Media Skills, 1-3 grades

Unit/Theme:

Introduction to the library

Language Objectives:

Students will identify the location of the media center.

Students will identify that the media center and library are the same.

Students will identify the librarian and her role.

Students will identify the public library as a resource.

Students will use library terms appropriately.

Key Vocabulary:

• Library
• Media Center
• Librarian
• Media Secretary
• Mrs. Kinnaird
• Mrs. Pearson

Supplemental Materials:

• “Ring Out Wild Bells,” selected by Lee Bennett Hopkins, page 47, “Labor Day” by Marci Ridon
• “Arthur’s Lost Library Book,” (Part 1) Part 2 of the story by Marc Brown
• “Five Little Monkeys Jumping On the Bed,” by Eileen Christelow
• “Froggy Goes to School,” by Jonathan London

Scaffolding:

• Modeling
• Guided Practice

Group Options:

• Whole class

Integration of Processes:

• Reading
• Speaking
• Listening

Application:

• Meaningful
• Linked to objectives
• Promotes engagement

Assessment:

• Group participation
• Oral

Lesson Sequence:

• Pull up to 3 chairs and place them around the perimeter of the class meeting area.
  • When a class enters, direct them to sit on the carpet. After everyone is seated on the floor, choose one student who has entered following the directions (enter quickly and quietly [sitting by someone who would make this a good choice for them]) and ask if they would like to sit on a chair.
  • Tell students that the chairs are for students who are “caught” following directions, it’s like the game of tag; that if a student asks for a chair, the teacher has to say no.
• Review the rules for media class and explain the reasons for each:
  • Sit “criss cross” (or “like a pretzel”), like mountains, or like a mermaid
  • Hands are for helping
  • Raise your hand and wait to be called on if you want to talk
• Write the vocabulary words (above) on the board and review their meanings.  Introduce the new words and ask students what the words mean.   Correct any misunderstandings.  Explore connects that students make.
• Show the cover of each book and review elements of the cover (title, author, etc.).  Point out the connect between the title and the illustration.  What can they predict about the story using these elements?
• Read the book(s) [time permitting].  Review predictions afterwards and determine accuracy.
• Line up students by their class numbers.

Preview for Next Week:

Discuss the difference between buying and borrowing books.  Why is it important to take care of things that are borrowed?