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Transcript of Eatontown School District Eatontown, New Jersey … Office... · Department of Library Science...
Course of Study
Department of Library Science
Grades K - 6
2012
Board Approved: November 26, 2012
Eatontown School District
Eatontown, New Jersey
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EATONTOWN PUBLIC SCHOOLS
EATONTOWN, NJ 07724
BOARD OF EDUCATION
OF THE BOROUGH OF EATONTOWN
MEMBERS
Mrs. Donna Mazzella-Diedrichsen, President
Mrs. Julie Robertson, Vice-President
Mr. John Bennett
Mrs. Sharyn Chasey-Palenzuela
Mr. Robert English
Mrs. Toni Fornicola
Mr. Mark Kramer
Mr. Carl Lawson
Mr. Peter Siino
ADMINISTRATION
Mr. Scott T. McCue, Superintendent of Schools
Mrs. Kathleen Mandeville, Business Administrator
Mr. Lee Lasser, Supervisor of Special Services
Mrs. Tara Micciulla, Director of Elementary and Secondary Education
PRINCIPALS
Mr. Ronald Danielson, Memorial School
Mrs. Valerie Cioffi, Meadowbrook
Mr. Kevin Iozzi, Vetter School
Mrs. Kimberly Muir, Woodmere
K-8 COURSE OF STUDY UNIT DESIGNERS
Mrs. Lynn Gehrmann Mrs. Carmela Kelly Mrs. Karen Rihacek
Mr. Joseph D. Mazzarella, JM Curriculum Solutions, LLC
This curriculum represents the collaborative efforts of educators from the Eatontown Public
Schools. A special thanks to all those responsible for the development of this guide. We thank
them for their many hours of hard work, dedication and enthusiasm.
3
Table of Contents
Eatontown Vision of Curriculum Excellence………………………………………… 6
Statement of Philosophy……………………………………………………………… 7
National Standards…………………………………………………………………… 8-13
Cross Curriculum Content Standards………………………………………………… 14
21st Century Life Skills………………………………………………….……………. 15-21
Methodology………………………………………………………………………….. 22
8.1 Computer and Information Literacy – NJTAP General Rubric ………………….. 23-27
Library Science Education Course Descriptions ……………………………………... 28
Library Science Units of Study
Kindergarten
Library Orientation …………………………………………………… 29-36
Literature Appreciation: Nursery Rhymes ……………………………. 37- 44
Literature Appreciation: Author Study / Poetry ………………………. 45-52
Literature Appreciation: Holidays …………………………………….. 53-60
Grade 1
Library Orientation ……………………………………………………. 61-68
Parts of a Book ………………………………………………………… 69-76
Literature Appreciation: Folk & Fairy Tales …………………………... 77-84
Literature Appreciation: Author Study / Poetry ……………………….. 85-92
Literature Appreciation: Holidays ……………………………………... 93-100
Fiction and Nonfiction …………………………………………………. 101- 108
4
Grade 2
Library Orientation …………………………………………………….. 109-116
Online Catalog (OPAC)………………………………………………… 117-124
Parts of a Book …………………………………………………………. 125-132
Literature Appreciation: Folk & Fairy Tales …………………………... 133-140
Literature Appreciation: Author Study / Poetry ……………………….. 141-148
Literature Appreciation: Holidays ……………………………………... 149-156
Fiction and Nonfiction …………………………………………………. 157-164
Grade 3
Library Orientation …………………………………………………...... 165-172
Online Catalog (OPAC) ……………………………………………….. 173-180
Parts of a Book ………………………………………………………… 181-188
Literature Appreciation: Folk & Fairy Tales ………………………….. 189-196
Literature Appreciation: Author Study / Poetry ………………………. 197-204
Literature Appreciation: Holidays …………………………………….. 205-212
Reference ………………………………………………………………. 213-220
Dewey Decimal System ………………………………………………... 221-228
Fiction and Nonfiction …………………………………………………. 229-236
Grade 4
Library Orientation ……………………………………………………. 237-244
Online Catalog (OPAC) ……………………………………………….. 245-252
Parts of a Book ………………………………………………………… 253-260
Literature Appreciation ………………………………………………… 261-268
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Reference ………………………………………………………………. 269-276
Dewey Decimal System…….………………………………………….. 277-284
Fiction and Nonfiction …………………………………………………. 285-292
Grade 5
Library Orientation …………………………………………………….. 293-300
Online Catalog (OPAC)………………………………………………… 301-308
Parts of a Book …………………………………………………………. 309-316
Literature Appreciation ………………………………………………… 317-324
Reference ………………………………………………………………. 325-332
Dewey Decimal System……….……………………………………….. 333-340
Research ………………………………………………………………... 341-348
Fiction and Nonfiction …………………………………………………. 349-356
Grade 6
Library Orientation …………………………………………………….. 357-364
Online Catalog (OPAC) ……………………………………………….. 365-372
Parts of a Book…………………………………………………………. 373-380
Literature Appreciation ………………………………………………… 381-388
Reference ………………………………………………………………. 389-396
Dewey Decimal System…...……………………………………………. 397-404
Research………………………………………………………………… 405-412
Fiction and Nonfiction …………………………………………………. 413-420
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EATONTOWN’S VISION OF CURRICULUM EXCELLENCE
We, the educators of the Eatontown Public School System, hold forth this vision of the
curriculum of excellence we desire for all our students. We have a dream of a curriculum that is.
Designed to develop a community of lifelong learners where children have healthy self-esteem,
respect and compassion for others, essential and technological knowledge, and the creative
problem-solving skills needed to meet the challenges of successful citizenship in an ever-
changing multi-cultural global society.
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I) STATEMENT OF PHILOSOPHY
The Eatontown School System has developed a comprehensive Library Science
curriculum committed to the belief that all students need to acquire 21st century information
skills, resources, and tools to inquire, think critically, and gain knowledge. In addition, these
skills are needed to draw conclusions, make informed decisions, apply knowledge to new
situations, and create new knowledge as well as to pursue personal and aesthetic growth in an
ethical manner.
At the current time there are no New Jersey Core Curriculum Content Standards in grades
K-8 for Library Science. Every effort has been made to incorporate standards from the core
content areas into the skills of the library program. In addition, we draw from professional
organizations like the American Association of School Librarians (AASL) and the Association
for Educational Communications and Technology (AECT) for standards at the national level.
Model schools of the 21st century provide students the opportunity to achieve the best in
education through collaboration, strategic planning, leadership, and the power of technology.
Professionally managed school library media centers provide an organized, cost-effective system
of information, databases, and literacy resources with equitable access at the student’s point of
need.
We believe that the mission of the Library Science program is to ensure that students and
staff are effective users of resources, ideas, and information and to promote in our youth the
powers of literacy and competencies to function effectively in the workplace of the 21st century.
This mission recognizes the essential role of the school library media program in the educational
process as a catalyst for all academic instruction and a dynamic force for excellence in education.
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II) NATIONAL STANDARDS
There are no content standards for Library Science in the New Jersey Core Curriculum.
We, therefore, defer to national standards to provide guidance for establishing our library / media
programs. The key national organization for school media specialists is the American
Association of School Librarians (AASL) which is a division of the American Library
Association. The standards from AASL are currently under revision and only available in draft
format.
21st Century Library Learning Standards
(Working title)
I. Learners use 21st century information skills, resources and tools to inquire, think critically, and
gain knowledge.
Skills Self-Assessment Strategies
• Use a variety of information literacy (e.g., textual,
visual, media, digital) to gather meaning from
information presented in any format.
• Use information literacy to contextualize and
deepen academic content learning.
• Demonstrate mastery of technology tools to be
both productive and critical thinkers.
• Employ critical thinking and problem solving skills
to make sense of information gathered from diverse
sources.
• Collaborate with others to broaden and deepen
understanding.
• Follow an inquiry-based process in seeking
knowledge in core subjects and 21st century content.
• Students ask questions based on context.
1. Students recognize their own purpose
in seeking information.
2. Students observe and experience to
gather information.
3. Students gain background knowledge
and context.
4. Students identify misconceptions in
their own knowledge and gaps in their
information.
5. Students develop and refine questions.
• Students investigate.
• Monitor their own
information seeking process
for effectiveness and
progress.
• Use interaction with and
feedback from peers to
guide their own inquiry
process.
• Demonstrate willingness to
revisit and refine questions,
resources, and strategies.
• Monitor gathered information
and assess for gaps or
weaknesses.
• Seek appropriate help when
needed.
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1. Students find, evaluate, and select
appropriate resources to locate the
information they seek.
2. Students seek diverse sources and
multiple points of view, pursuing a
global perspective when appropriate.
3. Students navigate through text to locate
relevant information.
4. Students locate and access the
information they need (both
independently and in collaboration with
others) using print and technology
tools.
5. Students clarify main and supporting
ideas.
6. Students evaluate information before
using (validity, appropriateness to their
needs, social and cultural context).
7. Students evaluate information for
accuracy, fact, opinion, point of view
and bias and seek a balance in points
of view.
8. Students record and organize
information to answer their questions.
Dispositions Responsibilities
Display initiative and engagement by posing
questions and investigating the answers
beyond the collection of superficial facts.
Demonstrate confidence and self-direction by
making independent choices in the selection
of resources and information.
Maintain a critical stance by questioning the
validity and accuracy of all information.
Demonstrate adaptability by changing the
inquiry focus, questions, resources, or
strategies when necessary to achieve success.
Display emotional resilience by persisting in
information searching despite challenges,
revisions, or process complexities.
Respect intellectual property
rights of creators and
producers.
Seek divergent perspectives
during information gathering
and assessment.
Contribute to the interchange
of ideas within the learning
community.
Use information technology
responsibly.
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II. Learners use 21st century information skills, resources and tools to draw conclusions, make
informed decisions, apply knowledge to new situations, and create new knowledge.
Skills Self- Assessment Strategies
• Use technology and information tools to
think critically and work productively and
creatively.
• Collaborate with others to interchange
ideas, develop new understandings, make
decisions, and solve problems.
• Continue an inquiry-based process in
developing new understandings, drawing
conclusions, and creating new knowledge.
• Students draw conclusions and
make decisions to form new
knowledge.
1. Students use strategies,
thinking processes, and graphic
organizers to gain
understanding and organize
their knowledge.
2. Students process information
by making connections to previous
knowledge, ideas in other texts,
and authentic situations in the
world.
3. Students synthesize and draw
conclusions based on evidence.
4. Students form new knowledge
to support their curricular learning.
5. Students apply their knowledge
to new and authentic
situations.
• Students create own expressions of
learning.
1. Students use a variety of
technological production tools to
create projects that reflect their
learning.
2. Students use writing, media
literacy, and technology skills
to develop expressions of new
understandings.
3. Students use creativity and
innovation skills to develop
• Determine how to act on information
(accept, reject, modify).
• Reflect on systematic process and assess
for completeness of investigation.
• Recognize new knowledge and
understanding.
• Develop directions for future
investigations.
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products to express ideas and
information.
Dispositions Responsibilities
• Demonstrate flexibility in use of
resources by adapting information
strategies to each specific resource and by
seeking additional resources
when clear conclusions cannot be drawn.
• Use both divergent and convergent
thinking to formulate alternative
conclusions and test them against the
evidence.
• Employ a critical stance in drawing
conclusions by demonstrating that the
pattern of evidence leads to a decision or
conclusion.
• Demonstrate personal productivity by
completing products to express learning.
• Connect understanding to the real world.
• Consider diverse and global
perspectives in drawing conclusions.
• Use valid information and reasoned
conclusions to make ethical decisions.
• Respect the principles of intellectual
freedom.
III. Learners use 21st century information skills, resources and tools to share their knowledge
and understandings with others and participate ethically and productively as members of our
democratic society.
Skills Self-Assessment Strategies
• Participate and collaborate as members of
a social network of learners.
• Use writing and speaking skills to
communicate new understandings
effectively.
• Use technology and other tools to
organize and display knowledge and
understanding in ways that others can view,
use, and assess.
• Conclude an inquiry-based process by
sharing their new understandings with
others and reflecting on their learning.
• Students share their new
understandings with others.
1. Students discuss the real-world
applications of their knowledge.
2. Students use a variety of
strategies to organize their
knowledge in such a way that it
can be shared.
3.Students identify appropriate
audiences.
• Assess the processes by which their
learning was achieved.
• Assess the effectiveness of the learning
product.
• Assess the ability to work with others in a
group setting (varied roles, leadership,
respecting other viewpoints).
12
4.Students determine effective
formats and timeframe for
sharing.
5.Students creatively use a variety
of technology resources to
display and share their
understandings.
6.Students give credit when using
others’ ideas and products.
• Students reflect on their own work.
1. Students articulate their new
knowledge and the process by
which they gained that
knowledge.
2. Students participate in peer-to-
peer reflection and analysis.
3. Students develop new questions
to drive future inquiry.
• Students connect their learning to
community issues.
Dispositions Responsibilities
• Demonstrate creativity by using multiple
resources and formats.
• Demonstrate leadership and confidence
by presenting ideas to others in both formal
and informal situations.
• Show social responsibility by
participating actively with others in
learning situations and by contributing
questions and ideas during group
discussions.
• Demonstrate teamwork - the ability to
work productively with others.
• Follow ethical and legal
guidelines in gathering and
using information.
• Solicit and respect diverse
perspectives while searching
for information, collaborating
with others, and participating
as a member of the
community.
• Use knowledge and
information skills and
dispositions to engage in
public conversation and
debate around issues of
common concern.
• Create products that apply in
authentic, real-world
contexts.
• Contribute to the interchange
of ideas within and beyond
the learning community.
• Use information and
knowledge in the service of
equity and justice.
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IV. Learners use 21st century information skills, resources and tools
to pursue personal and aesthetic growth.
Skills Self-Assessment Strategies
• Read for pleasure and personal growth.
• Read widely to make connections with
themselves, the world around them, and
their previous reading.
• Respond to literature and creative
expressions of ideas in various formats.
• Pursue passions in personal learning.
• Seek resources in a variety of formats and
genres.
• Connect ideas to own interests and
previous knowledge and experience.
• Organize their knowledge in a way that
can be called upon easily.
• Use social networks and tools to gather
and share information.
• Apply what they learn to their own lives.
• Use creative and artistic formats to
express personal learning.
• Identify their areas of interest.
• Recognize the limits of their
personal knowledge.
• Recognize when, why, and how to focus
efforts.
• Interpret new ideas based on cultural and
social context.
• Develop personal criteria for gauging the
effectiveness of expressions of personal
learning.
Dispositions Responsibilities
• Display curiosity by pursuing interests
through the library.
• Demonstrate motivation by seeking
information to answer personal questions
and interests, trying a variety of formats
and genres, and displaying a willingness to
go beyond academic requirements.
• Maintain an openness to new ideas by
considering divergent opinions, changing
opinions or conclusions when evidence
supports the change, and seeking
information about new
ideas encountered through academic or
personal experiences.
• Show an appreciation for literature by
electing to read for pleasure and expressing
an interest in various genres of literature.
• Participate in the social interchange of
ideas within a community of learners.
• Recognize that resources are
created for a variety of purposes.
• Seek opportunities for pursuing personal
and aesthetic growth.
• Practice safe behaviors in electronic
communication and interaction.
• Respect the differing interests
and experiences of others and seek a variety
of viewpoints.
III) CROSS-CURRICULUM CONTENT STANDARDS
Arts
English
Language
Arts Math Science
World
Language Technology
21st
Century
Life Skills
Social
Studies
Library Orientation and
Citizenship X X X X X
Literature Appreciation X X X X X X X X
Online Catalog (OPAC) X X X X X X X X
Fiction and Nonfiction X X X X X X X X
Parts of a Book X X X
Dewey Decimal System X
Reference Books X X X X X X X X
Research / Online Sources X X X X X X X X
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IV) 21st CENTURY LIFE SKILLS
In the 21st century, life and work are conducted in a dynamic context that includes:
• A global society facing complex political, economic, technological, and environmental
challenges
• A service economy driven by information, knowledge, and innovation
• Diverse communities and workplaces that rely on cross-cultural collaborative relationships and
virtual social networks
• An intensely competitive and constantly changing worldwide marketplace
Providing New Jersey students with the life and career skills needed to function optimally within
this dynamic context is a critical focus and organizing principle of K-12 public education. New
Jersey has both an obligation to prepare its young people to thrive in this environment, and a
vested economic interest in grooming an engaged citizenry made up of productive members of a
global workforce that rewards innovation, creativity, and adaptation to change.
Mission: 21st-century life and career skills enable students to make informed decisions that
prepare them to engage as active citizens in a dynamic global society and to successfully meet
the challenges and opportunities of the 21st-century global workplace.
Vision: The systematic integration of 21st-century life and career skills across the K-12
curriculum and in career and technical education programs fosters a population that:
• Applies critical thinking and problem-solving skills to make reasoned decisions at home, in the
workplace, and in the global community.
• Uses effective communication, communication technology, and collaboration skills to interact
with cultural sensitivity in diverse communities and to work in cross-cultural teams in the
multinational workplace.
• Is financially literate and financially responsible at home and in the broader community.
• Demonstrates creative and entrepreneurial thinking by recognizing and acting on promising
opportunities while accepting responsibility for possible risks.
• Is knowledgeable about careers and can plan, execute, and alter career goals in response to
changing societal and economic conditions.
• Produces community, business, and political leaders who demonstrate core ethical values,
including the values of democracy and free enterprise, during interactions with the global
community.
Intent and Spirit of the 21st-Century Life and Career Standards
Through instruction in life and career skills, all students acquire the knowledge and skills needed
to prepare for life as citizens and workers in the 21st century.
• In Preschool, children’s social and emotional development provides the foundation for later
learning about careers and life skills.
• In grades K-5, students are introduced to 21st-century life skills that are critical for personal,
academic, and social development. They are also introduced to career awareness information and
to basic personal financial literacy skills.
• In grades 6-8, students continue to develop 21st-century life skills and personal financial
literacy, while also exploring careers that support their academic and personal interests and
aptitudes. As they prepare for the transition to high school, students are provided with
opportunities to apply knowledge and skills learned in the classroom to real or simulated career
challenges.
16
• In grades 9-12, students develop increasingly sophisticated 21st-century life skills and personal
financial literacy. They engage in the process of career preparation by participating in structured
learning experiences, specialized programs, and advanced courses that reflect personal aptitudes
and career interests found within one or more of the 16 career clusters in the National Career
Clusters™ Framework.
