Published on AASL Learning4Life Lesson Plan Database

Passport Through the Library

Created by: Mary D. Lum
Title/Role: Teacher/Librarian
Organization/School Name: Anchorage School District
Location: Alaska

Grade Level: K, 1, 2, 3, 4, 5, 6
Type of Lesson: Lesson in a unit
Type of Schedule: Fixed
Collaboration Continuum: Limited
Content Area:
Language Arts
Content Topic: Information Literacy-Dewey Decimal Passport: 300-399

Standards for the 21st-Century Learner

Skills Indicator(s):
2.1.2 Organize knowledge so that it is useful.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that
express new understandings.
4.1.1 Read, view, and listen for pleasure and personal growth.
Dispositions Indicator(s):
2.2.4 Demonstrate personal productivity by completing products to express learning.
4.2.2 Demonstrate motivation by seeking information to answer personal questions and interests, trying
a variety of formats and genres, and displaying a willingness to go beyond academic requirements.
Responsibilities Indicator(s):
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.3 Seek opportunities for pursuing personal and aesthetic growth.
Self-Assessment Strategies Indicator(s):
2.4.3 Recognize new knowledge and understanding.
2.4.4 Develop directions for future investigations.
4.4.6 Evaluate own ability to select resources that are engaging and appropriate for personal interests
and needs.

Scenario: Our extended resource students were checking out the same type of books each week. This
concerned the teacher/librarian as well as the classroom teachers and aides. The Teacher/Librarian
(Teacher/Librarian-the preferred term used in our District) developed a Dewey Decimal Library Passport
that allowed the students to learn each non-fiction hundred section in the Dewey Decimal System. This
passport was the lesson focus on alternative weeks. On the off week free choice was allowed. On passport
weeks the students gained knowledge about a specific Dewey hundred section. A pictorial chart provided
illustrated topics in each hundred section, gave the topic name and the appropriate Dewey number
assigned to it. After a group discussion of the topics in that hundred, students chose several topics of
possible interest, went to that section to find and explore those selections and then checked out one item
from that exploration. They then filled out the passport section writing the title, call #, and drawing an
illustration from the item selected. The following week, students went back to that passport page and rated
their selection by circling an up or down arrow to indicate a like or dislike of the item checked out.

Overview: Students will use the pictorial chart to learn about the 300?s nonfiction section. These pictorial
clues will aid students in decoding topic names and encourage practice in number recognition. Students
will identify, locate, and evaluate items in the 300?s section of the library for personal interest. The
essential questions are: Am I able to locate my topics of personal interest in the 300?s section of the
library? Am I able to evaluate my personal choices?

Final Product: At the end of this lesson students will complete the 300?s page of the Dewey Decimal
Passport by filling in the title, call number and an illustration for their personal choice item. The following
week students will evaluate their chosen title by circling an up or down arrow to indicate a like or dislike of
the item. At the end of the unit students will have a completed passport to use as a reference tool and
guide for the nonfiction section of the library which will aid in future investigations.

Library Lesson: Students will continue their exploration and understanding that the nonfiction section is
divided into 10 categories from 0 hundreds to the 900?s and of the specific topics included in each. This
week?s study and exploration is the 300?s section. They will become familiar with the topics included in
this section. Students will practice reading, decoding, number recognition and Dewey Decimal call
numbers. Their knowledge base will be enlarged and their personal interest choices expanded.

Estimated Lesson Time: 30 minutes

Assessment
Product: Students will be assessed by the T/L visually, orally and by passport completion. The passport
will be assessed for correct writing conventions and number annotation as well as the quality and
neatness of the writing and illustration.

Process: T/L will observe students as they search for their chosen section of the 300?s. When filling
out the passport students will be observed using the appropriate conventions of writing and number
notation. Students will orally share their written and illustrated work with peers.

Student self-questioning: Was I able to find the section of the library for the topic I chose? Did I
accurately write down the title and call #? Did I use my best quality work when writing my words and
drawing my illustration? Am I able to read the call # accurately? Will I be able to independently find
another book on this topic?

