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Library Mouse: An Animated Library Adventure
Transcript of Library Mouse: An Animated Library Adventure
An Animated Library Adventure library explorers! We are all going to become going to help too. My friend Sarah is when you come to the library! It’s my job to help you be successful Now, I have a new job at the library! Or, maybe you remember me from the
Library Mouse books? Maybe you’ve read some of the
books I’ve written? I’m Sam. Episode 1 Library Mouse Sarah thinks people who use the library are explorers… Common Core Standards:
CC.2.R.L.7 Integration of Knowledge and Ideas: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. AASL Standards:
2.1.4 Use technology and other information tools to analyze and organize information.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.2.3 Demonstrate teamwork by working productively with others.
4.1.3 Respond to literature and creative expressions of ideas in various formats and genres. CCSS.ELA-Literacy.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. NETS Standards:
Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers There were so many books she didn’t know where to begin. She almost gave up before she even got started. Usually Sarah is fearless, and I knew she needed my help. When Sarah first came to the library she wanted to learn about Egypt. The library seemed huge and even scary to her. Sarah asked lots of questions, and I answered all that I could. When I wasn’t sure, we worked together to solve the problem. That’s the day we became real library explorers.
We found the non-fiction section of the library. Sarah wasn’t sure which book to choose. Some of the books had really big words that were hard to read and understand. I just smiled and said, “Sarah, I know just what we need. All we have to do is look at the poster the librarian put on the wall!”
We rushed over to the end of the bookshelves, and there it was.
“The 5 Finger Tips of Choosing a Book to Read.”
I have seen lots of kids use this and leave the library with the “just right” book. Sarah was so excited! I took her to another poster that the librarian had
placed beside the computers. What Sarah didn’t know was that the exploration
was really just beginning! It had so much helpful information about doing research. This poster was titled “The Big 6”. We got to work immediately! Egypt is a fascinating country. we decided it was time for some fun! Once we were done with all of our exploring and learning, There is so much to explore at the library that Sarah and I almost forgot to eat dinner. After dinner, we were so tired that we both decided we would wait until tomorrow for our next library adventure.
I wonder what we will discover next? Since I have been living in the library and watching people for a long time, I told Sarah not worry. Together we could find just what she needed. She still didn’t look very sure. But as we traveled through the library, she seemed to get more and more excited. We were both very excited!
A “just right” book can be a real treasure. Next, we went to the shelves and began to look for books about Egypt. Sarah read pages from each one. She carefully followed the tips from the poster until she found the right book! Each group will create a name for their agency.
Each group member will be asked to participate in someway during the presentation.
The objective of this assignment is for students to use various research tools to gain previously unknown geographical knowledge of the world.
Using a pretend travel agency should heighten their interest in the assignment. Activity 3: Presenting Students will be asked to utilize Google Earth to seek out 3 famous locations in their chosen capital that Sam and Sarah could visit. They will present this to the class as part of their presentation.
Students will also be asked to identify these facts for their presentations:
When city was founded
What country it is located in
How far away is it from where they live (in miles)
They also have to identify and choose the city’s main public library (so Sam and Sarah can sleep there). Activity 3: Research Students will be assigned to small groups.
Students will then be asked to research one country’s capital anywhere in the world where Sam and Sarah would want to go.
Students must present their findings in a PowerPoint to the class.
After researching their location online, they will be asked to show the class where the location is on a map or atlas in the library. This allows them to gain perspective on the location to geographical regions. Activity 3: Form small groups for the students Using the NETS Standard: Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Students will also show mastery of AASL Standard 3.1.3: Use writing and speaking skills to communicate new understandings effectively.
Students will be pretend to be travel guides for the explorers Sarah and Sam’s next vacation. Activity 3: Use Reference and Online Tools to Discover Geography Students that are at the computers will go online and look for authoritative sources about their person. Students will be asked to find sources with a .edu or sources that the librarian deems “authoritative.” The key is to show students the difference between authoritative and non-authoritative sources.
Students who aren’t at the computers (due to room or time) will be asked to move to the reference section and look up general information about their individual.
