Library and Information Science - Wikispacesplans+&+student... · Create a spreadsheet which displays the relationship between ... January 14 - 25, 2008 Library Resource Teacher

Library and Information Science Drummond Montessori Middle School

First Quarter Syllabus August 2007

Dear Parents and Students: First quarter we will begin to address the following information literacy standards:

Locate, evaluate, and use information from print and electronic sources. Demonstrate skill in selecting and organizing information found in two or more sources. Analyze and evaluate information resources for validity and currency. Use a variety of media to present research findings. Take notes from print and electronic resources Skim information resources for relevant information given a purpose Demonstrate skill with spreadsheet, word processing, and presentation applications. Expand knowledge of literature; read from a variety of sources.

Below is a general outline of projects we will be working on:

1. Students will compare online sources in terms of authority and accuracy. Students will research a recent historical event, gather data, and compare the information from each source.

2. Students will complete 3 Microsoft Excel lab exercises.

a. Create a spreadsheet that tracks the changes in the length of daylight throughout the year. Use the data to create a labeled bar graph.

b. Create a spreadsheet which displays the relationship between the color and temperature of stars. Use the date to create a labeled bar graph.

c. Create combination charts to show the relationship between average temperature and precipitation in specific ecosystems. Use the data to create a line-column chart.

3. Students will explore the use of the Thomson Gale Student Resource Center Reference Database.

a. Students will create a timeline of events for a historical event using 2 resources from the database and Wikipedia. Students will compare and evaluate the sources and information gathered. b. Students will create a user friendly guide for the Thomson Gale Resources.

4. Students will read five (5) books within their ZPD. Students will compose a summary and review of each of the books. Students must choose one book from each of the following categories:

Non-fiction Historical fiction Realistic fiction Award winner Free Choice

Learning Activities – Library Media Center Week of: January 14 - 25, 2008 Library Resource Teacher: Ms. Wheatley

Early Childhood 3-6 yr.

Elementary 1 1st – 3rd Grade

4th, & 5/6th Grade Middle School 7th and 8th Grade

Standards / Objectives

• Knows the purpose of a visit to the library media center • Uses picture clues Acquires information through listening • Learns the proper care of library materials • Locates a self-selected book in the Library Media Center

- Uses items carefully and returns them to the proper place - Locates books throughout the library - Uses checkout and return procedures properly - Listens to and responds to a variety of media. - Compare and contrast literature

- Uses the Dewey numbers to find books on the shelves - Constructs questions to guide research - Collects and records information to answer a research question - Understands biographies are arranged by the last name of the subject last name - Uses parts of a book to gather specific information - Expands knowledge of literature; reads a wider variety

- Expands knowledge of literature; reads a wider variety - Analyzes information resources for validity - Locates, evaluates and uses information from on-line resources - Use of PowerPoint to create a slide show to demonstrate student learning. - Integration of new information into their own knowledge

Activities

A. Review presentation on the care of books. B. Review as necessary presentations on taking and returning books to the shelves. C. Read aloud books by Jan Bret D. Drawing and writing prompt – free choice E. Book browsing (check out for 5’s) – free choice F. Use of flannel board to retell stories – free choice

A. Review of check out procedures as necessary – repeat practice of signing out cards. B. Book browsing and sign out. C. Highlight some new arrivals w/ a short book talk. D. Author study – William Steig; read aloud / think aloud Steig - Venn diagram

A. Book browsing and sign out. B. Big 6 Research Project - Identify task (research a famous person to create a picture book) - Identify where to find information and what to look for (research questions) - Location and Access – identify sources for information - Use of information – Note taking mini lesson, citation lesson

A. Book browsing and sign out B. Review as necessary validity of web sites chosen for research C. Individual and small group work – taking notes, synthesizing information. D. Creation of Power Points using notes.

Assessment

Observations of student care of books. Observations of student’s development of an understanding of browsing, selection, and check out of books. Observations of student retelling abilities. Observation of student participation during read/think a louds.

Observation of student behaviors while browsing and checking out books. Observations of participation during read/think a loud. Student participation in the creation of a Venn diagram.

Observations of students browsing and following check out procedures. Observation of student participation in Big 6 research process discussions and activities Evaluation of note cards.

Observations of students use of PowerPoint Evaluation of rational for web site selection Accuracy of notes

Resources Read aloud books. Pigeon puppet/magnets for retelling. Blank forms, crayons, and binding materials for class book. Checkout binders.

Copies of read aloud books. Checkout binder Library

Biographies Big 6 Resource guide Note taking graphic organizer

Computers Evaluation web sites Graphic Organizers

Learning Activities – Library Media Center Week of: September 4 – 14, 2007 Reading Resource Teacher: Ms. Wheatley



4th Grade Middle School 5/6th, 7th and 8th Grade


• Knows the purpose of a visit to the library media center • Becomes acquainted with the kinds of materials in the Library Media Center (LMC) • Learns the proper care of library materials • Locates a self-selected book in the Library Media Center

- Uses items carefully and returns them to the proper place - Locates a book in the easy section - Uses checkout and return procedures properly - Alphabetizes the first letter - Listens to and responds to a variety of media. - Compare and contrast literature

- Uses the Dewey numbers to find books on the shelves - Uses the call number to locate fiction and non-fiction materials - Alphabetizes to the third or fourth letter Knows the sections of the LMC - Realizes fiction books are shelved in alphabetical order by the author’s last name - Expands knowledge of literature; reads a wider variety

- Expands knowledge of literature; reads a wider variety - Analyzes information resources for validity - Locates, evaluates and uses information from on-line resources - Use of Excel to create spreadsheets and charts.

Activities

A. Review presentation on the care of books. B. Presentation on taking and returning books to the shelves. C. Read aloud ____________________ D. Drawing and writing prompt “_____________…”; creation of class books E. Book browsing and check out for 5’s.

A. Review of check out procedures – repeat practice of signing out cards. B. Book browsing and sign out. C. Highlight some new arrivals w/ a short book talk. D. Review of legends /folk tale components. E. Read aloud / think aloud creation story legends – Venn diagram

A. Book browsing and sign out. B. Book talks on some of the new arrivals.

A. Assign computer number B. Discussion of Acceptable Use Policy C. Presentation of proper check out procedures. D. Book browsing and sign out. E. Book talks on some of the award winners F. Excel labs 1-3, presentations and discussions

Assessment

Observations of student care of books. Observations of student’s development of an understanding of browsing, selection, and check out of books. Observations of student retelling abilities.

Observation of student behaviors while browsing and checking out books. Observations during group work to sort and classify books. Students creation of a Venn diagram.

Observations of students learning and following check out procedures.

Observations of students learning and following check out procedures. Students will read and respond to 5 texts. Students will successfully create MS Excel documents using data found on the internet.


Copies of read aloud books. Checkout binder

Pull award winners Research locations on the internet. Jump drives to save files onto. Projector and screen to model Excel program.

