For my fourth graders, this is the first time that they are expected to show where they got their informaiton. They have written many pieces of writing from their own experiences and perspective. However, now that they researched by reading other books and are using those notes to write their report, its really important for them to realize that they have to show the reader that they got their information from other writers.
In this lesson, students will look at books and website to record information that will later help them create a bibliography.
I show them the inside cover of the title page of a book and say, "Raise your hand if you've seen a page like this before?" Most hands go up. "Does anyone know why this page is one of the most important pages in your book?" "This tell use when the book was published, who published it and whether or not there has been updates or revisions.
I show them the graphic organizer for the bibliography and read through the sections. Looking at the section for books, I show them how I identify each part of the bibliography and record the information on the appropriate line.
Now its their turn.
After I modeled how to use the outline, students get a chance to search for information in books.
They each select a nonfiction book or research book as use it to answer guiding questions. First, I ask them to tell their neighbor the title of their book and then the author. I then ask them to find the publisher and copyright date.
As they find and share information, the ask questions of clarification, especially when there are more than one name or date listed. Which one is correct. I help clarify as best as I can.
Once students have had a chance to look at the publishing information in books, I direct their attention to the projected screen where I show them how to look at websites to find publishing information. Because websites are not organized in a consistent way it is more difficult for students to find all of the information they need. Therefore, I explain that they must have a website name, article or section name, date of access, and website at the very least. The more information the better for us and readers to determine the quality of our resources and informaiton from those resources.
One way for students to practice this is by having each student or student pair use a computer and look at websites for information. However, my class did not have enough computers, therefore, I showed the websites through the projecto and asked to students to direct me in finding information.
Before the lesson is completed, students get a chance to record some of their resources using their new skills of identifying publishing information on websites and books.
To wrap it up, I ask students to share anything interesting about the information they found. Mostly students think the publishing dates of books are really interesting because many of them are printed in the early 90s.