Let the Genre Games Begin!

1. Let the Genre Games Begin! Mrs. Jean Hellwegejhellma@lps.org Scott Middle School Librarian Mrs. Kim Ridderkridder@lps.org Scott Middle School 6th Grade Teacher Lincoln Public Schools

2. In addition to learning about genre • Empower students to use unfamiliar information and technology tools to learn. • Encourage students to take charge of their learning and have fun. • Engage students in games to learn about genre and to include critical thinking.

3. Who, What, When, Why & How • Sixth grade language arts classes. • Learn about genre, how to use technology tools and digital content resources (databases) at middle school. • Eight days. • Prepare students for research. • Quia • Google Docs • Inspiration • Online databases • Wordle • NetTrekker • Wallwisher/Stixy • Online catalog • Library website

4. AASL Standards for the 21st Century Learner: • Inquire, think critically, and gain knowledge. • Skill 1.1.4 Find, evaluate and select appropriate sources to answer questions. • Disposition 1.2.6 Display emotional resilience by persisting in information searching despite challenges. • Responsibilities1.3.3 Follow Ethical and legal guidelines in gathering and using information. • Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. • Skill 2.1.4 Use technology and other information tools to analyze and organize information. • Self-assessment 2.4.1 Determine how to act on information (accept, reject, modify).

5. Day 1: Science Fiction • Groups: Categorize the candy on the table and be ready to explain how and why you chose this way to group it. • Learn about science fiction by independently playing the Science Fiction challenge board on Quia. Use World Book Encyclopedia online to find the answers. • Cool Down: List at least one characteristic of science fiction.

6. Quia • $49 individual teacher per year • Rates decrease for groups of 10 • Site license is $1500 • 30-day trial available • Shared activities, quizzes, surveys, grade book • Data collection features

7. Queen of Quia • Lesa Christiancy • Scott Middle School • 402-436-1218 • christl@lps.org

8. Day 2: Science Fiction • Warm up: Share with your table partner one thing you learned about science fiction yesterday. • Independent: Finish playing the science fiction challenge board, using World Book to find the answers. • Divide into 3 teams to play the challenge board game as a team.

9. Day 2: Science Fiction • Cool Down: Create a presentation in Google Docs, called Mind Stretches. • Add a two-column slide. • My definition • Characteristics

10. Day 2: Mystery Fiction • You have 2 minutes to collaborate with your table partners to come up with a definition of science fiction. Share. • In World Book, do a search for mystery fiction. From the results on the first page, choose the article that explains one type of mystery. Read the article to complete the first paragraph of this Cloze activity on Quia. • Do a search for "mysteries" on Gale's Kids InfoBits and read the magazine article called "The Whodounit: How to Do It" by Catherine Gourley. Then answer the last 3 paragraphs of this Cloze activity. • Once you've completed all 4 paragraphs, read through them 2-3 times to make sure you understand the information.

11. What have you learned? • Google “wordle” • Create aWordle(word cloud) • 4 elements of a mystery • Important mystery fiction vocabulary • Authors of mystery books • Titles of great mystery books you’ve read. • Gallery Walk

12. Day 2: Mystery Wordle

13. Day 3: Warm Up • If you were to check out a book today, which genre would you pick—science fiction or mystery—and why. • Open Mind Stretches and write your answer in Google Docs-use 48 point font. • Gallery walk.

14. Day 3: Goals • Use NetTrekker to locate a biography about Dr. Martin Luther King, Jr. • Define biography, autobiography and collective biography. • Explain where to find biographies, autobiographies and collective biographies in a library.

15. Day 3: Biography • Question and answer session about biography, autobiography and collective biography how they are shelved. • Learn about NetTrekker. • Search for Martin Luther King, Jr. to complete the cloze activity, “Stop the Presses.”

16. Day 3 Cool Down On a sticky note: • What is the call number for a biography about Jackie Robinson? • If Mrs. Hellwege wrote an autobiography, what would its call number be? • What is one reason why we want you to use NetTrekker instead of Google? • What is your first and last name?

17. Plan of Attack-Day 4 • Students log onto their library accounts, create one list for each genre studied so far, and add two books per genre they might want to read. • Do Internet search for definition of “gist”. Discuss. • Do Internet search for gist template (pdf). Download. • Search World Book for “newspaper”. Students read the article through the types of newspapers and use the Gist Template to write 1-2 sentences to summarize. The sentence should answer: Why are newspapers important? What do they do? When do they come out? In what formats do we find newspapers? What is the scope (location) of newspapers? • Share. • Repeat for magazines and journals.

18. Important concepts-Day 4 • Periodicals • Newspapers • Purpose to inform, shape public opinion • Current events, opinion pages, society, sports, politics, travel, consumer issues • Daily, weekly (print), minute (online) • City, state, national, world news • Magazines • General public • Many interests • Weekly, monthy, bi-monthly • Online or print • Journals • Professional or scholarly audience • Education, technology, architect, medical, legal, etc. • Research • Online or print

19. GIST

20. Day 4 Cool Down • On Wall Wisher (wallwisher.com) or Stixy (stixy.com) share one example of a periodical and whether it is a newspaper, a magazine or a journal. • Remember that you can play any of the Quia genre games after school to review!

21. Day 5: Warm Up • Play the Periodical Hangman Game in Quia.

22. Day 5: Plan of Attack • Students use World Book and Gale to search Realistic Fiction to find the answers to play the Quia Hangman realistic fiction game.

23. Day 6: Warm Up • Play one more round of realistic fiction Hangman on Quia.

24. Day 6: Plan of Attack • Students search for Historical Fiction in the online catalog and create a list in their account. • Students choose 2 or more historical fiction books to add to their Historical Fiction list by reading the summaries of the books. • With a partner, students define Historical Fiction based on their search. • Cool Down: Each pair records their definition on Wall Wisher.

25. Day 7: Warm Up • Students come to consensus as a class on the definition of Historical Fiction after reviewing the Wall Wisher.

26. Day 7: Warm Up #2 Q: What 3 things do these have in common? A: 1. 2. 3.

27. Day 7: Warm Up Answers A: 1.Made up stories 2. about everyday life 3. that could really happen Q: What do these three have in common?

28. Day 7 Plan of attack: • Use World Book and Gale databases to define and list the characteristics of folklore (myths, legends, ballads, folk tales, fables, trickster stories, and fairy tales) and give an example of each. • Learn to use the highlighter and definition features in World Book online. • Divide into 7 teams to research the different types of folklore. Each takes notes on a graphic organizer. • Use Inspiration to take notes on all 7 types.

29. Day 7: Inspiration • Open Inspiration. • Create a bubble with main topic of FOLKLORE. • Create 7 “arms” with 4 bubbles each. • Add the types of folklore in the bubbles closest to the FOLKLORE bubble. • Each small group reads their definition, traits and examples and everyone enters this into their Inspiration document. • Students individualize their Inspiration documents by changing shapes, colors, fonts, etc. • Gallery walk to share their documents.

30. Day 8-Review • Play the Genre Review Challenge Board Game independently and then in teams.

31. The Dating Game • Students watched Michael Jackson clip • Students brainstormed questions (Diff) • Students selected one genre and wrote the answers to the questions (Diff) • Students were given a script to read (non-Diff) • Contestant guessed the genre of the three possible “dates”

32. The Dating Game • Students watched Michael Jackson clip • Students brainstormed questions (Diff) • Students selected one genre and wrote the answers to the questions (Diff) • Played The Dating Game- the bachelor or bachelorette was assigned a genre and they tried to choose the contestant with the same genre.

33. kridder@lps.org Kim Ridder jhellma@lps.org Jean Hellwege