The Revised Standards
There are four revised 21st-Century Life and Careers standards. Standards 9.1, 9.2, and 9.3
describe life and career skills that are integrated throughout the K-12 curriculum, while Standard
9.4 describes specialized skills that are taught in grades 9-12 as part of career and technical
education programs. An overview of the four standards follows.
Standard 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative,
critical thinking, collaboration, and problem-solving skills needed to function successfully as
both global citizens and workers in diverse ethnic and organizational cultures.
Standard 9.1 describes skills that prepare students to fully engage in civic and work life. The
standard includes six strands, which reflect the Framework for 21st Century Learning:
• Critical Thinking and Problem Solving
• Creativity and Innovation
• Collaboration, Teamwork, and Leadership
• Cross-Cultural Understanding and Interpersonal Communication
• Communication and Media Fluency
• Accountability, Productivity, and Ethics
Standard 9.2 Personal Financial Literacy: All students will develop skills and strategies that
promote personal and financial responsibility related to financial planning, savings, investment,
and charitable giving in the global economy.
Standard 9.2 describes skills that prepare students for personal and civic financial literacy. The
inclusion of Personal Financial Literacy as a standard, rather than as a strand, reflects the
growing need for 21st-century citizens to be financially literate, particularly in light of the
increasing number of financial choices they face due to the global economy. Financial literacy
includes the application of knowledge, skills, and ethical values when making consumer and
financial decisions that impact the self, the family, and the local and global communities.
Standard 9.3 Career Awareness, Exploration, and Preparation: All students will apply knowledge
about and engage in the process of career awareness, exploration, and preparation in order to
navigate the globally competitive work environment of the information age.
Standard 9.3 describes skills that prepare students for career pursuits and lifelong learning. The
three strands in Standard 9.3 reflect the requirements outlined in New Jersey Administrative
Code (N.J.A.C. 6A:8-3.2):
• Career Awareness (grades K-4)
• Career Exploration (grades 5-8)
• Career Preparation (grades 9-12)
Standard 9.4 Career and Technical Education: All students who complete a career and technical
education program will acquire academic and technical skills for careers in emerging and
established professions that lead to technical skill proficiency, credentials, certificates, licenses,
and/or degrees.
Standard 9.4 describes knowledge and skills that prepare students for postsecondary education,
training, and employment in a chosen career pathway. Unlike Standards 9.1, 9.2, and 9.3, which
17
apply to all students from grades K-12, Standard 9.4 applies only to high school students
enrolled in career and technical education programs.
The adoption of the career and technical education standard reflects the call to action in recent
reports by the National Association of State Boards of Education, the National Governors
Association, the U.S. Chamber of Commerce, and Achieve regarding the potential of career and
technical education, as well as the requirements of the Carl D. Perkins Career and Technical
Education Improvement Act of 2006. These documents urge states to adopt policies and
practices that effectively integrate academic content standards in career and technical education
programs in order to both elevate the role of career and technical education and to align it with
postsecondary education and training.
The 16 strands in Standard 9.4 align with the 16 career clusters in the National Career Clusters™
Framework. Each strand is further refined to reflect multiple career pathways. By using the
clusters as an organizing tool for grouping occupations and careers, Standard 9.4 identifies a
common set of knowledge and skills for success within each broad career cluster, as well as for
each career pathway within that cluster. This framework has been reviewed nationally by teams
of business, industry, labor, education, and higher education representatives to ensure that it
encompasses industry-validated knowledge and skills needed for career success.
For each of the 16 career cluster strands, content statements and cumulative progress indicators
are provided for the overall career cluster, and additional content statements and cumulative
progress indicators are provided for each of the career pathways encompassed by the cluster.
Further, each of the 16 overarching career cluster strands is comprised of two types of
cumulative progress indicators:
• Cumulative progress indicators for foundational knowledge and skills, which may be taught as
part of a variety of academic and/or career and technical education courses.
• Cumulative progress indicators that are specific to the career cluster and/or career pathway
under discussion.
Resources
Kendall, J. S., & Marzano, R J. (2000). Content knowledge: A compendium of standards and
benchmarks for K-12 education (3rd ed.). Aurora, CO: Mid-Continental Research for Education
and Learning, & Alexandria, VA: Association for Supervision and Curriculum Development.
New Jersey State Department of Education. (1996). New Jersey core curriculum content
standards. Trenton, NJ: Author.
New Jersey State Department of Education. (1999). Career education and consumer, family, and
life skills framework. Trenton, NJ: Author.
New Jersey State Department of Education. (2004). New Jersey core curriculum content
standards. Standard 9: Career education and consumer, family, and life skills. Trenton, NJ:
Author.
New Jersey State Department of Education. (2008). Standards clarification project. Trenton, NJ:
Author. Online: http://www.nj.gov/education/aps/njscp
Wiggins, G., & McTighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria,
VA: Association for Curriculum and Development.
Resources Specific to Standard 9.1 21st-Century Life and Career Skills
Partnership for 21st Century Learning. (2009). Framework for 21st century learning. Online:
http://www.p21.org/overview/skills-framework
Resources Specific to Standard 9.2 Personal Financial Literacy
18
Utah State Office of Education. (2004). General financial literacy. Online:
http://www.uen.org/core/core.do?courseNum=520802
Wisconsin Department of Public Instruction. (2006). Wisconsin’s model academic standards for
personal financial literacy. Online: http://dpi.wi.gov/standards/pdf/pfl.pdf
Resources Specific to Standard 9.3 Career Awareness, Exploration, and Preparation
National Career Development Guidelines. Online:
http://cte.ed.gov/nationalinitiatives/gandctools.cfm?&pass_dis=1
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for
student achievement. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap8.pdf
Resources Specific to Standard 9.4 Career and Technical Education
National Association of State Boards of Education Study Group on Promoting Excellence in
Career and Technical Education. (2008). Learning to work, working to learn: Transforming
career and technical education. Alexandria, VA: Author. Online: http://www.nasbe.org
National Governors Association Center for Best Practices. (2007). Issue brief: Retooling career
technical education. Washington DC: Author. Online: http://www.nga.org/center
New Jersey Department of Education. (2005). N.J.A.C. 6A:8, Standards and assessment for
student achievement. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap8.pdf
New Jersey Department of Education. (2006). N.J.A.C. 6A:19, Career and technical education
programs and standards. Trenton, NJ: Author. Online:
http://www.nj.gov/education/code/current/title6a/chap19.pdf
New Jersey Department of Education. (2008). New Jersey five-year state plan for career and
technical education. Trenton, N.J. Author.
National Association of State Directors of Career Technical Education Consortium. (2012).
Career clusters framework. Silver Spring, MD: Author. Online:
http://www.careertech.org/career-clusters/glance/
National Association of State Directors of Career Technical Education Consortium. (2012).
Career clusters knowledge & skill charts. Silver Spring, MD: Author. Online:
http://www.careertech.org/career-clusters/resources/knowledge.html
United States Department of Education. (2006). Carl D. Perkins Career and Technical Education
Act of 2006, Public Law 109-270. Washington, DC: Author.
9.1 21st Century Life Skills
•A. Critical Thinking & Problem Solving
•B. Creativity and Innovation
•C. Collaboration, Teamwork and Leadership
•D. Cross-Cultural Understanding and Interpersonal Communications
•E. Communication and Media Fluency
•F. Accountability, Productivity and Ethics
9.2 Personal Financial Literacy
•A. Income and Careers
•B. Money Management
•C. Credit and Debt Management
19
•D. Planning, Saving, and Investing
•E. Becoming a Critical Consumer
•F. Civic Financial Responsibility
•G. Risk Management and Insurance
9.3 21st Career Awareness, Exploration & Preparation
•A. Career Awareness
•B. Career Exploration
•C. Career Preparation
9.4 Career and Technical Education
•9.4.A. Agriculture, Food & Natural Resources Career Cluster◦9.4.A(1) Food Products and
Processing Systems
◦9.4.A(2) Plant Systems
◦9.4.A(3) Animal Systems
◦9.4.A(4) Power, Structural, and Technical Systems
◦9.4.A(5) Natural Resources Systems
◦9.4.A(6) Environmental Service Systems
◦9.4.A(7) Agribusiness Systems
•9.4.B Architecture & Construction Career Cluster◦9.4B(1) Design/Pre-construction
◦9.4.B(2) Construction
◦9.4.B(3) Maintenance and Operations Pathway
•9.4.C Audio/Visual, Technology & Film Career Cluster◦9.4.C(1) Audio & Visual Technology
and Film
◦9.4.C(2) Journalism and Broadcasting
◦9.4.C(3) Printing Technology
◦9.4.C(4) Performing Arts
◦9.4.C(5) Telecommunications Technologies
◦9.4.C(6) Visual Arts
•9.4.D Business, Management & Administration Career Cluster◦9.4.D(1) Administrative
Services
◦9.4.D(2) Business Information Technology
◦9.4.D(3) General Management
◦9.4.D(4) Business Financial Management & Accounting
◦9.4.D(5) Human Resources
◦9.4.D(6) Operations Management
20
•9.4.E Education & Training Career Cluster◦9.4.E(1) Professional Support Services
◦9.4.E(2) Teaching and Training
•9.4.F Finance Career Cluster◦9.4.F(1) Accounting
◦9.4.F(2) Banking
◦9.4.F(3) Business Finance
◦9.4.F(4) Insurance
◦9.4.F(5) Securities and Investment
•9.4.G. Government & Public Administration Career Cluster◦9.4.G(1) Governance
◦9.4.G(2) Foreign Service
◦9.4.G(3) Planning
◦9.4.G(4) National Security
•9.4.H Health Sciences Career Cluster◦9.4.H(1) Therapeutic Services
◦9.4.H(2) Diagnostic Services
◦9.4.H(3) Health Informatics
◦9.4.H(4) Support Services
◦9.4.H(5) Biotechnology Research and Development
•9.4.I Hospitality & Tourism Career Cluster◦9.4.I(1) Restaurant Food and Beverage Service
◦9.4.I(2) Lodging
◦9.4.I(3) Travel and Tourism
◦9.4.I(4) Recreation, Amusement, and Attractions
•9.4.J Human Services Career Cluster ◦9.4.J(1) Early Childhood Development and Services
◦9.4.J(2) Family and Community Services
◦9.4.J(3) Personal Care Services
◦9.4.J(4) Consumer Service
•9.4.K Information Technology Career Cluster◦9.4.K(1) Network Systems
◦9.4.K(2) Information Support and Services
◦9.4.K(3) Web and Digital Communication
◦9.4.K(4) Programming and Software Development
•9.4.L Law, Public Safety, Corrections, & Security Career Cluster◦9.4.L(1) Corrections Services
◦9.4.L(2) Emergency and Fire Management Services
◦9.4.L(3) Security and Protective Services
◦9.4.L(4) Law Enforcement Services
◦9.4.L(5) Legal Services
21
•9.4.M. Manufacturing Career Cluster◦9.4.M(1) Manufacturing Production Process Development
◦9.4.M(2) Production
◦9.4.M(3) Maintenance, Installation, and Repair
◦9.4.M(4) Quality Assurance
◦9.4.M(5) Logistics and Inventory Control
◦9.4.M(6) Health, Safety, and Environmental Assurance
•9.4.N Marketing Career Cluster◦9.4.N(1) Marketing Communications
◦9.4.N(2) Marketing Management
◦9.4.N(3) Marketing Research
◦9.4.N(4) Management & Entrepreneurship
◦9.4.N(5) Merchandising
◦9.4.N(6) Professional Sales & Marketing
•9.4.O Science, Technology, Engineering & Mathematics Career Cluster◦9.4.O(1) Engineering
and Technology
◦9.4.O(2) Science and Mathematics
•9.4.P Transportation, Distribution & Logistics Career Cluster◦9.4.P(1) Transportation
Operations
◦9.4.P(2) Logistics Planning and Management
◦9.4.P(3) Warehousing and Distribution Center Operations
◦9.4.P(4) Planning Implementation
◦9.4.P(5) Transportation Systems/Infrastructure Planning, Management, and Regulations
◦9.4.P(6) Health, Safety, and Environmental Management
◦9.4.P(7) Sales and Service
22
V) METHODOLOGY
1. Teachers should use a variety of instructional techniques, including, but not limited to the
following:
testing materials
computer software
audio visual materials
videos / DVDs
CD’s
audio tapes
transparencies
Internet sites
online databases
2. Teachers select/develop activities that encourage students to develop the ability to locate
information used in answering questions; use appropriate tools, equipment, and
experiences to extend their senses; gather, analyze, assess, and interpret data and
performance; construct reasonable explanations and communicate their findings about
investigations; demonstrate basic motor skills; achieve lifelong wellness skills through
knowledge, skills, attitudes, and practices. These activities include, but are not limited to
the following:
role-playing
writing activities
internet websites (including district e-board sites)
cooperative learning groups
teacher developed activities
teacher developed graphic organizers
Power Point presentations
demonstrations
student projects
cooperative games
rhythmic activities
3. Students will be able to demonstrate their knowledge of library science content and
process skills through a variety of assessment formats. These activities include, but are
not limited to the following:
rubrics
content assessments
skills assessments
student projects and presentations
student reports
student notebooks
teacher observation
teacher anecdotal records
8.1 COMPUTER AND INFORMATION LITERACY – NJTAP GENERAL RUBRIC
STRAND A: BASIC COMPUTER SKILLS AND TOOLS
Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient
SCORE 3 2 1
NOTE: 8.1.8.A.1: Use appropriate technology vocabulary
Vocabulary will be assessed as part of each of the various skills noted below A.2 – A.12
8.1.8.A.2: Use common features of an operating
system (e.g., creating and organizing files and
folders)
Create/ customize common
features of an operating
system (e.g., shortcuts)
Independently use common
features of an operating
system (e.g., creating and
organizing files and folders
and creating, organizing and
manipulating shortcuts)
With assistance, use common
features of an operating
system (e.g., creating and
organizing files and folders
and creating, organizing and
manipulating shortcuts)
8.1.8.A.12: Create, organize and manipulate
shortcuts
8.1.8.A.3: Effective, accurate and uses proper
techniques when inputting text and data, using
touch keyboarding
Able to model effective,
accurate and proper
techniques to others how to
effectively input text and
data, using touch
keyboarding while
completing a specific task in
a specific core curriculum
content area
Effective, accurate and uses
proper techniques when
inputting text and data, using
touch keyboarding
With assistance input text and
data, using touch keyboarding
8.1.8.A.5: Create documents with advanced text
formatting and graphics using word processing
Able to create a multi-page
document with citations
using word processing
software in conjunction with
other tools that demonstrates
the ability to format, edit and
Create word processing
documents independently that
include advanced text-
formatting and graphics
With assistance, create
documents with advanced text
formatting and graphics using
word processing
24
print in a specific core
curriculum content area
8.1.8.A.6: Create a file containing customized
information by merging documents
Independently create two or
more documents to create a
merged document in a
specific core curriculum
content area
Independently use two or
more existing documents to
create a merged document
With assistance, create a file
containing customized
information by merging
documents
8.1.8.A.7: Construct a simple spreadsheet, enter
data, and interpret the information
Able to create a spreadsheet,
enter data, use mathematical
or logical functions to
manipulate and process data,
generate charts and graphs,
and interpret the results in a
specific core curriculum
content area
Independently construct a
spreadsheet by entering data
and interpreting information
With assistance, construct a
simple spreadsheet, enter data,
and interpret the information
8.1.8.A.8: Design and produce a basic
multimedia project
Independently create and
produce an original
multimedia project using and
importing text, graphics,
moving images and sound in
a specific core curriculum
content area
Independently design and
produce a basic multimedia
project
With assistance, design and
produce a basic multimedia
project
8.1.8.A.9: Plan and create a simple database,
define fields, input data, and produce a report
using sort and query
Create a database, define
fields, input data from
multiple records, produce a
report using sort and query,
and interpret the data in an
original task-specific core
curriculum content area
Independently create and
produce a report by sorting
and querying a database file
With assistance, plan and
create a simple database,
define fields, input data, and
produce a report using sort
and query
25
8.1.8.A.10: Use network resources for storing
and retrieving data
Able to model and assist
others with managing and
organizing network resources
for storing and retrieving data
Independently use network
resources to store and retrieve
data
With assistance, use network
resources for storing and
retrieving data
8.1.8.A.11: Choose appropriate electronic
graphic organizers to create, construct, or design
a document
Use the appropriate
electronic graphic organizer
in an independent and
original task in a specific
core curriculum content area
Choose the appropriate
electronic graphic organizer
to create, construct or design
a document
With assistance, use an
electronic graphic organizer to
create, construct, or design a
document
STRAND B: APPLICATION OF PRODUCTIVITY TOOLS
Standard 8.1 for end of Grade 8 Advanced Proficient Proficient Partially Proficient
SCORE 3 2 1
8.1.8.B.2: Exhibit legal and
ethical behaviors when using
information and technology, and
discuss consequences of misuse
Exhibit legal and ethical behavior
when using information and
technology in an independent and
original task in a specific core
curriculum content area
Exhibit legal and ethical behavior
when using information and
technology as evidenced by using
copyright fair-use laws as part of
an assignment in a specific core
curriculum content area
Verbalize an understanding
between appropriate and
inappropriate behavior related to
legal and ethical issues as defined
in the copyright fair-use laws
8.1.8.B.3: Explain the purpose of
an Acceptable Use Policy and the
consequences of the
inappropriate use of technology
Distinguish safe and appropriate
use and misuse of technology
according to the AUP when
making choices while working
Exhibit an understanding of the
district’s AUP by the safe and
appropriate use of technology in all
core curriculum content areas
Verbalizes an understanding of
safe and appropriate use and
misuse of technology according to
the approved district Acceptable
26
8.1.8.B.4: Describe and practice
safe Internet usage
independently Use Policy (AUP) and knows the
consequences of misuse but needs
assistance to follow procedures for
citing sources 8.1.8.B.5: Describe and practice
“etiquette” when using the
Internet and electronic mail
8.1.8.B.6: Choose appropriate
tools and information resources to
support research and solve real
world problems, including but not
limited to:
• On-line resources and databases
• Search engines and subject
directories
Able to effectively and efficiently
use Boolean logic for research
Independently choose appropriate
tools and information resources
(online resources and databases,
search engines and subject
directories)
With assistance, choose
appropriate tools and information
resources to support research and
solve real world problems,
including but not limited to:
• On-line resources and databases
• Search engines and subject
directories
8.1.8.B.7: Evaluate the
accuracy, relevance, and
appropriateness of print and
non-print electronic information
sources
Able to cite and support
information sources using credible
(accurate, relevant and
appropriate) print and non-print
electronic information sources
Independently evaluate
information sources for credibility
of print and non-print electronic
information sources based on a
predetermined criteria list
With assistance, evaluate the
accuracy, relevance, and
appropriateness of print and non-
print electronic information
sources
8.1.8.B.8: Use computer
applications to modify
information independently and/or
collaboratively to solve problems
Consistently demonstrates the
ability to create and manipulate
information independently and/or
collaboratively to solve problems
and to design and develop products
in a specific core curriculum
content area
Independently and collaboratively
use computer applications to
modify information to solve
problems
With direct instruction use
computer applications to modify,
gather and sort information
independently and/or
collaboratively to solve problems
8.1.8.B.9: Identify basic hardware
problems and demonstrate the
ability to solve common problems
Identify, diagnose and suggest
solutions for non-functioning
technology systems
Identify basic hardware problems
and demonstrate the ability to
solve common problems without
assistance
Given basic hardware problems,
demonstrate the ability to solve
common problems with assistance
27
8.1.8.B.10: Determine when
technology tools are appropriate
to solve a problem and make a
decision
Identify a problem in a content
area and formulate a strategy to
solve the problem using the
appropriate technology tool(s), if
applicable
Determine when technology tools
are appropriate to solve a problem
and make a decision
Given a problem, select the
appropriate technology tool, if
applicable, to solve the problem
from a given set of solutions
28
Library Science Education
Course Descriptions
Kindergarten: This first year is an introduction to library science. Students will learn to
understand the purpose of the library / media center, become familiar with library
procedures and behavior, begin to develop correct habits for borrowing and returning
books, understand the proper care of books, develop good listening skills, develop a
library vocabulary, enjoy the value of books, and develop an awareness that information
is gained by reading.
