1.1 The student who is information literate accesses informationefficiently and effectivelyby recognizing the need forinformation.
2.8(E) The student will demonstrate comprehension of fiction and nonfiction selections.
The student will understand the arrangement of the library and the differences between fiction and nonfiction about the same topic.
“Who Let the Dogs Out: Comparing Fiction and Nonfiction”
Akiak: A Tale from the Iditarod (Blake)
Dogs with a Job (Patten)
Have two books, one fiction and the other nonfiction, pulled ahead of time. Choose students to return each to its correct place on the shelf. Talk about how each book is shelved and why.
*Show students the book about Alaska. Discuss why it is nonfiction. Show a few pictures in the book. Write the call number on the chalkboard. Explain what the Iditarod Race is. Have a child walk to the 900’s to show where this book is shelved.
*Find the map of Alaska in the atlas. Help students understand where the race is run.
*Display the book on working dogs. Write the call numbers on the board. Discuss why this book in nonfiction Have a student walk to the 600’s to demonstrate where this book is shelved.
*Call attention to the book, Akiak Show some illustrations and tell a little about the book. Ask students to explain why this book is fiction. Write its call number on the board and have a student walk to the B section of EASY where this book belongs. Read Akiak.
Have students discuss how the ending of the story made them feel. Is Akiak a real dog like the other working dogs?
ELEMENTARY LIBRARY LESSON PLAN # 2-1.4a
National Literacy Standard
1.4 The student who is information literate accesses information efficiently and effectively by identifying a variety of potential sources of information.
2.9(E) Student will locate information in reference materials.
Students will identify the parts of a book.
Teacher-made cards (that name the parts of books), definition sheet (example provided), Sample books with all the parts listed ex: a New True Book.
This lesson can serve as a culminating lesson to review different parts of books.
Provide student pairs with cards that list the nine parts of books named above. It is helpful to use different colored paper; make all of the Name cards pink, all of the Definition cards blue. As you read a definition, the student pairs will decide on the correct response and hold up the appropriate card. Variations on the definition or other identification clues will allow you to go through the cards several times.
Alternate: Give the paired students a sample book to examine for a few minutes. Have the students work together to pair the name cards and the definition cards. They may use the sample book for clues. As a whole class, examine and discuss the matches.
Note: Put bee stickers on the name cards and call the lesson “Bee Booksmart.”
Table of contents: located in the front of the book; tells the reader where to locate general areas of the book, like chapters or sections
Title page: usually located in the front of the book; identifies the title, author, illustrator, and publication information
Copyright: the date the book was published
Publisher: the company that makes the book
Glossary: located in the back of the book, the glossary acts like a dictionary
Index: located in the back of the book, the index is a guide to locate very specific information
Charts: diagrams that show information about numbers or other facts
Lesson #2-1.4a Name Cards
Table of Contents
Lesson #2-1.4a Definition Cards
Diagrams that show information about numbers or other facts.