Professional Documents
Culture Documents
PROGRAM
Introduce:
1. Biography. Alphabetical arrangement by subjects last name Introduce
2. Dictionaries
3. Encyclopedias
Tell and retell stories incorporating the use of descriptive language and elements
of a story.
Listen to literature and respond appropriately, including comparing/contrasting
and extending the text.
Summarize major points of a text.
Read multiple books in the same genre but by different authors.
Use such graphic organizers as webbing and mapping to organize information
Appreciate Literature:
Summarize major points of a text.
Distinguish different forms of text and their functions.
Demonstrate knowledge of the content and theme of the works of a single author
Read multiple books in the same genre but by different authors.
Read a variety of informational text including descriptive formats.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
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Read a variety of stories including fairy tales and folktales. Tell and retell stories
incorporating the use of descriptive language and elements of a story.
Listen to literature and respond appropriately including comparing/contrasting and
extending the text.
Library Media Centre Curriculum for Third Grade
I. Library Media Centre use
A. Review of library and Media Centre procedures
B. Review of book care
C. Parts of a book
1. Review author, illustrator, title, spine, cover, title page, publisher, copyright,
publication information, summary, dedication page
2. Introduce
a. Table of contents
b. Index
D. Library materials, areas, and arrangement
1. Picture / E means everybody books
2. Fiction
3. Nonfiction
4. Biography
5. Reference
6. Magazines
E. Introduce automated card catalog system
1. Author, subject, title, key word
2. Call numbers
3. Information on catalog cards
4. Availability
II. Information skills
A. Use encyclopedias and dictionaries
B. Review of fiction and nonfiction.
C. Review of alphabetical and numerical order
D. Super 3 / LMS
1. Plan
2. Do
3. Review
III. Literature appreciation
A. Reading for enjoyment
B. Noteworthy authors and illustrators
C. Caldecott Medal Books
D. Folklore and 398.2
E. Flicker Tale Award Books
F. Chapter Books
Materials:
website - http://www.cyberbee.com/cb_copyright.swf (Shows 10 students. As
you move the mouse over each student a question appears. You click on the
student to get the answer.)
materials to show examples of copyright
paper and pencil
Directions:
Assessment:
Students will be observed as they participate in the discussions and share ideas.
Materials:
United Streaming Video--Animal Faces, Animal Places Background
information on various animals
Set of New True books
Kidspiration graphic organizer My Animal
Animal Trivia Activity (See attached.)
Fact Frenzy Interactive Tool---www.readwritethink.org (See attached.)
Research Building Blocks: Notes, Quotes, and Fact Fragments
www.readwritethink.org - Print from the website.
Animal Study---www.readwritethink.org/materials/animals-inquiry/ (See
attached.)
Animal Study Graphic Organizer - Using the above website, students can take
notes or graphic organizer can be printed. (See attached.)
Directions:
1. This lesson will take several sessions.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
2. Define the terms: table of contents, index and glossary
3. Pass out New True books.
4. Discuss organizational features of the books (table of content, index, glossary,
headings picture captions, bold print, etc.).
5. Display a transparency or PowerPoint slide of each section noting similarities and
differences.
6. Introduction to note takingFact Frenzy Interactive Tool---This can be done as
a group, in a lab setting or print from website.
7. Note taking activity---Animal Study
8. Note taking activity---Research Building Blocks: Notes, Quotes, and Fact
Fragments Activities 1-3
9. Students will do the activity Animal Trivia. Have students answer 3-4
questions using the New True books. Check answers as a group.
10. Assign each student a New True book. Have students fill out the graphic
organizer, My Animal.
Use graphic organizer to write an informative paragraph about the assigned animal.
Materials:
automated card catalog
computers, LCD projector/television or screen, or SAFARI Media Retrieval
System
Search Sheets (See attachment for example.)
Directions:
1. Project the automated card catalog on the television or screen. Discuss each
type of search (key word, subject, title and author) by demonstrating each
type of search. Review call numbers and sections of the library as each
search is made.
2. Divide students into groups of 4. Give each group a Search Sheet. Students
will go to the computer and use the automated card catalog to answer each
question on their Search Sheet.
3. Allow each group to discuss one type of search they conducted including how
they searched.
Materials:
Power Point American Society of Composers, Authors and Publishers (See
attached example.)
sheet music and/or audio CDs
computer, LCD projector, television/screen or SAFARI Media Retrieval System
sources http://www.americaslibrary.gov/about/copyright.html and
http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/jazz/ascap_1
Directions:
1. Hold up the sheet music or audio CDs and ask the students if these materials are
copyrighted.
