Lesson #9 Take A Peek Topic: Teacher: Grade: Date: Period(s): Bloom’s Taxonomy Level: Relationship to Current Content in Regular Classroom: (*) denotes a modification or accommodation

Learning Target I can locate information in a reference book.

AASL/ Common Core Crosswalk Use prior and background knowledge as context for new learning Find, evaluate, and select appropriate sources to answer questions. CC L.6 Vocabulary Acquisition and Use: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC W.8 Research to Build and Present Knowledge: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Vocabulary Reference Chronological Alphabetical Index Table of Contents Guide words

Agenda 1.Go over the vocabulary words for this lesson. 2.Have students give examples of everyday reading that DO NOT require you to read every last word. Quick start guide for a new appliance Dictionary Phone book Newspaper Magazine 3.Explain how reference books are different from regular books May be multi-volume Shelved separately Not available for checkout 4.Using the slides at the end of this lesson plan, have students determine the different ways reference books are arranged for quick access to information. 5.As a class, peruse a reference book to determine how information is organized. 6.Have students individually pose a reference question, browse the reference section, select a reference, determine its organization, and locate the information. *One-to-one contact *Visual demonstrations *Presentation of material in small steps

Rubric Noteworthy The student posed a question, selected an appropriate reference, determined its organization scheme, and located the answer. Developing The student posed a question and selected an appro- priate reference. Acceptable The student posed a question, selected an appropriate reference, and determined its organization scheme. Not Ready The student was unable to find an appro- priate reference.

Time for Browsing, Silent Reading, and Book Checkout Seating to reduce distractions Clearly defined limits

Exit Ticket What was your question? Please cite the reference book that you selected. How was your reference arranged or organized? What was the answer to your question?

The following slides may be of use for this lesson.

Sometimes you need to listen, read, or view all the way through.

Sometimes you don’t need to read cover-to-cover.

Table of Contents

Index

Alphabetical, With Volumes and Guide Words