, but allow students to find out for themselves whether they used the terms well. Assess students’ search refinements while they work online.

Title of Lesson: Brooklyn, Bugsy and Me: An Inspiration Lesson

Grade Level(s): 4

Description of Collaborative Effort: Students in fourth grade should already know how to make written story webs. The librarian can provide a fun alternative to this task by using software to make these story webs. This can be a stand alone lesson taught by the librarian as a library skill or it can be incorporated into a collaborative lesson plan supporting the classroom teacher’s lesson on story elements.

Objectives:

The student will

 Identify four elements of a fiction story (setting, characters, problem, and solution).  Use Inspiration software to create a story web.

Time Allotted:

 2-3 class periods to read story  1 class period to do the story web

Show-Me State Standards: Goals 1.4, 1.8. Communication Arts 1, 2, 4,

Supplies Needed:

 Paper  Brooklyn, Bugsy and Me by Lynea Bowdish  Computer  Data projector  White board  Inspiration software

Anticipatory Set:

The media specialist will remind students how they usually make a story web on notebook paper. The media specialist will connect the data projector to the PC and the PC to the white board. The white board will be configured so that it can be used as a touch screen. The media specialist will identify the software being used as Inspiration and tell students that it can be used to do story webs and outlines.

9 Teaching/Presentation:

The students will review the main idea and plot of the story. The media specialist will read the book, Brooklyn, Bugsy, and Me to the students prior to this lesson.

Modeling:

The media specialist will demonstrate how to open Inspiration, make word bubbles, type subtopics, and arrange the story web by projecting the PC screen onto the smart board. The media specialist will use her hand as the mouse to manipulate Inspiration.

Check for Understanding:

Ask the students if they have any questions about what the media specialist just demonstrated. The media specialist can let students come up and demonstrate some of the techniques just taught.

Guided Practice:

The media specialist will begin a new web that describes the book, Brooklyn, Bugsy, and Me. The media specialist will call on students to answer questions. Some examples of questions are:

 What is the title of our book?  What are some elements of a story that are important to our book?  What should be in a larger font – the title bubble or an element bubble?  How do I change the shape of a bubble?  How do I add an icon to our web?  What were some of the problems in the story?  Who were the main characters?  When did the story take place?

The media specialist will continue to fill in the web and edit the web to show students how changes can be made in the program. The outline icon will be used to show students how the web can be viewed in outline form.

Closure:

A printout of the web and outline will be given to the class.

Evaluation:

At the end of the lesson, students will be asked questions about the story as well as about using Inspiration. A checklist will be kept of those correctly answering questions

Title of Lesson: Story Predictions Using the Internet

Grade Level(s) : 3-5

Description of Collaborative Effort: The collaborative effort for this lesson could be in conjunction with the classroom teacher who is discussing story predictions with her students. This could be an additional lesson provided by the librarian to help instill the skill. Or this lesson can be an introduction to story predictions done completely by the librarian.

Objectives: The students will be able to make, confirm, and revise predictions based upon analysis of title, pictures, subtitles and other available information.

Time Allotted: Two 60 minute class periods

Show-Me State Standards: Goals 1.4, 1.5, 1.6, 1.8, 2.1, 2.2, 2.3, 2.4, 4.1. Communication Arts 1, 2, 4, 5, 6.

Supplies Needed:

 Computer with internet access  LC Projector  Overhead screen  Pencils  Copies of the assessment form for each student  Peer and teacher grading checklists  Suggested websites: www.ipl.org/div/kidspace/storyhour/ http://fletcherhill.com/ http://pbskids.org/lions/stories.html http://www.netrover.com/~kingskid/108b.html#reading

Anticipatory Set:

How do you analyze a story? Do you use the story’s title, pictures, and other available information to predict what the story will be about? Today we will be begin the process of learning how to make story predictions and we will use the internet to find stories to use.

11 Teaching/Presentation:

Students should be divided up into pairs according to reading interests and ability levels. Each student should receive a copy of the assessment form. Explain the assignment and go over the assessment form with the class.

The teacher should type in an internet site and demonstrate how to find an on-line story.

Modeling:

Model how the students should look at the story’s title, pictures and any other available information link to the story. Using this information, show the students how to answer the first two questions on the chart in the assessment. Then, explain that the students are to read the story and complete the third column of the chart and a revision of their prediction if necessary.

Check for Understanding:

Ask the students if they have any questions. If there are not any questions, the students should search through the websites provided to find a story they are interested in reading.

Guided Practice:

Students should decide on their story and write the title and website on the assessment sheet. At this point, the students should NOT read the story, they should be looking at the title of the story, the illustrations, and any additional information associated with the story. The students should begin to predict what will happen in the story and discuss it with their partner. Each group should record their predictions on the first column of the chart. Then they should decide what helped them develop their predictions and record these clues on the second column of the chart. Assist with this portion as needed.

Next, the groups should begin reading their story. Students should note any similarities and differences on the third column of the chart. This will help the students when they revise their predictions. Once the students have finished reading their stories, they should discuss the similarities and differences of the story to their predictions. The students should revise their predictions, if necessary, and write the revision on the lines provided. Assist with this portion as needed.

Closure:

Day Two

The student groups will give their presentations to the class. The students should use the computer and LC projector to display their story for the class to see. They should discuss their charts and explain their thought processes to the class for understanding and assessment purposes.

12 Evaluation: Every student and the teacher will be provided one copy of the grading checklist for each group presenting (for example, if there are 10 groups presenting, each student should receive 10 copies of the checklist). Explain how to use the checklist to the class and what is expected during each presentation.

Students listening to the presentations should complete their checklists at this time and hand it to the appropriate group after the presentations have been completed. Students who receive a “Needs Improvement” rating should be given additional time to revise their assignment.

Assessment Form

Partner #1______

Partner #2______

Website:______

Title of the on-line story______

How was my prediction What do I think the story What clues do I observe to similar/different from the will be about? help me know this? actual story?

Revised Prediction of the Story:

______

13 Checklist for Peer and Teacher Evaluations During the Oral Presentation:

1. Did the students accurately predict the plot of the on-line story?

______Yes ______No

2. Did the students provide reasons explaining how they arrived at their prediction?

______Yes ______No

3. Did their predictions make sense according to the title, pictures, and other appropriate information given for this story?

______Yes ______No

4. Did the students revise their predictions after they read the story?

______Yes ______No

5. Did the revision make sense according to the information in the story?

______Yes ______No

Look back at questions above. Count the number of “Yes” checkmarks and write the number here.______

Now, look at the categories below. This group receives the following rating: 5 checkmarks = Excellent 4 checkmarks = Good Libby Burr Patti Wood, Media Specialist (Heber Hunt)

Title of Lesson: Alphabet Book Grade Level: 1-3 (Intermediate)

Ms. Wood and worked for several hours to find clip art and the necessary materials for this project. It was fun!

14 Objectives: The students will be able to: - insert text and Clip Art into a page in a publishing program then resize the picture “boxes” - search clip art files for specific objects - arrange an alphabet book from clip art Prerequisite skills: - Students should have a familiarity with computers. They should know how to print off documents and have some word processing skills, including changing fonts. Time Allotted: two 45 min. sessions Show-Me State Standards: 1.4, 1.8, 2.7, 5.3 Materials for students: - Computers with a publishing program, printer, color ink cartridges, paper - Materials to put the alphabet book together (ex. Clear paper protectors, 3 ring binder, yarn, metal rings, etc.) Materials for teachers: - a few examples of clip art - (optional) 3x5 cards with instructions to get to the computer’s edition of home publishing - book – Dr. Seuss’s ABC by Seuss - a sample page to show students what you are looking for in the alphabet page Anticipatory Set: - Read Dr. Seuss’s ABC by Dr. Seuss as an “attention grabber.” Show the students your example of clip art to explain that they will learn how to use clip art to make their own alphabet book. Teaching: - Instruct students on how to insert text and pictures into documents. - Give the students practice inserting pictures and words. - Show students how to change the sizes of the boxes. - Instruct students on the “find” function. Give the students a list of objects to find and have them make the pictures different sizes. Have them print off and hand in their finished product. Closure: Read the student-made book out loud, while showing the pictures to the class.