2. Ask them if they know why it is important.
3. View the Power Point (2 slides) together and discuss.
4. Ask each student to discuss with a partner what they learned about copyright.
5. Have students share what they learned.
Materials:
New True books on various animals
Easy fiction books on the same animals as the New True
Chart
Directions:
1. Have each student work with a partner.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
2. Give each team an F and a NF book.
3. Use the comparison chart in KIdspiration to discuss differences/likenesses
between fiction and nonfiction.
Materials:
PowerPoint/handout of genres with characteristics (See attached.)
bibliography for each genre (autobiography, biography, drama, fable fairy tale,
fantasy, science fiction, folktale, historical fiction, realistic fiction, legend,
mystery, myth, tall tale, etc.)
book examples from your collection
Directions:
1. This will take several sessions. Introduce/review/discuss the characteristics of
each genre. You could use a Power Point presentation or a handout listing the
genres and characteristics to be covered.
2. After you have introduced/reviewed a genre, read an excerpt from that genre.
Discuss why the book is categorized as an autobiography, biography, fable, fairy
tale, etc.
3. Divide students into groups of two or three. Assign each group a genre. Then
have the groups locate and present to the class books that are examples of the
assigned genre.
4. Have students read a book from their favorite genre and present the book to the
class.
Materials:
Dictionaries
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Encyclopedias
Guide Word Riddles Activity (See attached.)
Groovy Guide Words Activity (See attached.)
Guide Words to the Stars http://www.quia.com/rr/45806.html
Directions:
1. Use the dictionaries located in the reference section for discussion about guide
words.
2. Have students look at the top of the page and locate the words in bold face print.
Identify them as guide words because they guide you to the entry word.
3. Note the guide word is the first entry word and the second guide word is the last
entry word on the page.
4. Complete one of the guide word activities.
a. Detective Guide Word uses guide words and clues to determine an
answer.
b. Groovy Guide Words includes three sets of guide words. Students put
entry words on the correct page.
c. Guide Words to the Stars is an internet game. Students are shown an
entry word and must select the correct guide words.
Materials:
Mystery bibliography to fit the local school library
Realistic fiction bibliography to fit the local school library
2-3 class sessions, depending on class length
Power Point, transparency, or poster (See attached example).
www.readwritethink.org
Directions:
1. Define the elements of a mystery.
2. Read a short mystery (example- Nate the Great books) to the class. Have the
students write down examples of the elements in the story. Share examples.
3. Define realistic fiction.
4. Discuss elements of realistic fiction.
Materials:
Website Investigator scoring activity (See attached).
Evaluating a Website note taking sheet (See attached.)
Quick (Quality Information Checklist)
http://www.hfht.org/chiq/Quick/docs/menu.htm - This website includes guidelines
and practice exercises, as well as an interactive quiz to review the ideas.
printed result page from web search
Which Site to Choose and Why rating chart to use with the printed result page
from a web search (See attached.)
Website Bibliography useful for student research (See attached.)
Directions:
1. Using the resources above, present strategies to determine the accuracy, relevance
and appropriateness of websites. Model the kinds of questions to ask as one
identifies the value of a website.
2. Select a topic and display the first page of the list of results. Model selecting the
most relevant results and mark each result with a (+) if you think it would be a
really good website and includes information that you will need, a () if it might be
a good website and you would look at it later, or a (-) if it does not appear to
Materials:
website - Martin Luther King, Jr.: A Fact or Opinion Activity http://education-
world.com/a_lesson/02/lp248-01.shtml (See attached.)
Biography of Martin Luther King, Jr. from website above (See attached).
Martin Luther King, Jr.: Fact or Opinion Activity Sheet from website above
(See attached.)
United Streaming clip or VHS of Martin Luther King, Jr.s I Have a Dream
speech
Kidspiration - Biography Graphic Organizer (See attached.)
Biographies from LMC
Power Point - Martins Big Words
website - Pride and the Journey http://www.websn.com/pride/pride/sounds.htm
Directions:
1. Explain to students that a fact is real or true and that it can be verified. An
opinion is a brief judgment that cannot be verified or proven to be true.
2. Build background by viewing the Power Point Martins Big Words which
includes a video clip of his I Have a Dream speech from United Streaming or
a VHS from another source.
3. Read and share together the brief biography of Martin Luther King, Jr. from
the website above. This can be printed or projected from the internet using an
LCD projector or SAFARI Media Retrieval System for all to see.
4. Have the students complete the Martin Luther King, Jr.: Fact or Opinion
Activity Sheet in pairs or in small groups providing an opportunity for
students to discuss their decisions. Share the results with the class.
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
5. Create a graphic organizer using Kidspiration similar to the one provided in
this lesson.