Learning Activities – Library Media Center Week of: April 23, 2007 Reading Resource Teacher: Ms. Wheatley



4/5th Grades Middle School 7th and 8th Grade


• Knows the purpose of a visit to the library media center • Becomes acquainted with the kinds of materials in the Library Media Center (LMC) • Learns the proper care of library materials • Locates a self-selected book in the Library Media Center

- Uses items carefully and returns them to the proper place - Locates a book in the easy section - Uses checkout and return procedures properly - Alphabetizes the first letter - Listens to and responds to a variety of media. - Knows the difference between fiction and non-fiction - Uses Microsoft Powerpoint to create factual slide show

- Uses the call number to locate fiction and non-fiction materials - Alphabetizes to the third or fourth letter Knows the sections of the LMC - Expands knowledge of literature; reads a wider variety - Evaluates non-fiction print and digital media while researching -Takes notes and writes down the source -Uses Microsoft PowerPoint to create factual slide show

- Expands knowledge of literature; reads a wider variety - Locates, evaluates and uses information from on-line resources - Responds to literature

Activities

Read aloud The Giant Jam Sandwich Finger play song “Peanut Butter and Jelly” Paired non-fiction: From Wheat to Bread and From Peanuts to Peanut Butter Students respond to story time during open drawing / writing. Students have the option to browse the library collection and read books. Check out for 5 yr. olds.

Read a loud Cicadas. Presentation of newspaper article. Discussion of search terms. KWL chart as a group. Cicada booklet to make. Begin power points (second years pairs with first years).

3rd grade uses note taking sheet and receives presentation on source of information.

Students review use of note taking form and how to record the source of their information. Students use print and digital sources to research biome projects. Students use research to create pp presentations (partners).

Students participate in read aloud of Sadako and the Thousand Paper Cranes. Students respond to text through writing and discussions. Prepare for visit from Marina Budhos.

Assessment

Observations of student care of books. Observations of student’s development of an understanding of browsing, selection, and check out of books. Observations of student retelling abilities.

Observation of student behaviors while browsing and checking out books. Observations during group work to locate facts from non-fiction text. Student’s creation of pp with facts and images.

Observations of students during check out and browsing. Students will successfully organize facts on a biome. Students will create a pp using their facts and gather images off the internet.

Observations of students learning and following check out procedures. Students will read and respond to Sadako.


Books, resource material Copies of read aloud books. Computers with internet access Checkout binder LCD projector

Books Checkout binder. Resource material for researcher Note taking forms Computers with internet access.

Class set of Sadako Response forms Pencils

Young Scientists Discover New Species of Crustaceans

Intended Audience:

This webquest is designed for third year Montessori students in an Elementary One classroom. Third year students will have a great deal of background knowledge to aid them in this project. They will have studied invertebrate and vertebrate characteristics and needs, the timeline of life (evolution), nomenclature for several invertebrates, and biomes. Students should have had all these presentations and conducted several extension research projects using graphic organizers and print and online resources before beginning this web quest. Students reading below grade level should be paired with a partner who would be able to assist them in comprehending some of the online text. Appropriate accommodations and or modifications will be made for students with IEPs. Goals and Objectives of the Lesson: Goal: The goal of this lesson is for students to demonstrate an understanding of the characteristics of animals classified in the subphylum crustacea. Students will demonstrate their understanding through the synthesis and application of information collected about the typical characteristics of the phylum. Illinois State Standards: 12A. Know and apply concepts that explain how living things function, adapt and change. 12.A.1a Identify and describe the component parts of living things (e.g., birds have feathers; people have bones, blood, hair, skin) and their major functions. 12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone). 12 B. Know and apply concepts that describe how living things interact with each other and with their environment. 12.B.1a Describe and compare characteristics of living things in relationship to their environments. Objectives:

Students will use online resources to gather information about crustaceans: Anatomy

• Body parts (exoskeleton, jointed legs, antenna, etc.) Diet Habitat

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Students will organize information in various graphic organizers. Students will identify and highlight prominent characteristics Students will apply their knowledge gained about crustacean characteristics

through the invention of a new species of crustacean. o Students will draw and label a picture of the crustacean they invent. o Students will write a descriptive statement explaining how the species was

discovered and why the new species is a crustacean. o Students will complete a graphic organizer explaining the species

anatomy, diet, and habitat. Project Description: Performance Task: Students are asked to investigate the subphylum of crustaceans. Through their investigations they will discover typical characteristics, diet, and habitats. Students will use this knowledge to create a description and image of a new species of crustacean. Process: The webquest should be completed over the course of eight days. Presentations and work time can vary by day and student need from 45 minutes to two hours. The teacher will pair students based upon both interests and ability levels. Both students will be responsible for recording information in their own words in the graphic organizers (the same information can be recorded by both students). Individuals are responsible for creating their own species and the accompanying assignments. Day 1: The teacher will present the webquest to the third year students. The teacher will model how to complete the first graphic organizer (characteristics of anatomy, diet, and habitat). The teacher will highlight different features of the web resources. The teacher will monitor and observe students while on the computer. Students will explore the website resources. Students will record information in the graphic organizer (graphic organizers, additional notes, and image print out to be kept in the students recording notebooks). Day 2: The teacher will continue to monitor and observe students while working. Students will continue to explore resources and gather information. Day 3: The teacher will meet with all third year students to review the information they have found. The teacher will present /model how to highlight prominent, recurring characteristics.

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The teacher will provide students with a graphic organizer to record their own prominent characteristics. Students will attend presentation. Students will complete graphic organizer. Day 4: The teacher will meet with the third year students to create a master list of characteristics (group chart paper) using the information gathered and organized by the pairs of students. The teacher will model how to brainstorm ideas for inventing a new species. Students will brainstorm ideas and sketch ideas for their new species. Day 5: The teacher will re-present the requirements for completing the research project:

o Students will draw and label a picture of the crustacean they invent. o Students will write a descriptive statement explaining how the species was discovered

and why the new species is a crustacean. o Students will complete a graphic organizer explaining the species anatomy, diet, and

habitat. The teacher will display a finished project example for students to critique and analyze. The teacher will review the rubric for the final projects with the students. The teacher will monitor and observe students as they work. Students will work on the required items. Day 6: The teacher will monitor and observe students as they work. The students will continue work on their projects. Day 7: The teacher will monitor and observe students as they work. The students will continue work on their projects. Day 8: Students will present finished projects to the entire class. Students will complete the self evaluation section of the rubric before turning in their project.

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Resources

Crustaceans

http://www.kidport.com/RefLib/Science/Animals/Crustaceans.htm

The Kidport Reference Library article provides background information on the characteristics of crustaceans. The site provides good explanation of the anatomy of crustaceans which students can use to determine what their creatures body should look like and how it should be described. Students should be warned to remain on this page and not click on hot links (most are advertisements).

http://www.ncdmf.net/kids/whatcrust.htm

This site contains a concise explanation of crustacean characteristics which will help students gather background information. The text compares crustacean characteristics to human characteristics which will help kids relate to and comprehend the text. The site belongs to North Carolina’s Department of the Environment and contains accurate information. The downfall of this website is that it contains only clip art animation with no photographs of crustaceans. http://www.enchantedlearning.com/subjects/invertebrates/crustacean/index.shtml Enchanted learning offers bulleted characteristics of crustaceans as well as some additional information on the group. The text contains some scientific vocabulary that students would need to have background knowledge of in order to comprehend the text. To reach appropriate information students must scroll down, this should be mentioned in the student worksheet. In addition to the general information the site contains links to more detailed information and labeled diagrams of several different crustaceans including the crayfish, kill, and hermit crab. These additional resources contain information on

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http://www.kidport.com/RefLib/Science/Animals/Crustaceans.htm

http://www.ncdmf.net/kids/whatcrust.htm

http://www.enchantedlearning.com/subjects/invertebrates/crustacean/index.shtml

anatomy, life cycle, and diet which should spark student imagination when designing and describing the body of their crustacean and provide information for appropriate habitat choice. http://www.biology4kids.com/files/invert_crustacean.html The Biology 4 Kids site offers a bit more basic characteristic information that some of the other sites. This site emphasizes the importance of the exoskeleton which should enable all students to include this characteristic when designing their own crustacean. The text is large and divided into three sections. The writing is informal and contains rhetorical questions; this will interest and engage the students. Students should be warned to remain on this page and not click on hot links (most are advertisements).