First Grade: In first grade skills learned in kindergarten will be elaborated. In addition,
students will understand the arrangement of books in the “easy section” and locate books
in the collection.
Second Grade: Skills introduced in first grade will be reviewed. Students will learn the
difference between fiction and nonfiction. They will be introduced to the Online Public
Access Catalog (OPAC). Knowledge of library vocabulary will continue to grow.
Third Grade: Second grade skills will be reviewed. Students will be introduced to
reference books. In addition, students will learn the Dewey Decimal system as well as
table of contents and index.
Fourth Grade: Build upon knowledge and skills presented in previous grades. Students
will become familiar with a variety of reference materials.
Fifth Grade: Build upon knowledge and skills presented in previous grades. Students
will be introduced to biographical sources.
Sixth Grade: Build upon knowledge and skills presented in previous grades. Assess skill
development in preparation for transition to the middle school. Students will be
introduced to bibliographic format.
Seventh Grade & Eighth Grade: The seventh and eighth grade course is designed to
introduce students to resources they will use in life as well as continuing education.
Students are introduced to a variety of reference sources, online databases, online search
skills, and sources for career information.
ARTICULATION
Articulation meetings are periodically held intra, as well as inter-departmentally.
29
________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: K
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures, Proper Book Care
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade K PAGE
SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
SL.K.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key
details and requesting clarification if something is not understood.
The students will be introduced to the Library Media Center. Rules and
procedures will be discussed. Fire Drill and other safety issues will be
introduced. Proper book care will be explained. An appropriate story will be
read.
30
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade K
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the easy reader
collection?
Where do you check out
books?
Where do you line up for
a fire drill?
IDENTIFY DESIRED
RESULTS
31
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade K
These tasks may be completed using a map of the library.
Book exchange procedures will be introduced.
Story will be read.
Proper book care will be discussed.
Mapping Activity – Students will color the map of the library.
Teacher observation notes
Knowledge of
location of
materials
32
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Quizzes Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade K
• SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
• SL.K.3 Ask and answer questions in order to seek help, get information, or
clarify something that is not understood.
• SL.K.2 Confirm understanding of a text read aloud or information presented
orally or through other media by asking and answering questions about key details
and requesting clarification if something is not understood.
The students will be able to:
Participate in classroom discussions
Ask and answer questions related to a given topic
Listen to a story.
Participation in class
discussion
Location map
worksheet
State facts learned about
library procedures
Informal teacher assessment
33
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade K
Describe the assessments and state the prompts: The students will be
able to respond in class discussion, express personal opinion, participate
in discussions about library resources and respond to teacher selected
prompts.
34
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade K
Students will need to know… Students will need to be able to…
• Discussion • Participate in class discussions
• Questioning and Contribution • Ask and answer relevant questions
1. Building Background with Discussion
2. Speaking for a Set Purpose
3. Guided Discussion
4. Personal Response
5. Make Cross-Curriculum Connections
35
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals: N/A
36
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
37
________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: K
Subject/Topic Areas: Nursery Rhymes
Key Words: Mother Goose, Rhyme, Title
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade K-
Nursery Rhymes PAGE
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
RF.K.2a Recognize and produce rhyming words.
In this unit students will learn to appreciate and recite nursery rhymes. The
students will become familiar with Mother Goose and other authors of
rhymes.
38
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Nursery Rhymes
Do you know what a
nursery rhyme is?
Can you name a collection
of nursery rhymes?
Students will understand…
Listen to Nursery Rhymes
Recite Nursery Rhymes
Can you name a Mother
Goose nursery rhyme?
Can you recite a nursery
rhyme?
Have you heard nursery
rhymes at home?
What happens to Humpty
Dumpty in the rhyme?
Why was Little Miss
Muffet frightened away?
What animal followed
Mary to school?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade K
39
What evidence will show that students appreciate nursery rhymes?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade K
Nursery rhyme recitation: Students will recite nursery rhymes after hearing
them read by the teacher.
Flannel Board Presentation: Teacher will retell the nursery rhyme using a
flannel board.
Picture Prompt – Students will be able to create a picture depicting one of the
nursery rhymes read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture to
original storybook.
40
Task Title: Picture Prompt Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade K
• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
• RF.K.2a Recognize and produce rhyming words.
The students will be able to:
Listen to nursery rhymes
Recite nursery rhymes
Create a picture of a nursery rhyme
Recite nursery
rhymes
Create a picture of a
nursery rhyme
Flannel board retelling
Informal teacher assessment of picture prompt.
41
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade K
Describe the assessments and state the prompts: Picture prompt
42
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade K
Students will need to know… Students will need to be able to…
A variety of nursery rhymes • Listen to nursery rhymes
• Recite nursery rhymes
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read nursery rhymes
4. Students recite nursery rhymes
5. Create picture
6. Make Cross-Curriculum Connections
43
SUPPLEMENTAL RESOURCES
Books: Mother Goose Nursery Rhymes
Suggested Student Reading: Will Moses Mother Goose
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
44
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
45
________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: K
Subject/Topic Areas: Author Study/Poets
Key Words: Author, Poetry, Illustrations, Awards
Unit Designer/s: Library Science Committee Time Frame: All year
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade K-
Author
Study/Poets PAGE
• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
• RF.K.2a Recognize and produce rhyming words.
In this unit, students will learn to appreciate literature from a variety of authors,
illustrators, and poets. They will be introduced to the Caldecott Award, the
Theodor Seuss Geisel Award, etc. Read Across America and Children’s Book
Week will be introduced.
46
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Every book has a title and
author
The author writes the book
The illustrator draws the
pictures
Do you know what an author
is?
Can you name any authors?
Do you know what an
illustrator is?
Do you know what a poet
does?
Students will understand…
What an author does
What an illustrator does
What a poet does
Can you name a story by
Dr. Seuss?
Do you know who wrote
the book entitled If You
Give a Mouse a Cookie?
What is the name of your
favorite book?
What is the name of your
favorite poem?
What author’s birthday is
celebrated on Read Across
America Day?
Literature Appreciation – Grade K
IDENTIFY DESIRED RESULTS
47
What evidence will show that students appreciate literature by a variety of
authors?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade K
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell favorite poems.
Creative Drama: Students will act in narrative pantomime.
Picture Prompt – Students will be able to create a picture depicting one of the
stories read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture
to story and
poems.
48
Task Title: Creative Drama Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade K
• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
• RF.K.2a Recognize and produce rhyming words.
The students will be able to:
Listen attentively to stories and poems
Use creative drama to act out the story
Retell favorite poems
Retell poems
Create a picture of a
story
Use creative drama to
act out the story
Informal teacher assessment of picture prompt.
49
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade K
Describe the assessments and state the prompts:
Picture prompt
Creative drama
50
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade K
Students will need to know… Students will need to be able to…
A variety of stories and poems Listen to stories and poems
Library awards and special events Retell poems
Act out events from a story
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read stories and poems
4. Students retell poems
5. Act out events from the story
6. Create picture
7. Make Cross-Curriculum Connections
51
SUPPLEMENTAL RESOURCES
Books: Selected stories and poems from a variety of authors and poets.
Suggested Student Reading: Library books from the collection by the authors and poets
introduced in the lesson.
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
52
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: K
Subject/Topic Areas: Holidays
Key Words: Holidays, Poetry, Authors, Poets
Unit Designer/s: Library Science Committee Time Frame: 1 lesson per holiday
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade K-
Holidays
PAGE
• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
• RF.K.2a Recognize and produce rhyming words.
In this unit, students will learn to appreciate literature for holidays
throughout the year. They will become familiar with stories and poems.
54
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Holiday stories and poems
Do you know what a
holiday is?
Can you name any holiday
stories or poems?
Students will understand…
Listen to Holiday Stories
Listen to Poetry
Recite a Holiday Poem
Can you name a
Thanksgiving story?
Can you recite a poem for
Christmas?
What holiday stories have
you heard at home?
Can you name a
Hanukkah story?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade K
55
What evidence will show that students appreciate holiday literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade K
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell holiday poems.
Finger Plays: Students will be able to perform a finger play.
Picture Prompt – Students will be able to create a picture depicting one of the
holiday stories read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture
to story and
poems.
56
Task Title: Picture Activity Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade K
• SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
• RF.K.2a Recognize and produce rhyming words.
The students will be able to:
Listen to holiday stories and poems
Perform finger plays
Create a picture of a holiday story
Retell poems
Create a picture of a
holiday story
Perform finger plays
Informal teacher assessment of picture activity.
57
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade K
Describe the assessments and state the prompts:
Picture activity
Finger plays
58
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade K
Students will need to know… Students will need to be able to…
A variety of holiday stories and poems • Listen to stories and poems
• Retell poems
• Perform finger plays
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read holiday stories and poems
4. Students retell poems
5. Perform finger plays
6. Create picture
7. Make Cross-Curriculum Connections
59
SUPPLEMENTAL RESOURCES
Books: Selected stories and poems for each holiday
Suggested Student Reading: Library display of holiday books from the collection
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
60
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 1
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 1 PAGE
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under
discussion).
SL.1.3 Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
SL.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
The students will be introduced to the Library Media Center. Rules and
procedures will be discussed. Fire Drill and other safety issues will be
introduced. An appropriate story will be read.
62
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 1
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the easy reader
collection?
Where do you check out
books?
Where do you line up for
a fire drill?
IDENTIFY DESIRED
RESULTS
63
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 1
These tasks may be completed using a map of the library.
Book exchange procedures will be introduced.
Story will be read.
Mapping Activity – Students will color and label the map of the library.
Teacher observation notes
Knowledge of
location of
materials
64
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Quizzes Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 1
• SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under discussion).
• SL.1.3 Ask and answer questions about what a speaker says in order to
gather additional information or clarify something that is not understood.
• SL.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
The students will be able to:
Participate in classroom discussions
Ask and answer questions related to a given topic
Listen to a story.
Participation in class
discussion
Location map
worksheet
State facts learned about
library procedures
Informal teacher assessment
65
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 1
Describe the assessments and state the prompts: The students will be
able to respond in class discussion, express personal opinion, participate
in discussions about library resources and respond to teacher selected
prompts.
66
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 1
Students will need to know… Students will need to be able to…
• Discussion • Participate in class discussions
• Questioning and Contribution • Ask and answer relevant questions
1. Building Background with Discussion
2. Speaking for a Set Purpose
3. Guided Discussion
4. Personal Response
5. Make Cross-Curriculum Connections
67
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals: N/A
68
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 1
Subject/Topic Areas: Introduction to the parts of a book
Key Words: Title, Author, Cover, Illustrator, Title Page, Spine, Pages
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Parts of a
Book
Grade 1 PAGE
R.I.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a
text.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others
with care, speaking one at a time about the topics and texts under discussion).
SL.1.3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
In this unit, the students will be introduced to the parts of a book.
70
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
at
IDENTIFY DESIRED
RESULTS
Parts of a Book
Grade 1
Become familiar with parts of
a book
What are the parts of a
book?
Why is it important to know
how to use these parts?
Students will understand…
The different parts of a
book
The purpose that each
serves in a book
Can you tell me the title of
this book?
Who is the author of this
book?
What information can be
found on the spine?
What is a page made
from?
71
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 1
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate.
Worksheet on the parts of a book
Teacher observation notes
Knowledge of
parts of a book
72
Task Title: Parts of a Book Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Quizzes Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 1
• R.I.1.5 Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information in a text.
• SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
• SL.1.3 Ask and answer questions about what a speaker says in order to gather
additional information or clarify something that is not understood.
• SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
The students will be able to:
Point out each book part on a sample book
U
s
e
t
h
e
I
n
d
e
x
a
n
d
T
a
b
Participation in class
discussion Worksheets Locating each book part
on a sample book
Informal teacher assessment
73
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book
Grade 1
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the parts of a book.
74
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book
Grade 1
Students will need to know… Students will need to be able to…
• The parts of a book • Use these parts effectively
• Be able to locate the author’s name on
the cover
• Find the illustrator’s name
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of each type of book part
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
75
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: N/A
Manuals:
Complete Library Skills Grade K-2
76
SUPPLEMENTAL RESOURCES
Computer Software: N/A
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 1
Subject/Topic Areas: Fairy Tales
Key Words: Fairy Tale, Setting, Characters, Title, Magic
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 1
Folk and Fairy
Tales PAGE
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
In this unit students will learn to appreciate fairy tales. The students will locate and
listen to fairy tales. They will be able to identify and describe the plot, setting, and
main characters of the tale.
78
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Fairy Tales
Do you know what a fairy
tale is?
Can you name a fairy tale?
Students will understand…
Listen to Fairy Tale
Retell a Fairy Tale
Locate a Fairy Tale
Do you know the
characters in The Little
Red Hen?
Do you know where the
fairy tales are located in
our library?
What fairy tales have you
heard at home?
IDENTIFY DESIRED
RESULTS
Literature Appreciation - Grade 1
79
What evidence will show that students appreciate fairy tales?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation - Grade 1
Fairy Tale Retelling: Students will retell a fairy tale after hearing it read by
the teacher.
Locating Book: Students will be able to locate the book in our library
collection.
Role Playing: Students will act out stories after telling or reading them.
Recall Activity: Students will be able to recall the traditional tale of The
Little Red Hen and compare and contrast it to The Little Red Hen Makes a
Pizza.
Art Activity – Students will design a pizza slice from a given template using
art supplies.
Teacher observation
Retelling assessments
Classroom participation
● Compare picture to
original storybook.
80
Task Title: Art Activity Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation - Grade 1
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
The students will be able to:
Listen to a fairy tale
Retell a fairy tale
Create a picture of a fairy tale
Retell a fairy tale
Create a picture of a
fairy tale
Design a pizza slice
Informal teacher assessment of picture prompt.
81
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation - Grade 1
Describe the assessments and state the prompts:
Art Activity
82
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation - Grade 1
Students will need to know… Students will need to be able to…
A variety of fairy tales ● Listen to a fairy tale
Retell a fairy tale
Locate a fairy tale on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read a fairy tale
4. Students retell a fairy tale
5. Create picture
6. Make Cross-Curriculum Connections
83
Copeland, Brenda S. and Messner, Patricia A. Collaborative Library Lessons for the
Primary Grades: Linking Research Skills to Curriculum Standards. Westport,
Connecticut: Libraries Unlimited, 2004.
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-
Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited,
2007.
SUPPLEMENTAL RESOURCES
Books:
The Little Red Hen
The Little Red Hen Makes a Pizza by Philemon Sturges
Lon Po Po by Ed Young
The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka
Suggested Student Reading:
Rapunzel by Paul O. Zelinsky
Little Red Riding Hood by James Marshall
Manuals:
84
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 1
Subject/Topic Areas: Author Study/Poets
Key Words: Author, Poetry, Illustrations, Awards
Unit Designer/s: Library Science Committee Time Frame: All year
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 1-
Author
Study/Poets PAGE
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
In this unit, students will learn to appreciate literature from a variety of authors,
illustrators, and poets. They will be introduced to the Caldecott Award, the
Theodor Seuss Geisel Award, etc. Read Across America and Children’s Book
Week will be introduced.
86
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Every book has a title and
author
The author writes the book
The illustrator draws the
pictures
Do you know what an author
is?
Can you name any authors?
Do you know what an
illustrator is?
Do you know what a poet
does?
Students will understand…
What an author does
What an illustrator does
Special library events are
celebrated throughout the
year
Can you name a story by
Dr. Seuss?
Do you know who wrote
the book entitled Officer
Buckle and Gloria?
What is the name of your
favorite book?
What is the name of your
favorite poem?
What author’s birthday is
celebrated on Read Across
America Day?
Literature Appreciation – Grade 1
IDENTIFY DESIRED
RESULTS
87
What evidence will show that students appreciate literature by a variety of
authors?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 1
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell favorite poems.
Creative Drama: Students will act in narrative pantomime.
Reader’s Theater: Students will read through a script of a story.
Picture Prompt - Students will be able to design a picture depicting one of the
stories read to them.
Safety Tip Star Worksheet – Students will create their own original safety tip
on a star shaped worksheet.
Teacher observation
Retelling assessments
Classroom participation
Compare their
own original
safety tip to those
in the story,
Officer Buckle
and Gloria by
Peggy Rathmann
88
Task Title: Creative Drama Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 1
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
The students will be able to:
Listen attentively to stories and poems
Use creative drama to act out the story
Retell favorite poems
Original star shaped
safety tip
Reader’s Theater
Use creative drama to
act out the story
Informal teacher assessment of picture prompt.
