Secondary Library Media Lesson Plan

Library Media Specialist: School:

Grade Level/Content Area: Gr 6 English Language ArtsTeacher:

Date: 11-2016 Class Period/Time: 1-2 mods/periods

AASL Standardsfor the 21st Century Learner:

  • Standard 1: Inquire, think critically, and gain knowledge.
  • Indicator: 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.
  • Standard 4: Pursue personal and aesthetic growth.
  • Indicator: 4.1.4 Seek information for personal learning in a variety of formats and genres.
  • Benchmark(s):
  • Select resources for classroom learning and for personal exploration.
  • Explore new genres that fulfill interests and reading level(graphic novels, magazines, online magazines, e‑books).
  • Select print, non-print, and electronic materials based onpersonal interests and knowledge of authors.
  • Maintain personal reading lists.

Common Core State Standards: (Use AASL/CCSS Crosswalk)

  • Integration of Knowledge and Ideas:CCSS.ELA-Literacy.CCRA.R.7Integrate and evaluate content presented in diverse media and formats.
  • Range of Reading and Level of Text Complexity:CCSS.ELA-Literacy.CCRA.R.10Read and comprehend complex literary and informational texts independently and proficiently.

P21 Framework for 21st Century Learning:

21st Century Student Outcomes:

  • Learning & Innovation Skills:
  • Communication and Collaboration:Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact.
  • Critical Thinking and Problem Solving: Reflect critically on learning experiences and processes.
  • ICT Literacy: Use digital technologies, communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy.

21st Century Learning Environments

  • Allow equitable access to quality learning tools, technologies and resources.

Through Destiny eBook circulation data analysis, the LMS has noted low student usage of the existing Destiny eBook collection. An informal pre-assessment surveyadministered prior to this visit indicates that very few grade 6 students are familiar with the school’s eBook collection in Destiny or have checked out an eBook.Any students who reported that they have experience/expertise using eBooks in Grade 5 will be invited to “co-teach” or serve as learning leaders during this lesson.

This lesson is designed to increase students’ self-selection and use of eBooks for their personal reading interests and curricular needs. The LMS will monitor Destiny eBook circulation following this lesson, and will gather additional feedback from students about their ongoing eBook usage/experiences throughout the school year.

Essential Question(s):

  • Why might I choose to read an eBook for my independent reading project (IRP) or for other personal reading this year?
  • What eBooks are available on Destiny that would be appealing to me personally?
  • What eBooksare available for my research, learning or study needs in other classes?
  • How can I use the eBook features effectively to interact with the text?

Enduring Understanding(s): eBooks are a media format that I can choose to use for my personal reading interests, research, or learning needs in a variety of subjects. eBooks include features that enable readers to interact with the text in a variety of ways.

Content Curriculum Connection(s):

  • Independent Reading Projects are assigned each quarter in English Language Arts classes at all three grade levels; students may choose to read a book in eBook format.Interactive features of eBooks may assist students with reading comprehension and other ELA reading objectives for this project.
  • The school’s Destiny eBook collection includes nonfiction titles aligned to grade level curriculum units across content areas, many available with Unlimited Copies for simultaneous access by multiple students. Teachers have been informed about these resources and may use them as part of content area instruction, or students may choose to use them on their own for their learning, study, and research needs.

Time Frame:One or two class mods or periods

*If this lesson is part of an extended learning/research experience, provide the context for this lesson and explain how students will apply their learning to the final product.

Students are visiting the library to self-select a novel for their quarterly Independent Reading Project (IRP) in English Language Arts class. Students will have an opportunity to select and read an eBook as opposed to a print book.

Later in the quarter, the LMS will gather feedback from both teacher and students about their use of eBooks and their features and impact on their IRP task performance.

Product(s): Exit Ticket; eBook checkouts in Destiny; Independent Reading Projects completed using eBooksand their features.

Process:LMS & Teacher observation of student application of skills for searching/locating and using features of eBooks in Destiny.

Student Self-Questioning:

  1. Which of the advantages of using eBooks is most meaningful to me?
  2. What did I learn today that may encourage me to use eBooks in the future?
  3. How could eBook features help me to interact with a text I’m reading?

***Consider planning opportunities for formative assessment, and adding rigor to summative assessment (Exit Ticket).

TEACHER RESOURCES:

  • Curated on Virtual Learning Commons (school library wiki) page:
  • Destiny eBook Circulation Data for the 2015-16 school year (PPT slides)
  • PowerPoint presentation & Screencast version (mp4 video file): Advantages & Disadvantages of eBooks.
  • Padlet wall: Which of the advantages of eBookswould most likely encourage YOU to consider trying an eBook?
  • Teacher computer station, projection, screen/whiteboard, and document camera for presentation andmodeling/demonstration.