15 Libby Burr Patti Wood, Media Specialist (Heber Hunt)

Title of Lesson: A Story About Me Grade Level: 3-4 (Intermediate)

Patti and I make sure we have the necessary materials for lessons.

Objectives: 1. The student will be able to maneuver within the paint program, correctly using the tools. 2. The student will be able to successfully cut and paste a picture, from paint, to a document. 3. The student will be able to write a story about themselves, and print it out. Time Allotted: 60 minutes Show-Me State Standards: 1.4, 1.8, 2.1, 2.7, 5.3 Materials: Word Processing Software, Paint Program, Printer, Biography of a famous person for the introduction. Anticipatory: In the classroom, hold up a Biography of a famous person (choose a biography that has the picture of the person it’s about, on the front cover). Explain that a biography is a true book, written about someone’s life.

“Today, we’re going to make our own Biography during computer class, only for the sake of time, we aren’t going to tell our whole life story, but just about what you’ve done in the past week. We’re also going to draw our picture in the computer paint program and make a front cover for our story.”

Teaching: 1. Go to the computer room. 2. Have all the students open a word document, then go to file and open up the paintbrush program. 3. Discuss all of the tools and give students a few minutes to experiment with them. 4. Have the students draw a picture of them on the paint program. 5. Instruct students to use the scissor icon to cut out their picture. Then click on edit (on the toolbar @ top of screen) and choose the option “copy”. They should then minimize the paint program, and maximize the word document. 6. The students should then type the title, “A Story About Me”, and their name. Explain how to change the font size so that their title appears dramatically at the top of the page. To do this, instruct the students to click on format (on the toolbar) and choose the font option, and change to about 60. Also, the title and author should be centered, so be sure to discuss this with the students. 7. Now, the student should click on edit again, choosing the paste option, they should arrange their picture on their cover page by holding down the mouse button, and dragging the picture to the desired location. 8. Now, the student should type their short story and take turns printing out their stories.

16 Closure: Ask the students questions about the different paintbrush tools, how do you change a font, how do you cut and paste, how do you center a line. Let the students answer while they are printing, or shutting down their computers. Evaluation: 1. Did the finished product demonstrate ability to use the paintbrush tools, cut and paste, change a font, and center a line? 2. Were the students able to answer questions orally, reviewing what was covered in class?

17 Libby Burr Patti Wood, Media Specialist (Heber Hunt)

Title of Lesson: Simon Says – Let’s Learn the Computer Parts

Grade Level: Kindergarten and Grade 1 (Beginning)

What do kindergarteners and first graders need to know regarding computers? That was the basis for our collaboration.

Objectives: Introduce the computer and its parts to K-1 students.

Time Allotted: 30 minutes

Show-Me State Standards: 1.2, 2.7

Materials: Computer, Bulletin board with computer and computer parts, and worksheet that has a picture of a computer, mouse, printer, etc.

Anticipatory Set: Inform students that they will begin a series of lessons that will be performed on the computers, but first they must learn the basic functions of the computer.

Teaching: 1. Introduce the students to the parts of the computer (monitor, keyboard, mouse, printer, etc.) with an oral lesson. 2. Reinforce the terms with a bulletin board display. 3. Have the students play “Simon Says” (or use another term for Simon) game with computer parts. Example – Simon says touch the mouse; Simon says point to the monitor; Simon says gently press the keyboard spacebar; Simon says point to the printer in the room; Simon says click you nose like a mouse, etc. 4. Assess the students with a worksheet (color the printer blue, draw whiskers on the mouse, etc.

Teacher will be able to access comprehension through the lesson.

18 Title: Domain Names Grade: 5-7 Time Needed: 30 minutes

Show-Me Standard: 1.4, 1.7

Objectives: Students will demonstrate an understanding of domain names, which denote the sponsor of a particular website.

Materials Needed: Internet access, Domain Name handout

Anticipatory Set: View a variety of websites with different domain names.

Instruction:

1. Inform students that domain names are extensions on Internet addresses that let users

know who sponsors the site.

2. Introduce students to the domain names they will encounter when surfing the Web.

(.com, .edu, .gov, .org, .net, .biz, .ac, ~)

3. Discuss why it might be important to know who sponsors a website. For example, a .com

site may have a very different purpose than a .edu site.

Checking for Understanding: Ask questions concerning domain names to check for understanding.

Guided Practice: Provide each student with a handout. They should match the domain with its definition.

Assessment: Check student answers.

Closure: Search the Web for examples of the different domain names.

Resource:

Bacon, P. (2003). 100 more library lifesavers: a survival guide for school library

Media specialists. Libraries Unlimited: Westport, CT.

19 Domain Names Quiz

Name:______Grade:______

Directions: Match each domain name to the correct definition.

_____ .ac A. Denote personal web page

_____ .biz B. Site hosted by a nonprofit organization

_____ .com C. Site hosted by a network

_____ .edu D. Site hosted by a military organization

_____ .gov E. Site hosted by a governmental agency

_____ .mil F. Site hosted by an educational organization (U.S.)

_____ .net G. Site hosted by a for-profit business

_____ .org H. Site hosted by a business (newer that .com)

_____ ~ I. Site hosted by an educational organization

(Outside the United States)

20 Title: Alphabet Books

Grade: Primary

Time Needed: Two 50 minute class periods

Show-Me Standard: 1.4, 1.6, 2.1, 2.7

Note: This project can be used for the early grades with careful guidance or by the older students to share with the lower grades.

Objectives:

1. Students will find clip art that begins with every letter of the alphabet

2. Students will use publishing software to design an alphabet book.

Materials Needed: Computer access with publishing software such as Microsoft Publisher, Print

Shop, or Printmaster. There are many different types available.

Instruction: Instruct students in the use of publishing software, including font choice and clip art. Show students how to place text and pictures in their project.

Activity: Have students create alphabet books using clip art pictures. Students should create a poster for each letter. These separate pages will be combined to create a single book. Students should be sure to create a cover or title page for their book.

Assessment: LMS will observe student’s work as they create their books. Students should share their work with each other or other classes.

Closure: Brainstorm with students to come up with other uses for publishing software.

21 Title: South America IQuest Grade: Middle

Time Needed: One 50 minute class period

Show-Me Standard: 1.1, 1.2, 1.4, 1.5, 1.7, 1.8, 2.3, 3.1, 4.1

Objectives: Students will use search engines to find information about the rainforest.

Note: IQueST (Kay & Delvecchio, 2002) is an organizational tool for students to use while conducting research. Each IQueST centers on students Investigating, Questioning, Stating research topics and Telling details gathered from their search.

Materials Needed: Internet access, South America IQueST handout for each student.

Anticipatory Set: Discuss with students the purpose of search engines.

Instruction: Discuss with students how to use search engines. Include a discussion of Boolean

Logic and other search strategies. Some good search engines to use with middle school students are Yahooligans (yahooligans.com), KidsClick (kidsclick.org), and About.com (about.com).

Other sites that might be useful are Ask Jeeves for Kids (ajkids.com), Google (google.com), and

Fact Monster (factmonster.com). These sites are not full search engines, but have material written at a lower reading level.

Checking for Understanding: Ask questions concerning Boolean and other search strategies.

Activity: Provide a copy of the handout to each student or group of students. Students should complete the worksheet by deciding on a topic and question they want to answer about the rainforest. They should then use search engines to find the answer to their question. They will need to provide details to support their answer and the addresses of the websites used to complete the handout.

Assessment: Check the completed project to evaluate student performance.

22 Closure: Have students volunteer to share their questions and answers.

Resource:

Kay, H. & DelVecchio, K. (2002). The world at your fingertips: Learning research and internet skills. UpstartBooks: Fort Atkinson, WI.

23 Claudia Kimrey Leslie Roe

Title of Lesson: Parts of a non-fiction book

Grade Level: 3rd grade

Description of Collaboration Effort: The librarian talks to teachers and finds out what subject they are teaching and develops a lesson plan around that subject. During the lesson in the library, the teacher helps with pre-test and post-test. Objectives: Students will be able to identify, understand and utilize parts of non-fiction books

such as table of contents, cover, spine, title page, index and glossary.

