[LM_NET] HIT: SEC: Orientation for 10th graders and summary of my CSI/Cold Case/NCIS orientation

[Linda Elliott <lelliott60@YAHOO.COM>]

Hi all!
   
  I received so many requests for a copy of my orientation, but not much in the way 
of ideas for my 10th graders.  Here's what I did receive:


But what about a survivor orientation or a game show theme?
I would love to see your CSI lesson.  One thing I do is a jeopardy
 style game.  Categories could be : Checkout/Media Rules, Behavior
Expectations/Media Layout/I also had a category about me....as I have
 worked here a long time...how long have I worked here, daughter's name, pets,
 what was my first job, etc.

I'm doinga  Library 
Jeopardy (PPT Template I downloaded from the Internet) to remind the kids of the    
qq  
rules. Would that work? http://jc-schools.net/tutorials/PPT-games/


if you're looking for something completely  different, Joyce Valenza's site has a 
couple of cute videos
 her students created.  Do you have video  equipment/studio?  Your students might 
like to create it  themselves.
 Nothing's better for learning than doing it  yourself!  Here's the link for 
Joyce's lessons page: http://www.sdst.org/shs/library/jvles.html



  
******************************************************************************************

   
  For those of you interested in my Cold Case/CSI theme. 
   
  It probably sounds more exciting that it really is!  First I intro myself and 
then "confess" that over the summer I became quite a couch potato watching CSI, 
then NCIS and then Cold Case.  I try and establish that common knowledge with them 
based on this.  
   
  I then explain that what the investigators are doing is exactly what they do when 
they have an assignment from their teacher.  I stress that, just like doing a 
forensic investigation, one has to look for information everywhere and that clues 
can be found all over the library.  (I have signs, re:  eating in library, 
bookmarks with our webpage, rules and usernames & passwords for dbases, etc.)  I 
then have students form themselves into groups of 2.  
   
  I explain they will be given a Cold Case to solve at the end of the period and 
they must use clues about the library to solve it.  I also tell them that in the 
"real world", they would be paid for their work and that their payment today is 
that this will be graded and become part of their English grade.  I then explain 
that if they solve the Cold Case in the real world, they would probably earn a 
bonus.  At this point I pull out a huge basket of candy--(it is cheap and desirable 
and motivating, albeit very unhealthy).  I let them know that the first 3 groups to 
turn in a perfect paper will earn a bonus.  For the first perfect paper, each 
member gets a large prize (8 pack of candy bars) to choose from.  Second perfect 
paper turned in earns a full size candy bar, and the third group gets a single fun 
size candy bar.  (You probably already know who pays for these item from her 
personal budget).
   
  I then take them on a tour of the library, letting them know that about half of 
their questions to solve the case are going to be answered by me on the tour.  We 
cover much more that that, but we go FAST!  I use about 20 min to tour (it is a 
large building).  Then I show them how to access info from the OPAC and a dbase and 
set them free on a -- scavenger hunt! , but they think of it as an invesitgation to 
solve the Cold Case.   For certain answers, I have the letters circled and these 
are transfered to the bottom of the page where they spell out an episode of CSI.  I 
was going to use the names of murderers, but felt that glorified them too much and 
would be too simple to guess.  
   
  The second partner must go to one of our meeting rooms and pick up a map and fill 
out all the major locations in the library (our computer lab, my desk, the career 
center, check-out desk, etc.)
   
  The first partner gets questions for which they must use a World Almanac, the 
OPAC, and find the author of an article in the dbase, a personal question  they 
must ask me and one for my clerk (so we seem approachable and friendly) and how 
long materials can be checked out, etc.  I have 10 different versions for the first 
partner, so cheating is tough.
 
   
  The first PERFECT paper is what they strive for so I stress you don't guess if 
you are sending a person to jail, you must be sure of the answer, as that is how 
research is done.  My TA numbers the papers in the order they come in and then I 
grade them.  We had a stamp made that says COLD CASE and we stamp those that arn't 
solved with it.  For those perfect papers, we run them through the printer with 
CASE SOLVED in word art across them.   The following day, I visit the classroom 
with my basket of candy and we do a desk drum roll and announce the winners, 
starting with 3rd place.
   
  The 9th graders literally run to find answers in books, from people and on 
computers, and seem to enjoy it.  The teachers feel it is very effective and a 
positive introduction to the library.  If anything is unclear, email me and ask!

Hope this helps you.  

 


Linda Elliott
Library Media Teacher
Pleasant Valley High School
1475 East Avenue
Chico, CA  95926
530-879-5197
lelliott60@yahoo.com

 



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