STUDENT RESOURCES:

  • Student HP devices
  • Destiny Library Catalog
  • Lesson resources curated on Virtual Learning Commons (VLC) wiki page: eBooks for eVeryone! Screencast & Handout, Exit Ticket (digital)
  • eBooks for eVeryone! Handoutand Exit Ticket (paper versions)

INSTRUCTION/ACTIVITIES:

  1. Engagement/ Motivation:
  • Display slides showing Destiny eBookcirculation datafor the school during 2015-16. Initiate a discussion about low eBook use by students last year.
  • Ask students in small groupsto brainstorm possible explanations for the lack of popularity of the Destiny eBooks, then share out.Tell students that the purpose of today’s lesson is to consider some good reasons to use eBooks available via Destiny, and to learn how to use the Destiny eBooks effectively to help comprehend, connect and respond to (interact with) the text. Review the Learning Targets.Tell students that they will also have an opportunity to suggest ways to promote the use of eBooks by other students in the school at the end of this lesson.
  1. Direct instruction:
  • Have students access the VLC wiki page for this lesson and open the link to thePadlet. Tell students that they are going to view/listen to a brief screencast about the advantages and disadvantages of eBooks vs. print books. Following the screencast, each student will post one idea that was the most meaningful to them personally to respond to thePadletQuestion: Which of the advantages of eBookswould most likely encourage YOU to consider trying an eBook?
  • When students have finished, have student table groups use the Padlet results to engage in abrief discussion ofthe eBook advantages students found most meaningful and why.Group representatives share insights with whole group.
  • Transition by pointing out that students may not have considered checking outeBooks, either because they were not aware of what kinds of eBooks are available, or not sure about how to use eBooks and features of an eReader (or have forgotten if they learned in elementary school library). Today, students will have an opportunity to explore themiddle school’s eBook collection in Destiny, select a book that interests them for this quarter’s IRP, and learn to use the interactive features in an eBook to interact with the text.
  1. Modeling and guided practice:
  • Have some students take turns “in the driver’s seat” at the teacher workstation to help model using Destiny Discover to locate and access eBooks:
  • How you can tell the difference between print books and eBooks when doing a Destiny search (red book icons vs. green eBook icons, etc.).
  • Search for book with both print and the eBook versionsavailable. Discuss the “Open” button after clicking on the eBook in the results screen.
  • How to access ALL eBooks via the eBooks Featured Collection “ribbon” in Destiny Discover or Collections pull-down from any search page.
  • Features such as Bookbag (not ALL of the features will be covered for this particular lesson, but Favorites and Checkouts will). Also mention the Collections and Searchbuttons.
  • Demonstrate a search for any book currently available for checkout. Once the book is found, show the Books vs. Digital categories for finding the eBook versions under the Digital tab. Review the Open, Checkout, and Favorite buttons.
  • Have students access Destiny on their own devices (either through BCPSOne or from the Destiny icon on the desktop). Have themlog in to Destiny Discover, and do some guided practice steps with them using a different book selection, having them follow along with you. Guide students through the steps of opening an eBook and the use of the tools which are available once an eBook is opened, including:
  • Clicking the tools on and off
  • Information button
  • Search button
  • Bookmark
  • Highlighting/electronic “post-it” notes
  • Text-to-speech feature
  • Display options
  • Menu and Close
  1. Independent practice:
  • Allow students time to do a search for a book of their choice.
  • Once they have found a book that interests them for the IRP, students can Check Out the eBook and try using each of the interactive features that were modeled.
  • LMS and teacher will circulate to observe student application of modeled skills and assist individual students as needed, noting on a class list the names of students who may need small group instruction for review/re-teaching.
  • Suggest that students who have no particular search interest or idea canbrowse the complete list of available eBooks to locatea book that appeals to them.
  1. Sharing and reflecting:
  • Direct students to complete questions 1-3 on the Exit Slip independently.
  • Have students share with a partner some details about the eBook they chose for the IRP and why they chose it, one eBook they found that is relevant to a current unit in another class.
  • Invite students to share which eBook features they think will be most useful for interacting with the text for the IRP, and why.
  1. Extension:Share details about the BryteWaveapp available on students’ devices, or to download for use on smart phones and tablets. Use the document camera to show the app on both types of devices.
  2. Explain the difference between reading an eBook online and downloading it to read offline.Note that students with limited or no access to the Internet at home should download the eBook they checked out so that they can read it offline at home; other students may also choose to download their eBook.
  3. Allow time and provide assistance for students to download an eBook for reading offline. Provide a QRG (Quick Reference Guide) for students’ future reference.
  • Next, talk about the need to “get the word out” to other students in the school who may not be aware of available eBooks and their advantages/features. Allow students time in small groups to brainstormsome possible ways that they could promote the use of eBooks. Have students add at least one of their ideas to question #4 on their Exit Ticket before turning them in at the end of the class period.
  • LMS will use Exit Ticket responses to determine which students may need small group instruction/review or re-teachingfollowing this lesson.
  • LMS will use students’ ideas for promoting eBooks for a future lesson.
  • Distribute handout eBooks for eVeryone!for students’ future reference, including basic Destiny eBookdirections and otherdatabases and websites where students can find eBooks for personal reading, class learning or research.

* Lesson format adapted from the AASL Learning4Life Action Example Template.

Baltimore County Public Schools, Office of Digital Learning August 2014

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