http://news.nationalgeographic.com/news/2006/12/photogalleries/sea-animals/photo5.html

This National Geographic article will demonstrate to the students that their task is not too far from reality! The hairy half crab – half lobster described and shown here was discovered by scientists in 2006. Students will have to use picture clues and partner read with stronger readers as necessary. http://video.nationalgeographic.com/video/player/animals/invertebrates-animals/crabs-lobsters-shrimp/crab_land.html This video produced by National Geographic will fascinate all students. The short clip shows a land crab “drinking” water. Crustacean characteristics are mentioned and the visual imagery should inspire the students’ imaginations when creating their new species of crustacean. On the right side of this site there are links to several other short video clips describing unique crustaceans including a spiny lobster and carrier crab. An advantage of this website is that students can gain information without having to read much text. http://animaldiversity.ummz.umich.edu/site/accounts/pictures/Crustacea.html The animal diversity website is maintained by and designed for college students however the many photographs and drawings available here depict a wide range of crustaceans. Students will be able to use the imagery to justify and inspire the anatomy they design for their crustacean. In addition, the information tab contains much more detail than any other listed and would be a good additional source of background information for gifted students.

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http://www.biology4kids.com/files/invert_crustacean.html



http://video.nationalgeographic.com/video/player/animals/invertebrates-animals/crabs-lobsters-shrimp/crab_land.html

http://video.nationalgeographic.com/video/player/animals/invertebrates-animals/crabs-lobsters-shrimp/crab_land.html

http://animaldiversity.ummz.umich.edu/site/accounts/pictures/Crustacea.html

http://school.eb.com/all/elementary/article?articleId=353023&query=crustaceans&ct=null

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Britannica Encyclopedia is available online to all CPS udents (each school has their own password given to

s written

Islands, these images w

stparents, teachers, and students). The article on crustaceans is divided into four sections dealing with habitat, anatomy, life cycle, and uses. The text iat a level appropriate for students’ independent and/ orinstructional level reading. The images and media link onthe right hand side of the page will connect students to several photographic examples of crustaceans including the beautiful Sally Lightfoot crab from the Galapagos ill hopefully inspire the students new species.

http://go.grolier.com/

Grolier Encyclopedia is available online to all CPS students (each school has their own password given to parents, teachers, and students). The article on

ing this if

f

rta.ca/courses.hp/zool250/animations/CrabClaw.swf

crustaceans can be reached by typing “crustaceans” in the search box – it is the first hit. Students would need to be given explicit instructions for reachthey were not year familiar with the database. The article is not divided into sections and contains a higher level vocabulary than most other sites. However, the background information on crustaceans is still of value. The best feature othe site however are the links to images of crustaceans found along the right handside. These drawings provide detailed images of anatomy including the internal anatomy of a crayfish.

http://www.biology.ualbe

an claws. The text is not appropriate for the students however the ents will

Conclu

This college biology course site contains several great animation files of crustacestudents would be able to read the labels and watch the illustrations. Studbecome expert at the possible anatomy choices for crustacean claws. sion

plete this web quest will understand the basic characteristics of

rustaceans. They will have analyzed and synthesized the information to create a new why

Students who comcspecies of crustacean. Students will be able to use their new knowledge to explainscientists would place their new species in the sub phylum of crustacea.

Excel Lab #2 Temperature and Color of Stars

A. Create a spreadsheet. a. Open a new workbook document in Excel. b. Click in cell A1. Type the label (Star Color). Change the style to Bold

and Center the text. c. Adjust the column width so all text is readable. d. In cell A2 type the word (red). Continue to fill in the rest of column A

(see the screen shot below). e. Select the color words and make the font the same color as the word

(except for white). i. Directions: Click in cell A2. Go to the FORMAT menu. Select

Cells, and click on the Font tab. Click on the small arrow located on the right side of the Color box and select a red color. Click the OK botton. Change the color for each of the six star colors in column A.

f. Click in cell B1. Type the label (Temperature (degrees K)) g. Change the style to Bold and Center the text. h. Enter the specific temperature for each star color in degrees Kelvin.

Save your work on your flash drive.

B. Create a Cluster Column Chart a. Highlight cells A2 –B8. DO NOT include the star color and temperature

labels. b. Go to the INSERT menu, and drag your mouse down to select Chart.

You can also click on the chart wizard icon, which resembles a colorful bar graph, located on the upper right of the toolbar.

c. Select a Column Chart from the chart type list.

d. Click in the Chart Title

box. Type (Color and Temperature of Stars).

e. Press the Tab key to go

to the x-axis category label box. Type (Star Color).

f. Press the Tab key once

again to bring you to the y-axis category label box. Type (temperature degrees K). Click the Next button.

g. Click the As New Sheet button and title it (Column Chart).

h. Click Finish to display your chart.

i. Save your file again – we will use it in class on Wednesday!

Excel Lab 5 A. Create an Excel spreadsheet with the following information:

B. Create a Three dimensional bubble chart.

Click on the Axes tab. Remove the check marks from the value (x) axis and the value (y) axis boxes.

Click the Grid Lines tab and remove all the check marks from the major and mior grid lines boxes for both the x and y axes.

Click on the Legend tab and remove the check mark from the Show Legend box. Click on the Data Labels tab. Click the X VALUE button and then click the Next

button. Click the AS NEW SHEET button. Give it a title.

Format the bubble chart. Use fill effects to color the planets appropriately. Use gradient colors. Mercury – dark gray Venus – yellow Earth – bule/green Mars – red Jupiter – orange and red Saturn – Brown and white Uranus – blue / green Neptune – purple Pluto – dark blue

Define Genocide: Some of the genocides of the past century

1915-1918: The Armenian Genocide is considered the prototype for future geno-cides in one of the bloodiest centuries of modern history. Over 1,500,000 Armenians, about half the Armenian population, were killed by Ottoman Turkey during WWI. 1939-1945: The Holocaust 6,000,000 Jews and more than 3,000,000 others considered "undesirables" were killed by Nazi Germany in Europe during WWII. 1975-1979: The Cambodian Killing Fields 1,200,000 Cambodians were killed by Pol Pot and the Khmer Rouge political party. 1994: Rwandan Genocide In a 4-month period, 800,000 Tutsis killed by ethnic Hutu militias.

2004-?: Genocide in Sudan Janjaweed, government-backed Arab militias, have engaged in campaigns to displace and wipe out entire communities of African tribal farmers. Based on conser-vative estimates, tens of thousands of civilians have died and some 1.6 million have been forced from their homes.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Choose one instance of genocide to conduct research on. Find 4 websites to begin your research. Include the web address, a description of the site, AND WHY it is a reliable source of information. (RADCAB) 1. __________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. __________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. __________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 4. ______________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Name _______________________________________ Room ____________________

GENOCIDE - research part 2 Create a PowerPoint presentation about the instance of genocide that you found websites about.

What statistics did you find?

What evidence is there? (How does the world know this happened?)

Include a timeline of events.

Include accounts of what happened from survivors.

Include photos with captions.

EVERYTHING must be written in your own words.

You MUST cite the sources that you use.

15 slide minimum Print out slides after you have checked your work.