89
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 1
Describe the assessments and state the prompts:
Picture prompt
Creative drama
Reader’s Theater
90
Answer Key
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 1
Students will need to know… Students will need to be able to…
A variety of stories and poems Listen to stories and poems
Library awards and special events Retell poems
Act out events from a story
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read stories and poems
4. Students retell poems
5. Act out events from the story
6. Reader’s Theater
7. Create picture
8. Make Cross-Curriculum Connections
91
SUPPLEMENTAL RESOURCES
Books: Officer Buckle and Gloria by Peggy Rathmann
Zen Shorts by Jon J. Muth
Knuffle Bunny: A Cautionary Tale by Mo Willems
Click, Clack, Moo: Cows That Type by Doreen Cronin
Suggested Student Reading: Library books from the collection by the authors and poets
introduced in the lessons.
Manuals:
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
92
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
www.aaronshep.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 1
Subject/Topic Areas: Holidays
Key Words: Holidays, Poetry, Authors, Poets
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson per holiday
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 1-
Holidays PAGE
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
In this unit students will learn to appreciate literature for holidays
throughout the year. They will become familiar with stories and poems.
94
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Holiday stories and poems
Do you know what a
holiday is?
Can you name any holiday
stories or poems?
Students will understand…
Listen to Holiday Stories
Listen to Poetry
Recite a Holiday Poem
Can you name a
Thanksgiving story?
Can you recite a poem for
Christmas?
What holiday stories have
you heard at home?
Can you name a
Hanukkah story?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 1
95
What evidence will show that students appreciate holiday literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 1
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell holiday poems.
Picture Prompt – Students will be able to create a picture depicting one of the
holiday stories read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture
to story and
poems.
96
Task Title: Picture Prompt Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 1
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
Technology 8.1 All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems
individually and collaboratively and to create and communicate
knowledge.
The students will be able to:
Listen to holiday stories and poems
Create a picture of a holiday story
Retell poems
Create a picture of a
holiday story
Listen attentively to
story
Informal teacher assessment of picture prompt.
97
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 1
Describe the assessments and state the prompts:
Picture prompt
98
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 1
Students will need to know… Students will need to be able to…
A variety of holiday stories and poems • Listen to stories and poems
• Retell poems
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read holiday stories and poems
4. Students retell poems
5. Create picture
6. Make Cross-Curriculum Connections
99
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-
Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
SUPPLEMENTAL RESOURCES
Books: Selected stories and poems for each holiday
Suggested Student Reading: Library display of holiday books from the collection
Manuals:
100
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 1
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Easy Reader, Fiction, Library, Nonfiction, Easy Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 1
Grade 7 PAGE
RI.1.4 Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
In this unit students will learn how to distinguish fiction from nonfiction.
102
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction Grade 1
A library has two kinds of books –
fiction and nonfiction
Fiction books are arranged by the
first three letters of the author’s last
name
Nonfiction books are arranged by
Dewey Decimal number
What kinds of books are
found in the library?
Where are easy reader
books located?
Where are easy nonfiction
books located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name an easy
reader book?
Can you name an easy
nonfiction book?
103
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction
Grade 1
These tasks may be completed using fiction and nonfiction books from the
collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
104
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction
Grade 1
RI.1.4 Ask and answer questions to help determine or clarify the meaning of
words and phrases in a text.
SL.1.2 Ask and answer questions about key details in a text read aloud or
information presented orally or through other media.
SL.1.1a Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under discussion).
SL.1.1b Build on others’ talk in conversations by responding to the comments
of others through multiple exchanges.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion
Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
105
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction
Grade 1
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
106
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction
Grade 1
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Fiction and Nonfiction
4. Provide examples of each type of book
5. Engage students in a related activity
6. Make Cross-Curriculum Connections
107
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, Michigan: McGraw-
Hill, 2004.
108
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 2
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures, Proper Book Care, Computers,
Reference, Fiction, Nonfiction, Biography, Magazines
Unit Designer/s: Library Science Committee Time Frame: 2 periods
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 2 PAGE
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to
the remarks of others.
The students will be introduced to the Library Media Center. Rules and
procedures will be discussed. Fire Drill and other safety issues will be
introduced. Proper book care will be explained. An appropriate story will be
read.
110
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 2
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the easy reader
collection?
Where do you check out
books?
Where do you line up for
a fire drill?
IDENTIFY DESIRED
RESULTS
111
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 2
These tasks may be completed using a map of the library. Videos, DVDs,
etc. may be used as presentation methods if appropriate
Quiz on location of materials and / or vocabulary learned during orientation
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
location of
materials
112
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes Holistic Rubric Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 2
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under discussion).
• SL.2.1b Build on others’ talk in conversations by linking their comments to the remarks of
others.
The students will be able to:
Participate in classroom discussions
Ask and answer questions related to a given topic
Recall and apply vocabulary
Participation in class
discussion
Location map
worksheet
State facts learned about
resources in the library.
Informal teacher assessment and quizzes.
113
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 2
Describe the assessments and state the prompts: The students will be
able to respond in class discussion, express personal opinion, participate
in discussions about library resources and respond to teacher selected
prompts.
114
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 2
Students will need to know… Students will need to be able to…
• Discussion • Participate in class discussions
• Questioning and Contribution • Ask and answer relevant questions
1. Building Background with Discussion
2. Introduce Vocabulary
3. Speaking for a Set Purpose
4. Guided Discussion
5. Personal Response
6. Make Cross-Curriculum Connections
115
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals:
Turrell, Linda. Complete Library Skills, Grades K-2. Grand Rapids, Michigan: McGraw-
Hill, 2004.
116
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog).
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Online Catalog (OPAC) Grade Level/s: 2
Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)
Key Words: Author, Call Number, Keyword, Online Public Access Catalog (OPAC),
Subject, Title
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Online Catalog
(OPAC)
Grade 2 PAGE
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics
and texts under discussion).
• SL.2.1b Build on others’ talk in conversations by linking their comments to
the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
In this unit students will learn how to access the online public access catalog (OPAC).
They will learn how to search for resources using the visual and text OPAC.
118
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Online Catalog (OPAC) - Grade 2
How to use the online catalog to
locate author, title, and subject
How to find the call number in
the online catalog and then
locate the material on the shelf
What is the online catalog
(OPAC)?
When and why do you use
the online catalog?
Students will understand…
Where the OPAC is
located
What the OPAC is used
for
How to access the OPAC
How to search for
resources by author, title,
subject, or keyword
That you can find related
Internet sites that have
been approved for student
use by educators
What does OPAC stand
for?
What can you find on the
OPAC?
What information do you
use from the OPAC to
locate the item you’re
looking for on the shelf?
Why would you want to
search for Internet sites on
the OPAC?
119
What evidence will show that students understand OPAC?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Online Catalog (OPAC) – Grade 2
These tasks may be completed by using the OPAC. A data projector may be
used as a presentation method so that students can see live searching
sessions.
Quiz on how to use the OPAC
Teacher observation notes
Teacher made rubrics
Knowledge of
finding
information on the
OPAC and
locating resources
on the shelf
120
Task Title: OPAC Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Quizzes Holistic Rubric Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Online Catalog (OPAC) - Grade 2
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
• SL.2.1b Build on others’ talk in conversations by linking their comments to
the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Use the OPAC efficiently
Find information they are searching for on the shelves by using the call number found in the
OPAC and locating the number on the spine label
Participation in class
discussion
Vocabulary worksheets State facts heard/read about
use of the online catalog
Informal teacher assessment.
121
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Online Catalog (OPAC) - Grade 2
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of how to access the Online Public
Access Catalog (OPAC) as well as how to use it.
122
X Answer Key
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Online Catalog (OPAC)-Grade 2
Students will need to know… Students will need to be able to…
• The location of the online catalog • Find specific authors, titles, and subjects in
the OPAC
• When and how to use the online catalog • Find a call number and then locate the
material on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain the purpose and functions of the OPAC using the multimedia
projector
4. Engage students in a related activity
5. Locate materials on the shelf
6. Make Cross-Curriculum Connections
123
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: N/A
Manuals: Follett Library Manual
124
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 2
Subject/Topic Areas: Introduction to the parts of a book
Key Words: Title, Author, Cover, Illustrator, Title Page, Copyright Date, Publisher,
Spine, Pages
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Parts of a
Book
Grade 2 PAGE
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics
and texts under discussion).
• SL.2.1b Build on others’ talk in conversations by linking their comments to
the remarks of others.
SL.2.5 Create audio recordings of stories or poems; add drawings or other
visual displays to stories or recounts of experiences when appropriate to
clarify ideas, thoughts, and feelings.
In this unit, the students will be introduced to the parts of a book.
126
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
at
IDENTIFY DESIRED
RESULTS
Parts of a Book- Grade 2
Become familiar with parts of
a book
What are the parts of a
book?
Why is it important to know
where to locate these parts?
Students will understand…
The different parts of a
book
The purpose that each
serves in a book
What is the purpose of a
copyright date?
Where would I find the
publisher information in a
book?
What information can be
found on a title page?
What information can be
found on the spine?
127
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 2
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Worksheet on the parts of a book
Teacher observation notes
Knowledge of
parts of a book
128
Task Title: Parts of a Book Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Quizzes Holistic Rubric X Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 2
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts
under discussion).
• SL.2.1b Build on others’ talk in conversations by linking their comments to the
remarks of others.
• SL.2.5 Create audio recordings of stories or poems; add drawings or other
visual displays to stories or recounts of experiences when appropriate to clarify ideas,
thoughts, and feelings.
The students will be able to:
Point out each book part on a sample book
U
s
e
t
h
e
I
n
d
e
x
a
n
d
T
a
b
Participation in class
discussion Worksheets Locating each book part
on a sample book
Informal teacher assessment
129
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book- Grade 2
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the parts of a book.
130
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book- Grade 2
Students will need to know… Students will need to be able to…
• The parts of a book • Use these parts effectively
• Be able to locate the author’s name on
the cover and title page
• Find the copyright date
• Find the publisher information
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of each type of book part
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
131
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: N/A
Manuals:
Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, MI: McGraw-Hill,
2004.
132
SUPPLEMENTAL RESOURCES
Computer Software: N/A
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 2
Subject/Topic Areas: Folk and Fairy Tales
Key Words: Folk Tale, Fairy Tale, Setting, Characters, Exaggeration, Illustrations
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 2-Folk
and Fairy Tales PAGE
W.2.1 Write opinion pieces in which they introduce the topic or book they are writing
about, state an opinion, supply reasons that support the opinion, use linking words (e.g.,
because, and, also) to connect opinion and reasons, and provide a concluding statement or
section.
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
In this unit students will learn to appreciate folk and fairy tales. The
students will locate and listen to the tales. They will be able to identify and
describe the plot, setting, and main characters of the tale.
134
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Fairy Tales
Folk Tales
Do you know what a fairy
tale is?
Do you know what a folk
tale is?
Can you name a fairy tale?
Can you name a folk tale?
Students will understand…
Listen to Fairy Tale
Retell a Fairy Tale
Locate a Fairy Tale
What does it mean to pass
down stories from
generation to generation?
Do you know where the
folk and fairy tales are
located in our library?
Have you heard any folk
or fairy tales at home?
IDENTIFY DESIRED
RESULTS
Literature Appreciation- Grade 2
135
What evidence will show that students appreciate folk/fairy tales?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation- Grade 2
Locating Book: Students will be able to locate the book in our library
collection.
Compare Stories: Students will compare variants of stories such as
“Cinderella,” “Rumpelstiltskin,” or “Jack and the Beanstalk”.
Art Activity: Design giant posters or book covers advertising stories.
Writing Activity – Students will discuss the magic in Anansi and the Magic
Stick and write their own story in which something magical gets out of
control. Share stories with classmates.
Teacher observation
Classroom participation
NJ Holistic Rubric
Assessment
136
Task Title: Writing Activity Approximate Time Frame: 2 Periods
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation- Grade 2
• W.2.1 Write opinion pieces in which they introduce the topic or book they
are writing about, state an opinion, supply reasons that support the opinion, use
linking words (e.g., because, and, also) to connect opinion and reasons, and provide
a concluding statement or section.
• SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
The students will be able to:
Appreciate folk and fairy tales
Find the books in our collection
Compare variants of stories
Class discussion
Written story
Design posters and
book covers
NJ Holistic Rubric Assessment
137
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation- Grade 2
Describe the assessments and state the prompts:
Writing activity
Art Activity
138
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation- Grade 2
Students will need to know… Students will need to be able to…
A variety of folk and fairy tales ● Listen to a folk/fairy tale
Write own original folk tale
Locate a folk/fairy tale on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read a folk/fairy tale
4. Compare tales
5. Write own original tale
6. Art activity
7. Make Cross-Curriculum Connections
139
SUPPLEMENTAL RESOURCES
Books:
Anansi and the Magic Stick by Eric Kimmell
Tops and Bottoms by Janet Stevens
The Three Little Pigs by James Marshall
Cinderella stories
Jack and the Beanstalk
Suggested Student Reading:
The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka
Tops and Bottoms by Janet Stevens
Little Red Riding Hood by James Marshall
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
140
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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Unit Title: Literature Appreciation Grade Level/s: 2
Subject/Topic Areas: Author Study/Poets
Key Words: Author, Poetry, Illustrations, Awards, Caldecott, Newbery
Unit Designer/s: Library Science Committee Time Frame: All year
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 2-
Author
Study/Poets PAGE
SL.2.2 Recount or describe key ideas or details from a text read aloud or information
presented orally or through other media.
SL.2.4 Tell a story or recount an experience with appropriate facts and relevant,
descriptive details, speaking audibly in coherent sentences.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
In this unit, students will learn to appreciate literature from a variety of authors,
illustrators, and poets. They will be introduced to the Caldecott Award, the
Theodor Seuss Geisel Award, Newbery Award, etc. Read Across America and
Children’s Book Week will be introduced.
142
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Every book has a title and
author
The author writes the book
The illustrator draws the
pictures
Do you know what an author
is?
Can you name any authors?
Do you know what an
illustrator is?
Do you know what a poet
does?
Students will understand…
What an author does
What an illustrator does
Special library events are
celebrated throughout the
year
Can you name a story by
Dr. Seuss?
Do you know who wrote
the series of books entitled
Junie B. Jones?
What is the name of your
favorite book?
What is the name of your
favorite poem?
What author’s birthday is
celebrated on Read Across
America Day?
Literature Appreciation – Grade 2
IDENTIFY DESIRED
RESULTS
143
What evidence will show that students appreciate literature by a variety of
authors?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 2
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell favorite poems.
Creative Drama: Students will act in narrative pantomime.
Reader’s Theater: Students will read through a script of a story.
Pet Store Poster: Students will design a poster for an unusual pet and write
up a notice with qualities that would make it a good pet (That Pesky Rat by
Lauren Child).
Worksheets for author, illustrator, and poetry activities
Pet store posters
Teacher observation
Retelling assessments
Classroom participation
Knowledge of
authors,
illustrators, and
poets.
Share pictures
with classmates.
144
Task Title: Reader’s Theater Approximate Time Frame: 2 Periods
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 2
• SL.2.2 Recount or describe key ideas or details from a text read aloud or
information presented orally or through other media.
• SL.2.4 Tell a story or recount an experience with appropriate facts and
relevant, descriptive details, speaking audibly in coherent sentences.
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
The students will be able to:
Listen attentively to stories and poems
Use creative drama to act out the story
Retell favorite poems
Retell poems
Reader’s Theater
Use creative drama to
act out the story
Informal teacher assessment
145
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 2
Describe the assessments and state the prompts:
Picture prompt
Creative drama
Reader’s Theater
146
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 2
Students will need to know… Students will need to be able to…
A variety of stories and poems Listen to stories and poems
Library awards and special events Retell poems
Act out events from a story
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read stories and poems
4. Students retell poems
5. Act out events from the story
6. Reader’s Theater
7. Create picture
8. Make Cross-Curriculum Connections
147
SUPPLEMENTAL RESOURCES
Books:
That Pesky Rat by Lauren Child
Frog and Toad by Arnold Lobel
Superdog: The Heart of a Hero by Caralyn Buehner
Caldeecott and Newbery Titles
Suggested Student Reading: Library books from the collection by the authors and poets
introduced in the lessons.
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s
Top-Rated Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited,
2007.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
148
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
www.aaronshep.com
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Unit Title: Literature Appreciation Grade Level/s: 2
Subject/Topic Areas: Holidays
Key Words: Holidays, Poetry, Authors, Poets
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson per holiday
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
ho
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 2-
Holidays PAGE
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how
to demonstrate understanding of key details in a text.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
In this unit students will learn to appreciate literature for holidays
throughout the year. They will become familiar with stories and poems.
150
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Holiday stories and poems
Do you know what a
holiday is?
Can you name any holiday
stories or poems?
Students will understand…
Listen to Holiday Stories
Listen to Poetry
Recite a Holiday Poem
Can you name a
Thanksgiving story?
Can you recite a poem for
Christmas?
What holiday stories have
you heard at home?
Can you name a
Hanukkah story?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 2
151
What evidence will show that students appreciate holiday literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 2
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell holiday poems.
Picture Prompt – Students will be able to create a picture depicting one of the
holiday stories read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture
to story and
poems.
152
Task Title: Picture Prompt Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 2
• RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
• SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics and
texts under discussion).
The students will be able to:
Listen to holiday stories and poems
Create a picture of a holiday story
Retell poems
Create a picture of a
holiday story
Listen attentively to
story
Informal teacher assessment of picture prompt.
153
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 2
Describe the assessments and state the prompts:
Picture prompt
154
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 2
Students will need to know… Students will need to be able to…
A variety of holiday stories and poems • Listen to stories and poems
• Retell poems
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read holiday stories and poems
4. Students retell poems
5. Create picture
6. Make Cross-Curriculum Connections
155
SUPPLEMENTAL RESOURCES
Books: Selected stories and poems for each holiday
Suggested Student Reading: Library display of holiday books from the collection
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
156
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 2
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Biography, Collection, Easy Reader, Fiction, Library, Nonfiction, Easy
Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 2
Grade 7 PAGE
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to
the remarks of others.
In this unit students will learn how to distinguish fiction from nonfiction.
158
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction Grade 2
A library has two kinds of books –
fiction and nonfiction
Fiction books are arranged by the
first three letters of the author’s last
name
Nonfiction books are arranged by
Dewey Decimal number
What kinds of books are
found in the library?
Where are fiction books
located?
Where are nonfiction books
located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name a fiction
book?
Can you name a
nonfiction book?
159
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction
Grade 2
These tasks may be completed using fiction and nonfiction books from the
collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
160
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction
Grade 2
L.2.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
SL.2.1a Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
SL.2.1b Build on others’ talk in conversations by linking their comments to the
remarks of others.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion
Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
161
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction
Grade 2
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
162
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction
Grade 2
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Fiction and Nonfiction
4. Provide examples of each type of book
5. Engage students in a related activity
6. Make Cross-Curriculum Connections
163
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills Grade K-2. Grand Rapids, Michigan: McGraw-
Hill, 2004.
