Library Lesson Unit B

Library Skills Instructors Manual By: Bethany Elbon
Instructors Manual
Contents
Overview of Library Skills Unit 2
Instructional Goal 2
Intended Audience 2
Length and suggested schedule 2
Delivery Approach 3
Instructional Sequence 3-6
Materials Needed 6
Description of Each lesson/module in the Library Skills Unit 6-7
Discuss how student performance is assessed 7
7-8
Delivery of instruction
8
Instructional Materials Needed
9
Physical Resources needed
10-29
Lesson Plans, handouts, and Assessments
10-22
Appendix of materials
Appendix of Assessments 23-29
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Overview of Library Skills Unit
Instructional Goal
Students in the 5th and 6th grade classed will be able to locate library materials when given a call
number and directed to the book's location. When a student can correctly locate materials in a Library
setting either in a school, public, or university, they will be able to utilize the vast resources libraries
have to offer either it be for pleasure reading or to perform research.
Intended Audience
Students in the 5th and 6th grade will have two sperate blocks of time for 45 minutes, during
their scheduled library time. Each class group is expected to have a group of 6 – 15 students at a time.
Within each of these groups there may be IEP or behavioral plan students that accommodations may be
needed to adjust for.
Length and suggested schedule

Lessons are broken up into three main parts, identifying parts of a book, understanding call
numbers, and locating materials with the library. Each section will be broken up into 3- or 4-week
segments, in 40-45min blocks, for a total of 7 weeks/7 hours.
▫ Lesson 1: Identify parts of the book and location info