Show-Me State Standards:

Goal 1.1 – Students will develop ideas to initiate research by learning how to look for information in a book through its index, table of contents, title page, spine, and glossary. Goal 1.10 – Students will apply the information acquired in this lesson in future researches.

Supplies needed:

 Pre-test and post-test sheets

 PowerPoint presentation

 SmartBoard

 Pencils

 Stickers

Anticipatory Set: Hand out the pre-test sheets and pencils and have the students answer the

questions. Go over the answers with them and have them check their paper.

Teaching/Presentation: Use PowerPoint and SmartBoard to present the information about the

parts of a book. Go through each slide explaining as needed.

Modeling: Show an actual non-fiction book pointing out all its parts.

24 Checking for Understanding: The final part of the presentation is a questionnaire that will help

the librarian decide if more explanation is necessary.

Closure: Show an actual non-fiction book and go over the parts before proceeding to the next

Evaluation: Hand out the post-test sheets and have the students answer the questions. Go over

the answers and, with the help of the teacher check all papers. Give stickers to students with

correct answers.

Pre-Test:

Parts of a Nonfiction Book

Name______Teacher______Date______

Matching

A. Table of contents

B. Cover

C. Spine

D. Title Page

E. Index

F. Glossary

A______is a list of subjects that are in the book. It is in alphabetical order. It is

located at the back of the book.

A______tells you the title of each chapter in the book. It is at the front of the book.

A______tells you the title, author, illustrator and publisher of the book. It is at the

front of the book.

A______gives you definitions of words in the book. It is at the back of the book.

25 Post-Test

Parts of a Non-Fiction Book

Name______Teacher______Date______

1. What part of the book tells you the title, author, illustrator and publisher of the book? ______

2. What is the name for the alphabetical list of subjects that are in the book and is located in the back of the book? ______

3. What gives you definitions of words in the book? ______

4. Located at the front of the book there is a page that tells you the chapters or sections of

the book. What is it?

______

Sample PowerPoint presentation:

Parts of a nonfiction book Title Page

• Title Page • Author • The person who writes the book.

• Table of contents • Illustrator • The person who makes the pictures in the book. • Glossary • Publisher • The group of people who • Index make the book. They print it and put it together. • Copyright date • The date the book was c2002 published is found on the back of the title page.

26 Table of Contents Glossary

• A table of contents tells you the title of each • A glossary is a list of words from the book chapter in the book. It is at the front of the with their definitions. It is located in the book. back of the book.

Example: Example: A Gray Whale 3-8 Mammal - warm blooded animals, usually Feeding 9 A Baby Whale 12-14 with backbones

Index What have you learned about the • An index is a list of subjects that are in the parts of a nonfiction book? the book. It is alphabetical order. It is located at the back of the book. It gives the page numbers where the word can be found

Example: Frogs 7, 28-31

Where in a nonfiction book What parts of a nonfiction book would you look to find the would you find in the back of the meaning of the word dorsal fin? book?

• ______• ______• ______

Title of Lesson: Dictionary and Pronunciation Key

Grade Level: 5

Description of Collaborative Effort: Librarian and teacher will prepare a list of words from

subjects being taught at that particular time. The teacher will help with the guided practice and

correction of activities. The librarian will present the lesson to the class.

Objectives: Students will understand and use dictionary pronunciation key.

Goal 1.5 – Students will comprehend and evaluate the information presented by the librarian through books, the SmartBoard, and verbally. Goal 1.6 – Students will discover and evaluate patterns and relationships in the sounds related to

the pronunciation key in dictionaries.

Supplies Needed:

 Student dictionaries

 SmartBoard

 Pronunciation activity sheets

 Pencils

Anticipatory Set: Have SmartBoard on with a welcome message. Ex. Welcome to the library. I hope you are having a good day. Explain to the students that in the English language writing and speaking are quite different from each other. Speech is made up of sounds and writing uses marks made on paper. In order to show the sounds of words, a dictionary gives you special symbols to use for each sound.

28 Teaching/Presentation: Pass out student dictionaries for pairs of students. Direct them to the pronunciation key and explain to them how this is used in writing, spelling and how you find this in each entry of a dictionary.

Modeling: Using the SmartBoard, write a word looking at the phonetic pronunciation, show the students the normal spelling of the word.

Checking for Understanding: Pass out pronunciation activity sheets to the students and let them use their pronunciation key and the key at the top of the activity page to figure out the correct spelling of each word. Go over answers together, allowing individual students to give the answers to each one.

Guided Practice: Write a couple of words on the SmartBoard and let the students use the pronunciation key in the front of the dictionary to figure out what the words are. Have volunteers come up and write the words correctly using the SmartBoard.

Closure: Tell the students they can now read words they never heard before by using the pronunciation key.

Evaluation: Have the students use the key to spell their name using pronunciation symbols.

Pronunciation Activity Sheet:

29 Fill in the blanks with the correct spelling of each word:

A valiant aw Foremost ay sail b symbol

Ch ancient d Study ee dream EH helm

F wife g Slogan h manhole ih click

Ii pine j fragile k back l please

M drum n branch NG ping o coffee

Oh coach oi loyal oo knew ou towel

P ramp r apart s master sh rush

T foot th further u shook uh done

Ur surface v leave w sweet y occupy

Z froze zh casual

1 muhthoduhkuhl 2 lihburayt 3 gayl

methodical ______

4 dEHluhkuht 5 frihvuhluhs 6 reestrihkt

______

7 dihkliin 8 transfawrm 9 joobuhlee

______

10 dihtihreeurayt

______

Title of Lesson: Tall Tale

Grade Level: 3-4

Degree of Collaboration: Intermediate

Description of Collaborative Effort: Librarian meets with teachers and schedule classes in the

library for language arts lessons on tall tales. The librarian and teacher will supervise and guide

the students throughout the lessons and will help them edit their stories.

Objectives: Students will practice keyboard and writing skills while writing a tall tale created by

Time Allotted: Three to four 30 minutes meetings

Goal 2.1 – The students will plan and make written and oral presentation. After listening to the

librarian they will create their own tall tale, use Word to make the written version of the story

and read the final work to the class.

Goal 2.2 – Students will edit their work before printing.

Goal 2.3 – The entire class will share ideas, brainstorm, before writing the tall tales.

Goal 2.7 – Students will use technology tools to finish their tall tale. They will use a computer

with Word software and a printer.

Supplies Needed:

 Ezra Jack Keats’ book John Henry: An American Legend

 Computers

 Printer

 Paper and pencils 31 Anticipatory Set: Read the book John Henry: An American Legend. Explain what a tall tale is and give a personal example.

Teaching/Presentation: On the first day of the lesson, after reading the story and talking about tall tales, have the students brainstorm and write down some ideas to create their own tall tale.

On the second day of the lesson, go over the elements of tall tale again, and then have the students write their story. On third meeting students will use their Keyboarding skills to produce the final copy utilizing any word processing program. Students will then print their tall tales and share them with the class. One more meeting may be necessary to finish the project.

Modeling: Librarian will tell a tall tale of her own, such as a fishing adventure.

Checking for Understanding: Ask the students what they think of the story and ask for some examples of tall tales.

Guided Practice: Librarian and teacher will be walking around the tables helping the students as needed.

Closure: Tell students they are capable of using their imagination to create something fun. With their keyboard skills they can make it presentable so others can also enjoy it and they can save it as a remembrance of their school years.

Evaluation: The complete word document.

32 From Debbie Sevier, library media specialist Knob Noster High School

Title of Lesson: Using Search Engines

Grade Levels: high school

Degree of collaboration: beginning

Description of collaborative effort: Preferably this lesson is done as students are beginning a research unit.

Objectives: Students will use at least three search engines to search for information on a class research topic.

Show-Me Standards: Goal 1.4—using technological tools and other resources to locate, select and organize information—is addressed by this lesson.