Mary Wheatley

Information Literacy Lesson Plan

Target Grade Level: Elementary One Classroom (1st, 2nd, and 3rd grades) Subject Area: Botany Curricular unit: Students will be studying the nomenclature of plants, trees, leaves, seeds, and roots. Modifications/Differentiation Middle school: Students will review the use of the online school card catalog (picture, keyword, and Boolean searching). Students will use the catalog to locate the call numbers of materials which discuss native and invasive plant species of Illinois. Students will locate materials on the shelves and check them out. Students will use these materials along with information and lessons from their science classes to develop plans for an environmentally friendly, native plant school garden. High school: Students will review the use of the online school card catalog and the use of Gale online databases. Students will use the database and catalog to find materials and articles discussing the benefits of using only locally grown native plants in the school and community gardens. Students will locate, check out, or print materials and articles. Students will use these materials along with information from their science, writing, and technology instructors to create a brochure for public distribution designed to persuade people to plant locally grown native species in their gardens. Accommodations / modifications for students with special needs: Accommodations could include: Providing directions for the student both orally and in writing. Allowing for preferential seating. Providing audio versions of print materials. Providing materials at a higher or lower reading level, Having students work with a partner. Modifications could include: Pulling materials for students to work with ahead of time (offering the student fewer choices). Presenting lessons to students in smaller groups.

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Mary Wheatley

Standards AASL Standards for the 21st Century Learner: 1.1.2 Use prior and background knowledge as contact for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 2.1.2 Organize knowledge so that it is useful. 2.3.1 Connect understanding to the real world. 2.4.3 Recognize new knowledge and understanding. 2.4.4 Develop directions for future investigations. ISBE Language Arts and Science Standards 1.B.1b Identify genres of fiction, non fiction, poetry, and electronic literary forms. 1.C.1b Identify important themes and topics 1.C.1c Make comparisons across reading selections 12.A.1a Identify and describe the component parts of living things and their major

functions. 12.A.1b Categorize living organisms using a variety of observable features. ISBE Social Emotional Learning Stage A: Goal 1B.1 Identify things you like.

Goal 2C Use communication and social skills to interact effectively with others.

Objectives

Students will be able to identify characteristics of fiction and non fiction texts. Students will be able to identify fiction and non fiction sections of the library. Students will be able to read the spine labels from the non fiction section of the

library. Students will be able to select books from the non fiction section which address a

topic from their botany studies. Process Class One (45 minutes) Identify characteristics of fiction and non fiction texts Preparation / Materials:

• The teacher will select a pair of nonfiction and fiction texts. • The teacher will prepare a t-chart labeled “Fiction / Nonfiction”

Activity / Instructional Strategies:

• The teacher will meet with the entire group and read aloud a paired fiction and nonfiction set of texts.

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Mary Wheatley

• The teacher will guide a discussion about the differences and similarities between the two types of texts.

• The teacher will scribe student responses onto the prepared t-chart. • The teacher will explain that fiction books are found in the cases around the red

carpet and that nonfiction books are found in the cases around the blue carpet. • Students will browse in both sections of the library.

Class Two (45 minutes)

Identify and classify fiction and nonfiction texts Preparation / Materials:

• The teacher will pull one nonfiction and fiction text for each student from the elementary shelves.

• The teacher will divide the books and students into three groups of five and two groups of six.


• The teacher will ask students to enter the library and sit on the blue (nonfiction) or red (fiction) carpet – which ever type of book they like to read best.

• The teacher will ask the students to share reasons why they like to read fiction or nonfiction with the class.

• The teacher will meet with the whole group to review the differences between fiction and nonfiction texts.

• The teacher will present the sorting activity to the students. Students will be asked to work in small groups to sort the fiction and non fiction books into two piles. After they are done sorting they will be asked to explain / justify their choices.

• The teacher will observe students while they are working. Class Three (30 minutes)

Reading nonfiction spine labels Preparation / Materials:

• The teacher will pull one nonfiction from the mammals or volcanoes section for each student.

• The teacher will create a poster of a spine label of a nonfiction book on mammals. Activity / Instructional Strategies:

• The teacher will meet with the whole group to present the information found on the spine label.

• The teacher will distribute one nonfiction text to each student. • The students will study their spine label and then share what they notice with a

partner.

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Mary Wheatley

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• The teacher will ask partners to share information with the whole group. The information will be recorded on a large poster.

• The teacher will lead students in summarizing what information can be found on the spine labels (especially that the Dewey number represents a subject – 551 volcanoes 599 mammals).

• The teacher will show students where the books are normally found on the shelves and ask students to put their texts away in the proper places.

Class Four (30 minutes)

Select nonfiction texts from the botany section Preparation / Materials:

• The teacher will make sure the library shelves are in order and all labels are in the proper place.


• The teacher will meet with the whole group on the blue carpet (nonfiction section).

• The teacher will lead a discussion of the shelf labels (pictures, words, and Dewey numbers). Students will be asked to question each other in the large group – “Susie where would you find books about invertebrates?” “Jake where would you find books about frogs?”

• The teacher will point out where the botany books are to all students. • Students will have time to browse the library. During this time they should select

one book for pleasure (fiction or non fiction) and one book about botany to help them with their classroom studies.

Name __________________________________ Date ___________________________________

I used my time wisely today.

Project Status – Check off steps completed: o Narration written o Pictures found online & saved to flash drive o Pictures uploaded, arranged, and edited in

PhotoStory3 o Narration recorded o Transitions, effects, and music added o Project saved and converted to .MOV file o Project turned in or e-mailed to Ms. Wheatley

I need help with _________________________. _______________________________________ I need more research for science fair: Y N Topic: _________________________________ I have memorized my FC password. Y N Name __________________________________ Date ___________________________________




I need help with _________________________. _______________________________________ I need more research for science fair: Y N Topic: _________________________________ I have memorized my FC password. Y N

Name __________________________________ Date ___________________________________




I need help with _________________________. _______________________________________ I need more research for science fair: Y N Topic: _________________________________ I have memorized my FC password. Y N Name __________________________________ Date ___________________________________




I need help with _________________________. _______________________________________ I need more research for science fair: Y N Topic: _________________________________ I have memorized my FC password. Y N

Unit Title: Westward Expansion Grade: 4th

Westward Expansion Unit What is the purpose of the unit? What do you want the students to accomplish or learn? What concept or concepts are you attempting to teach? State in the form of a question Part I Purpose: The purpose of the unit is to allow students to explore the historical period of westward expansion in the United States through personal narratives found in primary source documents and historical fiction, and through reading and conducting research with informational texts. Learning Objectives: Students will be able to identify, explain, and evaluate why people migrated west during the westward expansion. Students will be able to describe, compare, and contrast the routes that pioneers took west and how the route impacted their travel. Students will be able to describe and evaluate the roles and responsibility or family members traveling west during the period of westward expansion. Students will be able to read, comprehend, analyze, evaluate, and write personal narratives from the perspective of a pioneer traveler. Students will be able to organize information learned about westward expansion into notes, timelines, Venn diagrams, expository and narrative writing. Essential Question: During the 1800s, how and why did people in the United States move westward? Part II Illinois State Learner Goals: State learner goals from two different curricular areas which this unit will address. English Language Arts Goals: STATE GOAL 1: Read with understanding and fluency C. Comprehend a broad range of reading materials. 1.C.2a Use information to form and refine questions and predictions. 1.C.2b Make and support inferences and form interpretations about main themes and topics. 1.C.2c Compare and contrast the content and organization of selections. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. 1.C.2f Connect information presented in tables, maps and charts to printed or electronic text. STATE GOAL 2: Read and understand literature representative of various societies, eras and ideas.