 Week 1 – 40 minutes – External book parts
 Week 2 – 40 minutes – Internal book components
 Week 3 – 40 minutes – Assessment (Practice test; partner w/MS Paint)
▫ Lesson 2: Identify Call numbers and how to read them
 Week 1 – 40 minutes – Call numbers
 Week 2 – 40 minutes – ordering, and Dewey decimal
 Week 3 – 40 minutes – Assessment (Practice test)
▫ Lesson 3: Identify material locations in the library
 Week 1 – 45 minutes – Scavenger Hunt #1 (Group)
 Week 2 – 45 minutes – Scavenger Hunt #2 (Group)
 Week 3 – 45 minutes – Movie (Smart TV) and research
 Week 4 – 45 minutes – Assessment (online w/ Google Forms)
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Delivery Approach
Both Topic Analysis and Procedural Analysis learning styles will be utilized. Verbal information
and ques will begin at the start of instruction time to review behavior expectations while in the Library
setting, to go over previous lessons or prior knowledge skills. Some tasks will require instructor to
discuss current lesson concepts and rules prior to the start of instruction or to give verbal cues
throughout the lesson to direct students.
Additionally, lessons will require students to follow sets of procedures in order to find and
locate information or materials. This will allow students to learn the skills needed to utilize a library
system optimally.
Instructional Sequence
Lesson Plan #1 Title: Identify parts of the book and location info
Performance Objective: Students will be able to correctly identify external and internal parts of a book,
including (but not limited to) where the call number, author, and title of a book are located when given
the task to create and label their own electronic graphic.
Resources or Materials Needed: Books, pencils, worksheets, and a computer with paint program
Time: 2 hours (3-40-minute blocks)
Step 1: Pre-Instructional Activities: Ask students to not turn in their books from the previous week
before coming into the Library, have them sit in a chair at the main tables, and quiet voices. Ask
students to look over their books, looking for identifying information. Ask them to share with their table
what information they had identified.
Step 2: Content Presentation: Further Discuss with students where they think various components of a
book are located on their book and ask them to share/show their findings with the class. With a book for
yourself, start to share with them the basic components of a book (covers, spine, authors, and barcodes)
are, then open the book to further share with them information found inside the book.
Step 3: Learner Participation: 1st class) Have students fill out a worksheet identifying basic parts of a
book while using their own books (or library books) for examples. 2nd class) Students will complete a
worksheet identifying internal parts of a book.
Step 4: Assessment: 3rd class) For a practice test, have students working in pairs create 2 pictures that
show 1: book cover and label it and 2: the internal parts of a book and label it, using MS Paint on an
available computer. (See Appendix B)
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Step 5: Follow-Through Activities: Over the next 2 lessons we incorporate scaffolding and the Librarian
will randomly ask students to identify parts of a book during quiet read time. When students are in the
library to check out books, they will reuse information learned to help them locate their materials.
Lesson Plan Summary: Utilizing constructivism learning students will build real world understanding of
books and their components by building on previous knowledge and utilizing physical books of their own
to locate information, and creating their own graphics, with some cognitivism structures in pre-
instructional activities. This will assist students in being confident in utilizing the library and finding the
relevance to the lesson.
Lesson Plan #2 Title: Identify Call #s and How to read them
Performance Objective: Using visuals or verbal cues, students will be able to correctly identify a
book call number/information and how to read a call number when given either in an assignment or the
library catalog.
Resources or Materials Needed: Books, computer library catalog, book stacks, worksheets, pencils
Step 1: Pre-Instructional Activities: Ask students to not turn in their books from the previous week
before coming into the Library, have them sit in a chair at the main tables, and quiet voices. Verbally
review with students the external parts of a book, asking them to show you where the books call
number is located, further explain that the call number includes a location code and the author's name
abbreviated to the 3rd letter (class 1 and 2)
Step 2: Content Presentation: Give students a stack of books that include the different genres that are
labeled in our school library (Fiction, early reader, nonfiction, reference). Allow students within their
table group to look at them and identify their differences. Have them share with the class by table, what
they noticed about the different books and their call numbers.
Step 3: Learner Participation: 1st class) Give students a worksheet that explains and gives more
examples of call number labels. This worksheet will also include a space for practice to identify the
correct call number information from the books they looked over with their table group. 2nd class)
Students will be given a worksheet to show them correct order for a call number label, and further show
the order for nonfiction Dewey decimal labels. Students will each have one question asking them to look
up a subject that interest them on the library catalog computer and write down a nonfiction books call
number, title, and author.
Step 4: Assessment: Class 3) Practice Test - will include a graphic with empty labels where call numbers
should be located, asking students to fill in the blank label with the correct call number information for
the book shown. It will also include a section for matching and ordering. (See Appendix B)
Step 5: Follow-Through Activities: Over the next lesson we will incorporate scaffolding and the
Librarian, during quiet reading time will randomly ask students to shelve a book in the correct place that
is in need of shelving.
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Lesson Plan Summary: Utilizing constructivism learning students will continue to build real world
understanding of books and how they can be found in the school’s library by building on previous
knowledge and utilizing peers and physical tools within the library, with some cognitivism structures
through the lesson. This will assist students in being confident in utilizing the library and finding the
relevance to this lesson and the previous lesson.
Lesson Plan #3 Title: Identify Material locations in the library
Performance Objective: When directed to locate materials, students will be able to look up materials
within our online library catalog and understand where the requested materials are located within the
school library setting to correctly obtain and check out their requested materials.
Resources or Materials Needed: Books, pencils, scratch paper, worksheets, library catalog computer,
library maps, Smart TV (or projector), and the librarian.
Step 1: Pre-Instructional Activities: Ask students to turn in their books from the previous week before
coming into the Library, have them sit in a chair at the main tables, and quiet voices. Ask students to talk
with their table groups and review what information they remember learning over the last few weeks
for parts of a book and call numbers. Ask 1 person from each table to bring back a book from the early
reader, fiction, nonfiction, or reference section. When each table has successfully brought back a
requested book, inform the class that we will be working on scavenger hunts over the next few weeks.
(Class 1, 2 and 3)
Step 2: Content Presentation: Show students a copy of the scavenger hunt they will be using today.
Review with them the information they are going to be looking for and ask them what methods they
think they should use to help complete the scavenger hunt in the allotted time. Take a couple minutes
to answer any questions.
Step 3: Learner Participation: Class 1 and 2) ask each table to pick a table captain to record data. After
table captain is picked, verbally go over with students where they will be able to locate library maps and
series book directory (by entrance doors) and the library catalog computer (adjacent to circulation
desk), then pass out scavenger hunt papers to students. Remind students that only one needs to be
filled out completely and turned in with all student names for the table team. Each scavenger hunt will
be more challenging then the last one they complete. After each scavenger hunt is over, ask them to
review if their method to complete it worked, and what they could do to possibly change their methods
to work better for them next time.
Class 3) Students will watch a short film on the Smart TV (or projector) via YouTube
(https://youtu.be/GxFEJNXz_rc) (WU, 2018). After watching, they will be given a worksheet that asks
them to locate materials on China and its geographic coordinates.
Step 4: Assessment: Class 4) Posttest –Test will cover all topics covered throughout the unit. It will ask
questions that will require absolute answers. There will be areas for matching, filling in forms, shelving
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books, book parts, and graphics to be labeled. This Part of the assessment will be completed online via
Google Forms (See Appendix B).
( https://goo.gl/forms/KHkOCucsSVES4a2m2 )
Step 5: Follow-Through Activities: Throughout the school year students will be given many worksheets
to complete that will re-touch on areas covered in this unit and more scavenger hunts with in the
library. Additionally, at the end of the year, the class will be required to complete a science project and
will need to utilize our library to gather information for their projects. We have limited access to
computers at this time in the library, so referencing books will be a necessity.
Lesson Plan Summary: Utilizing constructivism learning students will continue to build real world
understanding of libraries, their benefits, and how they can use the library tools to assist them with.
Having students perform required tasks with their peer groups gives them access to a humanism
approach that will further assist students in being confident in utilizing the library and finding the
relevance to this unit.
Materials Needed
Materials will be all inclusive to what is available within our library system. This will include
worksheets (See Appendix A and B), student body, tables and chairs, computers, internet, books,
pencils, maps, Smart TV (or projector), Library helpers, and the Librarian. While others may be needed
for specific lessons, outside resources will not be necessary.
Description of Each lesson in the Library Skills Unit