6. Referring to the book-marked biographical websites, such as Pride and the
Journey or selections from brief biographies, have students complete the
graphic organizer with facts or opinions about another important historical
figure. (See attached.) This can be accomplished by students using
Kidspiration on a computer or a printed sheet.
Materials:
Materials provided to each school for 5th grade teachers and housed in the LMC
from the Teaching American History Grant
Biographies (See list of possible individuals attached.)
Possible Timeline Events by Group handout (See attached.)
Timeline template (See attached.)
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
Questions for the Group Timeline Presentations handout (See attached.)
Internet Sites- see Resources in Technology Connection
Hero Quilt instructions
Individuals Making a Difference handout (See attached.)
Felt, fabric or paper squares
Markers, letters, glue
Variety of books, such as:
Andrea Davis Pinky. Let It Shine: Stories of Black Women Freedom
Fighters. Gulliver Books, 2000
McWhorter, Diane. A Dream of Freedom: The Civil Rights
Movement from 1954-1968. Scholastic, 2004.
Directions:
Essential Question:
How have individuals and groups worked to form a more perfect union?
This is a collaborative unit with your 5th grade teachers. Many have attended the
Teaching American History Grant workshop on Civil Rights from which many of
the activities for this unit have come. Please meet with your teachers as they will
need your assistance and expertise to help them successfully complete these
activities. This is a unit that will last several sessions. All of the activities can be
completed without the use of computers and software, but the learning sequence
will be richer if computers and timeline software are available.
Activity #1
Civil Rights Timeline
(How have groups worked to form a more perfect union?)
Introduction:
Have students share their definition of Civil Rights (i.e. Civil Rights individuals
treated equally under the law). Then have students brainstorm words that describe
Civil Rights (equality, equity, tolerance, diversity, etc)
1. In groups, create a timeline showing events that affected the rights of these
groups:
African American to 1950
African American since 1950
Women
Latinos
Native Americans
Asian Americans
2. Have students divide into groups based on interest. Using the Possible
Timeline Events by Groups sheet, have each group select at least 5 events
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
to place on their timeline. Students will research the event in their
textbooks, encyclopedias, books and on the Internet and be able to explain
its significance. Have the groups complete the Timeline Event Chart.
Each group should divide the events so that each person is responsible for
an equal amount.
3. Each group creates a timeline on paper or using the software Timeliner.
(Increments on the timeline should be 15 years if possible)
4. Each event should be illustrated on the timeline by drawing a picture or
using primary source photographs from the Internet. Make sure students
write down the website if they use a photograph from the Internet.
5. Groups complete the Questions for the Group Timeline Presentations
sheet. Constitutional rights Most
people believe that their most important rights are those guaranteed by the
First Amendment. Commonly called "First Amendment freedoms," these
are the fundamental freedoms of religion, speech, and press, as well as the
right of the people to assemble and to petition a government.
Strategies might include non-violent protests, strikes, filing cases in the
court system, passing laws, violence, etc.
6. Students present their timelines to the class, answering the questions on
the Questions for the Group Timeline Presentations sheet
7. Display the timelines one above the other and have students compare and
contrast the events. Were there years when few events occurred? Were
there years with a lot of activity? Have the students mark the events as
setbacks or gains in Civil Rights for each group.
Activity #2
Individuals Making a Difference Hero Quilt
1. Brainstorm a list of characteristics of a good leader see sample Character
Traits list
2. Have students individually or in groups select an individual from the list
of Possible Individuals
3. Define and provide examples of Primary Sources. Primary sources are
original records created at the time historical events occurred or after
events in the form of memoirs and oral histories. Primary sources may
include letters, manuscripts, diaries, journals, newspapers, speeches,
interviews, photographs, video recordings, and objects such as works of
art or ancient roads, buildings, tools, and weapons. These sources serve as
the raw material to interpret the past. Explain that they will be using
primary sources to secure photographs and a quote for this activity.
4. Using a variety of resources including the internet, students gather
information to complete the Hero Quilt handout. See sample quilt square.
Technology Connection
Using available resources have students create a PowerPoint presentation addressing the
essential question:
How have individuals worked to form a more perfect union?
Instead of presenting the information gathered by creating a quilt square, each student
will create 4 PowerPoint slides as components of a class presentation on this topic.