Time allotted: one 50-minute period

Supplies needed:  multi-station computer lab  worksheet attached to this lesson (based on Roblyer’s “Starting Out on the Internet,” 2nd ed. 2003)  a means to project the librarian’s computer screen to the class, either a white board or LCD projector

Anticipatory set: Having a research assignment due generally provides the anticipatory set needed to interest students

Teaching/modeling: A topic relevant to the subject to be researched is put on the LMS’s screen (for example, “worms”). She takes the students through several sites, showing them which ones give similar information, different information, etc. Then she shows them how to narrow their search. In the worms example, she shows them how to filter out information about computer viruses by typing in the search feature, “worm –virus”.

Checking for Understanding/guided practice: She makes students complete the questions at the bottom of the worksheet (attached) before they log on. She stays in the lab and helps students begin their searches, generally asking them to look for their topic using at least three search engines.

33 Using Search Engines to Begin a Search

Use these sites to help you conduct an Internet search:

Popular Search Engines:

 All the Web http://www.alltheweb.com  Alta Vista http://www.altavista.com  Ask Jeeves http://www.askjeeves.com  Lycos http://www.lycos.com  Yahoo! http://www.yahoo.com  Google http://www.google.com

Metacrawlers. These programs use more than one search engine at the same time to locate things:

 Dog Pile http://www.dogpile.com  Mamma http://www.mamma.com  Metacrawler http://www.metacrawler.com  Search.com http://www.search.com

You can search search engines two ways:

 Subject index searches. The search engine provides a list of topics you can click on.

 Keywords. Type in combinations of words that could be found in the URLs of sites or documents you want.

To understand the way information is organized with these search engines, keep these rules of thumb in mind. If you want to:

 browse a broad topic, use Yahoo! or Lycos  search for a narrow topic, use Alta Vista, AlltheWeb, or Google  search the largest Internet amount, use Metacrawler or Ask Jeeves

Complete the following questions before beginning your search:

1. What is your topic?______

2. What are some search engine indexes that would be helpful to your topic? ______

34 3. What keywords are you going to type in the search window that you think will best help you?______

35 Debbie Sevier, LMS, Knob Noster High School

Title of Assignment: “Decorating” an Assignment with graphics

Grade Levels: ninth grade

Description of collaborative effort: After students complete an assignment (for example a poem or flier) Sevier helps them “dress it up” with graphics

Objectives: Students will use WordArt, Microsoft clip art, and downloaded Internet images to enhance their creative work.

Show-Me Standards:  Goal 2.1: plan and make written, oral and visual presentations for a variety of purposes and audiences  Goal 2.2: review and revise communications to improve accuracy and clarity  Goal 2.7: use technological tools to exchange information and ideas

Supplies needed:  multi-station computer lab  students’ own work either already typed or ready to be typed.  a means to project the librarian’s computer screen to the class, either a white board or LCD projector  Internet access, WordArt, and access to a clip art gallery

Anticipatory set: Show students two pieces of student work—one well done but plain—and the same work graphically enhanced. Explain that students will be enhancing their own work using three graphic methods: WordArt, Microsoft clip art, and a downloaded Internet image.

Teaching/modeling: Debbie usually begins with WordArt, since that is the easiest program to use. After students have their pieces typed, she shows them the “Insert>Picture>WordArt” command on her white board, letting students perform the sequence on their own computers as she is doing it on her screen. She usually gives them about five minutes to experiment with the title before she goes on to downloading an image. She usually has a topic in mind (such as “basketball”) and she finds a graphic on a web site that relates to the topic. She teaches them how to change the format and save them as a .gif or .jpeg image and how to rename and save them. She says she usually gives them ten minutes to find a web site with an appropriate graphic. She circulates among the students, helping each one individually. She only allows them to do one at this time, but she assures them that if there is time they can save other relevant graphics toward the end of the hour. Then she teaches them about the Clip Art gallery (she only allows

36 them to use the lab’s Microsoft gallery for this first assignment) Then she teaches them the “Insert>Picture>Clip Art” command and allows them to search for a graphic to insert.

Checking for Understanding/guided practice: After having the students insert one of each type of graphic on their piece, she allows them the rest of the time to experiment and learn the procedures, something she says is very important to making sure students retain the procedure. The teacher grades the product, but Sevier makes a spot in her display bulletin board in the library to show off the results.

37 Debbie Sevier, LMS, Knob Noster High School

Title of Assignment: Using Ebsco for research

Grade Levels: high school

Description of collaborative effort: Librarian teaches the basics of Ebsco to a class beginning a research project.

Objectives: Students will use Ebsco host to research a topic.

Show-Me Standards:

 Goal 1.2: conduct research to answer questions and evaluate information and ideas  Goal 1.4: use technological tools and other resources to locate, select and organize information

Supplies needed:  multi-station computer lab  subscription/access to Ebsco  method to project LMS’s computer screen, either with a white board or LCD panel.

Anticipatory set: Because students have been assigned a research topic, they already have an interest in being in the lab which Sevier says is generally enough incentive for students to be ready to learn about Ebsco. She did say that she recommends this lesson early in high school (preferably ninth grade) and that teachers have students use only Ebsco for a small research assignment so that students can concentrate on how to use it rather than worrying about also needing to gather books or Internet sources. Since this is a skill students can make great use of during their high school careers, she wants students to be able to use the tool well.

Teaching/modeling: Debbie has Ebsco projected on a large screen when students come into the lab. She explains what a database is and how students will be using it to research their topics. She then backs out of it and shows students how to navigate through the lab’s log on procedures and how to arrive at Ebsco at their own stations. The most important features she discusses are how to use the “advanced search” and the “limit your results” screen. She also shows them where the lists of publications are because often high school students are familiar with certain popular magazine titles and want to see if they are available. She does not discuss “peer reviewed” and she has them limit their searches to “full text” because she wants students to stay at their computer stations and not spend time in the magazine stacks the first time.

38 Checking for Understanding/guided practice: Often students need help evaluating their hits which takes a considerable amount of time because students have to read through the information. Sevier leaves the rest of the hour to do this, and she and the teacher circulate among the students, answering questions about the material. Since Ebsco is relatively easy to use, students master the basics within minutes but have more trouble with evaluation, and Sevier said she prefers dealing with students individually at this point.

39 Student Name: Tammy Martin

Library Media Specialist Name: Sandy Ingram

Title of Lesson: Virtual Frog Dissection

Grade Level: 9, Physical Science

Overview: Students will utilize several designated online websites to review frog anatomy and dissect a virtual frog. If students choose not to do the actual fog dissection in class, they will return to the computer lab for a graded virtual frog dissection online.

Degree of Collaboration: Advanced—This would be a level 6 on Loertscher’s taxonomy.

Description of Collaborative Effort: The classroom teacher and library media specialist will work together to involve classroom, informational, and technology objectives.

Teacher responsibilities include:  provides students with review worksheet for frog anatomy and dissection procedures  review with students the methods of dissection and virtual practice procedures  assign group partners for lab procedure Library media specialist responsibilities include:  provide instructor with suggested websites for frog anatomy and virtual dissection  assist students who return to LMC to do the graded online dissection Co-instruction of teacher and LMS will include:  assist students in the navigation of frog dissection websites

Objectives:  Students will be able to successfully identify frog anatomy and perform a virtual and/or physical frog dissection.

Time Allotted: 4 class sessions

Show-Me State Standards: SC 3; 1.4

Supplies Needed: Internet access Teacher worksheet—Virtual Frog Dissection

Anticipatory Set: This week we will be preparing for your first dissection. Before we begin, we need to discuss the procedures for dissecting.

Teaching/Presentation: The classroom teacher reviews anatomy and dissection procedures before coming to the library.

40 Modeling/Check for Understanding: When students come into the library, they are given handouts describing the anatomy of frogs and dissection guidelines. As students view the web- based tutorials, they complete a worksheet set.

Guided Practice: Both the teacher and librarian assist students as they navigate the frog dissection websites.

Closure: Students complete either an actual or virtual frog dissection.

Evaluation: Students will successfully dissect a frog or virtual frog. The instructor uses a class scoring rubric for evaluation. Those students returning to the LMC for virtual frog dissection will return to the instructor the website scoring profile for the virtual frog dissection.

