Sharp, Ethnography 1
Ethnography Lesson Plan
Name:
Kimberly Sharp
Lesson Title:
Grade Level/Subject
Area:
Performance Objectives:
Curricular Connections:
(QCC/IEP/Local or
National Standards)
School: Ivy Creek Elementary School
Using Destiny Quest
5th Grade
After completion of the lesson, students will be able to:
 Create a personal list of books they would like to
read this year.
 Write a critical review on a favorite book they have
read in order to persuade others to read it.
ELA5R2 – The student consistently reads at least twentyfive books or book equivalents each year including material
from at least three different literary forms and from at least
five different writers.
ILL Standard 1 – The student who is information literate
accesses information efficiently and effectively.
Assessment:
Technology Connections:
Materials:
Procedures:
ILL Standard 4 – The student who is an independent
learner is information literate and pursues information
related to personal interests.
The instructor will observe that students are able to
correctly log-in to the media catalog and place a minimum
of ten books by different authors in their personal lists.
Student reviews will be evaluated for content and
persuasive nature.
Follett Destiny Quest software (media catalog)
LCD Projector, Screen and Computer for demonstration
purposes. Individual student computers.
The instructor will demonstrate various features of the
Destiny Quest software:
 Log-in & Password
 Searching Efficiently for Materials
 Availability of Materials
 Call Numbers and Location of Materials
 “My Info” tab to see personal materials checked out
 Creating Book Lists
 Writing Critical Reviews
Students will then work independently at their computers
with the goal of logging in correctly, adding a variety of ten
books to their personal lists, and writing one critical review
Sharp, Ethnography 2
Classroom Management:
of a favorite book.
Students should sit in such a way as to see the screen
showing the projected image during whole group
instruction.
In the event that there are not enough computers for all
students, have a few work as partners, taking turns logging
on to their individual accounts.
Accommodation:
Students who are unable to follow directions during
independent work will be removed from their computer and
asked to complete the assignment in their classroom.
Students who have difficulty seeing should be seated
closest to the screen during whole group instruction.
ESOL students may work with a same-language partner
during independent work, however, the visual nature of this
program allows those who speak other languages or
struggle with learning disabilities to navigate through this
lesson effectively.
Sharp, Ethnography 3
Collection Map
Alexander, H. (2003). The case of the tattooed cat. New York: HarperEntertainment.
Arnold, E. (2002). Star wars. Jango fett: bounty hunter. New York: Random House.
Biel, T. L. (1990). Tigers. Mankato, Minn.: Creative Education.
Biel, T. L., Wexo, J. B., & Productions, Q. (1990). Tigers. Mankato: Creative Education.
Cerasini, M. (2002). Star wars. Anakin: apprentice. New York: Random House.
Darling, K. (1996). Rain forest babies. New York: Walker.
Dubowski, C. E. (2000). The case of the slam dunk mystery/#15. New York:
HarperEntertainment.
Follett Software Company. (2009). Follett Destiny. McHenry, Illinois.
Hand, E. (2004). Pursuit. New York: Scholastic.
Katschke, J. (2001). The case of the screaming scarecrow/#25. New York:
HarperEntertainment.
Kinney, J. (2007). Diary of a wimpy kid: Greg Heffley's journal. New York: Amulet
Books.
Kinney, J. (2008). Diary of a wimpy kid: Rodrick rules. New York: Amulet Books.
Kinney, J. (2009). Diary of a wimpy kid: the last straw. New York: Amulet Books.
Morrison, T. (1998). Cheetah. New York: Henry Holt.
Romine, D. (2003). Mary-Kate Olsen, Ashley Olsen: our story: Mary-Kate and Ashley
Olsen's official biography. New York: HarperEntertainment/HarperCollins/Parachute
Press Book.
Sachar, L. (2000). Holes. New York: Henry Holt.
Sachar, L. (2004). There's a boy in the girls' bathroom. New York: Dell Yearling.
Smyth, A. (1989). Cheetahs. Danbury: Grolier Educational.
