Fifth+Grade

Fifth Grade Library Curriculum Map
 * The main objectives for the ****Fifth Grade **** Library Curriculum are: **
 * To continue to explore the use of the library and its resources for the students to meet all of their information needs
 * To make connections with the Units of Inquiry developed in the PYP Grade 5 Curriculum
 * To correlate skills closely with the classroom academic curriculum
 * To continue to introduce and reinforce parts of the book and parts of the story
 * To introduce the Newbery Award collection
 * To introduce and reinforce the skills of outlining and taking notes
 * Te reinforce knowledge of he Dewey Decimal Classification System
 * To continue to introduce various genres to continue to develop students' interest areas
 *  To reinforce the proper form of a bibliographic entry (Works Cited)

**From:** Lewis, Marguerite, and Pamela J. Kudla. //Hooked on Library Skills!: A Sequential Activities Program for Grades K-6//. Upper Saddle River, NJ: Pearson Education, Inc., 1988. Print.

**Year-long task:** Students will record books read each week. Students will bring books to the library tables, record titles read, and return the books to the circulation desk.


 * **Literature Genres ** ||
 * * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Newbery Award and Honor Books
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Family
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">School
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Mystery
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Detective
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Historical Fiction
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Fantasy
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Seasonal
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Animal
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Biographies
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Science Fiction
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Humorous
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">World Literature in Translation
 * <span style="font-family: Verdana,Geneva,sans-serif; line-height: 1.5;">Settings from around the world ||


 * = **<span style="font-family: Verdana,Geneva,sans-serif;">Trimester 1: September to November ** ||
 * = **<span style="font-family: Verdana,Geneva,sans-serif;"> September ** ||= <span style="font-family: Verdana,Geneva,sans-serif;"> **October** ||= **<span style="font-family: Verdana,Geneva,sans-serif;"> November ** ||
 * **<span style="font-family: Verdana,Geneva,sans-serif;">Skills: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Knowledge and understanding of library procedures
 * <span style="font-family: Verdana,Geneva,sans-serif;">Knowledge and understanding of the location of library materials


 * <span style="font-family: Verdana,Geneva,sans-serif;">Objectives: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Review library procedures
 * <span style="font-family: Verdana,Geneva,sans-serif;">Review the location of library materials
 * <span style="font-family: Verdana,Geneva,sans-serif;">Introduce the students to the Newbery Book Award
 * <span style="font-family: Verdana,Geneva,sans-serif;">Review the parts of the book
 * <span style="font-family: Verdana,Geneva,sans-serif;">Introduce the appendix


 * <span style="font-family: Verdana,Geneva,sans-serif;">Learner Profile: **<span style="font-family: Verdana,Geneva,sans-serif;">Caring


 * <span style="font-family: Verdana,Geneva,sans-serif;">Literature: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">School
 * <span style="font-family: Verdana,Geneva,sans-serif;">Family
 * <span style="font-family: Verdana,Geneva,sans-serif;">Newbery Titles


 * <span style="font-family: Verdana,Geneva,sans-serif;">Formative Assessment Activities: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Observation of:
 * <span style="font-family: Verdana,Geneva,sans-serif;">Listening Skills
 * <span style="font-family: Verdana,Geneva,sans-serif;">Following Directions
 * <span style="font-family: Verdana,Geneva,sans-serif;">Documents that are student generated
 * <span style="font-family: Verdana,Geneva,sans-serif;">Trails - Pre Assessment


 * <span style="font-family: Verdana,Geneva,sans-serif;">Summative Assessment: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">To be determined in collaboration with Ms. Bavender


 * <span style="font-family: Verdana,Geneva,sans-serif;">Lessons: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">September 11: Book exchange
 * <span style="font-family: Verdana,Geneva,sans-serif;">[[file:Library_Grade 5_Lesson Plan_091813.doc|September 18]]
 * <span style="font-family: Verdana,Geneva,sans-serif;">[[file:Library_Grade 5_Lesson Plan_092513.doc|September 25]] || **<span style="font-family: Verdana,Geneva,sans-serif;">Skills: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Knowledge and understanding of the Newbery Book Award
 * <span style="font-family: Verdana,Geneva,sans-serif;">Knowledge and understanding of the business of books
 * Author
 * Title
 * Illustrator
 * Copyright
 * Illustrations
 * Publisher
 * Call Number
 * Place of Publication


