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Created by: Amanda Durham



Date developed:

Preliminary Information
LESSON: Gathering research using the
Date of Lesson:
Librarys Online Catalog
Grade: 6th
Course/Subject: ELA/ Science
Number of Students:
Unit/Theme: Mammals
Estimated Duration:
Where in the unit does this lesson occur?
Structure(s) or grouping for the lesson (underline any
Beginning of the unit
that apply):
Middle of the unit
Whole class
End of the unit
Small group
Other (specify)

1. GOALS: What are your goals for student learning, and why are
they appropriate for these students at this time?
Big Idea or Concept Being Taught
- Students will gather research for their chosen mammal project
- Students will become more familiar with the online catalog system and how to find that

Student Learning Goal(s)/Objective(s):

(Identify 1 or 2 goals for students; below your goals state how you will communicate the goals to

SWBAT successfully find 2 pieces of research that will assist them in gaining information
about their assigned mammal project without teacher help
Students will be provided this information as their task for the assignment. Students will
be filling out the Online Catalog organizer with search results/ strategies on in
information found

(List the Common Core Learning Standards or other discipline-specific standards addressed in this
Common lesson.)
IFC Benchmark: Investigate:
6.1 Uses online catalog independently to locate specific books, get classification numbers, and browse the

NYS Common Core

Reading for Information Grade 3: Standard 5:
Use text features and search tools to locate information relevant to the given topic

2. ASSESSMENT: How will you know and document the extent to

which students make progress towards or meet your goals?

Evidence and Assessment of Student Learning
(How will you know whether students are making progress toward your learning goal[s], and/or
how will you assess the extent to which they have met your goal[s]?)
- Library Online Catalog organizer
Students will have completed the Library Online Catalog organizer,
inputting search results/ strategies into the organizer provided.
- Approved research
After students have found at least 2 different sources of research, they
will find those pieces of literature in the library (without teacher help) and
bring them to the teacher. The teacher will then discuss with the student if
that source is credible/ reliable and how it is going to aid them in finding
out more information for their project

3. THE LESSON: How will you support students to meet your goals?
Launch/Hook/Anticipatory Set
(How will you get the lesson started? What questions, texts, inquiry, modeling, and/or other
techniques will you use to engage students?)
The teacher will pose a question to the students:
- What makes a source credible/good?
- What types of information are we looking to gain?
- How is that going to assist you in completing your project?

Explore/Instructional Strategies
(How will students engage with ideas/texts to develop understandings; what questions will you
ask; how will you promote question generation/discussion; how will you address the academic
language demands? Detail your plan. Note: For math lesson plans, please write or attach every
task/problem students will solve during the lesson.)
1) Review/ discussion of research
The class will have a discussion on the information they should be looking for
to gain more information about their chosen mammal so that they can finish
their project
The class will discuss what makes a source credible or good
The students will discuss/review how to go about looking for sources using the
Library Catalog based on their presentation given by the school librarian a few
days ago
2) Students will begin their research
Students will each get their own computer station in the library and open up
the Library Catalog system
Students will have 30 minutes to complete the Library Catalog Organizer and
find their sources in the library
3) Individual conferences
After the student believes that they have found their 2 good sources and
have completed the organizer, they will have an individual conference with the
teacher. The teacher and student will discuss if and why the source is credible

and how it will assist the student in gaining information to use in their project.
The discussion should also include how the student went about and found
these sources through the use of the Library Catalog

(How will you bring closure to the lesson?)
Turn & Talk
- Once our time frame is up, students will pair off and discuss their research.
Students should be discussing how successful they were, how they found good
sources, and what they plan to do at our next scheduled time in the library.
Students should be offering one another opinions and together strategize a
different approach or solution to their problem (if there was one).

(How will you address the needs of all learners in this lesson, i.e., how will you respond to diversity
among students in such areas as prior knowledge, ability level, learning needs, cultural
background, and English language proficiency?)
Students who are more high level thinkers or are farther into the project than the
rest of the class should still be working to better familiarize themselves with the
Library Catalog. Setting specific goals for these students to find particular pieces of
text like a non-fiction book or a poetry book that will give them more information about
their mammal would be beneficial to them, to gain more insight into the library system.

Resources and Materials

IFC Grade 3 Benchmark.

Online Library Catalog Organizer Assessment.