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B. Read and interpret a variety of literary works. 2.B.2a Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other 2.B.2c Relate literary works and their characters, settings and plots to current and historical events, people and perspectives. STATE GOAL 3: Write to communicate for a variety of purposes. B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.2a Generate and organize ideas using a variety of planning strategies (e.g., mapping, outlining, drafting). C. Communicate ideas in writing to accomplish a variety of purposes. 3.C.2a Write for a variety of purposes and for specified audiences in a variety of forms including narrative (e.g., fiction, autobiography), expository (e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements). 3.C.2b Produce and format compositions for specified audiences using available technology. STATE GOAL 5: Use the language arts to acquire, assess and communicate information. A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. 5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, websites, CD/ROMs). C. Apply acquired information, concepts and ideas to communicate in a variety of formats. 5.C.2a Create a variety of print and non print documents to communicate acquired information for specific audiences and purposes. Social Studies Goals: STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. A. Apply the skills of historical analysis and interpretation. 16.A.2a Read historical stories and determine events which influenced their writing. 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. D. Understand Illinois, United States and world social history. 16.D.2b (US) Describe the ways in which participation in the westward movement affected families and communities. STATE GOAL 17: Understand world geography and the effects of geography on society, with an emphasis on the United States. A. Locate, describe and explain places, regions and features on the Earth. 17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. C. Understand relationships between geographic factors and society. 17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications). D. Understand the historical significance of geography. 17.D.2b Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources.

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Part III Information Literacy Skills: List the information literacy skill to be integrated into the unit that connects the two curricular areas. AASL Information Literacy Standards for the 21st Century Learner Standard 2 Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skill 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. Disposition in Action 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities 2.3.1 Connect understanding to the real world. Self Assessment Strategies 2.4.3 Recognize new knowledge and understanding. Part IV Authentic Learning Activities: What are you going to do when? How will you accommodate different academic abilities?

Throughout this unit students will investigate how and why people migrated to the Western United States. Students will read a variety of historical accounts of the movement during whole group and small group instruction. Student texts will include historical fiction, informational texts, and primary sources such as journals. Through the use of a variety of texts, reading, research, and writing assignments the unit will be interdisciplinary. Students will work on developing comprehension and written communication skills while reading and responding to materials which explore content area knowledge; specifically westward expansion. Overview of Student Activities: Before beginning the unit students will participate in two opening activities designed to activate prior knowledge and allow the teacher an opportunity to understand the student’s

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current level of content area knowledge. Both activities will be revisited at the end of the unit.

1. Class will complete a KWHL chart “Westward Expansion” 2. Students will independently complete an agree/ disagree chart.

Both charts are attached to this unit plan. Student Reading – whole class read alouds (think alouds), small group instruction, and literature circles. Student Research – whole class modeling, small group instruction, independent and small group practice. 1. Students will read and respond to primary source documents, historical fiction, and non fiction texts covering the movement west.

A. Students will make entries in their learning journals and reader’s response notebooks*.

*The unit will encompass language arts teaching and learning time. Therefore student’s literature circles and guided reading lessons will focus on texts which cover the unit topic of westward expansion. Students will continue to respond to their reading (demonstrate comprehension and application of new strategies) in their reader’s response notebooks; which have been used throughout the school year.

B. Students will make a series of journal entries detailing the process by which they chose to travel west, their journey, and the end results of their travels. (Each student will select a persona of a person living during the time period to use for all of their journal entries). Please see the attached assignment sheet for further details. C. Students will create a class timeline of the westward movement.

2. Students will research the three trails taken west.

A. Students will make entries in their learning journal. B. Students will make add information about the three trials to a class spreadsheet using Google Docs.

Note: Students in this class have Google accounts and have used the Google Docs and Excel applications in the past. If students were not familiar with the applications it would be necessary to have the technology instructor work with the students prior to this activity.

C. Students will use the class spreadsheet to independently create a three circle Venn diagram, using Inspiration software, to compare and contrast the routes. D. Students will study maps of the three trails and discuss important geographical features and how they would have influenced travelers.

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3. Students will research the motivations behind various groups moving westward.

A. Students will make entries in their learning logs.

B. Students will share information with the whole group during a webbing lesson.

4. Students will research the roles of men, women, and children as they traveled west.

A. Students will make entries in their learning journals.

B. Students will create a three circle Venn diagram using the interactive template at Read, Write, Think .org. The diagram will compare and contrast the responsibilities of men, women, and children travelers.

Culminating Activities 5. Students will all participate in project A. Students will be allowed to choose either project B or C as final project to demonstrate learning:

A. Students will be divided into three groups, one for each of the three trails westward. Each group will create a persuasive presentation to recruit people to join them on their journey westward. Projects should include:

Print Advertisements: who, what, where, when, and why Anticipated timeline of their trip Anticipated route map Supplies needed and responsibilities of the would be travelers Persuasive oral presentation – provide detailed reasons “Why

________ route is the best one to take west!” Responsibilities are to be divided among the group members. Students should use class documents, completed unit assignments, and learning journals to help complete their collaborative projects. Projects will be presented to the entire class. Each member of the class will choose to sign up for a trip after they have heard all three presentations. B. iMovie of a family’s journey west. The movie mush including narrative dialog and be created as a collaborative small group project

or

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C. Readers Theater - written and performed by a collaborative group of students. The performance should highlight one aspect of a family’s journey westward.

Timeline of Instruction Note: Students will be allowed to write in their learning logs after or during almost all activities. In this way they will record their learning, keep notes, and reflect upon their knowledge.

Monday Tuesday Wednesday Thursday Friday Activity 1.Agree and

Disagree Chart. (15 minutes) 2. Pass out learning logs to be used for the entirety of the unit.

1.Class discussion to review of past units of study – first settlers’ origins, travel, hardships, and geography of settlements and their subsequent expansion along the Eastern United States. (15 minutes). 2.Teacher will introduce the concept of westward expansion and the class will begin the KWHL chart. (20 minutes) 3. Put up a classroom timeline – explain that we will be using it to record important events during the westward expansion

1.Class discussion – brainstorm why people would have wanted to move west. (10 minutes). 2. Watch Lewis and Clark video – students will record facts/comments in learning logs. 3. Class discussion of video: geography and landforms, hardships faced, relationship with Native Americans. 4. Add important dates to the timeline (65 minutes)

1. Students choose literature circle books and begin reading, set their discussion schedules. (30 minutes). 2. Teacher begins read aloud of “If You Traveled West in a Covered Wagon”. (15 minutes) 3. Class looks at routes of travelers (Santa Fe, California, and Oregon) – map the routes together and discuss geography’s impact on travel. (60 minutes)

1. Students work in small groups on their literature circle titles. (30 minutes) 2. Continue to read aloud “If You Traveled West…” (15 minutes) 3. Whole group modeling of access to primary source documents and informational texts concerning the Oregon trail. Begin to complete information gathering graphic organizer as a whole group; allow small groups / partners to complete the task. Students will also be able to add dates to the class timeline during this period. (90 minutes)

Standard(s) 5C 3B

3B 16D

Wee

k 1

Assessment Teacher will identify general strengths and weaknesses in the classes’ background knowledge.

Teacher will observe student participation in class discussion.

Teacher will review learning logs for understanding and observe student participation in class discussion.

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Activity

Standard

Wee

k 2

Assessment

Activity

Standard

Wee

k 3

Assessment

Assessment: How do you plan to assess whether students have accomplished your objectives. Does it accommodate different academic abilities? Is this an authentic assessment? Assessment can take many forms other than paper and pencil. Be creative. Teacher observations of student reading response notebooks.