 * <span style="font-family: Verdana,Geneva,sans-serif;">Objectives: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Introduce the book awards concept
 * <span style="font-family: Verdana,Geneva,sans-serif;">Review book terminology

<span style="font-family: Verdana,Geneva,sans-serif;">**Learner Profile:** Principled


 * Literature:**
 * <span style="font-family: Verdana,Geneva,sans-serif;">Newbery Titles


 * <span style="font-family: Verdana,Geneva,sans-serif;">Formative Assessment Activities: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">List and discussion of Newbery Awards
 * Student collection analysis for Newbery Award Books (Gold)
 * Student collection analysis for Newbery Award Honor Books (Silver)


 * <span style="font-family: Verdana,Geneva,sans-serif;">Summative Assessment: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">Students will explain what the Newbery Award is, how it is awarded, and what it means for the author.


 * <span style="font-family: Verdana,Geneva,sans-serif;">Lessons: **
 * <span style="font-family: Verdana,Geneva,sans-serif;">[[file:Library_Grade 5_Lesson Plan_100213.doc|October 2]]: No Library Lesson - Grade 5 in Warsaw
 * <span style="font-family: Verdana,Geneva,sans-serif;">[[file:Library_Grade 5_Lesson Plan_100913.doc|October 9]]
 * <span style="font-family: Verdana,Geneva,sans-serif;">October 16: Book exchange
 * <span style="font-family: Verdana,Geneva,sans-serif;">October 23: Book exchange || **Skills:**
 * Knowledge and understanding of the parts of the book
 * Appendix
 * Bibliography
 * Book or Dust Jacket
 * Cover
 * Dedication Page
 * Frontispiece
 * Glossary
 * Index
 * Pages
 * Preface or Foreword
 * Spine
 * Table of Contents
 * Title Page
 * Verson Page
 * Knowledge and understanding of the parts of the story
 * Action
 * Author
 * Beginning
 * Copyright Date
 * Description
 * Dialogue
 * End
 * Genre
 * Illustrator
 * Main Character
 * Middle
 * Plot
 * Publisher
 * Setting
 * Supporting Characters
 * Theme
 * Title
 * Knowledge and understanding of taking notes


 * Objectives:**
 * Continue to work on the following skills:
 * Parts of the book
 * Parts of the story
 * Taking notes

**Learner Profile:** Inquirer


 * Literature:** Mystery Genre


 * Formative Assessment Activities:**
 * Parts of the Book
 * Concepts and Parts of the Story
 * Student samples of note taking: //The Newbery Story//


 * Summative Assessment:** Students will select one of their books and will create a handout that explains everything about their story. Using as a framework the three formative activities.

In order to support Grade 5 curriculum the following changes need to occur for the following year:
 * Lessons: **
 * November 6: Book exchange
 * November 13: Book exchange
 * November 20: Book exchange ||
 * **Reflections:**
 * Bring the note taking, outlining, and paraphrasing lessons to the October -December cycle
 * Bring the autobiography and biography unit to the October - December cycle. ||


 * = **Trimester 2: December to March** ||
 * **December** || **January** || **February** || **March** ||
 * **Skills:**
 * Knowledge and understanding of outlining
 * Knowledge and understanding of paraphrasing.


 * Objectives:**
 * Introduce and practice the concept of outlining
 * Introduce and practice the concept of paraphrasing


 * Learner Profile:** Caring. Principled, and Inquirer


 * Literature:** Detective Fiction


 * Formative Assessment Activities:**
 * Samples of students outlining work
 * Samples of students paraphrasing work


 * Summative Assessment:**
 * The final product of their outlining and paraphrasing activity


 * Lessons:**
 * December 4
 * December 11 || **Skills:**
 * Knowledge and understanding of preparing a bibliography
 * Knowledge and understanding of a Biographical Dictionaries (Online)
 * Knowledge and understanding of Gazetteers/Geographical Dictionaries (Online)