Library Media Specialist: Sandy Ingram

Title of Lesson: Literary Analysis Research Paper

Grade Level: 11-12, English Literature

Overview: Students will select a minimum of three works by a selected author or a range of authors in a literary genre. Selected literary works will be evaluated to determine the universal truth about life or human nature to use as a thesis. From the author and critical analysis information, the students will prepare note cards and a formal research paper.

Degree of Collaboration: Advanced—Level 6 on Loertscher’s taxonomy

Teacher responsibilities include:  explain research paper sections and development of thesis statement  keyword searching  identify different forms of criticism  review how to recognize and distinguish between opinion and inference  recognize and use both primary and secondary sources Library media specialist responsibilities include:  LMC catalog and public library online catalog for access to resources  location techniques for resources  demonstration of using remote access to MU-Merlin catalog  review use of Discovering Authors and Scribner’s Writers Series for biographical and critical author information  provide a term paper “survival kit’ designed to aid the student in developing the research paper  evening research workshops for extended student work time  sponsor field trip to MU library for access to resources at the university level Teacher and LMS co-instruction will include:  assist students in the use of the MU catalog for selection of critical resources  review the concept of plagiarism with students  citing of resources using MLA guidelines  developing thesis statements

Objectives: Students will demonstrate the ability to conduct, analyze, and utilize research from the creation of a thesis statement to the completion of a research paper with in-text citation and a bibliography. The objectives include: 1. identify for selected author

42  basic biographical information  biographical information relating to writing style or technique  identify types of literature written (major works)  literary reputation  critical evaluation and analysis 2. write a thesis statement 3. develop keyword searches utilizing Boolean searching (and, or, not) 4. effectively use online databases, including LMC catalog, virtual Vertical File, MU- Merlin catalog 5. effectively and efficiently use print and Internet resources 6. cite sources using MLA guidelines 7. develop a research paper containing in-text citation and bibliography

Time Allotted: 10 class sessions

Show-Me Standards: CA 2, 3, 4, 7; 1.4; 1.8; 2.7

Supplies Needed:  Internet access  LMC, public, and MU catalogs  Scribner’s Writers Series  Discovering Collection—Gale  EBSCOhost; SIRS  Vertical file  All author/literature reference resources  Visual resources—biography and critical analysis  MLA style guides

The Lesson:

Teaching/Modeling: Students read and discuss literature from various time periods during the first semester. Independent analysis is demonstrated second semester through two research papers.

Guided Practice: Introductory Research Assignment

1. Choose a short story to read from one of the two short story books provided. 2. Write a short summary of the story. 3. Look up biographical information on the author of the story. Write a short biography of that author. 4. Look up critical material on the short story. Consult at least three different sources for information. If you cannot find specific criticism on the story you read, then you will look at general critical material for that author. 5. Your final project will be to write a paper that incorporates the summary, the biographical information, and the critical material. 43 Checking for Understanding: Both the librarian and teacher supervise students and provide assistance when needed.

Independent Practice: Term Paper—Students select an author from a teacher-created list. They read three works by the author and develop a thesis. The thesis should reveal a theme or “universal truth’ communicated by the author. Students use biographical and critical resources to support the thesis.

Closure: Students submit final research paper with process work.

Evaluation: Student performance will be assessed using a teacher-prepared rubric for the research paper. The field trip to the MU library will be evaluated based on the selection of appropriate resources and the development of two possible thesis statements.

Library Media Specialist: Sandy Ingram

Title of Lesson: Holocaust—Concentration Camps

Grade Level: 10, English II

Overview: Students will research the holocaust and concentration camps using the Virtual Vertical File and the teacher designated web sites. Students will complete a worksheet, glossary sheet, and use statistical information from their research to create a spreadsheet and graph in Microsoft Excel.

Degree of Collaborative Effort: Advanced—Level 6 on Loertscher’s taxonomy

Teacher responsibilities include:  discuss how the assignment provides foundation for their class reading of the book Night  review information about number, location, and conditions of concentration camps and what was happening in the world during that time period Library media specialist responsibilities include:  review the use of the Virtual Vertical File as a research tool  demonstrate how to construct a spreadsheet and graph using Microsoft Excel  present optional features in Excel to enhance graph appearance and presentation quality Teacher and LMS co-instruction includes:  assist students in accessing teacher designated websites and use of optional features in Excel

Objectives: Students will demonstrate the ability to retrieve, organize and apply Holocaust information to understanding the historical significance of the book Night.

Time Allotted: five 50-minute class sessions

Show-Me State Standards: CA 2, 6; SS 7; 1.4; 1.8; 2.1

45 Supplies Needed:  Internet access  Virtual Vertical File  Holocaust worksheet  Microsoft Excel

Anticipatory Set: “Ms. Henley has described the project you are going to be completing. Before you get started, I am going to review the resources you will be using.”

Teaching/Presentation and Modeling: The librarian discusses the Virtual Vertical File. The students spend a couple of days gathering information. Then the librarian presents a brief tutorial on Excel. She demonstrates how to enter data into the spreadsheet and use it to create a graph.

Checking for Understanding: Students are given an opportunity to ask questions.

Guided Practice: Students begin the project while the LMS and teacher supervise, providing assistance as needed.

Closure: The librarian and teacher circulate through the students during the end of each class period to assess student progress. The final product is a graph reflecting the research.

Evaluation: Student performance will be assessed using a teacher-prepared rubric for the quality and completeness of the graph and use of the website information. A print copy of the graph is required.

46 Editing Lesson Plan

Student Name: Kristina Sestrich

Library Media Specialist Name: Debbie Chapman

Title of Lesson: The “Three Little Pigs” Editing Lesson

Grade Level(s): Middle School

Description of Collaborative Effort: The teacher will discuss the importance of editing with the students. The emphasis will be on having to not only use the spell check tool on the computer, but their own eyes as well. The librarian will support the teacher on the word processing side of things, showing students how to use spell check, as well as how to do simple word processing like adding and deleting words, phrases, and spaces.

Objectives: Students will edit a piece for conventions. The student will not only use spell check on the computer but their own eyes as well.

Show-Me State Standards: The standards addressed in this lesson are as follows:2.2, CA 1.

Supplies Needed: The “Three Little Pigs” piece, computers, writing utensils

Anticipatory Set: Discuss the story of the “Three Little Pigs.” Talk about the main points of the story. Talk about how people change stories like the “Three Little Pigs” and how not all of the versions make sense. Today, the students are going to make this version make sense.

Teaching / Presentation: The librarian will show the students basic word processing skills and students will be given a copy of the story to be edited. (In our school we have a school server where all of our kids can access the same document. If possible, have the document already loaded onto the computers so kids can directly edit the story without having to retype it.)

Once students have accessed the story, corrections can be made.

Checking for Understanding: The teacher will check for understanding by walking around and glancing over shoulders.

Closure: Discuss corrections and why it is necessary to not only use spell check, but the naked eye, as well, when editing.

47 Evaluation: Students will print off their edited stories and give to the teacher for evaluation. I generally go through corrections with my kids on the overhead so that they can see exactly what they should have done to edit this correctly.

Lesson: Three Little Pigs Editing Lesson

Directions: All of us are familiar with the story of the Three Little Pigs. Today we are going to make corrections to this story so that it makes more sense to the reader. You are responsible for correcting spelling errors, adding and deleting spaces between words and correcting punctuation errors.

Type your name here :

1Three Little Pigs

2Once upon a time, there were three little pigs. One 3livd in a house built of straw. Another lived in a house built of sticks. 4The third one lived in a house built of bricks Along came a big, bad wolf who loved to eat fat juicy pigs. He went to the straw house and said, "Little pig. Little pig. Let me come in."