Instructional Plan
Resources students will use:
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Other

Other instructor resources: Dewey Decimal pictorial chart and Dewey Decimal Passport

Instruction/Activities
Direct instruction: Teacher/Librarian (T/L) will review the previous passport work identifying the pattern
 of writing the title and call #?s. T/L will introduce the new lesson (exploring the 300?s section) by using
the Nonfiction Dewey Decimal call number pictorial chart.

Modeling and guided practice: Students will locate the first 300?s call number on the chart by pointing
to it. T/L will challenge them to locate the last 300?s call number on the chart. The aides and T/L will
circulate to verify correct response. Students will take turns reading the name and call number for each
300?s topic. They will choose two to explore further. Going to the nonfiction section of the library
students will locate their first personal interest topic and explore books found there. Students having
difficulty will be questioned, redirected and guided toward the correct section.

Independent practice: Students will locate their second personal interest topic independently using
their call number knowledge to explore. After making a choice based on their own personal interests,
students will check out their choice. Students will then take their choice back to the work table and fill out
the appropriate information in the 300?s section of their passports. T/L and classroom aides will check
students? passport work.

Sharing and reflecting: Students will share their chosen item and read the title and call # from their
passport. The following week students will share with the group how they rated the choice they made
and give supporting reasons for that choice.

Have you taught this lesson before: Yes

Strategies for differentiation: Students will be given additional assistance in a small groups or
individually by the T/L or the classroom aides if they are unable to do any of the following: Locate the
300?s section on the Dewey pictorial chart, locate their chosen topic, or write and/or read the work done in
the passport. Students that can work independently will do so in whatever areas they are able.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.K.W.1 English Language Arts Text Types and Purposes 1. Use a combination of drawing,
dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the
book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite
book is ...). (K)

CC.K.W.2 English Language Arts Text Types and Purposes 2. Use a combination of drawing,
dictating, and writing to compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic. (K)

CC.K.W.3 English Language Arts Text Types and Purposes 3. Use a combination of drawing,
dictating, and writing to narrate a single event or several loosely linked events, tell about the events in
the order in which they occurred, and provide a reaction to what happened. (K)

CC.1.W.1 English Language Arts Text Types and Purposes 1. Write opinion pieces in which they
introduce the topic or name the book they are writing about, state an opinion, supply a reason for the
opinion, and provide some sense of closure. (1)
CC.1.W.2 English Language Arts Text Types and Purposes 2. Write informative/explanatory texts
in which they name a topic, supply some facts about the topic, and provide some sense of closure. (1)

CC.1.W.3 English Language Arts Text Types and Purposes 3. Write narratives in which they
recount two or more appropriately sequenced events, include some details regarding what happened,
use temporal words to signal event order, and provide some sense of closure. (1)

CC.2.W.1 English Language Arts Text Types and Purposes 1. Write opinion pieces in which they
introduce the topic or book they are writing about, state an opinion, supply reasons that support the
opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a
concluding statement or section. (2)

CC.2.W.2 English Language Arts Text Types and Purposes 2. Write informative/explanatory texts
in which they introduce a topic, use facts and definitions to develop points, and provide a concluding
statement or section. (2)

CC.2.W.3 English Language Arts Text Types and Purposes 3. Write narratives in which they
recount a well-elaborated event or short sequence of events, include details to describe actions,
thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (2)

CC.6.SL.4 English Language Arts Presentation of Knowledge and Ideas 4. Present claims and
findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. (6)

CC.5.W.7 English Language Arts Research to Build and Present Knowledge 7. Conduct short
research projects that use several sources to build knowledge through investigation of different aspects
of a topic. (5)

CC.K.R.L.5 English Language Arts Craft and Structure 5. Recognize common types of texts (e.g.,
storybooks, poems). (K)

CC.1.R.L.5 English Language Arts Craft and Structure 5. Explain major differences between books
that tell stories and books that give information, drawing on a wide reading of a range of text types. (1)

CC.6.SL.2 English Language Arts Comprehension and Collaboration 2. Interpret information

presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study. (6)

CC.3.W.1.a English Language Arts Text Types and Purposes a. Introduce the topic or text they are
writing about, state an opinion, and create an organizational structure that lists reasons. (3)
CC.3.W.4 English Language Arts Production and Distribution of Writing 4. With guidance and
support from adults, produce writing in which the development and organization are appropriate to task
and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (3)