 * Objectives:**
 * Students will review how to prepare a bibliography
 * Students will review and reinforce the skills using biographical dictionaries (Online)
 * Students will review and reinforce


 * Learner Profile:** Risk-Taker / Courageous


 * Literature:** Historical Fiction


 * Formative Assessment Activities:**
 * Using biographical dictionaries
 * Using gazetteers / geographical dictionaries
 * Preparing a bibliography - Guided


 * Summative Assessment:**
 * Students will create a bibliography with the reference sources used during the formative activities


 * Lessons:**
 * January 8
 * January 15: Book Exchange
 * January 22:
 * January 29: || **Skills:**
 * Knowledge and understanding of Reference Books (Print)
 * Comparing information between a print encyclopedias and electronic encyclopedias


 * Objectives:**
 * Students will explore the print reference collection int he library
 * Students will compare and contrast the same topic using a print encyclopedia and an online encyclopedia


 * Learner Profile:** Open Minded


 * Literature:** Fantasy


 * Formative Assessment Activities:**
 * What is in the reference collection?
 * Comparison of Information


 * Summative Assessment:**
 * Students will create a visual display comparing the information between the print and the digital source


 * Lessons:**
 * February 5
 * Febraury 12
 * February 19 || **Skills:**
 * Knowledge and understanding of the Online Catalog


 * Objectives:**
 * Students will determine their level of expertise using the online catalog
 * Students will determine how well they know the vocabulary needed to use the the Online Catalog
 * Students will reinforce their Online Catalog skills


 * Learner Profile:** Thinker


 * Literature:**
 * Animal Fiction
 * Animal Non Fiction


 * Formative Assessments:**
 * Online Catalog Review
 * Online Catalog Vocabulary


 * Summative Assessment:** The students will use their selected topic to find as many resources on the online catalog as possible.


 * Lessons: **
 * March 5
 * March 12
 * March 19
 * March 26 ||
 * **Reflections:** ||


 * = **Trimester 3: April to June** ||
 * = **April** ||= **May** ||= **June** ||
 * **Skills:**
 * Knowledge and understanding of autobiography
 * Knowledge and understanding of biography
 * Knowledge and understanding of outlining
 * Knowledge and understanding of note taking


 * Objective:**
 * Students will begin to review and reinforce their knowledge of outlining
 * Students will begin to review and reinforce their knowledge of note taking
 * Students will review and reinforce their knowledge of biography and autobiography


 * Learner Profile:** Balanced


 * Literature:**
 * Biographies
 * Autobiographies


 * Formative Assessment Activities:**
 * Who am I?


 * Summative Assessment:**
 * Who am I? - The Game - To be displayed either in the library or in the classroom


 * Lessons:**
 * April 2
 * April 9
 * April 16 || **Skills:**
 * Knowledge and understanding of the Dewey Decimal Classification System


 * Objectives:**
 * Students will review and reinforce their knowledge of the DDCS
 * Students will assign main numbers to a list of subjects
 * Studetns will search out subjects with the main classes of DDCS in preparation for the Dewey Decimal Bee
 * Students will engage in the Dewey Decimal Bee


 * Learner Profile:** Communicator


 * Literature:** Science Fiction


 * Formative Assessment Activities:**
 * What do we know about the DDCS?
 * What main class am I?
 * Dewey Decimal Bee


 * Summative Assessment:**
 * The Dewey Decimal Bee


 * Lessons:**
 * May 7
 * May 14
 * May 21
 * May 28 || **Skills:**
 * Knowledge and understanding of the World Almanac


 * Objectives:**
 * Students will complete an activity designed to afford practice locating information in the almanac.
 * Students will device questions for the whole class to answer using the almanac


 * Learner Profile:** Reflective


 * Literature:**
 * Realistic Fiction
 * Summer Reading


 * Formative Assessment Activities:**
 * Fun With the Almanac #1
 * Fun With the Almanac #2


 * Summative Assessment:**
 * Students will create an Almanac Quiz Bowl


 * Lessons:**
 * June 4
 * June 11
 * June 18
 * June 25 ||
 * **Reflections:** ||