Students will be asked to write down 3 facts they find from online and reference material then present to class. Activity 2: Researching the subject Students will be asked to search the biography section to find a book (preferably picture) about a historical figure that interests them. People like George Washington, Susan B. Anthony, Abraham Lincoln, Albert Einstein are good choices.
Once students have found their books, they will take turns going to the reference section (for encyclopedias) and the computers (to find online sources. Activity 2: Find a person that interests you Based on AASL Standard 2.1.4 (Use technology and other information tools to analyze and organize information).
In a Library Mouse: A World to Explore Sam and Sarah explore different topics like Egypt to find out information.
When students are assigned research projects, their job is to be an explorer, too. Just like Sam and Sarah.
This activity will introduce students to the biography section of the library to initially find a subject and then use the computers as a secondary authoritative source. Activity 2: How to research for a topic The overall goal of this lesson is to enhance the student’s love of reading and the library by giving them a fun, collaborative activity that is predicated on the AASL standard 3.2.3. Activity 1: Objective After the students are done with their books, they present them in front of the class.
After presenting, each group is given a three-letter call number by the librarian. Librarian can just make it up.
After their numbers are given, each group goes to that section of the library and slides their created book on the stacks in the alphabetized position it goes in.
By doing this they will learn the basics of alphabetizing and shelving in the library. Activity 1: Cataloging skills Each student will begin writing and illustrating their own picture books within their chosen genre; just like Sam!
Instructor should make rounds from each group making sure the students are working together and respecting each other. Make sure they are each doing a job (illustrators and writers).
If they need ideas, help them or have different genre picture books on hand to show each group. Activity 1: Students go to work This is assignment will only take 1 class period to do.
Group the students into teams. 4 students per group is ideal.
Read the entire class The Library Mouse aloud so they get an understanding of their mission.
Have each group select a different genre of book they would like to write a story about.
Make all the supplies available (paper, markers, stapler) and give them a 15 page limit for drawings and text for time constraints. Activity 1: What the students do Based on AASL standard 3.2.3 (Demonstrate teamwork by working productively with others).
In the Library Mouse, the protagonist Sam loves to read. He loves to read so much he sneaks out of his hole at night and reads everything he can get his hands on.
From his love of reading, Sam begins to write his own books. Sam writes: The Mystery of Mouse Mansion, Squeak, and The Lonely Cheese.
This activity will develop the students ability to work with their classmates while learning the basics of library shelving. Activity 1: Activity to explore different genres Activities for students by teachers Library Mouse Look at what you can find at the library: The Next Adventure: Credits Transmedia Group Project Members:
Chelsea Sloan Contact Page For Teachers Page About Page Home Page Introductory Page Description:
The site will be very user friendly for teachers and also the target age group. The design will be simplistic enough for the target age group to use independently to view the stories. There will be prompts to indicate where they should click to advance the story with minimal opportunities for the user to get lost or accidentally access a part of the website that was not intended. The look of the site will be similar to that of the books to create cohesion between the two.
The website will have an inviting feel that will appeal to the target age group. The presence of familiar book characters will lead them through each part of the site that they encounter. When first reaching the site’s home page, users will be greeted by The Library Mouse, and a menu with options to access each episode. Once an episode is selected, the user will be able to view the story with an animated mouse. Throughout the stories the user may encounter fun, interactive elements that are hidden. They have the option to explore the page and find the hidden elements, or to carry on with the story. At the conclusion of each story, the user will be taken back to the main page of the site, where they may choose another episode if they so desire.
Each illustration in the episode will correspond with the story being told. They will include Sam, The Library Mouse, and whatever his adventure in the library happens to be. At times the illustrations may take on Sam's point of view, or the illustrations may be of what Sam is doing. Many of the illustrations will have animations included, some more complex than others. Some may simply have Sam waving his hand, or a book opening, while others may show Sam scurrying across a table. The intent will be to have something that catches the students' eye and keeps their interest. While animations are being shown, the text will disappear from the screen to allow students to watch the animation, rather than struggling to keep their focus on the words. Description Flowchart to The Library Mouse Site Books and Music by Daniel Kirk Designed for 2nd Grade students.
Accomodates visual learners, auditory learners, read-write learners, and kinesthetic learners.