5To which the pig replied, "Not by the hair on my chinny, chin, chin." So, the wolf huffed and puffed and blew that straw house in. Luckily, the little

6pig escaped to his brother's house. The wolf, being a greedy pig 7wentto the house built of sticks he announced, "Little pig. Little pig. Let me come in." The two pigs replied, "Not by the hair on our chinny, chin, chins." So, the wolf huffed and puffed and blew that stickhouse in. The pigs barely escaped and ran to their brother's house built of bricks. Once again, the hungry wolf appeared and called, "Little pig. Little pig. Let me come in." 8The little pigs answered. The little pigs answered. Not by the hair on our chinny, chin, chins." That wolf was mad. So, he climbed up to the roof and proceeded down the chimney. Little did he know that the pigs had built a raging fire 9inthe fire place. He dropped straight down into a

10pot of boiling water and that night the three pigs enjoyed a wonderful wolf stew with mashed potatoes and gravy.

When you are done correcting the numbered mistakes, run a spell check. Print your work.

Lesson: Three Little Pigs Editing Lesson–Corrections Software Used: Microsoft Word

 Center your title. Place your mouse/cursor after the word “Pigs” in the title and click on the center alignment button at the top of the screen.  Tab your first word in the paragraph. Place the mouse/cursor in front of the “O” in

48 “Once,” click and hit the tab key once.  “Livd” is spelled incorrectly.  Put in the missing period.  Take out the extra lines of spaces.  Take out the extra spaces before pig. “greedy pig” should be “greedy wolf.”  There is a space missing between the words “went” and “on.”  The phrase “The little pigs answered,” is repeated twice.  There is a space missing between the words “in” and “the.”  Take out the extra lines of spaces.

49 Web Evaluation Lesson Plan

Title of Lesson: Web Evaluation Lesson

Description of Collaborative Effort: The teacher and the librarian will show the students various web sites and ask why each site is attractive to the student and why the student may or may not visit it. Discussion about web site content and validity will lead to the activity.

Objectives: Students will determine if web sites are valid and worth looking through.

Show-Me State Standards: The standards addressed in this lesson are as follows:1.3, 1.7.

Supplies Needed: Web Evaluation form, computers, the Internet, writing utensil

Anticipatory Set: Show a “bogus” web site (Taxonomy of Barney...type it in the web browser and the site will be listed) and discuss what is good and what is bad about the site. Compare this site to Fact Monster (www.factmonster.com) and discuss the differences.

Teaching / Presentation: At this point, pass out the web evaluation forms and tell the kids that they will be evaluating a web site for content, validity, and visuals. I used Kathy Schrock’s guide. It can be found on Discovery School’s web site (http://discoveryschool.com/schrockguide/) . Discuss why web sites are useful and important, especially when it comes to research.

Once the directions have been given, distribute web sites for kids to evaluate and allow them to get to work.

Checking for Understanding: The teacher and the librarian will check for understanding by walking around and fielding questions and looking over shoulders. (When my kids did this activity, I could tell by conversation if they understood what they were doing.)

Web sites given to kids could be real or bogus. A list of bogus sites is at http://discoveryschool.com/schrockguide/eval.htm .

50 Closure: Collect web evaluations and ask kids for their reactions. Discuss good points and bad points of the web sites evaluated.

Evaluation: Students will turn in their evaluations to the teacher to be reviewed.

51 Power Point Lesson Plan

Title of Lesson: Power Point Lesson

Description of Collaborative Effort:

Objectives:

Time Allotted: Three 50 minute periods (this is an estimation...it can be adjusted to fit your needs...)

Show-Me State Standards: The standards addressed in this lesson are as follows:1.4, 1.8, 2.1, 2.2, 2.7.

Supplies Needed: Power Point, multimedia projector, digital pictures of kids, paper, a writing utensil

Anticipatory Set: The teacher or librarian (ideally both) will show kids a Power Point presentation about themselves.

Teaching / Presentation: After the presentation, the teacher and librarian will ask students what they noticed about the presentation. What kinds of things were in the presentation, how was the presentation organized, etc.

After a brief discussion, the librarian will introduce the students to Power Point. The librarian will show kids “the basics:” how to create a slide, how to add text, how to import graphics, how to add “buttons,” and basic transitions. Students will then take a “test drive” with the librarian, copying what he or she does on the screen. This is a good time to field questions.

Once students have been show the finer points of Power Point, they will create their own Power Point about themselves. The CA teacher will have students brainstorm different areas of their lives (This would be a great place to be able to incorporate Inspiration, as well!!!). Once brainstorms are done, the teacher will demonstrate how to do a “mock” show on paper. The students will draw slides on their paper and then write what they intend to put on each slide. This helps students organize their slide show.

52 When students have completed their “mock” show on paper, they may begin creating their Power Point Presentation.

Checking for Understanding: The teacher will check for understanding while the students follow along and do the basics with the librarian. While students are working on their own presentation, the teacher and librarian will walk around and help.

Closure: Students will share their presentations with each other using the multimedia projector.

Evaluation: The presentation of a completed show will serve as the evaluation.

53 Angie Moehlman Library Media Specialist: Gayle McLaughlin

Title of Lesson: On This Day Grade Level: 7th grade Degree of Collaboration: Beginning Objectives: To teach students about using a website for information specific to topic. Time Allotted: 30 minutes Show-Me State Standards: This lesson plan satisfies Show-Me State Standards: Goals 1.2 and 1.4. . Students will conduct research to answer questions and evaluate information and ideas. . Students will use technological tools and other resources to locate, select, and organize information.

Supplies Needed: Computers with Internet access Anticipatory Set: Ask students if they know about a particular event that happened on their birthday. This can be an event that they have experienced on their birthday, that happened on the day they were born, or an event they may know happens to follow on the same date as their birthday. Teaching/Presentation: Discuss how students can find information on the Internet for a variety of things, and show they how they may find various topics on the web and access information. Modeling: On computer screen, show students the address of The History Channel’s website. Show them how they can look up events on particular days, and then using own birthday, show them historical events that occurred on that day. Checking for Understanding: Students will then look up events that happened on their own birthday, and write a short summary on events that occurred on that day. Guided Practice: Tell students that they can ask other students or teacher for their birthdates, or use a family or friend’s birthdate, and look up other events. Closure: Ask students to share what events happened on their own birthdays.

54 Evaluation: Look at summaries and make certain that every student found out an event that happened on their birthday.

Title of Lesson: Evaluation of websites Grade Level: 8th grade Degree of Collaboration: Beginning Objectives: To show students how to evaluate different web sites, and evaluate web sites’ accuracy, reliability, and credibility. Time Allotted: One class period (40 minutes) Show-Me State Standards: This lesson plan satisfies Show-Me State Standards: Goals

1.2, students will conduct research to answer questions and evaluate information and ideas.

Supplies Needed Computers with Internet access Projector Website evaluation handout

Anticipatory Set: Talk about how information on the Internet may be of high quality or how it may be something that someone just slapped on the Internet during a weekend. What does it take to post something on the Internet? Anyone can publish a website. Ask if anyone has ever gotten incorrect or poor quality information using the Internet.

Teaching/Presentation: Talk about how it is important to be able to evaluate a website, so that they may know if they may rely on the information they obtain, or if they should seek information elsewhere based on a poor quality website. Discuss the five W’s of website evaluation: who, what, when, where, and why? Modeling: Evaluate a website together, using five W’s previously discussed. Checking for Understanding: Hand out assignment, which has students evaluate various websites using previous discussed evaluation techniques. Closure: Discuss various websites. What did students find? How did they use 5 W’s to evaluate websites reliability? How can they see this helping them in the future.

56 Evaluation: Look at students’ completed assignment sheets, making sure they correctly evaluated websites.

Title of Lesson: Searching the Internet Grade Level: 6th grade Degree of Collaboration: Beginning Objectives: To research and find information using the Internet. Time Allotted: One class session (40 minutes) Show-Me State Standards: 1.2 Conduct research to answer questions and evaluate information and ideas 1.4 Use technological tools and other resources to locate, select, and organize information. Supplies Needed Assignment sheet Computer with Internet access Anticipatory Set: Discuss what students use the Internet for. Asks students for various reasons they use the Internet, and other ideas that they could perhaps use the Internet for. Teaching/Presentation: Show students how they can use the Interent to access information. Go through various different activities of searching, showing them what they may use the Internet for. Modeling: Have students search a topic of their choice. Checking for Understanding: Have students write a summary of what they found on topic they searched. Guided Practice: Ask students for information they found interesting while searching the Internet, and then search it together. Also ask for other questions they may have encountered while using Internet. Evaluation: Read summaries, seeing that they searched a particular topic on Internet, and wrote about facts of topic.