Teachers will read student reading response notebooks on an ongoing basis to check for student understanding of reading material and to look for application and synthesis of comprehension strategies taught in class.

Teacher observations of student learning journals.

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Teachers will read student learning journals on an ongoing basis to check for student understanding, progress, and self reflection.

Teacher observations of student participation during class discussions.

Teachers will take notes on both the quality and quantity of student participation throughout the unit Students will be aware that participation during class discussions is part of their grade.

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Lesson Plan

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Unit Title: Westward Expansion Lesson Title: Jobs on the Wagon Train 90 minutes Curricular Objectives: Students will be able to explain the various jobs that men, women, and children had on a wagon train during the westward expansion. Students will be able to organize their information in a three circle Venn diagram. Students will be able to explain why the different groups had unique jobs and why some tasks were assigned to all members of the wagon train. Information Literacy Objectives: Materials Needed: Student learning journals Pencils Laptop computers (1:1 ratio) with internet access Copies of the pathfinder: Authentic Activities: 1. Creation of lists of job responsibilities of various groups within a wagon train.

A. Students will be divided into three cooperative teams. Each team will be assigned one group: men, women, or children. A time keeper, conversation facilitator, recorder, and presenter will be assigned in each group. Teams will be responsible for creating a list of responsibilities / jobs which their group was responsible for on a typical wagon train journey. B. The teams will then use their learning journals as their first reference, they will begin to create a web of job responsibilities based upon their notes from previous lessons, and reflections of their readings.

C. Team members will use print and electronic resources to further research the roles and responsibilities of their group. The pathfinder will highlight which resources to use for this activity. Individual members will report findings to their teams. The recorder will document the research findings on large poster paper.

D. Teams will present their findings to the class. All group posters will be hung up so that students can reference them.

2. Creation of a three circle Venn diagram which lists the jobs and responsibilities held by groups on a wagon train. The Venn diagram format will highlight any commonalities.

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A. Students will use the three poster papers presented in class to aide them in independently creating their Venn diagrams online (Read Write Think.org).

B. Students will print their final product for use in class discussion. The Venn diagram will be added to their learning journal.

3. Students will write a short answer essay response to the following question: “Why were certain job responsibilities assigned to men on the wagon train?”

A. The teacher will facilitate a class discussion. Students will participate in the class discussion concerning why the groups had the jobs they did. Students will be expected to use evidence from the texts they read and their background knowledge to participate in the class discussion.

B. Students will have time after the discussion to write their response and to

reflect upon the lesson in their learning journal. Accommodations and Modifications: Gifted students will be directed towards materials with higher reading levels. They will also be asked to expand their essays to include women and children. Modifications and accommodations for students with special needs will be based upon their IEP. Examples include: pairing the student with teammates who read a higher level, giving the student text at a lower reading level, reading the text to them, and requiring that the student compare only two groups instead of all three. ELL students may be partnered with classmates who have higher reading levels. They will also be directed towards text sources with many visual images to aide in understanding. Student Products:

Independently produced Venn diagrams Independently produced written essay (short answer question) Learning journal entries Group posters - list of job responsibilities

Assessment: The teachers will monitor and make observational assessments while the three teams are discussing and researching the responsibilities of the wagon train members.

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Teachers will assess the Venn diagrams – each student should be able to record a minimum of three job responsibilities per group. Teachers will use a rubric to assess the short answer essay question. Reflection: The lesson will be deemed successful if: The majority of the students participate in class discussions. The majority of the students spend their time on task. All students are able to complete the Venn diagram. All students are able to complete the essay assignment with a score of 3 or higher. The majority of students are able to complete their work in the time allotted. As the teacher monitors the lesson it may be deemed necessary to offer more guided instruction. For example, if the students are having difficulty locating information on job responsibilities, a mini lesson of skimming text for key words may be necessary. The material may need to be revisited in more depth if the graded essays do not reflect a high level of student understanding. Examining student work and reflecting upon the lesson will allow the teacher to determine if the sources on the pathfinder were user friendly and easily navigated. Revision of the pathfinder may be necessary after the execution of the lesson.

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Pathfinder

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Westward Expansion Pathfinder Reference Collection Westward Expansion : Primary Sources by Tom Pendergast and Sara Pendergast ; Christine Slovey, editor. This title is part of a series including Westward Expansion: Almanac and Westward Expansion: Biographies. The reading might be a bit challenging for fourth grade students but the set offers a wealth of information. Each volume contains photographs, a glossary, maps, and a timeline. The Biographies title contains personal accounts from people who traveled west; entries include letters and journals. General Collection Historical Fiction: Across the Wide and Lonesome Prairie : the Oregon Trail Diary of Hattie Campbell by Kristiana Gregory A historical fiction novel told through the diary accounts of 13 year old Hattie Campbell. Hattie has a strong voice as she recounts the adventures of her family traveling from Missouri to Oregon along the Oregon Trail. The title could be used for literature circles, mentor text for narrative writing, independent reading, or as a read aloud. Reading level 5.5 All the Stars in the Sky : the Santa Fe Trail Diary of Florrie Mack Ryder by Megan McDonald This title is part of the ‘My America’ series. Through her diary entries, readers will learn about Florrie’s experiences along the Santa Fe trail with her family. This title is a good choice for literature circles or as a mentor text for narrative writing. Reading level 5.1 Apples to Oregon by Deborah Hopkinson This book is an exaggerated, fictionalized account of a family’s journey to along the Oregon Trail. The family brings along all sorts or fruit trees and their eight energetic children. This title is a good read aloud choice for the beginning of the unit. Reading level 4.1 Black Storm Comin' by Diane Lee Wilson Black Storm Comin’ is perfect for the avid reader looking to emerse themselves in the time period. The book tells the story of 12 year old Colton, of mixed race, who takes a job on the Pony Express after his father abandons their family in the midst of their journey west via a wagon train. Reading level 5.5 Bound for Oregon by Jean Van Leeuwen

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This story is set in 1852. A first person narrative, told by 9 year old Mary Ellen Todd, provides rich details regarding life on a covered wagon train along the Oregon Trail. The book is based on the true story and accounts of Mary Ellen Todd. The title could be used for literature circles, mentor text for narrative writing, independent reading, or as a read aloud. Reading Level 5.3

Dandelions by Eve Bunting Daniel's Walk by Michael Spooner Daniel sets off from Missouri to find his father along the Oregon Trail. This title would be best used for specific passages as a read aloud. Highlight passages where Daniel’s voice is strongest as he discusses the hardships of his travels. Reading Level 4.8 I'm Sorry, Almira Ann by Jane Kurtz This middle length novel is the story of Sarah and her neighbor Almira Ann. Both girls families have decided to join a wagon train heading west along the Oregon trail. Author Jane Kurtz does an excellent job of letting her audience hear young Sarah’s voice and thoughts through her writing. An excellent choice for literature circles. Reading level 4.1 The Journal of Jedediah Barstow, An Emigrant on the Oregon Trail : Overland, 1845 by Ellen Levine This title is part of the ‘My America’ series published by Scholastic. Jedediah tells the tragic story of losing his family along the Oregon Trail and then continuing on his journey through a personal narrative. The end of the book includes historical notes and photographs. This is an excellent choice for literature circles or as a read aloud to the entire group (in whole or part). It could also be used as a mentor text when modeling personal narrative writing. Reading Level 5.3 Lewis and Papa : Adventure on the Santa Fe Trail by Barbara Joosse This picture book tells the story of a father and son as they journey along the Santa Fe Trail. The title is a good choice for independent reading. Reading level 3.5 A Packet of Seeds by Deborah Hopkinson A mother of a pioneer family living in a dirt dugout will not name their new baby until her eldest daughter’s actions inspire her to appreciate her new home. This title is a good choice for reading aloud or independent reading. A Perfect Place by Patricia Hermes This title is perfect for an independent reader looking for an extension activity. Twelve year old Joshua begins his journal entries as his family, and the others they traveled the Oregon Trail with, begin their new life in the Oregon territory. This title is part of the ‘My America’ series. Reading level 3.9