CC.3.W.8 English Language Arts Research to Build and Present Knowledge 8. Recall information
from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3)

CC.4.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Integrate information
from two texts on the same topic in order to write or speak about the subject knowledgeably. (4)

CC.5.W.1 English Language Arts Text Types and Purposes 1. Write opinion pieces on topics or
texts, supporting a point of view with reasons and information (5)

CC.4.W.1.a English Language Arts Text Types and Purposes a. Introduce a topic or text clearly,
state an opinion, and create an organizational structure in which related ideas are grouped to support
the writer's purpose. (4)

CC.4.W.1.b English Language Arts Text Types and Purposes b. Provide reasons that are
supported by facts and details. (4)

CC.5.W.2 English Language Arts Text Types and Purposes 2. Write informative/explanatory texts
to examine a topic and convey ideas and information clearly. (5)

CC.5.W.4 English Language Arts Production and Distribution of Writing 4. Produce clear and
coherent writing in which the development and organization are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.) (5)

CC.4.W.8 English Language Arts Research to Build and Present Knowledge 8. Recall relevant
information from experiences or gather relevant information from print and digital sources; take notes
and categorize information, and provide a list of sources. (4)

CC.5.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Integrate information
from several texts on the same topic in order to write or speak about the subject knowledgeably. (5)

CC.5.W.8 English Language Arts Research to Build and Present Knowledge 8. Recall relevant
information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work, and provide a list of sources. (5)

CC.6.W.2.a English Language Arts Text Types and Purposes a. Introduce a topic; organize ideas,
concepts, and information, using strategies such as definition, classification, comparison/contrast, and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension. (6)

CC.K.SL.4 English Language Arts Presentation of Knowledge and Ideas 4. Describe familiar
people, places, things, and events and, with prompting and support, provide additional detail. (K)

CC.K.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Add drawings or other
visual displays to descriptions as desired to provide additional detail. (K)

CC.K.W.6 English Language Arts Production and Distribution of Writing 6. With guidance and
support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers. (K)

CC.1.SL.4 English Language Arts Presentation of Knowledge and Ideas 4. Describe people,
places, things, and events with relevant details, expressing ideas and feelings clearly. (1)

CC.1.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Add drawings or other
visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (1)

CC.2.W.6 English Language Arts Production and Distribution of Writing 6. With guidance and
support from adults, use a variety of digital tools to produce and publish writing, including in collaboration
with peers. (2)

CC.2.SL.4 English Language Arts Presentation of Knowledge and Ideas 4. Tell a story or recount
an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent
sentences. (2)

CC.2.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Create audio
recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings. (2)

CC.3.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Create engaging audio
recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual
displays when appropriate to emphasize or enhance certain facts or details. (3)

CC.4.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Add audio recordings
and visual displays to presentations when appropriate to enhance the development of main ideas or
themes. (4)

CC.5.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Include multimedia
components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance
the development of main ideas or themes. (5)

CC.6.SL.5 English Language Arts Presentation of Knowledge and Ideas 5. Include multimedia
components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify
information. (6)

CC.6.W.1.c English Language Arts Text Types and Purposes c. Use words, phrases, and clauses
to clarify the relationships among claim(s) and reasons. (6)

CC.6.W.2.e English Language Arts Text Types and Purposes e. Establish and maintain a formal
style. (6)

CC.6.W.2.c English Language Arts Text Types and Purposes c. Use appropriate transitions to
clarify the relationships among ideas and concepts. (6)

CC.6.W.6 English Language Arts Production and Distribution of Writing 6. Use technology,
including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single
sitting. (6)

CC.2.R.L.10 English Language Arts Range of Reading and Level of Text Complexity 10. By the
end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range. (2)

CC.3.R.L.10 English Language Arts Range of Reading and Complexity of Text 10. By the end of
the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 2-3 text complexity band independently and proficiently. (3)

CC.4.R.L.10 English Language Arts Range of Reading and Complexity of Text 10. By the end of
the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range. (4)

CC.5.R.L.10 English Language Arts Range of Reading and Complexity of Text 10. By the end of
the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 4-5 text complexity band independently and proficiently. (5)

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