58 Student Name: LMS: Elizabeth Dean

Title of Lesson: Identify Letters and Numbers

Grade Level: K and 1st grades

Description of Collaborative Effort: Talk with the teacher about Student’s ability to identify letters and numbers.

Objective: Students will be able to identify letters and numbers on a keyboard.

Time Allotted: 50 min

Show Me Standards: CA 2,3

Supplies Needed: Paper keyboards, crayons/magic markers, large poster of keyboard, set of large alphabet and number cards.

Anticipatory Set: Using the large poster keyboard, show children the letters and numbers that you will be practicing that day.

Presentation: Distribute paper keyboards and crayons/magic markers to students Students will touch each letter or number on their paper keyboard as teacher touches it on the large poster Hold up letter and number cards, one at a time for all students to see Have students find and color the letter or number on the paper keyboard as that card is shown

Checking for understanding: Hold up letter or number card and have the student point to the correct one on the poster.

Evaluation: Pass out new paper keyboards and have students color Collect and grade papers.

59 Student Name LMS:

Title of Lesson: Use of Computers

Grade Level: K

Degree of Collaborative Effort: Beginning

Description of Collaborative Effort: Discuss lesson plan with teacher.

Objectives: Students will demonstrate the ability to: Properly care for computers, diskettes, and CD-ROMS Use the mouse to move the pointer and place the cursor at a specified location Properly start-up and shut-down the computer Use appropriate conduct during computer work periods

Time allotted: 50 min

Show-Me Standards: CA 2,3

Supplies Needed: 1 computer per child

Anticipatory set: Ask how many students have been on a computer? Talk to them about not eating or drinking around a computer and to treat it with the utmost care.

Presentation: Demonstrate correct procedures of the objectives. Then have each student practice.

Guided Practice: Circulate among the students helping each one accomplish the objectives. Helping them learn a computer is fragile and we must be gentle with it.

Evaluation: By observing each student teacher will be able to determine success or failure.

60 Student Name: LMS: Elizabeth Dean

Grade Levels: 3-6

Description of Collaborative Effort: Discuss project with teachers.

Objectives: Students will gain knowledge and ability to use the Inspiration software program. Students will have successfully organized personal activities.

Time Allotted: 50 min

Show-Me Standards: CA 2,3

Supplies Needed: 1 computer per child and Inspiration Software.

Anticipatory Set: Discuss with the students after-school time and what are there activities. Show them a graphic organizer and explain we will be creating one on the computer and organizing their activities in it.

Presentation: Instruct the students to list their after-school activities. Instruct the students to click on the Inspiration Software Icon. Point to the drawing of the graphic organizer on the white board. Explain a main idea is needed and suggest we use after-school activities. Have students write that in the center where the flashing + is. Instruct them to click below and to the side of the center circle and write their after school activities. Show them how to connect the outside circles with lines. Printout graphic organizer. Suggest they try different designs for the graphic organizer

Modeling: Draw the graphic organizer on the white board. Write in main idea and activities.

Checking for Understanding: Circulate among the students, answering questions and making suggestions.

Evaluation: Collect and grade printouts.

61 Title: Bathurst's Fairy Tales LMS: Charlee Shipps

Grade Level: 4th

Collaboration Level: Initial—discussion of type of folk tales to be used and scheduling of class time

Objectives: Students will 1) learn the characteristics of different types of folk tales. 2) improve their word processing skills. 3) improve their creative writing skills.

Time: Presentation—45 minutes, Folk tale browsing and reading—30-45 minutes In class writing—30 minutes plus Word processing—30-45 minutes (Most is spent looking for the one allowed graphic.)

Show-me Standards: 1:4, 1:5, 1:8, 1:9, 2:1, 2:2, 2:4, 2:5, 2:7, 4:5, CA:1, CA:2, CA:4, CA:6

Supplies: PowerPoint presentation and multimedia projector, folk tale books, overhead with transparency of characteristics or poster, computers with word processing software, printer (preferable color), binding machine

Anticipatory Set: Read folk tale to class of type to be written (pour quoi, trickster, tall tale, legend/myth, cultural). Show books of previous class tales. Tell them they will be publishing their own class's book of tales.

Procedure: 1) Show PowerPoint on folktale genres. 2) Discuss the type they will be writing. 3) Time to browse folk tale collection and read one tale. 4) Writing/revising tales in classroom. Show characteristics transparency or poster during writing session. 5) Typing tales in computer lab. Each student is allowed to find one graphic to illustrate their tale. 6) Librarian collects printouts and binds them into a book which is cataloged into a special collection. 7) Students share their stories with lower grade buddies.

Modeling: Students have the opportunity to see and read books from previous classes which are part of library collection.

62 Understanding: If first drafts do not reasonably fit the characteristics of type of tale chosen, a second writing session for revision would be good.

Closure/Evaluation: Students read their stories to buddies and see it is cataloged into the library collection. Perhaps they could be asked to autograph their own story.

63 Title: Trash or Treasure Note Taking LMS: Charlee Shipps

Grade Level: 6th

Collaboration: Moderate—Discuss topic and possible articles for upcoming research project and plan phone conversation skit.

Objectives: Students will 1) learn to identify important points in an encyclopedia article for note taking. 2) learn not to plagiarize by copying directly from a reference work.

Time: 45 minutes

Show-me Standards: 1:2, 1:5, 1:8, 2:1, 2:3, 3:2, 4:4, CA:3, CA:4, CA:6

Supplies: overhead projector and transparencies of a couple of encyclopedia articles related to upcoming research project (In Charlee's 6th grade classes, they will be doing research on explorers.), play phone connection (2 phones) or 2 cell phones, hard copy or online encyclopedias for everyone in class (Charlee uses only hard copies with this lesson to control reference sources.)

Anticipatory Set: Show an encyclopedia volume and tell the students there are both treasures and trash in it.

Procedure: 1) Talk about doing research and taking notes without plagiarizing. 2) Tell them they will be doing "trash or treasure" note taking. 3) Ask what they would do if someone called for Mom when she wasn't home to tell her about a change in your soccer practice and the parents fundraising committee meeting (or something of that sort). What would you tell her when she came home? Would you tell her exactly what the caller said? 4) Skit—Teacher calls librarian and starts talking about whatever has been preplanned—meeting, trip plans, class assignment, etc.—and librarian finds "pencil" and starts writing every word said on the overhead projector. Teacher quickly finishes with information and hangs up. Librarian is probably still writing first few words. (She doesn't hurry and says them aloud.) "Mom" comes in and wants to know what caller said about the meeting. . . 5) Redo demonstration with librarian just writing down "treasures." 6) Group practice with a couple of transparencies of encyclopedia articles—sentence by sentence. What is "treasure" and what is "trash" in each sentence. Take notes of "treasure." 7) Students find article on their subject and start notes of "treasures." Teacher and librarian monitor activity.

64 Closure: Students write report from "treasures."

Evaluation: Review final papers for plagiarism. In this assignment students use only one encyclopedia article for their reference.

65 Title: Search Searchasaurus LMS: Barbara Bollinger

Grade: 4

Time allotment: 30 minutes

Collaboration: Basically none. This is the first year the school has had this resource, and this was an introductory lesson. Barb said she did talk to one teacher about a unit on plants the teacher was teaching, and Barb changed the worksheet to fit with that. That would seem to be the way to go with each class in the future.

Objective: Students will learn to use the Searchasaurus encyclopedia to find information for future research projects.

Show-me Standards: 1:2, 1:4, 1:5, 4:4, CA:3, CA:4, CA:6, SS:7

Supplies: computer terminals for each student, Searchasaurus (from Morenet), worksheets, projection set-up is desirable

Anticipatory Set: "We're going to be using the Internet today." Barb says that's enough to interest and excite them.

