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Media Center Lesson Plan

This lesson plan outlines a 30-minute lesson for 2nd grade students on dictionary skills. The media specialist and classroom teacher will teach the lesson together in the media center. Students will learn about the parts of a dictionary page by labeling an example page. They will practice identifying words that fit between guide words. Finally, students will complete an independent activity matching pieces of bubblegum to guide words to reinforce the concepts.

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115 views3 pages

Media Center Lesson Plan

This lesson plan outlines a 30-minute lesson for 2nd grade students on dictionary skills. The media specialist and classroom teacher will teach the lesson together in the media center. Students will learn about the parts of a dictionary page by labeling an example page. They will practice identifying words that fit between guide words. Finally, students will complete an independent activity matching pieces of bubblegum to guide words to reinforce the concepts.

Uploaded by

api-462751468
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Media Center Lesson Plan

Media Specialist Name: Carrie Doker

Teacher Name: 2nd Grade Classroom Teachers (Barron, Blum, Moore, Van Buren)

Grade: 2

Library Context:
 Fixed X Flexible  Combination  Individualized Instruction

X Stand-alone lesson  Lesson in a unit  Multiple lessons in a unit

Collaboration Continuum:
 None  Limited X Moderate  Intensive

Content Topic: Dictionary Skills

Standards for the 21st-Century Learner:


1.1.2 Use prior and background knowledge as context for new learning
3.3.5 Contribute to the exchange of ideas within and beyond the learning community
2.3.1 Connect understanding to the real world
2.4.3 Recognize new knowledge and understanding

Local or State Standards:


Speaking and Listening:
 2LA.E.31: ask and answer questions about what a speaker says in order to clarify
comprehension, gather additional information, or deepen understanding of a topic or issue
 2LA.E.29: participate in collaborative conversations with diverse partners about grade 2 topics
and texts with peers and adults in small and larger groups
o 2LA.E.29.b: build on others’ talk in conversations by linking their comments to the
remarks of others
 2LA.E.33: 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, with
guidance and support
Reading:
 2LA.A.9: read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range by the end
of grade 2
Writing:
 2LA.D.28: recall information from experiences or gather information from provided sources to
answer a question

Reading Comprehension Strategy: Synthesizing and Questioning


 Continue an inquiry-based research process by applying critical-thinking skills (analysis,
synthesis, evaluation, organization) to information and knowledge in order to construct new
understandings, draw conclusions, and create new knowledge. (2.1.1)
 Use strategies to draw conclusions from information and apply knowledge to curricular areas,
real-world situations, and further investigations. (2.1.3)
1
 Develop and refine a range of questions to frame the search for new understanding. (1.1.3)
 Find, evaluate, and select appropriate sources to answer questions. (1.1.4)
 Display initiative and engagement by posing questions and investigating the answers beyond the
collection of superficial facts. (1.2.1)

Lesson Objectives:
At the end of this lesson, students will be able to:
 Describe the parts of a dictionary page.
 Understand the meaning of guide words and how they relate to a dictionary.
 Identify where a word fits between sets of guide words.

Overview of the Lesson: (Briefly describe the lesson here)


This lesson will focus on how to use a dictionary. The media specialist and classroom teacher will team
teach this lesson in the media center. The media specialist will begin the lesson with the parts of a
dictionary page. Teacher will pass out an example page from a real dictionary for students to label while
the media specialist shows the dictionary page under the Ladybug document camera. Together, the
students will label their page while the media specialists labels her page. Media specialist will talk about
words that fit between the guide words.

INSTRUCTIONAL PLAN:
Estimated lesson time: 30 minutes

Resources: (List the names of the resources next to each relevant type.)
 Online subscription database(s): N/A
 Web sites:
o https://kids.wordsmyth.net/we/
 Books:
 Nonprint: N/A
 Software and/or Apps:
 Technology:
 Other:

Instruction/Activities:
 Direct instruction
1. Prior to the lesson beginning, the media specialist will display a very large dictionary that is a
part of the media center collection.
2. Media specialist opens the lesson with “I was thinking about this very large book from our media
center and wondered if anyone could tell me what it is or how it is used.” (Point to book
display.) “Take a moment and look at this book.” (Hold up dictionary.) “What do you wonder
about this book?”
3. Media specialist tells students they have 30 seconds to turn and talk with a neighbor about what
they think or wonder about the book. While they are talking, the media specialist listens to what
the students are saying and writes some of their responses on chart paper.
4. The media specialist revisits 3-5 of the responses from the board by saying, “Here are some of
the responses I heard you talking about with your friends.” (Name a few of them.)
5. The media specialist will then write the word “dictionary” on the paper and tell the students this
book is a dictionary. She thinks-aloud, “Sometimes when I am writing, I might use a dictionary.
A dictionary can help us identify some key things about a word. Does anyone know what a
dictionary can show us about a word?” (Students might say: definition, how to say a word, part
of speech…and they may not know anything). Let’s take a look at this chart.
2
Modeling and guided practice

6. Display the parts of a dictionary page. Discuss the parts. Now let’s look at a real dictionary page.
Put dictionary page under the ladybug. I’m going to point to a part on the page and you tell me
its part. Write the first guide before the first word and the other guide word as the last word.
7. Now you are going to do it. Have teacher pass out a page to each student. Give directions to the
students: Let’s circle the guide words with GREEN. What is the first word on this page? Color it
GREEN. The last word? Color it GREEN. Now use your red crayon and UNDERLINE each
entry word. This should be every word on the page.
8. Media specialist displays the guide word activity chart. Students and media specialist work
together to add the words to the chart.
 Independent practice
9. The teacher passes out the Bubblegum activity sheet. Media specialist goes over the directions.
She asks students to use their crayons to find the pieces of bubblegum that match where they fit
with the guidewords. Do an example together. Teacher and media specialist walk around to assist
the students.
10. Bring the students back together to finish the lesson. The media specialist says, “I was very
impressed with how well you did with your bubblegum activity.” (Name some of their
responses.) “Did you know that you will use a dictionary lots of times as a writer and knowing
what guide words are will help you find the word faster. But I’d like to show you a website you
can use to help you find words. As you are getting use to going online to learn, you will want to
know other ways to search for words. Kidsworthmyth.net/we As a writer, you
11. Give teacher papers to use if they want to continue with practicing guide words in the classroom.

 Process
Teacher and media specialist observe students as they work on “guide words from the Bubblegum
activity.”

 Student Self-questioning
 Did I use information I learned?
 Did I understand what I was asked to do?
 Did I listen carefully enough to find the information I need?
 Did I participate in the group learning activity?
 Did I appropriately respond to my peers?

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