MINI LESSON PLAN 2

Teacher: Mills
Dates of Lesson: October 2017
Library Skills Lesson Title: Finding Sources of Information

ITSE Standards for Students: Empowered learner, digital citizen, innovative designer,
computational thinker, creative communicator, and global collaborator

AASL Standard 1.1.4: Find, evaluate, and select appropriate sources to answer questions.

AASL Standard 1.1.6: Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning.

AASL Standard 2.1.4: Use technology and other information tools to analyze and organize
information

AASL Standard 4.4.6: Evaluate own ability to select resources that are engaging and appropriate
for personal interests and needs.

Materials Needed:​ computer, internet access, dewey decimal system handout,

nonfiction books

Essential Question:
Have you ever spent more time than you wanted looking for a fact?

Knowledge​: ​I will explain that finding information is about knowing where

to look. Do you start with a database, a newspaper or the internet?
Skill​: ​Students will use these guidelines to save time when finding sources
Mini of information:
Lesson LEARNING ● Do you want news on recent events? Then you’ll want a periodical
2 TARGETS that has been recently published.
● Do you want a complete analysis of a topic? If so, a book may be
your choice of source. Use the Dewey Decimal System to find your
topic. This system divides nonfiction books into ten subject
categories, with numbers from 000 to 999.
● Do you want recent information, such as numbers or statistics for a
particular subject? Then a database, either printed or online, may
be more useful to use.

Reasoning:​ ​Going to the internet is not always the best way for finding
information. A broad internet search can give you much more information
than you need. Be sure to select specific search terms to avoid creating a list
of sources that is very long.
 Teacher Will
OPENING Discuss finding sources of information.
Have students list information that may be available in the state of Georgia.
➢ Ask students what facts they would be interested in knowing about
Georgia and the region, such as the state bird, population, the
governor’s name, and so on.
WORK ➢ Write on the board the types of information they want to find.
SESSION ➢ Use the internet or books available in the nonfiction section of the
library to find the answers to the questions.
➢ Point out some of facts discovered and ask: ​which of these facts
would be available in a periodical? A book? In a database?

Teacher will ask the students how to answer the following questions:
● What kinds of population information would you find in a book?
Example: historical information about the people that make up the
CLOSING
population
● What population information might you find in a periodical?
Example: a recent news article with data about the population
1. https://mcpl.info/childrens/how-use-dewey-decimal-system
2. http://www.easybib.com/guides/students/writing-guide/ii-researc
Curated h/a-finding-sources/
Resources 3. https://www.infoplease.com/world/states/georgia
4. https://georgia.gov/

MODIFICATIONS/ACCOMODATIONS/ENRICHMENT: SWD, 504, ELL, EIP, REP, &GT

SWD
-Extended Time on quizzes and exams
-A copy of the Typed Notes; for example, Cornell Notes, PowerPoint notes, and fill ins
-Allow students to go with the co-teacher for more instructional support
-Allow ANY student the opportunity to go with the co-teacher so that SWD, 504, and REP are difficult to
identify
504
-See 504 plan to make needed modification. Student may receive any of the following modifications and/or
services if needed: peer tutor, extended time, access to a computer, having a note taker or assistive
technology (screen readers, word prediction software, spellers, etc.
EL
-Support ESL students with text written in their language (ask for ancillary materials from the Publisher to
support student(s)
-use bilingual dictionaries
REP
-See REP plan to make needed modifications.
-Collaborate with REP teacher to give cross-curriculum content.
G -Look at student Gifted Plan
T -Layered Curriculum assignments that allow for differentiated instruction and choices
-Scaffold assignments based on Lexile score(s)
-Flexible Grouping(s) based on ability, or pre-assessment scores