Title of Lesson: How can I find my desired library books on my own?

Essential Question(s):

Lesson Objective:

Standard(s):

After using the PAC, are you able to find

your own books on the library shelves?
To teach students how to shelf read so
that they are able to independently find
their books.

CCSS.ELA-Literacy.RI.4.10
By the end of the year, read and
comprehend informational texts,
including history/social studies,
science, and technical texts in the
grades 4-5 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.
4.1.1 Read, view, and listen for
pleasure and personal growth.
The lesson is designed to help students
understand the numeric and alphabetic
order of the Dewey Decimal System.
Having a working understanding of the
Dewey Decimal System helps students
find items in the library more efficiently
and effectively.
ELA

Content Area(s):

Resources:

Vocabulary:

Introduction to Dewey Decimal System

PP
YouTube Dewey Decimal Rap (link
integrated in the PP)
https://www.youtube.com/watch?
v=NHiUQb5xg7A
Dewey Decimal Snowballs
Place markers
**attachments accompany the lesson**
Dewey Decimal System
Classification
Organization
Shelf Reading
Alphabetical Order
Numerical Order

Sequencing Strategy:
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Activity Overview:

I will use learning related, world

related, and concept related
sequencing strategies.
Text Structure:
I hook the students with a music
video once they are seated which is
directly tied to the learning objective
learning to use the Dewey Decimal
System. I will use a PowerPoint with
text and graphics (representational)
to provide a beginning foundation. I
will use organizational and
transformative graphics to guide and
demonstrate shelf reading.
Content Structure(s):
Pre-instructional Activity
Students will watch an
introductory music rap video
introducing and getting them
excited about the Dewey
Decimal System.
How the Content will be
Initially Presented
The content will be presented
through a music video,
PowerPoint, walk-thru of the
non-fiction section to point out
the organizational and
transformative graphics, and
example or model of how to
shelf read.
How the Students will
Process the Information
The students will engage in: a
kinesthetic, whole group activity
to sequence call numbers; a
snow-ball fight with call
numbers followed by a repeat of
the sequencing activity; a small
group challenge related to
sequencing with competition
among groups; finding their call
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number on the shelf and

marking the place with a place
marker, and an exit ticket exam
of sequencing 5 call numbers
Develop:
How I will Make the New
Content Concrete
I will use consistent vocabulary
and terminology, as well as
short sentences with an active
voice to communicate. I will use
an introductory music video, a
PowerPoint with illustrations,
organizational and
transformative graphics, an
active voice, modeling, and
then practice.
How I will Control the StepSize
I will use consistent vocabulary,
terminology, as well as short
sentences with an active voice
to communicate. I will tie it
back to previous learning
experiences in using PAC (Public
Access Catalog), alphabetical
order, sequencing-numerical
order, and
decimals/fractions/money.
How I will Determine the
Lesson Pacing
The lesson pacing is determined
by the students prior
knowledge of PAC, call number,
and experiences looking for a
desired book on the shelves. I
will also use observation and
self-reflection after the initial
lesson and make adjustments
as needed.
How I will Incorporate Cues
and Transitions
I will use language like now we
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are moving on to, I need to

see your eyes on me and
everybody listening, and
think, pair, and share.
I will Use the Following
Strategies to Reduce the
Cognitive Load for the
Learner
I will model an example with
each step outlined and
explained. I will also give
partially worked examples and
have students complete the
missing parts with a call
number sequencing activity. I
will also be using split-attention
where students will be using
shelving guides with text and
graphics to aid in their shelf
reading.
Implementation and Evaluation:
The Types of Formative
Assessments that are Built
into the Lesson
Throughout the lesson I will be
checking for understanding and
providing students feedback
based on their performance so
they can monitor their own
learning. I will use a quick exit
ticket to gather student data
and measure overall learning. In
addition to the data I will reflect
on the lesson and make
changes as needed to the
design, development, and
implementation.
I will Provide Feedback to
the Students by Grading
and Returning Their Exit
Ticket
I will Use the Assessment
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Data
I will check for student learning.
I will reflect on the lesson and
make changes as needed to the
design, development, and
implementation. I will reteach if
needed whether large or small
group instruction.

Created and Submitted by: Mark Hoesel (I found and pulled different resources on the internet that
others had created and adapted the content to create this lesson. I have used this lesson with my 3 rd
and 4th grade classes and have found it to be very effective.)

**Please indicate if an attachment accompanies the lesson**