164
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 3
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Discussion, conversation, listening, speaker, question
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 3 PAGE
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about
the topics and texts under discussion).
SL.3.1c Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
In this unit students will learn about class rules, an essential for classroom
management. They will learn where resources are located in the library.
166
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 3
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the fiction collection?
Where is the nonfiction
collection?
Where is the biography section?
Where is the reference section?
Where do you check out books?
Where do you look to find out
if the library has a book you
want?
What online resources are
available and where are they
located?
IDENTIFY DESIRED
RESULTS
167
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 3
These tasks may be completed using a map of the library. Videos, DVDs,
etc. may be used as presentation methods if appropriate
Quiz on location of materials and / or vocabulary learned during orientation
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
location of
materials
168
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes Holistic Rubric Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 3
• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
• SL.3.1c Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
The students will be able to:
Know the rules, book exchange, and safety procedures in the library.
Know the proper way to take care of a book.
Listen to a story.
Participation in class
discussion
Location map
worksheet
State facts learned about
resources in the library.
Informal teacher assessment and quizzes.
169
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 3
Describe the assessments and state the prompts: The students will be
able to conduct themselves properly in the library and locate library
resources.
170
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 3
Students will need to know… Students will need to be able to…
• The rules of the library
• Where items are located
• Conduct themselves appropriately in the
library
• How to find things in the library • Locate materials in the library
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain Rules and Procedures
4. Show Location of Materials
5. Engage Students in a Related Activity
6. Make Cross-Curriculum Connections
171
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals:
Turrell, Linda. Complete Library Skills, Grade 3. Grand Rapids, Michigan: McGraw-
Hill, 2004.
172
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Online Catalog (OPAC) Grade Level/s: 3
Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)
Key Words: Discussion, conversation, listening, speaker, question
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Online Catalog
(OPAC)
Grade 3 PAGE
• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts under discussion).
• SL.3.1c Ask questions to check understanding of information presented, stay on topic, and
link their comments to the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and synthesize
information in order to solve problems individually and collaboratively and to create and communicate
knowledge.
In this unit students will learn how to access the online public access catalog (OPAC).
They will learn how to search for resources by author, title, subject, or keyword.
174
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Online Catalog (OPAC)- Grade 3
How to use the online catalog
to locate author, title,
keyword, and subject
How to find the call number
in the online catalog and then
locate the material on the
shelf
What is the online catalog
(OPAC)?
When and why do you use the
online catalog?
Students will understand…
Where the OPAC is
located
What the OPAC is used
for
How to access the OPAC
How to search for
resources by author, title,
subject, or keyword
That you can find related
Internet sites that have
been approved for student
use by educators
What does OPAC stand
for?
What can you find on the
OPAC?
What information do you
use from the OPAC to
locate the item you’re
looking for on the shelf?
Why would you want to
search for Internet sites on
the OPAC?
175
What evidence will show that students understand OPAC?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Online Catalog (OPAC) – Grade 3
These tasks may be completed by using the OPAC. A data projector may be
used as a presentation method so that students can see live searching
sessions.
Quiz on how to use the OPAC
Teacher observation notes
Teacher made rubrics
Knowledge of
finding
information on
the OPAC and
locating resources
on the shelf
176
Task Title: OPAC Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes X Holistic Rubric Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Online Catalog (OPAC) - Grade 3
• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
• SL.3.1c Ask questions to check understanding of information presented,
stay on topic, and link their comments to the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Use the OPAC efficiently
Find information they are searching for on the shelves by using the call number found in the
OPAC and locating the number on the spine label
Participation in class
discussion
Vocabulary worksheets State facts heard/read about
use of the online catalog
Informal teacher assessment and quizzes.
177
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Online Catalog (OPAC) - Grade 3
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of how to access the Online Public
Access Catalog (OPAC) as well as how to use it.
178
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Online Catalog (OPAC)-Grade 3
Students will need to know… Students will need to be able to…
• The location of the online catalog • Find specific authors, titles, and subjects in
the OPAC
• When and how to use the online catalog • Find a call number and then locate the
material on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain the purpose and functions of the OPAC using the multimedia
projector
4. Engage students in a related activity
5. Locate materials on the shelf
6. Make Cross-Curriculum Connections
179
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals: Follett Library Manual
180
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 3
Subject/Topic Areas: Focus on the Index, Table of Contents, Glossary, Title Page
Key Words: Index, Table of Contents, Glossary, Title Page
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Parts of a
Book
Grade 3 PAGE
RI.3.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 3 topic or subject area.
SL.3.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
In this unit students will review the parts of the book and demonstrate understanding of their
respective functions through completing worksheets. This introduction to the index helps
students to understand that the Internet is an online index.
182
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Parts of a Book
Grade 3
Become familiar with parts of
a book
Will learn how to use those
parts to locate topics
What are the parts of a
book?
Why is it important to know
how to use these parts?
Students will understand…
The different parts of a
book
The purpose that each
serves in a book
What is the purpose of an
index?
What is the purpose of a
table of contents?
What kinds of books
contain indexes?
What kinds of books
contain tables of contents?
183
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 3
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Worksheet on the index / table of contents
Teacher observation notes
Knowledge of
parts of a book,
specifically the
index and table of
contents
184
Task Title: Parts of a Book Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? X Quizzes
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 3
RI.3.4 Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 3 topic or subject area.
SL.3.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful
ways, listening to others with care, speaking one at a time about the topics and texts under
discussion).
The students will be able to:
Use the Index and Table of Contents in a book effectively
U
s
e
t
h
e
I
n
d
e
x
a
n
d
T
a
b
Participation in class
discussion
Worksheets State facts heard/read
about the index and table
of contents
Informal teacher assessment and quizzes.
185
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book
Grade 3
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the index and table of contents.
186
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book
Grade 3
Students will need to know… Students will need to be able to…
• What an index is • Use the index effectively
• What a table of contents is • Be able to locate topics using the table
of contents
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of an index / table of contents
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
187
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals:
Archer, Anita and Gleason, Mary. Skills for School Success, Book 6. North Billerica,
MA, 1994.
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Stover, Lynne Farrell. Magical Library Lessons. Upstart, 2003.
Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan:
McGraw-Hill, 2004.
188
SUPPLEMENTAL RESOURCES
Computer Software: NA
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
189
________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 3
Subject/Topic Areas: Folk and Fairy Tales
Key Words: Folk Tale, Fairy Tale, Setting, Characters, Exaggeration, Illustrations
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 3- Folk
and Fairy Tales PAGE
W.3.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons.
SL.3.2 Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including visually,
quantitatively, and orally.
In this unit students will learn to appreciate folk and fairy tales. The
students will locate and listen to the tales. They will be able to identify and
describe the plot, setting, and main characters of the tale.
190
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Fairy Tales
Folk Tales
Do you know what a fairy
tale is?
Do you know what a folk
tale is?
Can you name a fairy tale?
Can you name a folk tale?
Students will…
Listen to Fairy Tale
Retell a Fairy Tale
Locate a Fairy Tale
What does it mean to pass
down stories from
generation to generation?
Do you know where the
folk and fairy tales are
located in our library?
Have you heard any folk
or fairy tales at home?
IDENTIFY DESIRED
RESULTS
Literature Appreciation- Grade 3
191
What evidence will show that students appreciate folk and fairy tales?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation- Grade 3
Locating Book: Students will be able to locate the book in our library
collection.
Compare Stories: Students will compare variants of stories such as
“Cinderella,” “Rumpelstiltskin,” or “Jack and the Beanstalk”.
Art Activity: Draw detailed portraits of main characters.
Art Activity: Design and color a Native American blanket using the book
Coyote Steals the Blanket.
Writing Activity – Rewrite endings to traditional tales.
Teacher observation
Classroom participation
NJ Holistic Rubric
Assessment
192
Task Title: Art Activity Approximate Time Frame: 2 Periods
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation- Grade 3
• W.3.1 Write opinion pieces on topics or texts, supporting a point of view
with reasons.
• SL.3.2 Determine the main ideas and supporting details of a text read aloud
or information presented in diverse media and formats, including visually,
quantitatively, and orally.
The students will be able to:
Appreciate folk and fairy tales
Find the books in our collection
Design a Native American blanket
Write new endings
to traditional tales.
Design a Native
American blanket
Draw detailed portraits
of main characters
NJ Holistic Rubric Assessment
193
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation- Grade 3
Describe the assessments and state the prompts:
Writing activity
Art Activity
194
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation- Grade 3
Students will need to know… Students will need to be able to…
A variety of folk and fairy tales ● Listen to a folk/fairy tale
Write own ending to a folk tale
Locate a folk/fairy tale on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read a folk/fairy tale
4. Compare tales
5. Write own ending to a traditional tale
6. Art activity
7. Make Cross-Curriculum Connections
195
SUPPLEMENTAL RESOURCES
Books:
Davy Crockett Saves the World by Rosalyn Schanzer
Sally Ann Thunder Ann Whirlwind Crockett by Steven Kellogg
Coyote Steals the Blanket by Janet Stevens
Cinderella stories
Jack and the Beanstalk
Suggested Student Reading:
The Stinky Cheese Man and Other Fairly Stupid Tales by Jon Scieszka
Our Favorite Stories From Around the World by Jamila Gavin
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Collaborative Library Lessons for the
Primary Grades: Linking Research Skills to Curriculum Standards. Westport,
Connecticut: Libraries Unlimited, 2004.
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Pellowski, Anne. Drawing Stories From Around the World. Westport, Connecticut:
Libraries Unlimited, 2005.
196
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 3
Subject/Topic Areas: Author Study/Poets
Key Words: Author, Poetry, Illustrations, Awards, Newbery, Caldecott
Unit Designer/s: Library Science Committee Time Frame: All year
School District: Eatontown Public Schools School: Meadowbrook, Vetter,
Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 3-
Author
Study/Poets PAGE
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
W.3.6 With guidance and support from adults, use technology to produce and publish
writing (using keyboarding skills) as well as to interact and collaborate with others.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually, quantitatively,
and orally.
In this unit, students will learn to appreciate literature from a variety of authors,
illustrators, and poets. They will be introduced to the Caldecott Award, the
Theodor Seuss Geisel Award, Newbery Award, etc. Read Across America and
Children’s Book Week will be introduced.
198
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Every book has a title and
author
The author writes the book
The illustrator draws the
pictures
Do you know what an author
is?
Can you name any authors?
Do you know what an
illustrator is?
Do you know what a poet
does?
Students will understand…
What an author does
What an illustrator does
Special library events are
celebrated throughout the
year
Can you name a story by
Dr. Seuss?
Do you know who wrote
the book entitled Piggie
Pie?
What is the name of your
favorite book?
What is the name of your
favorite poem?
What author’s birthday is
celebrated on Read Across
America Day?
Literature Appreciation – Grade 3
IDENTIFY DESIRED
RESULTS
199
What evidence will show that students appreciate literature by a variety of
authors?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 3
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell favorite poems.
Creative Drama: Students will act in narrative pantomime.
Reader’s Theater: Students will read through a script of a story.
Diary Writing: Students will write a diary of their own experiences (Diary
of a Wombat by Jackie French).
Worksheets for author, illustrator, and poetry activities
Teacher observation
Retelling assessments
Classroom participation
Knowledge of
authors,
illustrators, and
awards
200
Task Title: Reader’s Theater Approximate Time Frame: 2 Periods
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 3
• SL.3.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
SL.3.4 Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an
understandable pace.
The students will be able to:
Listen attentively to stories and poems
Use creative drama to act out the story
Retell favorite poems
Diaries
Reader’s Theater
Use creative drama to
act out the story
Informal teacher assessment
201
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 3
Describe the assessments and state the prompts:
Creative Drama
Reader’s Theater
Diary Writing
202
Answer Key
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 3
Students will need to know… Students will need to be able to…
A variety of stories and poems • Listen to stories and poems
• Library awards and special events • Retell poems
• Act out events from a story
• Write in a diary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read stories and poems
4. Students retell poems
5. Act out events from the story
6. Reader’s Theater
7. Create picture
8. Write in a diary
9. Make Cross-Curriculum Connections
203
SUPPLEMENTAL RESOURCES
Books:
Diary of a Wombat by Jackie French
Diary of a Worm and Diary of a Spider by Doreen Cronin
Piggie Pie by Margie Palatini
Selected stories and poems from a variety of authors and poets.
Suggested Student Reading: Library books from the collection by the authors and poets
introduced in the lesson.
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
204
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
www.aaronshep.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 3
Subject/Topic Areas: Holidays
Key Words: Holidays, Poetry, Authors, Poets
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson per holiday
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
ho
D
Brief Summary of Unit
UNIT
COVER
Literature
Appreciation
Grade 3
Holidays PAGE
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
In this unit students will learn to appreciate literature for holidays
throughout the year. They will become familiar with stories and poems.
206
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Holiday stories and poems
Do you know what a
holiday is?
Can you name any holiday
stories or poems?
Students will understand…
Listen to Holiday Stories
Listen to Poetry
Recite a Holiday Poem
Can you name a
Thanksgiving story?
Can you recite a poem for
Christmas?
What holiday stories have
you heard at home?
Can you name a
Hanukkah story?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 3
207
What evidence will show that students appreciate holiday literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Literature Appreciation – Grade 3
Active Listening: Students will develop language skills, dialogue,
vocabulary, and the relationship between the written and spoken word.
Poetry Retelling: Students will be able to retell holiday poems.
Picture Prompt – Students will be able to create a picture depicting one of the
holiday stories read to them.
Teacher observation
Retelling assessments
Classroom participation
Compare picture
to story and
poems.
208
Task Title: Picture Prompt Approximate Time Frame: 20 minutes
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation – Grade 3
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas
and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
The students will be able to:
Listen to holiday stories and poems
Create a picture of a holiday story
Retell poems
Create a picture of a
holiday story
Listen attentively to
story
Informal teacher assessment of picture prompt.
209
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation – Grade 3
Describe the assessments and state the prompts:
Picture prompt
210
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation – Grade 3
Students will need to know… Students will need to be able to…
A variety of holiday stories and poems • Listen to stories and poems
• Retell poems
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read holiday stories and poems
4. Students retell poems
5. Create picture
6. Make Cross-Curriculum Connections
211
SUPPLEMENTAL RESOURCES
Books: Selected stories and poems for each holiday
Suggested Student Reading: Library display of holiday books from the collection
Manuals:
Copeland, Brenda S. and Messner, Patricia A. Linking Picture Books to Standards.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
212
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Reference Grade Level/s: 3
Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, World
Almanac for Kids, Specialized Reference Books
Key Words: Guide Words, Index, Maps, Reference, Table of Contents
Unit Designer/s: Library Science Committee Time Frame: 1 Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Reference
Grade 3
PAGE
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly
to the text as the basis for the answers.
SL.3.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under
discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
In this unit students will learn about reference books in the library. They will
learn the distinguishing characteristics of each type of reference book and
which ones to refer to for the type of question / topic they are researching.
214
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Reference- Grade 3
The importance of having
current information.
Why would you use a
reference book?
Students will understand…
What reference book to
select for the question /
topic they are researching
What are reference books?
What is an encyclopedia?
Who writes
encyclopedias?
What is the function of an
index in an encyclopedia?
What are specialized
reference books?
215
What evidence will show that students understand discussion, questioning and
contributing, word choice, oral presentation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Reference – Grade 3
These tasks may be completed using books from the reference collection
and worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Worksheet on types of reference books
Teacher observation notes
Review of worksheets
Knowledge of
books in the
reference
collection
216
Task Title: Reference Books Approximate Time Frame: 1 Marking Period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Reference – Grade 3
• RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers.
• SL.3.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.
• SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
information relevant to a given topic efficiently.
The students will be able to:
Explain the function of each reference book.
Select the appropriate reference book for the question/topic they are researching
Participation in class
discussion
Worksheets on reference
books
State facts heard/read
about reference books
Informal teacher assessment and quizzes.
217
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Reference- Grade 3
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of each type of reference book /
material.
218
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Reference- Grade 3
Students will need to know… Students will need to be able to…
• A variety of reference books • Select the correct reference book
• Use guide words, index, table of contents,
etc, to find information
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Reference Books
4. Provide Examples of Use for Each
5. Engage the Students in a Reference Activity
6. Make Cross-Curriculum Connections
219
SUPPLEMENTAL RESOURCES
Books: Selected reference books from the collection
Suggested Student Reading: Selected reference books from the collection.
Manuals:
Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan: McGraw-
Hill, 2004.
220
SUPPLEMENTAL RESOURCES
Computer Software: CD Roms of selected reference books
Other References: N/A
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Dewey Decimal System Grade Level/s: 3
Subject/Topic Areas: Dewey Decimal System
Key Words: Dewey Decimal System, Melvil Dewey, Nonfiction, Spine Label
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Dewey
Decimal
System
Grade 3
Grade 7
PAGE
SL.3.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under
discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information
presented in diverse media and formats, including visually, quantitatively, and orally.
In this unit students will learn how to locate materials in the nonfiction section
of the library using the Dewey Decimal System.
222
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Dewey Decimal System- Grade 3
The Dewey Decimal System
is used for organizing all
nonfiction materials
How is nonfiction
classified?
Why are books in the
nonfiction section arranged
by number?
Students will understand…
The Dewey Decimal System
and how it works
What is the Dewey
Decimal System?
Who invented it?
Why did Dewey create
this system?
How many categories of
knowledge are
represented?
What does each category
represent?
Which number comes first
– 636.6 or 636.8?
223
What evidence will show that students understand the Dewey Decimal System?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Dewey Decimal System- Grade 3
These tasks may be completed using nonfiction books from the collection
and worksheets. A game on the Dewey Decimal System may also be used.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of the
Dewey Decimal
System
Be able to locate
a specific
nonfiction book
224
Task Title: Dewey Decimal System Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Dewey Decimal System-Grade 3
SL.3.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or
information presented in diverse media and formats, including visually,
quantitatively, and orally.
The students will be able to:
Know what a Dewey Decimal number is and what it looks like
Know the arrangement of the numbers on the shelf
Locate nonfiction books on the shelf
Participation in class
discussion
Worksheets
Game
State information learned about
the Dewey Decimal system
Teacher assessment
225
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Dewey Decimal System-Grade 3
Describe the assessments and state the prompts: The students will be
able to find nonfiction books using the Dewey Decimal System.