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Rachel's Journal : the Story of a Pioneer Girl by Marissa Moss This is a historical account told in the voice of ten year old Rachel. Her journal entries chronicle her family’s many adventures along the Oregon trail. This title is a good choice for literature circles or as a mentor text for narrative writing. Reading level 5.2 Roughing it on the Oregon Trail by Diane Stanley Twins and their grandmother travel back in time to 1843 and join a wagon train along the Oregon Trail. The story of their adventures includes a glossary and maps of the trail. A good choice for independent reading. Wagon Train : A Family Goes West in 1865 by Courtni C. Wright Everyone should read this picture book about an African American family’s journey from Virginia to California on a wagon train. Their story is told by Ginny, the twelve year old daughter. The family is not welcome on the wagon train but still must endure all the hardships faced by the other travelers. A great title for a class read aloud and independent reading. Reading level 4.0 Non Fiction: If You Traveled West in a Covered Wagon by Ellen Levine This title from Scholastic was updated in 2006. The book is written in a question and answer format. The text discusses why and how people traveled west as well as what the journey was like. The title is an excellent base for research and a good title to read aloud to the whole group as well as a reference for independent readers. Reading level 5.2 Conestoga Wagons by Richard Ammon This is a wonderful text jam packed with facts about the covered wagons. The illustrations compliment the text nicely. The text is a great book to extend research or add some unique facts and perspective to a presentation. Reading level 5.7 A Covered Wagon Girl : The Diary of Sallie Hester, 1849-1850 edited by Christy Steele with Ann Hodgson This book uses actual diary entries made by Sallie Hester as she traveled by covered wagon along the Oregon Trail. Photographs, period engravings, maps, and a timeline are included. The book would make an excellent read aloud for the entire class as well as a good mentor text for personal narrative writing. Reading level 5.3 Life on the Oregon Trail by Sally Senzell Isaacs This book is part of a larger series published by Heinemann. An index, photographs, timeline, and a glossary are all included. The text is a good source for research at a comfortable reading level (3.9). A Pioneer Alphabet by Mary Alice Downie This ABC book is set in Canada during the pioneer days. A great deal of vocabulary is introduced and daily life is highlighted in the beautiful illustrations.

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The Old Spanish Trail : from Santa Fe, New Mexico to Los Angeles, California by Arlan Dean This title explores the Santa Fe trail and the emigrants who settled California. The book includes an index and table of contents. Small group and independent researchers would benefit from using this text. Reading level 4.5 Oregon Trail Cooking by Mary Gunderson Gunderson offers an excellent collection of facts about everyday life and hardships along the Oregon Trail. The book contains a glossary, maps, and best of all recipes for typical trail foods. A perfect choice for anyone looking to extend their learning and cook up some tasty treats! Reading level 5.2 Our Journey West : the Oregon Trail Adventures of Sarah Marshall by Gare Thompson Published by National Geographic, this text explains the details of daily life along the trail west as well as highlighting reasons for travel. The narrative part of the text is told through journal entries and letters. It follows a fictional family as they travel all the way from New York to the Oregon Territory. Their story is told through the voice of ten year old Sarah Marshall. The book includes accurate illustrations, photographs, highlighted vocabulary, maps, a glossary, and a timeline. This title would be good as a whole class text or in literature circles. Reading level 3.9 The Santa Fe Trail by Jean F. Blashfield This title is part of the ‘We The People’ series published from Capstone Press. The book includes personal narratives from people who traveled the trail, photographs, a timeline, maps, glossary, and an index. Blashfield does an excellent job explaining why people chose to travel west along the Santa Fe Trail. This is an excellent choice for small group or whole group instruction (read aloud portions), it could also be used for literature circles or independent research. Reading level 5.7 Snowbound : the Tragic Story of the Donner Party by David Lavender This challenging text will thrill readers. The Donner party consists of several families leaving Illinois and heading west towards California in 1846. The party suffers greatly and the gruesome details of their adventure will lure many readers. The book includes maps, photographs, and an index. This title is a perfect choice for a literature circle group looking for a challenge. Reading Level 6.1 Wagon Train by Sydelle Kramer This title offers an overview of what it would have been like to travel via wagon train to California. The book is an excellent choice for a literature circle seeking an easily accessible non fiction text or for independent readers. Reading level 2.9 Magazines

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Electronic Resources http://original.britannica.com/eb/art-68410 World Wide Web http://www.digitalhistory.uh.edu/modules/westward/index.cfm http://www.isu.edu/%7Etrinmich/Oregontrail.html http://www.americanwest.com/trails/pages/mormtrl.htm http://www.rootsweb.com/~wynatron/MormonTrail.htm http://www.uiowa.edu/~humiowa/gh11122000.htm http://www.westnebraska.com/MormonTrail.htm http://encarta.msn.com http://www.encyclopedia.com http://ri.essortment.com/oregontrailpio_rupv.htm http://www.americanwest.com/trails/pages/oretrail.htm http://www.endoftheoregontrail.org/faq.html http://www.isu.edu/~trinmich/Introduction.html http://www.bicknell.net/sftrail.htm http://nenewmexico.com/tours/santafe_trail.html#how_it_started http://history.cc.ukans.edu/heritage/research/sft/sftrail-2.html http://www.nps.gov/safe/fnl-sft/broch/newbro.htm

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http://original.britannica.com/eb/art-68410

http://www.digitalhistory.uh.edu/modules/westward/index.cfm

http://www.isu.edu/%7Etrinmich/Oregontrail.html

http://www.americanwest.com/trails/pages/mormtrl.htm

http://www.rootsweb.com/%7Ewynatron/MormonTrail.htm

http://www.uiowa.edu/%7Ehumiowa/gh11122000.htm

http://www.westnebraska.com/MormonTrail.htm

http://ri.essortment.com/oregontrailpio_rupv.htm

http://www.americanwest.com/trails/pages/oretrail.htm

http://www.endoftheoregontrail.org/faq.html

http://www.isu.edu/%7Etrinmich/Introduction.html

http://www.bicknell.net/sftrail.htm

http://nenewmexico.com/tours/santafe_trail.html#how_it_started

http://history.cc.ukans.edu/heritage/research/sft/sftrail-2.html

http://www.nps.gov/safe/fnl-sft/broch/newbro.htm





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Collaborative Planning Sheet

Unit and Lesson Attachments

0BSAMPLE ACTIVITY/ASSESSMENT TEMPLATE Title: Drawing Dewey Grade: 2 Indicator # 1.1.4 C Associate Dewey numbers with areas of interest. Illinois Learning Standard: 3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes. This activity addresses:

Dispositions in Action #: 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

Responsibilities #: 1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategy #: 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Activity:

1. Review the purpose of Dewey numbers (the books address within the library). 2. Explain that today students will be creating Dewey posters and shelf labels for a selected area of the non fiction section.

Posters should include the Dewey number, a short written description, and an illustration. Shelf labels will be smaller versions of the posters.