Teaching Procedure: 1) Walk through entering the Searchasaurus site and then the basic features of the encyclopedia. Barb uses an overhead projection set-up. 2) Go to computer lab and each student goes to Searchasaurus site. 3) Review citation of site and have students write citation on back of sheet. 4) Hand out worksheets and have students complete them while librarian monitors work. 5) Review answers and discuss reasons for possibly different answers, like number of hits on pictures of George Washington.

Understanding: Monitor students as they complete worksheets.

Evaluation: Check worksheets.

66 SEARCHASAURUS Find the following information using the different area of Searchasaurus.

Animal encyclopedia How large is the Snowy Owl? (hint: It's a predator!)

What is the wingspan of the Bald Eagle?

General encyclopedia (Type in "Missouri") What is the Big Sioux?

What is Thomas Hart Benton's nickname?

Dictionary Write down the definition of "computer."

What is the definition of a "periodical"?

Photos (of people) How many items are there of George Washington?

Find another famous person and write his or her name and the number of listings.

Primary search Choose one of the following topics and write down the title and author of an article about that topic: Dance, Football, Gymnastics, Baseball, Magic

67 Student Name: Lauren Peter LMS: Mary Dobson

Title of Lesson: Neighborhood Map

Grade Levels: 4th grade (This project takes place in a regular education 4th grade classroom, with special education students participating with help of the IntelliTools Learning System)

Degree of Collaboration: Beginning to Intermediate

Description of Collaborative Effort: This lesson can take place either in the LMC or the classroom. It also may begin in one environment and be completed in the other. The LMS may help the regular and special education teacher incorporate technology to help students with disabilities comprehend the information more efficiently.

Objectives: Students will be able to effectively write in a journal utilizing another person’s perspective The students will examine how the Lewis and Clark Expedition used maps The students will be able to identify and apply mapmaking techniques and tools

Time Allotted: 1-2 Hours

Show-Me Standards: 1.1, 1.2, 1.4, 2.3, 2.7, 3.1, 4.1, 4.6 and CA 1, CA4, CA6 and SS 2, SS 5, SS7

Supplies Needed: IntelliTools Suite IntelliKeys Keyboard IntelliPic Studio Student Journal (one for each student) Modern road map of the Midwest Internet access Blown up reproductions of the maps Lewis and Clark used Previous days completed charts

Anticipatory Set: Review the charts that were completed yesterday. Ask students if they have thought of any more information and add it if necessary. Recap the movie from yesterday, as well. Discuss with the students that they will designing their own maps of their local neighborhood. The students will also reflect in their journal their reaction to the maps of the unexplored territory. The special education

68 students will use the IntelliPics Studio to complete their journal entry.

Teaching/Presentation: Divide the students into the same groups as yesterday to view the maps. Lay out the modern road maps along with Lewis and Clark’s. Discuss how the maps are similar and how they differ. Teach students the basics of making their maps (compass, directions, key, etc)

Modeling: Show students a map that the teacher designed to chart a local neighborhood. The map will show a compass, key, etc and have landmarks such as their house, grocery store, school, city park, swimming pool, best friends house, etc.

Checking for Understanding: The students will develop their own key and choose which colors will be used to portray various buildings.

Guided Practice: The class will complete their maps of their local neighborhood. The special education students will use the IntelliTools Learning System to develop their map.

Closure: The students will share with the class their map. The students can compare and contrast their maps, just like they did Lewis and Clark’s.

Evaluation: The teacher will check for basic map making tools: compass and key. The teacher will check with validity of the key. The teacher will also read the students’ journal.

Maps used by Lewis and Clark

Title of Lesson: Mapping Out Missouri

Description of Collaborative Effort: This lesson can take place either in the LMC or the classroom. It also may begin in one environment and be completed in the other. The LMS will help the students conduct research and complete their maps.

Objectives: The students will be able to identify the expedition’s route and identify specific landmarks Students will be able to effectively write in a journal utilizing another person’s perspective

Time Allotted: 1-2 Hours

Supplies Needed: IntelliTools Suite IntelliKeys Keyboard IntelliPic Studio Student Journal (one for each student) Modern road map of the Midwest Internet access Blown up reproductions of the maps Lewis and Clark used 4 Index cards with 1 direction written on each

Anticipatory Set: Review the maps the students made the day before of their local neighborhood. Some things might need to be added after students had rode the bus home

70 and saw some more important landmarks. Discuss that today the students will be making their own make of the unexplored territory in Missouri during Lewis and Clark’s time.

Teaching/Presentation: Divide class into small groups. Have each group randomly draw an index card that has one of the four directions written on it. When the group draws a card, they will explore the territory in whichever direction the card says. The students will conduct research on the Internet with help from the LMS to find geographical landmarks, Native Indian tribes located in the region and other pertinent information. The students will trace the state of Missouri onto a graph paper and then fill in the information for their region. The special education students will use the IntelliTools Learning System to create the map of their researched region of Missouri.

Modeling: The LMS will give the students assistance in accessing websites for Lewis and Clark and Missouri. The classroom teachers will give assistance in completing the students’ maps by modeling several examples.

Checking for Understanding: The teacher will check is see if information on the map is accurate and the students have followed their key.

Guided Practice: The students will continue their research and making of their map.

Closure: The students will share their maps and reflect in their journals the process of making the trip through their regions geographic challenges (rivers, large hills, etc). The special education students will do this by using the IntelliPics Studio.

Evaluation: The teacher will check for basic map making tools: compass and key. The teacher will check with validity of the key. The teacher will also read the students’ journal.

Title of Lesson: A Day in the Life of the Lewis and Clark Expedition

Description of Collaborative Effort: This lesson can take place either in the LMC or the classroom. It also may begin in one environment and be completed in the other. The LMS may help the teacher by locating books with examples, helping the special education students with integrating the IntelliTools Learning System into the lesson, and by finding websites pertinent to Lewis and Clark.

Objectives: Students will be able to effectively write in a journal utilizing another person’s perspective The students will be able to identify artifacts that the explorers would need to make their journey The students will be able to effectively plan a day as if they were Lewis and Clark The students will be able to read a map to find particular landmarks and geographical points

Time Allotted: 1 Day

Supplies Needed: IntelliTools Suite IntelliKeys Keyboard IntelliPic Studio Student Journal (one for each student) Internet access IntelliTools Lewis and Clark Expedition Bundle Reflection Sheet (student sample)

72 Anticipatory Set: The students will view websites to get a feel for what Lewis and Clark experienced in their journey. The students will also keep records in their journal tracking their findings and experiences from Lewis and Clark’s perspective.

Teaching/Presentation: The regular education students will play a game much like Oregon Trail to effectively plan for their journey (food, supplies, money, etc.). The students will follow a map to help them explore their selected regions. As the students make their journey they are to document the events in their journals. The special education students will use the IntelliTools Lewis and Clark Expedition Bundle to choose their supplies, food and transportation. They will also access the maps on the IntelliTools to find their way around their region. They will document their findings using the IntelliPic Studio.

Modeling: The teacher will model a sample journey for the regular education students using a journal. The teacher will also model a sample journey by printing out the overlay describing their journey.

Checking for Understanding: The teacher will help the students to assure is historically accurate and the information is as realistic as possible.

Closure: The students will share their personal journeys with the rest of the class. They will also share any drawings they created to represent their new findings. The journals will be displayed at the schools 4th grade Missouri History Celebration in the evening (our school showcases the entire unit one evening at school.)

Evaluation: The teacher will grade for historical accuracy and proper grammar in their journals. The students will complete the Lewis and Clark Expedition Reflection Sheet (below).

Lewis and Clark Expedition Reflection Sheet Answer the following questions based on your experience during your “Day in the Life of Lewis and Clark.”

1. What was the most challenging aspect of arranging your crew, transportation, and supplies? Why was this the biggest challenge?

2. What geographical landmarks posed a hazard to your journey?

3. Where they any conflicts along your journey? How did you solve these conflicts?

4. Did you meet any people along your journey? How did they react to you?

73 5. Did you discover any new geographical landmarks or other items (rocks, different soil)?

6. Did your crew encounter any wildlife? How did you handle the situation if they posed a threat?