226
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Dewey Decimal System- Grade 3
Students will need to know… Students will need to be able to…
• The 10 main classes of the Dewey • Locate a specific nonfiction book on
the shelf using the online catalog
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce the Dewey Decimal System
4. Provide examples of use
5. Engage students in a related activity
6. Locate a nonfiction book on the shelf using the online catalog
7. Make Cross-Curriculum Connections
227
SUPPLEMENTAL RESOURCES
Books: Books from the nonfiction collection.
Suggested Student Reading: Books from the nonfiction collection.
Manuals:
Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan:
McGraw-Hill, 2004.
228
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books in nonfiction section.
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 3
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Autobiography, Biography, Collected Biography, Collection, Fiction,
Library, Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 3 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 3
Grade 7 PAGE
RI.3.5 Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the
topics and texts under discussion).
SL.3.1c Ask questions to check understanding of information presented, stay
on topic, and link their comments to the remarks of others.
In this unit students will learn how to distinguish fiction from nonfiction. Under
nonfiction, different types of biographies will be discussed.
230
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction- Grade 3
A library has two kinds of books –
fiction and nonfiction
Fiction books are arranged by the
first three letters of the author’s last
name
Nonfiction books are arranged by
Dewey Decimal number
What kinds of books are
found in the library?
Where are fiction books
located?
Where are nonfiction books
located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name a fiction
book?
Can you name a
nonfiction book?
231
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction- Grade 3
These tasks may be completed using fiction and nonfiction books, including
different types of biographies, from the collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
232
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction-Grade 3
• RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently.
• SL.3.1b Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways, listening to others with care, speaking one at a time about the topics
and texts under discussion).
• SL.3.1c Ask questions to check understanding of information presented, stay on
topic, and link their comments to the remarks of others.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion
Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
233
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction-Grade 3
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
234
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction- Grade 3
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Fiction and Nonfiction
4. Provide examples of each type of book
5. Engage students in a related activity
6. Make Cross-Curriculum Connections
235
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills Grade 3. Grand Rapids, Michigan: McGraw-
Hill, 2004.
236
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 4
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures, Proper Book Care, Computers,
Reference, Fiction, Nonfiction, Biography, Magazines
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 4 PAGE
SL.4.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas
under discussion.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text in which it appears.
In this unit students will learn about class rules, an essential for classroom
management. They will learn where resources are located in the library.
238
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 4
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the fiction
collection?
Where is the nonfiction
collection?
Where is the biography
section?
Where is the reference
section?
Where do you check out
books?
Where do you look to find
out if the library has a book
you want?
IDENTIFY DESIRED
RESULTS
239
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 4
These tasks may be completed using a map of the library. Videos, DVDs,
etc. may be used as presentation methods if appropriate
Quiz on location of materials and / or vocabulary learned during orientation
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
location of
materials
240
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes Holistic Rubric Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 4
• SL.4.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under
discussion.
• SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
• RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
The students will able to:
Locate specific collections of material in the library
Locate computer equipment
Participation in class
discussion
Location map
worksheet
State facts learned about
resources in the library.
Informal teacher assessment and quizzes.
241
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 4
Describe the assessments and state the prompts: The students will be
able to conduct themselves properly in the library and locate library
resources.
242
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 4
Students will need to know… Students will need to be able to…
• The rules of the library
• Where items are located
• Conduct themselves appropriately in the
library
• How to find things in the library • Locate materials in the library
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain Rules and Procedures
4. Show Location of Materials
5. Engage Students in a Related Activity
6. Make Cross-Curriculum Connections
243
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals:
244
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
245
________________________________________________________________________
Unit Title: Online Catalog (OPAC) Grade Level/s: 4
Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)
Key Words: Discussion, conversation, listening, speaker, question
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Online Catalog
(OPAC)
Grade 4 PAGE
SL.4.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to
the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
In this unit students will learn how to access the online public access catalog (OPAC).
They will learn how to search for resources by author, title, subject, or keyword.
246
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Online Catalog (OPAC)- Grade 4
How to use the online catalog
to locate author, title,
keyword, and subject
How to find the call number
in the online catalog and then
locate the material on the
shelf
What is the online catalog
(OPAC)?
When and why do you use the
online catalog?
Students will understand…
Where the OPAC is
located
What the OPAC is used
for
How to access the OPAC
How to search for
resources by author, title,
subject, or keyword
That you can find related
Internet sites that have
been approved for student
use by educators
What does OPAC stand
for?
What can you find on the
OPAC?
What information do you
use from the OPAC to
locate the item you’re
looking for on the shelf?
Why would you want to
search for Internet sites on
the OPAC?
247
What evidence will show that students understand OPAC?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Online Catalog (OPAC) – Grade 4
These tasks may be completed by using the OPAC. A data projector may be
used as a presentation method so that students can see live searching
sessions.
Quiz on how to use the OPAC
Teacher observation notes
Teacher made rubrics
Knowledge of
finding
information on
the OPAC and
locating resources
on the shelf
248
Task Title: OPAC Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes X Holistic Rubric Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Online Catalog (OPAC) - Grade 4
• SL.4.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
• SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Use the OPAC efficiently
Find information they are searching for on the shelves by using the call number found in the
OPAC and locating the number on the spine label
Participation in class
discussion
Vocabulary worksheets State facts heard/read about
use of the online catalog
Informal teacher assessment and quizzes.
249
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Online Catalog (OPAC) - Grade 4
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of how to access the Online Public
Access Catalog (OPAC) as well as how to use it.
250
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Online Catalog (OPAC)-Grade 4
Students will need to know… Students will need to be able to…
• The location of the online catalog • Find specific authors, titles, and subjects in
the OPAC
• When and how to use the online catalog • Find a call number and then locate the
material on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain the purpose and functions of the OPAC using the multimedia
projector
4. Engage students in a related activity
5. Locate materials on the shelf
6. Make Cross-Curriculum Connections
251
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals: Follett Library Manual
252
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 4
Subject/Topic Areas: Focus on the Index, Table of Contents, Glossary, Title Page
Key Words: Index, Table of Contents, Glossary, Title Page
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Parts of a
Book
Grade 4 PAGE
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
In this unit students will review the parts of the book and demonstrate understanding of their
respective functions through completing worksheets. This introduction to the index helps
students to understand that the Internet is an online index.
254
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Parts of a Book- Grade 4
Become familiar with parts of
a book
Will learn how to use those
parts to locate topics
What are the parts of a
book?
Why is it important to know
how to use these parts?
Students will understand…
The different parts of a
book
The purpose that each
serves in a book
What is the purpose of an
index?
What is the purpose of a
table of contents?
What kinds of books
contain indexes?
What kinds of books
contain tables of contents?
255
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 4
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Worksheet on the index / table of contents
Teacher observation notes
Knowledge of
parts of a book,
specifically the
index and table of
contents
256
Task Title: Parts of a Book Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 4
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a
text.
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
The students will be able to:
Use the Index and Table of Contents in a book effectively
Participation in class
discussion Worksheets State facts heard/read about the
index and table of contents
Informal teacher assessment and quizzes.
257
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book- Grade 4
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the index and table of contents.
258
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book- Grade 4
Students will need to know… Students will need to be able to…
• What an index is • Use the index effectively
• What a table of contents is • Be able to locate topics using the table
of contents
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of an index / table of contents
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
259
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: N/A
Manuals:
Turrell, Linda. Complete Library Skills Grade 4. Grand Rapids, Michigan:
McGraw Hill, 2004.
260
SUPPLEMENTAL RESOURCES
Computer Software: N/A
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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Unit Title: Literature Appreciation Grade Level/s: 4
Subject/Topic Areas: Reading Enrichment and Encouragement
Key Words: Newbery, Author, Genres, Book Talks
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER Literature
Appreciation
Grade 4 PAGE
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
In this unit students will learn to distinguish award winning titles from
other books in the collection. They will be able to compare and contrast
between different fiction genres.
262
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
The different types of
literature
Why would you want to
know about different
literature types?
Who are popular authors for
children?
Students will understand…
The many awards received
by authors
The different literature
types
Can you name a book that
has won the Newbery
Award?
Have you read other
books by this author?
Can you name other titles
from the same genre of
literature?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 4
1
CIATION
263
What evidence will show that students appreciate different genres of literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
These tasks may be completed using books from the collection. Videos,
DVDs, etc. may be used as presentation methods if appropriate.
Compare genres of fiction.
Worksheets on literature types and / or authors associated with specific
titles
Writing prompts on books by authors
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
authors for book
selection
Literature Appreciation – Grade 4
1
CIATION
264
Task Title: Book Talk Approximate Time Frame: 1 lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation - Grade 4
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
The students will be able to:
Name different literature types or genres and explain what each literature type or
genre is
Name / read authors representing different literature types or genres
Participation in class
discussion
Literature worksheet
State facts heard/read
about the author or genre
NJ Holistic Rubric Assessment
265
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation - Grade 4
Describe the assessments and state the prompts:
The students will be able to identify books belonging to each
literature type or genre as well as authors identified with each.
266
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation - Grade 4
Students will need to know… Students will need to be able to…
• Listening skills to respond to selected
passages
• Participate in class discussions about
the selected readings
• How to listen critically and respond to
questions about the passage or genre
• Ask and answer relevant questions
• Apply new vocabulary (about specific
genres or type of literature)
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read selected passage
4. Ask question about the passage or genre / literature type
5. Guided Discussion
6. Make Cross-Curriculum Connections
267
SUPPLEMENTAL RESOURCES
Books:
The Tale of Despereaux by Kate Dicamillo and other Newbery Award winning
titles
Coretta Scott King Award winning titles
Fantasy, Realistic, Historical, and Science Fiction titles
Suggested Student Reading:
Books from the collection
Manuals:
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s
Top-Rated Children’s Books of 2006. Westport, Connecticut: Libraries
Unlimited, 2007.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
268
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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Unit Title: Reference Grade Level/s: 4
Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, Almanac,
Specialized Reference Books
Key Words: Guide Words, Index, Maps, Reference, Table of Contents, Tables,
Yearbooks
Unit Designer/s: Library Science Committee Time Frame: 1 Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Reference
Grade 4
PAGE
RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and
make comments that contribute to the discussion and link to the remarks of others.
In this unit students will learn about reference books in the library. They will learn the
distinguishing characteristics of each type of reference book and which ones to refer to
for the type of question / topic they are researching.
270
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Reference - Grade 4
The importance of having
current information.
Why would you use a
reference book?
Students will understand…
What reference book to
select for the question /
topic they are researching
What are reference books?
What is an encyclopedia?
Who writes
encyclopedias?
What is the function of an
index in an encyclopedia?
What is an annual?
What is a yearbook?
What are quotations?
What are specialized
reference books?
271
What evidence will show that students understand discussion, questioning and
contributing, word choice, oral presentation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Reference – Grade 4
These tasks may be completed using books from the reference collection
and worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Quiz or worksheet on types of reference books
Teacher observation notes
Review of worksheets
Knowledge of
books in the
reference
collection
272
Task Title: Reference Books Approximate Time Frame: 1 Marking Period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation? Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Reference – Grade 4
• RI.4.5 Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a text or
part of a text.
• SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to the
remarks of others.
The students will be able to:
Explain the function of each reference book.
Select the appropriate reference book for the question/topic they are researching
Participation in class
discussion
Worksheets on reference
books
State facts heard/read
about reference books
Informal teacher assessment and quizzes.
273
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Reference- Grade 4
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of each type of reference book /
material.
274
X Answer Key
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Reference- Grade 4
Students will need to know… Students will need to be able to…
• A variety of reference books • Select the correct reference book
• Use guide words, index, table of contents,
etc, to find information
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Reference Books
4. Provide Examples of Use for Each
5. Engage the Students in a Reference Activity
6. Make Cross-Curriculum Connections
275
SUPPLEMENTAL RESOURCES
Books: Selected reference books from the collection
Suggested Student Reading: Selected reference books from the collection
Manuals: Turrell, Linda. Complete Library Skills Grade 4. Grand Rapids, Michigan:
McGraw Hill, 2004.
276
SUPPLEMENTAL RESOURCES
Computer Software: CD ROMs of selected reference books
Other References: Selected reference books from the collection
Web References:
www.eatontownschools.eboard.com
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Unit Title: Dewey Decimal System Grade Level/s: 4
Subject/Topic Areas: Dewey Decimal System
Key Words: Dewey Decimal System, Melvil Dewey, Nonfiction, Spine Label
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Dewey
Decimal
System
Grade 4
Grade 7
PAGE
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what
it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts
of place value and division.
In this unit students will learn how to locate materials in the nonfiction section
of the library using the Dewey Decimal System.
278
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Dewey Decimal System Grade 4
The Dewey Decimal System
is used for organizing all
nonfiction materials
How is nonfiction
classified?
Why are books in the
nonfiction section arranged
by number?
Students will understand…
The Dewey Decimal System
and how it works
What is the Dewey
Decimal System?
Who invented it?
Why did Dewey create
this system?
How many categories of
knowledge are
represented?
What does each category
represent?
Which number comes first
– 636.6 or 636.8?
279
What evidence will show that students understand the Dewey Decimal System?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Dewey Decimal System Grade 4
These tasks may be completed using nonfiction books from the collection
and worksheets. A game on the Dewey Decimal System may also be used.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of the
Dewey Decimal
System
Be able to locate
a specific
nonfiction book
280
Task Title: Dewey Decimal System Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Dewey Decimal System Grade 4
SL.4.1c Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the discussion and link to
the remarks of others.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place
represents ten times what it represents in the place to its right. For example,
recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
The students will be able to:
Know what a Dewey Decimal number is and what it looks like
Know the arrangement of the numbers on the shelf
Locate nonfiction books on the shelf
Participation in class
discussion
Worksheets
Game
State information learned about
the Dewey Decimal system
Teacher assessment
281
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Dewey Decimal System Grade 4
Describe the assessments and state the prompts: The students will be
able to find nonfiction books using the Dewey Decimal System.
282
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Dewey Decimal System Grade 4
Students will need to know… Students will need to be able to…
• The 10 main classes of the Dewey • Locate a specific nonfiction book on
the shelf using the online catalog
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce the Dewey Decimal System
4. Provide examples of use
5. Engage students in a related activity
6. Locate a nonfiction book on the shelf using the online catalog
7. Make Cross-Curriculum Connections
283
SUPPLEMENTAL RESOURCES
Books: Books from the nonfiction collection.
Suggested Student Reading: Books from the nonfiction collection.
Manuals:
Turrell, Linda. Complete Library Skills Grade 4. Grand Rapids, Michigan:
McGraw Hill, 2004.
284
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books in nonfiction section.
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 4
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Autobiography, Biography, Collected Biography, Collection, Fiction,
Library, Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 3 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 4
Grade 7 PAGE
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner,
using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying
concepts of place value and division.
In this unit students will learn how to distinguish fiction from nonfiction. Under
nonfiction, different types of biographies will be discussed.
286
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction- Grade 4
A library has two kinds of books –
fiction and nonfiction
Fiction books are arranged by the
first three letters of the author’s last
name
Nonfiction books are arranged by
Dewey Decimal number
What kinds of books are
found in the library?
Where are fiction books
located?
Where are nonfiction books
located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name a fiction
book?
Can you name a
nonfiction book?
287
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction- Grade 4
These tasks may be completed using fiction and nonfiction books, including
different types of biographies, from the collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
288
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction- Grade 4
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
time lines, animations, or interactive elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of
place value and division.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion
Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
289
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction-Grade 4
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
290
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction
Grade 4
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
8. Building Background with Discussion
9. Introduce Vocabulary
10. Introduce Fiction and Nonfiction
11. Provide examples of each type of book
12. Engage students in a related activity
13. Make Cross-Curriculum Connections
291
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Turrell, Linda. Complete Library Skills Grade 4. Grand Rapids, Michigan: McGraw-
Hill, 2004.
292
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 5
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures, Proper Book Care, Computers,
Reference, Fiction, Nonfiction, Biography, Magazines
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 5 PAGE
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
In this unit students will learn about class rules, an essential for classroom
management. They will learn where resources are located in the library.
294
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 5
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the fiction collection?
Where is the nonfiction
collection?
Where is the biography section?
Where is the reference section?
Where do you check out books?
Where do you look to find out
if the library has a book you
want?
What online resources are
available and where are they
located?
IDENTIFY DESIRED
RESULTS
295
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 5
These tasks may be completed using a map of the library. Videos, DVDs,
etc. may be used as presentation methods if appropriate
Quiz on location of materials and / or vocabulary learned during orientation
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
location of
materials
296
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes Holistic Rubric Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 5
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw on
that preparation and other information known about the topic to explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
The students will be able to:
Locate specific collections of material in the library
Locate computer equipment
Participation in class
discussion
Location map
worksheet
State facts learned about
resources in the library.
Informal teacher assessment and quizzes.
297
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 5
Describe the assessments and state the prompts: The students will be
able to conduct themselves properly in the library and locate library
resources.
298
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 5
Students will need to know… Students will need to be able to…
• The rules of the library
• Where items are located
• Conduct themselves appropriately in the
library
• How to find things in the library • Locate materials in the library
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain Rules and Procedures
4. Show Location of Materials
5. Engage Students in a Related Activity
6. Make Cross-Curriculum Connections
299
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals:
300
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Online Catalog (OPAC) Grade Level/s: 5
Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)
Key Words: Discussion, conversation, listening, speaker, question
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Online Catalog
(OPAC)
Grade 5 PAGE
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
In this unit students will learn how to access the online public access catalog (OPAC).
They will learn how to search for resources by author, title, subject, or keyword.
302
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Online Catalog (OPAC)- Grade 5
How to use the online catalog
to locate author, title,
keyword, and subject
How to find the call number
in the online catalog and then
locate the material on the
shelf
What is the online catalog
(OPAC)?
When and why do you use the
online catalog?
Students will understand…
Where the OPAC is
located
What the OPAC is used
for
How to access the OPAC
How to search for
resources by author, title,
subject, or keyword
That you can find related
Internet sites that have
been approved for student
use by educators
What does OPAC stand
for?
What can you find on the
OPAC?
What information do you
use from the OPAC to
locate the item you’re
looking for on the shelf?
Why would you want to
search for Internet sites on
the OPAC?
303
What evidence will show that students understand OPAC?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Online Catalog (OPAC) – Grade 5
These tasks may be completed by using the OPAC. A data projector may be
used as a presentation method so that students can see live searching
sessions.