o Lesson One: Utilizing constructivism learning students will build real world understanding of
books and their components by building on prior knowledge and utilizing physical books of their
own to locate information, and creating their own graphics, with some cognitivism structures in
pre-instructional activities. This will assist students in being confident in utilizing the library and
finding the relevance to the lesson.
o Lesson Two: Using a constructivism approach to learning students will continue to build real
world understanding of books and how they can be found in the school’s Library by building on
previous knowledge and utilizing peers and physical tools with in the Library setting. Some
cognitivism structures are carried out through the lesson, which will assist students in being
confident in using the Library system and finding the relevance to this lesson and the previous
lesson.
o Lesson Three: Utilizing constructivism learning students will continue to build real world
understanding of Libraries, their benefits, and how they can use the Library and its tools to assist
them with using the Library. Having students perform required tasks with their peer groups
gives them access to a humanism approach that will further assist students in being confident in
utilizing the library and finding the relevance to this unit.
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Discuss how student performance is assessed

Assessments will be given at the end of each lesson in the form of a practice test. Lesson 1 will
be a partner-based practice test incorporating MS Paint reviewing their knowledge of external and
internal book components. Lesson 2 will be a physical test with graphics and questions to answer that
will review the lesson. Lesson 3 will be a a more comprehensive posttest that will require absolute
answers covering all the 3 lessons using Google Forms and taken online.
Delivery of instruction
Instruction will incorporate lectures and pre-instructional discussions, as well as constructivist
approaches that will assist students in being confident while utilizing the Library. Each lesson will
scaffold from the previous lesson that will ultimately offer a humanism approach alongside expository
learning.
1. Identify Parts of a book: Performance Objective-(Open discussion with class)

