I. Introduction:

A. Deploy Attention: Investigate the relationships between key concepts, use inquiry strategy, demonstrations, scenarios, or application of principle.

Librarian has presented in the past a lesson on classifying books using a student made system. Interest level is high because the students have tried to invent their own system. L. tells the students there are several ways to classify books, but most libraries use the Dewey Decimal System.(application of principle)

B. Establish Instructional Purpose: State principle explicitly, verbally.

Librarian say, "Today you will learn how to classify books according to the Dewey Decimal System." (state principle verbally)

C. Arouse Interest and Motivation: Puzzling situation, explanation of principle in everyday use, explanation of use of principle in problem solving.

Librarian explains that all books must be classified in some way and experts use the Dewey Decimal System to do that. Present students with a stack of books that they must classify. (puzzling situation)

D. Preview lesson: Give directions to the solution of the puzzle, overview of how lesson will progress, outline of lesson.

Librarian outlines on board lesson steps. (outline)
Recall Prior Knowledge-Dewey Numbers
Present examples and non-examples
Do learning activities to re-inforce Dewey numbers
Practice classifying books
Assess knowledge of classifying books


II. Body

A. Recall Prior Knowledge: Concepts may be taught before principle or imbedded in the lesson, students must be able to apply concept not just repeat declarative knowledge, analogies may be used.

Librarian reminds students of previous lessons involving classifying books when they made their own categories and the difficulties encountered. Then librarian presents the ten Dewey Classification sets. (concepts imbedded in principle lesson)

B. Process Information and Examples: State "if-then" principle, display principle on poster, chalk board, transparency, or bulletin board; state WHY of principle, demonstrations, applications, present examples and non-examples, identify critical aspects of the principle, identify noncritical aspects of principle.

Librarian presents each Dewey category with an analogy and an example.
100-199: Philosophy and Psychology-Man thinks about himself.
Who am I? Shows picture of a cave man thinking about himself and makes a physical gesture pointing to himself. Shows examples of books that are about philosophy and psychology.

200-299: Religion-Man thinks about God. Where did I come from? Shows picture of a cave man looking up and makes a physical gesture pointing up. Shows book examples.

300-399: Sociology-Man thinks about others. Who is in the next cave? Shows picture of cave man looking at a different person and makes a physical gesture toward others. Shows book examples.

400-499: Language-Man talks to others. How can I talk to that man next to me? Shows picture of cave man talking with another man. Shows book examples.

500-599: Science and Nature-Man wants to know about the world. What is outside my cave? Shows picture of cave man going outside his cave. Shows book examples.

600-699: Technology-Man wants to make his life better. How can I improve my life? Shows picture of cave man building a fire. Shows book examples.

700-799: Fine Arts-Man wants to enjoy life. How can I have fun? Shows picture of man drawing pictures on his cave wall. Shows book examples.

800-899: Literature-Man wants to tell stories. How can I tell my adventures? Shows picture of cave man sitting by fire talking to others. Shows book examples.

900-999: History-Man wants to record his past. How can I hand down my past experiences to others? Shows picture of cave man talking to his children. Shows book examples.

000-099: Reference-Man want to organize his knowledge. How can I save my knowledge. Shows picture of cave man putting library books away! Shows book examples.(examples)

C. Focus Attention: Relate concepts to principle, note change in variables.

Librarian presents activity for each category to show how it relates to the principle:
100-199: Student draws picture of his dream
200-299: Student presents a talk about a religious leader
300-399: Student makes an environment alphabet book
400-499: Student finds words in three different languages
500-599: Student makes a report on an animal
600-699: Student tells about a new form of technology
700-799: Student tells about an artist
800-899: Student reads a poem
900-999: Student tells about a famous person
(relates concept to principle)

D. Employ Learning Strategy: Mnemonic, illustrate or diagram relationships or concepts.

Librarian reviews Dewey classifications using either the pictures, hand gestures, or questions the cave man asks.
(mnemonic)

E. Practice: State principle, recognize situation requiring principle, practice applying principle, evaluate proper use of principle.

Librarian has students repeat classification numbers and definitions. Then presents students with a pile of books from all areas of the library with the call numbers covered. Students must sort books according to those needing classifying (non-fiction) and those not. Students must then sort non-fiction books according to Dewey Decimal System. Students then remove call number covers to check their choices.

F. Evaluate Feedback: Statements must carry key concept understanding, identify extraneous or incorrect information, identify errors and problem areas, clear indication of correct answer.

Librarian and students discuss why choices were correct or incorrect according to Dewey System.


III. Conclusion

A. Summarize and Review: Paraphrase statement and principle, graphic, illustration, diagram, best examples.

Librarian shows yet another example from each category. (best example)

B. Transfer Knowledge: Use in other problem solving situations, locate use in daily lives, document observations.

Librarian has students classify videos using the principle. (use in other problem solving situations)

C. Remotivate and Close: Learners identify relevance of principle.

Librarian asks students to find a dictionary, a poetry book, an art book, a biography.(Daily life use)


IV. Assessment: State principle, recognize situations for principle's use, apply principle, determine correctness of principle.

A. Evaluate Feedback and Seek Remediation: Learner acquires ability to use rule, remediation should check for overgeneralization or undergeneralization

Librarian gives a student a stack of twenty books. Students will put them in the correct Dewey number set with 90% accuracy. If student has problems with this assessment, more practice sorting books is needed.