Quiz on how to use the OPAC
Teacher observation notes
Teacher made rubrics
Knowledge of
finding
information on the
OPAC and
locating resources
on the shelf
304
Task Title: OPAC Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes X Holistic Rubric Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Online Catalog (OPAC) - Grade 5
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Use the OPAC efficiently
Find information they are searching for on the shelves by using the call number found in the
OPAC and locating the number on the spine label
U
s
e
t
h
e
O
P
A
C
e
f
f
i
c
i
e
n
t
l
Participation in class
discussion
Vocabulary worksheets State facts heard/read about
use of the online catalog
Informal teacher assessment and quizzes.
305
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Online Catalog (OPAC)- Grade 5
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of how to access the Online Public
Access Catalog (OPAC) as well as how to use it.
306
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Online Catalog (OPAC)-Grade 5
Students will need to know… Students will need to be able to…
• The location of the online catalog • Find specific authors, titles, and subjects in
the OPAC
• When and how to use the online catalog • Find a call number and then locate the
material on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain the purpose and functions of the OPAC using the multimedia
projector
4. Engage students in a related activity
5. Locate materials on the shelf
6. Make Cross-Curriculum Connections
307
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals: Follett Library Manual
308
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 5
Subject/Topic Areas: Focus on the Index, Table of Contents, Glossary, Title Page
Key Words: Index, Table of Contents, Glossary, Title Page
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Parts of a
Book
Grade 5 PAGE
SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
RI.5.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
In this unit students will review the parts of the book and demonstrate understanding of their
respective functions through completing worksheets. This introduction to the index helps
students to understand that the Internet is an online index.
310
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Parts of a Book- Grade 5
Become familiar with parts of
a book
Will learn how to use those
parts to locate topics
What are the parts of a
book?
Why is it important to know
how to use these parts?
Students will understand…
The different parts of a
book
The purpose that each
serves in a book
What is the purpose of an
index?
What is the purpose of a
table of contents?
What kinds of books
contain indexes?
What kinds of books
contain tables of contents?
311
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 5
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate.
Worksheet on the index / table of contents
Teacher observation notes
Knowledge of
parts of a book,
specifically the
index and table of
contents
312
Task Title: Parts of a Book Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 5
SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about
the topic to explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
RI.5.4 Determine the meaning of general academic and domain-specific words
and phrases in a text relevant to a grade 5 topic or subject area.
The students will be able to:
Use the Index and Table of Contents in a book effectively
Participation in class
discussion
Worksheets State facts heard/read
about the index and table
of contents
Informal teacher assessment and quizzes.
313
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book- Grade 5
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the index and table of contents.
314
X Answer Key
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book- Grade 5
Students will need to know… Students will need to be able to…
• What an index is • Use the index effectively
• What a table of contents is • Be able to locate topics using the table
of contents
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of an index / table of contents
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
315
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals:
Turrell, Linda. Complete Library Skills Grade 5. Grand Rapids, Michigan:
McGraw-Hill, 2004.
316
SUPPLEMENTAL RESOURCES
Computer Software: NA
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 5
Subject/Topic Areas: Reading Enrichment and Encouragement
Key Words: Newbery, Author, Genres, Book Talks
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER Literature
Appreciation
Grade 5 PAGE
SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
In this unit students will learn to distinguish award winning titles from
other books in the collection. They will be able to compare and contrast
between different fiction genres.
318
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
The different types of
literature or genres
Why would you want to
know about different
literature types?
Who are popular authors for
children?
Students will understand…
The many awards received
by authors
The different literature
types
Can you name a book that
has won the Newbery
Award?
Have you read other
books by this author?
Can you name other titles
from the same genre of
literature?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 5
1
CIATION
319
What evidence will show that students appreciate different genres of literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
These tasks may be completed using books from the collection. Videos,
DVDs, etc. may be used as presentation methods if appropriate.
Compare genres of fiction.
Worksheets on literature types and / or authors associated with specific
titles
Writing prompts on books by authors
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
authors for book
selection
Literature Appreciation – Grade 5
1
CIATION
320
Task Title: Book Talk Approximate Time Frame: 1 lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation - Grade 5
• SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
• SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
The students will be able to:
Name different literature types or genres and explain what each literature
type or genre is
Name / read authors representing different literature types or genres
Participation in class
discussion
Literature worksheet
State facts heard/read
about the author or genre
NJ Holistic Rubric Assessment
321
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation - Grade 5
Describe the assessments and state the prompts:
The students will be able to identify books belonging to each
literature type or genre as well as authors identified with each.
322
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation - Grade 5
Students will need to know… Students will need to be able to…
• Listening skills to respond to selected
passages
• Participate in class discussions about
the selected readings
• How to listen critically and respond to
questions about the passage or genre
• Ask and answer relevant questions
• Apply new vocabulary (about specific
genres or type of literature)
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read selected passage
4. Ask question about the passage or genre / literature type
5. Guided Discussion
6. Make Cross-Curriculum Connections
323
SUPPLEMENTAL RESOURCES
Books:
The Tale of Despereaux by Kate Dicamillo and other Newbery Award winning
titles
Coretta Scott King Award winning titles
Fantasy, Realistic, Historical, and Science Fiction titles
Suggested Student Reading:
Books from the collection
Manuals:
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
324
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Reference Grade Level/s: 5
Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, Almanac,
Specialized Reference Books
Key Words: Guide Words, Index, Maps, Reference, Table of Contents, Tables,
Yearbooks
Unit Designer/s: Library Science Committee Time Frame: 1 Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Reference
Grade 5
PAGE
RI.5.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
In this unit students will learn about reference books in the library. They will
learn the distinguishing characteristics of each type of reference book and
which ones to refer to for the type of question / topic they are researching.
326
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Reference - Grade 5
The importance of having
current information.
Why would you use a
reference book?
Students will understand…
What reference book to
select for the question /
topic they are researching
What are reference books?
What is an encyclopedia?
Who writes
encyclopedias?
What is the function of an
index in an encyclopedia?
What is an annual?
What is a yearbook?
What are quotations?
What are specialized
reference books?
327
What evidence will show that students understand discussion, questioning and
contributing, word choice, oral presentation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Reference – Grade 5
These tasks may be completed using books from the reference collection
and worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Quiz or worksheet on types of reference books
Teacher observation notes
Review of worksheets
Knowledge of
books in the
reference
collection
328
Task Title: Reference Books Approximate Time Frame: 1 Marking Period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Reference – Grade 5
RI.5.4 Determine the meaning of general academic and domain-specific words and
phrases in a text relevant to a grade 5 topic or subject area.
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute to
the discussion and elaborate on the remarks of others.
The students will be able to:
Explain the function of each reference book.
Select the appropriate reference book for the question/topic they are researching
E
x
p
l
a
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n
t
h
e
f
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n
c
t
i
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n
o
f
Participation in class
discussion
Worksheets on reference
books
State facts heard/read
about reference books
Informal teacher assessment and quizzes.
329
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Reference- Grade 5
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of each type of reference book /
material.
330
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Reference- Grade 5
Students will need to know… Students will need to be able to…
• A variety of reference books • Select the correct reference book
• Use guide words, index, table of contents,
etc, to find information
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Reference Books
4. Provide Examples of Use for Each
5. Engage the Students in a Reference Activity
6. Make Cross-Curriculum Connections
331
SUPPLEMENTAL RESOURCES
Books: Selected reference books from the collection
Suggested Student Reading: Selected reference books from the collection
Manuals:
Turrell, Linda. Complete Library Skills Grade 5. Grand Rapids, Michigan:
McGraw-Hill, 2004.
332
SUPPLEMENTAL RESOURCES
Computer Software: CD ROMs of selected reference books
Other References: Selected reference books from the collection.
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Dewey Decimal System Grade Level/s: 5
Subject/Topic Areas: Dewey Decimal System
Key Words: Dewey Decimal System, Melvil Dewey, Nonfiction, Spine Label
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Dewey
Decimal
System
Grade 5
Grade 7
PAGE
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under
discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
In this unit students will learn how to locate materials in the nonfiction section
of the library using the Dewey Decimal System.
334
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Dewey Decimal System- Grade 5
The Dewey Decimal System
is used for organizing all
nonfiction materials
How is nonfiction
classified?
Why are books in the
nonfiction section arranged
by number?
Students will understand…
The Dewey Decimal System
and how it works
What is the Dewey
Decimal System?
Who invented it?
Why did Dewey create
this system?
How many categories of
knowledge are
represented?
What does each category
represent?
Which number comes first
– 636.6 or 636.8?
335
What evidence will show that students understand the Dewey Decimal System?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Dewey Decimal System- Grade 5
These tasks may be completed using nonfiction books from the collection
and worksheets. A game on the Dewey Decimal System may also be used.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of the
Dewey Decimal
System
Be able to locate
a specific
nonfiction book
336
Task Title: Dewey Decimal System Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Dewey Decimal System-Grade 5
• SL.5.1a Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
• SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
• 5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of what it represents
in the place to its left.
The students will be able to:
Know what a Dewey Decimal number is and what it looks like
Know the arrangement of the numbers on the shelf
Locate nonfiction books on the shelf
Participation in class
discussion
Worksheets /Games State information learned about
the Dewey Decimal system
Teacher assessment
337
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Dewey Decimal System-Grade 5
Describe the assessments and state the prompts: The students will be
able to find nonfiction books using the Dewey Decimal System.
338
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Dewey Decimal System-Grade 5
Students will need to know… Students will need to be able to…
• The 10 main classes of the Dewey • Locate a specific nonfiction book on
the shelf using the online catalog
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce the Dewey Decimal System
4. Provide examples of use
5. Engage students in a related activity
6. Locate a nonfiction book on the shelf using the online catalog
7. Make Cross-Curriculum Connections
339
SUPPLEMENTAL RESOURCES
Books: Books from the nonfiction collection.
Suggested Student Reading: Books from the nonfiction collection.
Manuals:
Turrell, Linda. Complete Library Skills Grade 5. Grand Rapids, Michigan:
McGraw-Hill, 2004.
340
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books in nonfiction section.
Web References:
www.eatontownschools.eboard.com
Follett 856
341
________________________________________________________________________
Unit Title: Research / Online Resources Grade Level/s: 5
Subject/Topic Areas: Introduction to Research
Key Words: Bibliography, Citations, Paraphrase, Summarize, Outlines, Online
Resources
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Research /
Online
Resources
Grade 5
Grade 7
PAGE
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute
to the discussion and elaborate on the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
In this unit, students will learn how to research a topic using print and nonprint sources.
342
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Research /Online Resources -Grade 5
Sources of print and nonprint
information for reports
Information selected depends
on topic they are searching
Where can you find good
sources of information?
How do I locate information
on a specific topic?
Students will understand…
The resources available
to students to do career
research
The differences between
using print and online
resources
When and / or why would
you use a print source?
When and / or why would
you use an online source?
After completing a
research project, what
sources do you feel
provided you with the best
information?
343
What evidence will show that students understand the resources available to
them in the library?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Research / Online Resources-Grade 5
These tasks may be completed using books from the collection, the Library
eBoard, and online resources. Videos, DVDs, etc. may be used as
presentation methods if appropriate.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
sources to obtain
information
344
Task Title: Research Explorers Approximate Time Frame: 2 lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Research / Online Resources-Grade 5
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Locate information in print and non-print formats
Analyze and abstract information that’s pertinent to their chosen topic
Complete worksheets
Participation in class
discussion
Worksheets State information learned
about their topic
Teacher assessment
345
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Research / Online Resources-Grade 5
Describe the assessments and state the prompts: The students will be
able to locate information using print and non-print resources.
346
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Research / Online Resources-Grade 5
Students will need to know… Students will need to be able to…
• The best source for the topic being
researched
• Identify requested information to
complete worksheet
• Location of sources of information • Ask and answer relevant questions
• Apply new vocabulary
1. Building Background with Discussion
2. Explain print and non-print sources of information
3. Introduce Vocabulary
4. Have students complete worksheet
5. Make Cross-Curriculum Connections
347
SUPPLEMENTAL RESOURCES
Books: Books from the library collection.
Suggested Student Reading: Books on topics of their choice.
Manuals:
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills, Grade 5. Grand Rapids, Michigan: McGraw-
Hill, 2004.
348
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC), see Web References
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
349
________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 5
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Autobiography, Biography, Collected Biography, Collection, Fiction,
Library, Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 3 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 5
Grade 7 PAGE
SL.5.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under
discussion.
SL.5.1c Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as
much as it represents in the place to its right and 1/10 of what it represents in the place to its
left.
In this unit students will learn how to distinguish fiction from nonfiction. Under
nonfiction, different types of biographies will be discussed.
350
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction- Grade 5
A library has two kinds of books
– fiction and nonfiction
Fiction books are arranged by
the first three letters of the
author’s last name
Nonfiction books are arranged
by Dewey Decimal number
What kinds of books are
found in the library?
Where are fiction books
located?
Where are nonfiction books
located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name a fiction
book?
Can you name a
nonfiction book?
351
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction-Grade 5
These tasks may be completed using fiction and nonfiction books, including
different types of biographies, from the collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
352
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction-Grade 5
SL.5.1a Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
SL.5.1c Pose and respond to specific questions by making comments that
contribute to the discussion and elaborate on the remarks of others.
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents
10 times as much as it represents in the place to its right and 1/10 of what it
represents in the place to its left.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion
Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
353
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction-Grade 5
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
354
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction-Grade 5
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Fiction and Nonfiction
4. Provide examples of each type of book
5. Engage students in a related activity
6. Make Cross-Curriculum Connections
355
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Turrell, Linda. Complete Library Skills Grade 5. Grand Rapids, Michigan: McGraw-
Hill, 2004.
356
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
357
________________________________________________________________________
Unit Title: Library Orientation and Citizenship Grade Level/s: 6
Subject/Topic Areas: Finding Your Way Around the Library
Key Words: Library, Books, Fire Drill Procedures, Proper Book Care, Computers,
Reference, Fiction, Nonfiction, Biography, Magazines
Unit Designer/s: Library Science Committee Time Frame: 1 period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Library
Orientation
Grade 6 PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
In this unit students will learn about class rules, an essential for classroom
management. They will learn where resources are located in the library.
358
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
Library Orientation – Grade 6
Rules of conduct in the
library
How to prepare for library
Location of materials in the
library
What materials are available
in a library?
Where are materials located?
Students will understand…
What kind of behavior is
expected of them in the
library
What to bring to library
class
Where materials are
located
Where is the fiction collection?
Where is the nonfiction
collection?
Where is the biography section?
Where is the reference section?
Where do you check out books?
Where do you look to find out
if the library has a book you
want?
What online resources are
available and where are they
located?
IDENTIFY DESIRED
RESULTS
359
What evidence will show that students understand library orientation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Library Orientation – Grade 6
These tasks may be completed using a map of the library. Videos, DVDs,
etc. may be used as presentation methods if appropriate
Quiz on location of materials and / or vocabulary learned during orientation
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
location of
materials
360
Task Title: Library Orientation Approximate Time Frame: 1 period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes Holistic Rubric Criterion List Checklist
PERFORMANCE TASK
BLUEPRINT
Library Orientation – Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and explain how it contributes to a topic, text, or issue under study.
The students will be able to:
Locate specific collections of material in the library
Locate computer equipment
Participation in class
discussion
Location map
worksheet
State facts learned about
resources in the library.
Informal teacher assessment and quizzes.
361
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Library Orientation – Grade 6
Describe the assessments and state the prompts: The students will be
able to conduct themselves properly in the library and locate library
resources.
362
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Library Orientation – Grade 6
Students will need to know… Students will need to be able to…
• The rules of the library
• Where items are located
• Conduct themselves appropriately in the
library
• How to find things in the library • Locate materials in the library
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain Rules and Procedures
4. Show Location of Materials
5. Engage Students in a Related Activity
6. Make Cross-Curriculum Connections
363
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: Books from the collection
Manuals:
364
SUPPLEMENTAL RESOURCES
Computer Software: OPAC (Online Public Access Catalog)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
365
________________________________________________________________________
Unit Title: Online Catalog (OPAC) Grade Level/s: 6
Subject/Topic Areas: How to Use the OPAC (Online Public Access Catalog)
Key Words: Discussion, conversation, listening, speaker, question
Unit Designer/s: Library Science Committee Time Frame: 1 Lesson
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Online Catalog
(OPAC)
Grade 6 PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
In this unit students will learn how to access the online public access catalog (OPAC).
They will learn how to search for resources by author, title, subject, or keyword.
366
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Online Catalog (OPAC)- Grade 6
How to use the online catalog
to locate author, title,
keyword, and subject
How to find the call number
in the online catalog and then
locate the material on the
shelf
What is the online catalog
(OPAC)?
When and why do you use the
online catalog?
Students will understand…
Where the OPAC is
located
What the OPAC is used
for
How to access the OPAC
How to search for
resources by author, title,
subject, or keyword
That you can find related
Internet sites that have
been approved for student
use by educators
What does OPAC stand
for?
What can you find on the
OPAC?
What information do you
use from the OPAC to
locate the item you’re
looking for on the shelf?
Why would you want to
search for Internet sites on
the OPAC?
367
What evidence will show that students understand OPAC?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Online Catalog (OPAC) – Grade 6
These tasks may be completed by using the OPAC. A data projector may be
used as a presentation method so that students can see live searching
sessions.
Quiz on how to use the OPAC
Teacher observation notes
Teacher made rubrics
Knowledge of
finding
information on the
OPAC and
locating resources
on the shelf
368
Task Title: OPAC Approximate Time Frame: 1 Lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
X Quizzes X Holistic Rubric Criterion List Analytic Rubric
PERFORMANCE TASK
BLUEPRINT
Online Catalog (OPAC) - Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively
and to create and communicate knowledge.
The students will be able to:
Use the OPAC efficiently
Find information they are searching for on the shelves by using the call number
found in the OPAC and locating the number on the spine label
U
s
e
t
h
e
O
P
A
C
e
f
f
i
c
i
e
n
t
l
Participation in class
discussion
Vocabulary worksheets State facts heard/read about
use of the online catalog
Informal teacher assessment and quizzes.
369
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Online Catalog (OPAC)- Grade 6
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of how to access the Online Public
Access Catalog (OPAC) as well as how to use it.