3. Invite students to select the area of the library they would like to work on. Students will be placed in groups of 3 to 4 based upon their interest.

i. Suggested areas from which students can choose: botany 580s, dinosaurs 567, insects 595, mammals 599, health and nutrition 610s, pets 636, mummies 930s, etc.

ii. Show students a sample poster and provide them with a selection of books from their area of the library. 4. Allow students time to design, create, share, and hang their posters / self labels.

Collaboration Ideas: Focus this lesson the science and social studies topics that will be studied throughout the school year.

Assessment: Student’s posters and shelf markers will be assessed upon the appropriateness and accuracy of text and graphics included.

0BSAMPLE ACTIVITY/ASSESSMENT TEMPLATE Title: “I Wonder” drawing Grade: K Indicator # 1.1.3.b Ask “I wonder” questions about a research topic Illinois Learning Standard: 1.B.1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. This activity addresses:

Dispositions in Action #: 1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.

Responsibilities #: 1.3.4 Contribute to the exchange of ideas within the learning community.

Self-Assessment Strategy #: 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

Activity: 1. Read selected portions of UFrogs U by Nic Bishop (any engaging non fiction title will work). 2. As you read / think aloud, model posing “I wonder” questions. 3. Discuss your “I wonder” statements with the students (why you made them, how you might be able to

answer them, questioning as a good reader strategy). Record two or three of your “I wonder” statements on chart paper.

4. Invite students to share their own “I wonder” statements and record them on the chart paper. 5. Have students create their own “I wonder” statements (written/dictated) and draw an accompanying

picture on the “I wonder” worksheet. 6. Extend the activity by allowing students to create “I wonder” statements and drawings about a topic of

their choosing.

Collaboration Ideas: Correlate the read aloud choice to a unit of study within the classroom.

Assessment: Students will be assessed based upon their contributions to the whole group discussion and their ability to dictate/ write an “I wonder” statement.

Name ____________________________________________________________ Room _______________ Date_______________

0BSAMPLE ACTIVITY/ASSESSMENT TEMPLATE Title: Biography Notes Grade: 2 Indicator # 4.1.6 A Take notes using a graphic organizer provided by the teacher or librarian. Illinois Learning Standard: 5.B.1a Select and organize information from various sources for a specific purpose. This activity addresses:

Dispositions in Action #: 4.2.1 Display curiosity by pursuing interests through multiple resources.

Responsibilities #: 4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Self-Assessment Strategy #: 4.4.3 Recognize how to focus efforts in personal learning.

Activity:

1. Explain that today students will be working in small groups, taking notes on the important events in the life of a historical

person. 2. Model how to complete the graphic organizer for the class.

a. Read aloud a biography (Pebble Books First Biography series works well). b. Take notes on an enlarged version of the graphic organizer.

i. Modeling the process will also serve as a review of note taking strategies and strategies for reading informational text.

c. Introduce a second source of information while modeling if appropriate. 3. Place students in groups of 3 to 4 – assign each group a different historical figure.

a. Provide several biographies to each group (make sure they are within the student’s independent reading levels). b. Monitor groups as they complete the graphic organizers (each member should complete their own, if possible

enlarge on 11x17paper). c. Extension – have groups organize their facts chronologically and create a time line using:

HUhttp://www.readwritethink.org/materials/timeline/index.htmlU d. Added support – Provide sentence stems or labels within the graphic organizer.

4. Students informally share their learning (process & product) with another small group.

Collaboration Ideas: Select biographies of individuals being studied in the classroom and or from time period in history being studied.

Assessment: Informal observation of student participation in whole group class discussion and small group participation. The teacher librarian will assess the completed graphic organizer, students should record 10 facts within the graphic organizer. Alternative – use a rubric based upon note taking skills and accuracy of information.

“I Wonder” Worksheet

I wonder _______________________

_______________________________

_______________________________

_______________________________

Draw a picture.

I wonder _______________________

_______________________________

_______________________________

_______________________________

Draw a picture.

CAMBODIAN KILLING FIELDS

BY LARRY JULIANO

1975-1979

• The Cambodian killing fields began in 1975 by the president of Cambodia. But it was actually a misunderstanding, he had only ordered the Khmer Rouge to kill off men that running against for presidency. That still doesn’t justify his actions, but only if his men had not taken their orders out of control a lot of people would still be alive today. In this time of 2 million Cambodians died, and at that time that was more than 30% of the population.

The name of the president of Cambodia at that time was Pol Pot who sent the Khmer Rouge to kill the candidates that were running against him. Them name of the league of men that were sent to kill was the Khmer Rouge, they were a communist guerilla that were sent to kill the political candidates that were running against Pol Pot.

• Pol Pot was sent to life in prison for his atrocious allegations of sending his men to kill the candidates that were running against him. But I think that it was said that the Khmer Rouge was never found after their leader Pol Pot was sent to prison.

• When the Khmer Rouge was in charge they banned all institution from the area in which meant that all stores, schools, hospitals, police, stations, banks. You name it they banned because the felt that if they let them have some of these they could send for help. When they killed of 2 million it was either because they torture them they starved them they even let them die slow with disease because they had banned the hospital.

• When the Khmer Rouge first attacked they took over Phnom Penh, which is the Capital of Cambodia. In that action they took any hope of being rescued from they country, or any other country as a matter of fact.

• When the Khmer Rouge was in control of the country they tortured and kill people just because they wanted to. That’s just to show how vicious they were.

• The Cambodian genocide ended in 1979 after Vietnamese troops came and forced the Khmer Rouge to flee to the Thai border line where they were never heard of again. After that Pol pot was sent to life in prison for ordering these actions. In 1991 he died in prison from unknown causes. Very little people attended his funeral.

• In 1991 after Pol Pot had died the Cambodian Mine Action Center help rebuild the areas of Cambodia that were destroyed, and Cambodian was again restored to its original form.

Relative Size Compared to Earth

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Today we read Make Way for Ducklings by Robert McCloskey.

The Mallards live in a nest in Boston’s Public Garden. Above is my picture of the Mallard’s home.

I live in a _________________________________ in Chicago, Illinois. Here is a picture of my home:

Some suggestions for home:

Go to the library to find out facts about Mallard ducks and their habitats. Discuss with your child who the members of their family are; compare and contrast your family to the duck family. Find things that begin with the letter ‘D’. Identify –ack rhyming words (each duckling in the story has an –ack name) Ask your child to retell the story to you.

Other ideas for the teacher: Graph the number of members in the mallard family; then graph the number of people in each of the students families. Extend the text by having each student give tips for staying safe on Boston’s busy sidewalk… “Watch out for those cars. They go really fast!”

Today we read There’s An Alligator Under My Bed by Mercer Mayer.

Some suggestions for home: Go to the library to find out facts about alligators. Discuss with your child what they would do if there was an alligator under their bed. Find things that begin with the letter ‘A’.

There’s an alligator ___________________ __________________________________

Bear gets the tops and Hare gets the bottoms. Hare plants ________________________________________________________________ ________________________________________________________________________

Bear gets the bottoms and Hare gets the tops. Hare plants ________________________________________________________________ ________________________________________________________________________

Bear gets the tops and bottoms. Hare gets the middles. Hare plants _________________________________________________________

We read Tops and Bottoms by Janet Stevens, a Caldecott Honor book. At home activities: Make a list of rhyming words, begin with Hare and Bear. Ask your child to retell the story to you. Help your child compare the two main characters, Hare and Bear. BEARHARE

Documents

Library and Information Science - Wikispacesplans+&+student... · Create a spreadsheet which displays the relationship between ... January 14 - 25, 2008 Library Resource Teacher