Integration_Plan

Name of Designer: Pamela Chamberlain Kringel School/District: Georgia Morse Middle School/ Pierre School District

A. **Subject Area/Topic**: Library Grade Level: 6-8

B. **Targeted Standard**: //**South Dakota School Library Standard 1**//: Benchmark D Indicator 1 & 5; Benchmark H Indicator 1& 2; //**South Dakota School Library Standard 2**//: Benchmark B Indicator 3 & 5; Benchmark E

C. **Unpack the Standard**: Students will view the library as a gateway to lifelong reading and learning. They will be able to use library techonology tools to help them identify and select reading materials from a variety of genres that meet their reading interests.

//**South Dakota School Library Standard 1**//: School library programs promote and encourage reading for enjoyment, academic achievement and life-long learning. Indicator 1: Promote the school library as a gateway to additional reading materials and information networks. Indicator 5: Extend the reading experience by suggesting additional titles in a series, identifying additional works within a genre or works with similar themes.
 * //Benchmark D//: Provide reader's advisory services.

Indicator 1: Identify appropriate material for a variety of purposes including enjoyment, information, sampling, confirmation, etc. Indicator 2: Provide instruction on material selection strategies.
 * //Benchmark H//: Assist students in the location and selection of reading materials based on their reading level, interests and information needs.

//**South Dakota School Library Standard 2**//: School library programs provide, integrate and utilize a technology rich environment to support learning and teaching. Indicator 3: Identify library based technologies that align with instruction and student projects/activities. Indicator 5: Demonstrate technology projects that utilize active learning.
 * //Benchmark B//: Demonstrate effective use of library-based technologies (e.g. online databases, electronic encyclopedias, etc.) for teaching and learning.
 * //Benchmark E//: Develop a virtual school library presence which students may access remotely.

What do students need to know? ||= **__ Skills— __** What do students need to be able to do? ||
 * = **__ Knowledge— __**
 * = Card Catalog ||= Research the card catalog to locate a favorite book of their choosing. ||
 * = Call Numbers ||= Interpret the bibliographic record. ||
 * = Genre categories ||= Use information gleaned from the bibliographic record to locate the book on library shelves. ||
 * = Library bibliographic records ||= Read the book for content mastery. ||
 * = Configuration of a library ||= Synthesize the plot/content of the book into a 1-2 minute booktalk containing a cliffhanger ending. ||
 * = Structure of a booktalk ||= Determine the genre category for their book. ||
 * = Structure of a TV advertisement ||= Create a digital book trailer/ advertisement for their book. ||

D. **Academic Vocabulary**:
 * **Call number**: the numbers/letters used to find a book on library shelves. It is located on a book's spine.
 * **Genre**: a type or category of literature, e.g. realistic fiction, fantasy, etc.
 * **Bibliographic record**: an electronic entry in a library card catalog that describes a book's author, title, subjects, and publishing information.
 * **Booktalk**: a short presentation about a book designed to persuade another individual to read the book. Elements of effective booktalks include: cliffhanger endings, swift plot summary and enthusiasm.
 * **Card catalog**: electronic filing system used as a tool to look up the location of a book in a library.
 * **Synthesize**: to combine elements/parts so as to make a new product/entity.
 * **Reader's advisor**: someone who helps others connect with the perfect reading material for them based on an inventory of reader likes/ dislikes.

E. **Assessments** Formative:


 * // Card Catalog Instruction //**
 * Have students complete an online pre-assessment survey created using Survey Monkey that gauges student understanding of how a library is organized and how to locate materials in the card catalog.
 * **//Me://** Study survey data and adjust library standards and card catalog instruction accordingly depending upon student understanding. Review SD School Library standards with students and how they apply to the lesson.
 * Give students 5 fiction and nonfiction call numbers and have them locate the materials on the shelf.
 * Have students locate and check out a book of their choosing using the card catalog.
 * **//Me://** Conference individually with students over their use of the card catalog. Congratulate them for success.

**// Booktalk Instruction //**
 * **//Me//**: Pinpoint the main elements of an excellent booktalk. Distribute rubric showing what I want students to demonstrate in their own booktalks.
 * After students are done reading their books and writing their own booktalks, students will place booktalk content into Wordle and determine what word choices may need to be eliminated or enhanced. (i.e. exchanging passive for active verbs).

**//Online Booktalk Creation//**
 * **//Me://** Provide students with excellent exemplars of online booktalks.
 * Have students identify three examples of what they believe are excellent examples of online booktalks. Discuss why these may or may not be good examples.

Summative: Creation of an Animoto version of their booktalk

F. **Student Learning Activity** (copy/paste this section between the horizontal lines as many times as needed):

1. What will students be asked to do? Following a lesson on how to use the card catalog, students will be asked to locate a book of their choice in the library. After the students have found and checked out the book, they will then read the book and prepare a brief booktalk that will synthesize their book's content and inspire others to want to read it. At the completion of the unit, students will create an Animoto version of their booktalk which will then be shared on the school library website. Since students read at different paces, this unit will be self-paced and self-directed, with the exception of whole class instruction on how to use the card catalog, how to construct an effective booktalk and how to use Creative Commons/Flickr and Animoto. More specifically, the unit will be broken into two main instructional parts.