1st slide photograph of the individual (primary source)
2nd slide quotation (this can be an embedded video or sound clip - primary source)
3rd slide challenges this individual faced
4th slide - strategies this person used to handle these challenges
During this educational sequence the following information literacy skills should be
addressed:
Utilizing Basic PowerPoint (including design, slide transition, animation,
looping, and embedding video or sound clips)
Understanding and complying with Copyright Laws
Utilizing Kidspiration (graphic organizer to plan 4 slides)
Performing Copy and Paste functions
Evaluating Internet Sites
Internet Resources:
Hispanic American
Hispanic American A-Z Info please:
http://www.infoplease.com/spot/hhmbioaz.html
Native American
US Department of Interior Bureau of Indian Affairs:
http://www.nativeamericans.com/Biographies.htm
Notable American Indians Fact Monster:
Rouhia Lotfkhah http://www.isgr-lmcguld.se/
L/MC manager http://www.isgr.se/
ISGR
Guldhedsgatan 6
413 20 GTEBORG
Tel. 031-708 92 56 , 0709 77 09 89
Fax 031-708 92 51
http://www.factmonster.com/spot/aihmbioaz.html
Asian American
Asian Pacific American Info please:
http://www.infoplease.com/spot/asianambios.html
African American
Notable African American Fact Monster:
http://www.factmonster.com/spot/afroambios.html
African American Quotations Info please
http://www.infoplease.com/spot/bhmquotes1.html
Notable African American Info please
http://www.infoplease.com/spot/bhmbios1.html
Women
Women of the Hall - National Womens Hall of Fame
http://www.greatwomen.org/women.php?action=viewAll
Womens History Month Biographies Thomson Gale
http://www.gale.com/free_resources/whm/bio/index.htm
Women of Influence Fact Monster
http://www.factmonster.com/ipka/A0768438.html
American Women Yahooligans
http://yahooligans.yahoo.com/school_bell/social_studies/history/by_subject/women_s_hi
story/biographies/
C. Information Literacy
Scope and Sequence in the L/M C
Table of contents
1. Library Information Literacy Scope and Sequence
(Includes option to select appropriate Lesson Plan)
Library Awareness Skills
Lifelong Reading Skills
Research Model
2. Lesson Plan
Search by Keyword, Subject, Academic Standard
Browse Academic Standards, Lesson Plans
Create Lesson Plans
3. Curriculum Support
Information Resources
Standards
Curriculum/Subject Areas
Kindergarten
Concepts:
Items are organized and shelved according a system
Libraries have special rules to be followed, including quiet listening, etc
library may be used by everyone
There is a special vocabulary used in libraries to explain what is done with
information (words such as structure, system and catalogue)
There are procedures to follow when borrowing and returning books
Library materials must be cared for, as they are used by everyone in the school
Books are for enjoyment as well as information
Picture books and first readers are located at the back of the library
Fiction books are alphabetically ordered according authors and head characters
Multicultural/multi ethnic materials are available in the library and teach us about
others
Skills:
The student will be able to:
Locate important areas of the library and use shelf labels and shelf markers to find
books
listen attentively and purposefully to directions, lessons given by and stories read
aloud by the staff and demonstrate acceptable behavior in the library
Respect other library users and follows rules
Grade One
Concepts:
Kindergarten concepts will be reinforced
Fiction and Non Fiction are two basic categories in libraries
Non fiction books are written in different genres
Students are responsible for all materials they borrow
Books are on the shelves by numerical and alphabetical order
It is important to choose the right book in right level
Easy Readers and Picture Books can be found in special areas of the library
Students are aware of electronic equipment
The title page has important information for the reader, and includes the authors
name and the name of the illustrator
The library is a resource to find information about the class inquiry
Grade Two
Concepts
Grade Three
Concepts
K-2 concepts will be reinforced
Reference books (dictionaries, encyclopedias, atlases) are useful tools for locating
information efficiently
The on-line database/ e-catalogue contains information for each item in the library
Books and other media are accessed by subject, key word, title or author
The different parts of a book offer information, such as cover, spine, title page,
table of contents, glossary, and index
Technology is used in the library as a part of information retrieval
Inquiry information can be accessed in the LMC
Use of various technology available in the LMC encourages active listening
Each child experiences stories in different creative ways.
LMC culture emphasizes the development of thinking, research, communication,
social and self-management skills
Concepts
locate and use the materials found in the areas of the LMC and understand the
orientation scheme.( ie: biographies are found in the 900 non-fiction section)
recognize and distinguish between the various types of fiction, and between
figurative and literal language
listen to audio books and watch movies in the Library media center.
find vocabulary in the dictionary and understand the explanations given
use skimming and scanning techniques for information gathering.
integrate information from two or more sources
distinguish fact from opinion
understand the central idea of the inquiry lesson and find information limited to
the specific idea
is able to critically evaluate a Web page for authenticity, applicability, authorship,
bias, and usability.
Grade 5
Concepts