370
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Online Catalog (OPAC)-Grade 6
Students will need to know… Students will need to be able to…
• The location of the online catalog • Find specific authors, titles, and subjects in
the OPAC
• When and how to use the online catalog • Find a call number and then locate the
material on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Explain the purpose and functions of the OPAC using the multimedia
projector
4. Engage students in a related activity
5. Locate materials on the shelf
6. Make Cross-Curriculum Connections
371
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals: Follett Library Manual
372
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
373
________________________________________________________________________
Unit Title: Parts of a Book Grade Level/s: 6
Subject/Topic Areas: Focus on the Index, Table of Contents
Key Words: Index, Table of Contents
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER Parts of a
Book
Grade 6 PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
In this unit students will learn the differences between an index and table of contents. They will
learn how to use each part of the book (index and table of contents) and demonstrate
understanding of their respective functions through completing worksheets. This introduction to
the index helps students to understand that the Internet is an online index.
374
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Parts of a Book- Grade 6
Become familiar with parts of
a book
Will learn how to use those
parts to locate topics
What are the parts of a
book?
Why is it important to know
how to use these parts?
Students will understand…
The differences between
an index and table of
contents
The purpose that each
serves in a book
How to use an index as
well as a table of contents
What is the purpose of an
index?
What is the purpose of a
table of contents?
What kinds of books
contain indexes?
What kinds of books
contain tables of contents?
375
What evidence will show that students understand the different parts of a book?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Parts of a Book – Grade 6
These tasks may be completed using books from the collection and
worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Worksheet on the index / table of contents
Teacher observation notes
Knowledge of
parts of a book,
specifically the
index and table of
contents
376
Task Title: Parts of a Book Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Parts of a Book – Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
The students will be able to:
Use the Index and Table of Contents in a book effectively
Participation in class
discussion
Worksheets
Informal teacher assessment and quizzes.
State facts heard/read about the
index and table of contents
377
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
X Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Parts of a Book- Grade 6
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of the index and table of contents.
378
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Parts of a Book- Grade 6
Students will need to know… Students will need to be able to…
• What an index is • Use the index effectively
• What a table of contents is • Be able to locate topics using the table
of contents
• Apply new vocabulary
1. Building Background with Discussion
2. Introduce Vocabulary
3. Provide a sample of an index / table of contents
4. Introduce worksheets on the topic
5. Make Cross Curricular Connections
379
SUPPLEMENTAL RESOURCES
Books: Books from the collection
Suggested Student Reading: NA
Manuals: Turrell, Linda. Complete Library Skills Grade 6. Grand Rapids, Michigan:
McGraw-Hill, 2004.
380
SUPPLEMENTAL RESOURCES
Computer Software: NA
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Literature Appreciation Grade Level/s: 6
Subject/Topic Areas: Reading Enrichment and Encouragement
Key Words: Newbery, Author, Genres, Book Talks
Unit Designer/s: Library Science Committee Time Frame: One Month
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
D
Brief Summary of Unit
UNIT
COVER Literature
Appreciation
Grade 6 PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories
and poems; historical novels and fantasy stories) in terms of their approaches
to similar themes and topics.
In this unit students will learn to distinguish award winning titles from
other books in the collection. They will be able to compare and contrast
between different fiction genres.
382
e
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
The different types of
literature or genres
Why would you want to
know about different
literature types?
Who are popular authors for
children?
Students will understand…
The many awards received
by authors
The different literature
types
Can you name a book that
has won the Newbery
Award?
Have you read other
books by this author?
Can you name other titles
from the same genre of
literature?
IDENTIFY DESIRED
RESULTS
Literature Appreciation – Grade 6
1
CIATION
383
What evidence will show that students appreciate different genres of literature?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
These tasks may be completed using books from the collection. Videos,
DVDs, etc. may be used as presentation methods if appropriate.
Compare genres of fiction.
Worksheets on literature types and / or authors associated with specific
titles
Writing prompts on books by authors
Teacher observation notes
Teacher made rubrics
NJ Holistic Rubric Assessment
Knowledge of
authors for book
selection
Literature Appreciation – Grade 6 1
CIATION
384
Task Title: Book Talk Approximate Time Frame: 1 lesson
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative Summative
Through what authentic performance task will students demonstrate
understanding?
What student products/performances will provide evidence of desired
understandings?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric X Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Literature Appreciation - Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and
poems; historical novels and fantasy stories) in terms of their approaches to similar
themes and topics.
The students will be able to:
Name different literature types or genres and explain what each literature
type or genre is
Name / read authors representing different literature types or genres
Participation in class
discussion
Literature worksheet
State facts heard/read
about the author or genre
NJ Holistic Rubric Assessment
385
What other evidence will be collected during this unit?
What will be assessed? Skill X Understanding List:
How will evidence be collected?
Quiz/Test X Teacher notes X Assignment
Other:
What type of assessments will be used?
X Selected Response
Academic Response
Brief Constructed Responses
X Observation
X Work Sample
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
X Analytic Rubric
X Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Literature Appreciation - Grade 6
Describe the assessments and state the prompts:
The students will be able to identify books belonging to each literature
type or genre as well as authors identified with each.
386
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
SUPPLEMENTAL RESOURCES
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Literature Appreciation - Grade 6
Students will need to know… Students will need to be able to…
• Listening skills to respond to selected
passages
• Participate in class discussions about
the selected readings
• How to listen critically and respond to
questions about the passage or genre
• Ask and answer relevant questions
• Apply new vocabulary (about specific
genres or type of literature)
1. Building Background with Discussion
2. Introduce Vocabulary
3. Read selected passage
4. Ask question about the passage or genre / literature type
5. Guided Discussion
6. Make Cross-Curriculum Connections
387
Books:
The Tale of Despereaux by Kate Dicamillo and other Newbery Award winning
titles
Coretta Scott King Award winning titles
Fantasy, Realistic, Historical, and Science Fiction titles
Suggested Student Reading:
Books from the collection
Manuals:
Fontichiaro, Kristin. Active Learning Through Drama, Podcasting, and Puppetry.
Westport, Connecticut: Libraries Unlimited, 2004.
Freeman, Judy. The Winners! Handbook: A Closer Look at Judy Freeman’s Top-Rated
Children’s Books of 2006. Westport, Connecticut: Libraries Unlimited, 2007.
Jenkins, Diana R. Just Deal With It! Funny Readers Theatre for Life’s Not-So-Funny
Moments. Portsmouth, NH: Teacher Idea Press, 2004.
388
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Reference Grade Level/s: 6
Subject/Topic Areas: Reference Books – Atlas, Dictionary, Encyclopedia, Almanac,
Specialized Reference Books
Key Words: Guide Words, Index, Maps, Reference, Table of Contents, Tables,
Yearbooks
Unit Designer/s: Library Science Committee Time Frame: 1 Marking Period
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Reference
Grade 6
PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
In this unit students will learn about reference books in the library. They will
learn the distinguishing characteristics of each type of reference book and
which ones to refer to for the type of question / topic they are researching.
390
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Reference- Grade 6
The importance of having
current information.
Why would you use a
reference book?
Students will understand…
What reference book to
select for the question /
topic they are researching
What are reference books?
What is an encyclopedia?
Who writes
encyclopedias?
What is the function of an
index in an encyclopedia?
What is an annual?
What is a yearbook?
What are quotations?
What are specialized
reference books?
391
What evidence will show that students understand discussion, questioning and
contributing, word choice, oral presentation?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Reference – Grade 6
These tasks may be completed using books from the reference collection
and worksheets. Videos, DVDs, etc. may be used as presentation methods if
appropriate
Quiz or worksheet on types of reference books
Teacher observation notes
Review of worksheets
Knowledge of
books in the
reference
collection
392
Task Title: Reference Books Approximate Time Frame: 1 Marking Period
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Reference – Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of a text and contributes to the development of the ideas.
The students will be able to:
Explain the function of each reference book.
Select the appropriate reference book for the question/topic they are researching
Participation in class
discussion
Worksheets on reference
books
State facts heard/read
about reference books
Informal teacher assessment and quizzes.
393
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holistic Rubric
Criterion List
X Checklist
X Answer Key
BLUEPRINT FOR OTHER
EVIDENCE
Reference- Grade 6
Describe the assessments and state the prompts: The students will be
able to demonstrate their knowledge of each type of reference book /
material.
394
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Reference- Grade 6
Students will need to know… Students will need to be able to…
• A variety of reference books • Select the correct reference book
• Use guide words, index, table of contents,
etc, to find information
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Reference Books
4. Provide Examples of Use for Each
5. Engage the Students in a Reference Activity
6. Make Cross-Curriculum Connections
395
SUPPLEMENTAL RESOURCES
Books: Selected reference books from the collection
Suggested Student Reading: Selected reference books from the collection
Manuals:
Turrell, Linda. Complete Library Skills Grade 6. Grand Rapids, Michigan:
McGraw-Hill, 2004.
396
SUPPLEMENTAL RESOURCES
Computer Software: CD Roms of selected reference books
Other References: NA
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Dewey Decimal System Grade Level/s: 6
Subject/Topic Areas: Dewey Decimal System
Key Words: Dewey Decimal System, Melvil Dewey, Nonfiction, Spine Label
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Memorial
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Dewey
Decimal
System
Grade 6
Grade 7
PAGE
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas
and expressing their own clearly.
In this unit students will learn how to locate materials in the nonfiction section
of the library using the Dewey Decimal System.
398
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Dewey Decimal System- Grade 6
The Dewey Decimal System
is used for organizing all
nonfiction materials
How is nonfiction
classified?
Why are books in the
nonfiction section arranged
by number?
Students will understand…
The Dewey Decimal System
and how it works
What is the Dewey
Decimal System?
Who invented it?
Why did Dewey create
this system?
How many categories of
knowledge are
represented?
What does each category
represent?
Which number comes first
– 636.6 or 636.8?
399
What evidence will show that students understand the Dewey Decimal System?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Dewey Decimal System- Grade 6
These tasks may be completed using nonfiction books from the collection
and worksheets. A game on the Dewey Decimal System may also be used.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of the
Dewey Decimal
System
Be able to locate
a specific
nonfiction book
400
Task Title: Dewey Decimal System Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Dewey Decimal System- Grade 6
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
The students will be able to:
Know what a Dewey Decimal number is and what it looks like
Know the arrangement of the numbers on the shelf
Locate nonfiction books on the shelf
Participation in class
discussion
Worksheets
Game
State information learned about
the Dewey Decimal system
Teacher assessment
401
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Dewey Decimal System-Grade 6
Describe the assessments and state the prompts: The students will be
able to find nonfiction books using the Dewey Decimal System.
402
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Dewey Decimal System- Grade 6
Students will need to know… Students will need to be able to…
• The 10 main classes of the Dewey • Locate a specific nonfiction book on
Decimal System the shelf using the online catalog
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce the Dewey Decimal System
4. Provide examples of use
5. Engage students in a related activity
6. Locate a nonfiction book on the shelf using the online catalog
7. Make Cross-Curriculum Connections
403
SUPPLEMENTAL RESOURCES
Books: Books from the nonfiction collection.
Suggested Student Reading: Books from the nonfiction collection.
Manuals:
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Stover, Lynne Farrell. Magical Library Lessons. Upstart, 2003.
Turrell, Linda. Complete Library Skills Grade 6. Grand Rapids, Michigan:
McGraw-Hill, 2004.
404
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books in nonfiction section.
Web References:
www.eatontownschools.eboard.com
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________________________________________________________________________
Unit Title: Research / Online Resources Grade Level/s: 6
Subject/Topic Areas: Introduction to Research
Key Words: Bibliography, Citations, Paraphrase, Summarize, Outlines, Online
Resources
Unit Designer/s: Library Science Committee Time Frame: 2 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Research / Online
Resources
Grade 6
PAGE
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
relevant content.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Technology 8.1 All students will use digital tools to access, manage, evaluate,
and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
In this unit, students will learn how to research a topic using print and nonprint
sources.
406
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Research /Online Resources- Grade 6
Sources of print and nonprint
information for reports
Information selected depends
on topic they are searching
Where can you find good
sources of information?
How do I locate information
on a specific topic?
Students will understand…
The resources available
to students to do career
research
The differences between
using print and online
resources
When and / or why would
you use a print source?
When and / or why would
you use an online source?
After completing a
research project, what
sources do you feel
provided you with the best
information?
407
What evidence will show that students understand the resources available to
them in the library?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Research / Online Resources-Grade 6
These tasks may be completed using books from the collection, the Library
eBoard, and online resources. Videos, DVDs, etc. may be used as
presentation methods if appropriate.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
sources to obtain
information
408
Task Title: Research Holidays Around the World Approximate Time Frame: 2 lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Research /Online Resources-Grade 6
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
Technology 8.1 All students will use digital tools to access, manage, evaluate, and
synthesize information in order to solve problems individually and collaboratively and
to create and communicate knowledge.
The students will be able to:
Locate information in print and non-print formats
Analyze and abstract information that’s pertinent to their chosen topic
Complete worksheets
Participation in class
discussion
Worksheets State information learned
about their topic
Teacher assessment
409
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
X Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Research /Online Resources- Grade 6
Describe the assessments and state the prompts: The students will be
able to locate information using print and non-print resources.
410
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Research /Online Resources-Grade 6
Students will need to know… Students will need to be able to…
• The best source for the topic being
researched
•Identify requested information to
complete worksheet
• Location of sources of information • Ask and answer relevant questions
• Apply new vocabulary
1. Building Background with Discussion
2. Explain print and non-print sources of information
3. Introduce Vocabulary
4. Have students complete worksheet
5. Make Cross-Curriculum Connections
411
SUPPLEMENTAL RESOURCES
Books: Books from the library collection.
Suggested Student Reading: Books on topics of their choice.
Manuals:
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills, Grade 6. Grand Rapids, Michigan: McGraw-
Hill, 2004.
412
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC), see Web References
Other References: Library books
Web References:
www.eatontownschools.eboard.com
Follett 856
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________________________________________________________________________
Unit Title: Fiction and Nonfiction Grade Level/s: 6
Subject/Topic Areas: Fiction and Nonfiction
Key Words: Autobiography, Biography, Collected Biography, Collection, Fiction,
Library, Nonfiction
Unit Designer/s: Library Science Committee Time Frame: 3 Lessons
School District: Eatontown Public Schools School: Meadowbrook, Vetter, Woodmere
Link to Content Standards/Interdisciplinary Standards
Brief Summary of Unit
UNIT
COVER
Fiction and
Nonfiction
Grade 6
Grade 7 PAGE
RI.6.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,
and issues, building on others’ ideas and expressing their own clearly.
In this unit students will learn how to distinguish fiction from nonfiction. Under
nonfiction, different types of biographies will be discussed.
414
What overarching understandings What are the overarching “essential”
are desired? questions?
What will students understand What “essential” and “unit” questions
as a result of this unit? will focus this unit?
IDENTIFY DESIRED
RESULTS
Fiction and Nonfiction Grade 6
A library has two kinds of books
– fiction and nonfiction
Fiction books are arranged by
the first three letters of the
author’s last name
Nonfiction books are arranged
by Dewey Decimal number
What kinds of books are
found in the library?
Where are fiction books
located?
Where are nonfiction books
located?
Students will understand…
The difference between
fiction and nonfiction
What is fiction?
What is nonfiction?
What is a library
collection?
Can you name a fiction
book?
Can you name a
nonfiction book?
415
What evidence will show that students understand the differences between
fiction and nonfiction?
Performance Tasks, Projects
Quizzes, Tests, Academic Prompts
Unprompted Evidence, Observations, Work Samples Student Self-Assessment
DETERMINE ACCEPTABLE
EVIDENCE
Fiction and Nonfiction- Grade 6
These tasks may be completed using fiction and nonfiction books, including
different types of biographies, from the collection as well as worksheets.
Review of completed worksheets
Teacher review of completed
assignment
Knowledge of
fiction vs.
nonfiction titles
416
Task Title: Fiction and Nonfiction Approximate Time Frame: 2 Lessons
What desired understanding/content standards will be assessed through this task?
What is the purpose of this assessment task? X Formative X Summative
Through what authentic performance task will students demonstrate
understanding?
onstrate understanding?
What student products/performances will provide evidence of desired
understanding?
By what criteria will student products/performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic Rubric Holistic Rubric X Criterion List X Checklist
PERFORMANCE TASK
BLUEPRINT
Fiction and Nonfiction- Grade 6
• RI.6.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
• SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others’ ideas and expressing their own clearly.
The students will be able to:
Explain the differences between fiction and nonfiction books
Know where they are located on the shelves
Participation in class
discussion Worksheets
State information learned about
fiction and nonfiction books
Teacher assessment
417
What other evidence will be collected during this unit?
What will be assessed? X Skill X Understanding List:
How will evidence be collected?
X Quiz/Test X Teacher notes
Other:
What type of assessments will be used?
X Selected Response
X Academic Response
X Brief Constructed Responses
X Observation
Other:
What is the assessment’s purpose?
Diagnostic X Formative X Summative
What types of scoring tools will be used for evaluation?
Analytic Rubric
Holist Rubric
Criterion List
X Checklist
X Answer List
BLUEPRINT FOR OTHER
EVIDENCE
Fiction and Nonfiction- Grade 6
Describe the assessments and state the prompts: The students will be
able to locate fiction and nonfiction titles on the shelf.
418
Given the targeted understandings, other unit goals, and the assessment evidence
identified, what knowledge and skills are needed?
What sequence of teaching and learning experiences will equip students to develop
and demonstrate THE TARGETED UNDERSTANDINGS?
PLAN LEARNING EXPERIENCES
AND INSTRUCTION
Fiction and Nonfiction- Grade 6
Students will need to know… Students will need to be able to…
The difference between fiction
and nonfiction books
Determine the difference
between a fiction and nonfiction
book
Where fiction and nonfiction
books are located in the
collection
Locate fiction and nonfiction
books on the shelf
1. Building Background with Discussion
2. Introduce Vocabulary
3. Introduce Fiction and Nonfiction
4. Provide examples of each type of book
5. Engage students in a related activity
6. Make Cross-Curriculum Connections
419
SUPPLEMENTAL RESOURCES
Books: Books from the fiction and nonfiction collection.
Suggested Student Reading: Books from the fiction and nonfiction collection.
Manuals:
Boynton, Alice and Blevins, Wiley. Teaching Students to Read Nonfiction. New York:
Scholastic Professional Books, 2003.
Hamm, Barbara R. Media Center Discovery. San Francisco, CA: Jossey-Bass, 2004.
Turrell, Linda. Complete Library Skills Grade 6. Grand Rapids, Michigan: McGraw-
Hill, 2004.
420
SUPPLEMENTAL RESOURCES
Computer Software: Online Public Access Catalog (OPAC)
Other References: Library books
Web References:
www.eatontownschools.eboard.com
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