__//Card Catalog Instruction//__
 * Students will complete an online pre-assessment survey created using Survey Monkey that gauges student understanding of how a library is organized and how to locate information in the online card catalog.
 * Students will be presented with whole class instruction on how to use an electronic card catalog to locate materials in a library that they might be interested in reading.
 * Students will also be given information about various reader's advisory websites where they can go to learn about good books that may intrigue them. For a guided inquiry student activity related to these reader's advisory websites, please visit: http://libraryintegrationplan.wikispaces.com/Guided+Inquiry+Activity
 * Students will be given 5 fiction and nonfiction call numbers and will be asked to locate the materials on the library's shelves.
 * Students will then be asked to use the school's online card catalog ([|http://riggsvmdestiny]) to locate a book of their choice. They will then check out said book to read and prepare a booktalk on. To complete this section, students will need to demonstrate mastery on how to read bibliographic MARC catalog records in order to determine whether the book's content description matches their reading interests, as well as to determine the book's call number so it can be located on the library shelf. Mastery will be demonstrated by the student checking out a book of their choice that they have independently located in the card catalog and on the library's shelves.

//Which type of resource is this? (Teacher or **Student**) (**Online** or Offline)//

//Where will I use this activity in the instructional cycle?// //Which 21st century skills wil be addressed?// Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Using the card catalog allows students to locate a resource of their choice which they will then be asked to read and synthesize into an electronic booktalk.
 * Central Focus of Lesson Plan (Part I)**

__//Booktalk Creation//__
 * After students are done reading their materials, they will write their own booktalks. Prior to creating the online version of their booktalks, students will input their written booktalks into Wordle to determine if there are word choice that may need to be eliminated or enhanced. (i.e. exchanging passive for active verbs).
 * Student will then be instructed in issues of copyright and the proper citation of sources. They will be asked to use Flickr/Creative Commons Image searches to locate images and graphics to incorporate into their electronic booktalks.
 * When students have written their booktalks and found the images they wish to use, they will create an online Animoto version of their booktalks that will be posted to the school library's website for other students to use in a reader's advisory capacity. For an example of an Animoto booktalk, please see: http://libraryintegrationplan.wikispaces.com/Hatchet+Animoto

//Which type of resource is this? (Teacher or **Student**) (**Online** and **Offline**)//

//Where will I use this activity in the instructional cycle?//
 * Central Focus of Lesson Plan (Part II)**

//Which 21st century skills wil be addressed?// Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. When preparing their booktalks, students will be asked to synthesize their 100+ page texts down to four or five main ideas/sentences. Students will be asked to find images and graphics from a variety of online sources and use them in an ethical manner to create a visually stimulating online booktalk.

2. How might this be framed as an inquiry based situation? At the beginning of the unit, students will be asked to answer the following question: If you could identify one book that has changed or affected your life in a positive way, what would it be? They will be informed that their challenge will be to create an electronic booktalk that will inspire others, including those they don't know in the wider electronic community, to want to read that book.

3. In what ways could this be connected to an authentic learning experience? Students will need the skills which this unit builds for many real life situations. Any time they frequent a public, academic or school library, they will need to possess the knowledge and ability to read and interpret bibliographic records in order to locate resources for professional/personal use. Any time they wish to discuss a recently read good book with a friend/colleague, they will need to be masters of content synthesis.

G. **How will I configure my classroom** for the learning activity?

__//Card Catalog Instruction//__ > This portion of the unit will require whole group instruction, using a projector and student computers in the library lab. Each student will have their own computer to use during this portion of the unit so as to facilitate personal use of the card catalog.

__//Booktalk Creation//__
 * Computers are not needed at the beginning portion of this lesson as students will need to complete the reading of their books and develop the texts for their booktalks.
 * Students will then be presented with information on copyright, Flickr/Creative Commons, and Animoto in a whole class computer lab setting using a projector and student computers.
 * Following students' completion of their books and their classroom instruction on Animoto and Creative Commons, they will be able to come in on a one-on-one basis and use the library lab's computers to create their personal Animoto booktalks on.

How will I manage implementation? Classroom Management > General computer rules/procedures > Students will be asked to adhere to the Pierre Public Schools computer and internet use policy for the duration of this assignment. Our district's computer and internet use policy can be found at: [] Violations of these policies will be dealt with by district administration. > > Specific directions for activity > Information on this is already included in Section F. > > Helping Hands > While I intend to be the primary contact for this assignment, I also plan to work in close conjunction with our school's language arts teachers and computer teacher to ensure that students can receive technical and literary help with their booktalk creations should they need it. I will also need to work with our school's technology department to ensure technical support for the actual posting of the students' Animoto booktalks to our school's website. > What additional considerations will support successful implementation? > Other: Bandwidth will be an issue that will need to be addressed prior to the start of this activity. Will it be possible to add these booktalks to the school's website? Or will doing so eat up too much of the district's bandwidth?

H. **Reflect on the integration plan**. What is my alternate plan if for some reason the technology is unavailable? Should technology be unavailable for some reason, students could use me (the librarian) or other students as a resource for locating good books to fit their interests and reading levels. They would also be able to present their booktalks orally or in writing should technology be down.

I. **How does this plan fit** with the rest of your general curriculum to support student learning? Helps meet the Georgia Morse Middle School goal of each student reading 25 books a year.

N. In what ways could you tailor this integration plan to meet the **individual student learning needs**? Students with reading difficulties are welcome as they always are with any reading assignment to check out a book on tape from either our school library or the public library to listen to and report on. We do also have students who do not have parental permission to use the internet, so having them create oral or written booktalks in place of electronic ones would be acceptable.