from memory, students will be able to correctly identify external and internal parts of a book,
including (but not limited to) where the call number, author, and title of a book are located
when asked.
1. Differentiate External Parts
1. Locate the front and back cover, and the spine of a book
2. Identify locations of Authors Name
3. Locate Call Number
4. Differentiate Library barcode and Book Barcode
5. Identify locations of Book Title
6. Locate Cover Illustrations or Jackets
2. Understand Internal Book parts
1. Pages
2. Title Page Information
1. Title
2. Author Name
3. Publisher Info
3. Copyright Page
1. When the book was published
2. Who published the book
3. ISBN Number
4. Dedication Page
5. Content Page
6. Preface
7. Acknowledgments Page
2. Understanding the Call number (Call#): Performance Objective- Using visuals or verbal cues,
students will be able to correctly identify a book’s call number/ information and how to read a
call number when given by either the school librarian or the library catalog.
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1. External location
2. Differentiate between Genres
1. Fiction Identifier (F)(FIC)
2. Early Reader Identifier (E)
3. Non-Fiction Identifying Numbers (set of 3+ Numbers)
4. Reference Identifier (REF)
3. Understanding Author Abbreviations
1. First 3 numbers of LAST name
4. Understanding Call# label order is Genre-Author Abbreviation
5. Understanding Non-Fiction Call # (Dewey Decimal)
1. First 3 numbers identities book Class/Topic
2. Numbers after decimal identify further classification within the main topic
3. Authors Abbreviation Follows Numbers
3. Locating Materials in the Library: Performance Objective-When directed to locate materials,
students will be able to look up materials within our online library catalog and understand
where the requested materials are located within the school library setting to correctly obtain
and check out their requested materials.
1. Understand where each section is
1. Early reading and Early fiction series, Fiction and fiction series, Non-Fiction,
Graphic Novels, Classics, Reference, Magazines, and Challenge Library
2. Understand what each section includes
1. Identify different genres of materials
3. Able to locate Library maps and guides, on the Early Readers Book Stacks
4. Able to locate Library Computer Catalog near the circulation desk
1. Able to understand Library Computer Catalog search results
1. Has the ability to use the search function
2. Understands how to locate and read the call #, Book title, and Author in
search results
Instructional Materials Needed

 Books (any student books checked out)
 Basic parts of a book worksheet (#1)
 Instructions for MS Paint assessment (#2)
 Call number worksheet (#3)
 Dewey Decimal worksheet (#4)
 Classification assessment (#5)
 First Scavenger Hunt worksheet (#6)
 Second Scavenger Hunt worksheet (#7)
 YouTube video (https://youtu.be/GxFEJNXz_rc)
 China Video Worksheet (#8)
 Final Assessment online (#9)
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Physical Resources needed

 Computers
 Books
 Tables and Chairs
 Smart TV or Projector and Screen
 Pencils
 Maps
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Lesson Plans, handouts, and Assessments
Appendix of materials (A)
Basic parts of a book worksheet (#1)
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Call number worksheet (#3)
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Dewey Decimal worksheet (#4)
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First Scavenger Hunt worksheet (#6)
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Second Scavenger Hunt worksheet (#7)
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China Video Worksheet (#8)
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Appendix of Assessments (B)
Instructions for MS Paint assessment (#2)
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Classification assessment (#5)
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Final Assessment online (#9)
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Library Lesson Unit B

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Library Lesson Unit B

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Library Skills Instructors Manual By: Bethany Elbon

Overview of Library Skills Unit

Length and suggested schedule

▫ Lesson 1: Identify parts of the book and location info

Time: 2 hours (3-40-minute blocks)

Lesson Plan #2 Title: Identify Call #s and How to read them

Time: 2 hours (3-40-minute blocks)

Lesson Plan #3 Title: Identify Material locations in the library

Time: 3 hours (4-45-minute blocks)

Description of Each lesson in the Library Skills Unit

Discuss how student performance is assessed

1. Identify Parts of a book: Performance Objective-(Open discussion with class)

Instructional Materials Needed

Physical Resources needed

Lesson Plans, handouts, and Assessments

Appendix of materials (A)

Basic parts of a book worksheet (#1)

Call number worksheet (#3)

Dewey Decimal worksheet (#4)

First Scavenger Hunt worksheet (#6)

Second Scavenger Hunt worksheet (#7)

China Video Worksheet (#8)

Appendix of Assessments (B)

Instructions for MS Paint assessment (#2)

Classification assessment (#5)

Final Assessment online (#9)

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