Wexo, J. B. (1997). Big cats. San Diego: Wildlife Education, Ltd.
Zumbusch, A. v. (2007). Cheetahs: world's fastest cats. New York: PowerKids Press.
Sharp, Ethnography 4
Report of Observations
2:00 PM
Activity
Whole Group
Lesson – Destiny
Quest
Behavior
Laura volunteers to
explain why we use
Destiny Quest.
Caleb adjusts his
hat.
Most students are
looking at Laura.
Teacher calls on
Evan.
2:01 PM
Phone rings. Door
opens.
2:02 PM
Two students are
straining to see the
LCD screen.
2:03 PM
Logging In
Eight students
volunteer to share
how to log in
correctly.
Passwords
Teacher asks
students to share
what two digit
number corresponds
with each month.
Sergio looks at
camera.
Two students are
playing with their
hats.
Teacher calls on
Sean to share his
password.
Teacher asks class
to give the password
for her birthday.
Teacher shares how
to use the “My Info”
tab.
2:04 PM
2:05 PM
My Info Tab
Action
Laura shares that we
use it to locate
books in the library.
Teacher ignores.
Teacher interacts
with Laura.
Evan elaborates on
Laura’s response by
explaining call
numbers.
Savannah looks at
the door. Mary
Riley looks into the
camera.
Teacher asks them
to move to a better
location. Students
move.
Alex answers that
the login is your
“200” number and
your birthday,
month & day.
Class responds as a
group: January is
01, April is 04,
August is 08,
December is 12.
Teacher ignores.
Teacher ignores.
Sean responds
correctly.
Class responds
correctly.
Of the 16 students
visible in the
camera, all are
Sharp, Ethnography 5
2:06 PM
Creating Lists
Teacher directs the
class attention back
to the screen.
Teacher asks how
many remember
how to create a list.
2:07 PM
2:07 PM
Teacher explains
how to create a list
using the keyword
“tigers” as an
example.
Searching for Books
2:08 PM
2:09 PM
Locating Books
2:10 PM
Shelf Browse
2:11 PM
You May Also Like
2:11PM
Reviews
watching the screen.
A kindergarten
student interrupts
lesson to ask a
question. Baasim
checks out the
camera.
All students turn to
the screen.
Almost all students
raise their hands.
Teacher talks about
“cleaning up their
lists” by deleting
books they’ve
already read.
Teacher
Kids suggest
demonstrates how to “cheetahs,” Diary of
perform popular
a Wimpy Kid. They
searches using
giggle when icons
simple keywords.
appear and one
student suggests it is
because they are
funny books.
Teacher asks how
Kelsey explains the
students know
concept of call
where to look for
number with section
the books they love. and author’s last
name.
Justin plays with his Teacher ignores.
hat.
Teacher asks where Students point to the
a book with FIC
fiction section.
KIN would be
John answers the
located.
“K” shelf.
Teacher
Students say
demonstrates the
“hmmm…hmmm”
shelf browse
in agreement.
feature.
Teacher
Students giggle
demonstrates the
when There is a Boy
“You May Also
in the Girls
Like”
Bathroom shows on
the screen.
Teacher shares that
Students share that
Sharp, Ethnography 6
students are the
“experts” on the
best books and reads
examples of reviews
posted by students.
Students ask how
their names will
appear under
reviews.
Teacher reminds to
explain WHY a
book is terrific.
Don’t waste time
reviewing a book
you don’t like.
Teacher completes a
sample review on
There is a Boy in the
Girls’ Bathroom.
2:12 PM
2:13 PM
2:13 PM
2:15 PM
Teacher asks if we
should worry about
spelling.
Laura asks why
some reviews don’t
have student names.
Savannah asks how
a book can receive
½ a star.
2:16 PM
Critical Reviews
Teacher explains
that the star ratings
are an average of all
reviews.
Teacher explains
how star ratings and
the number of
they recognize
names of kids at
school.
Teacher shares how
to post a review.
Students agree.
Students giggle as
the review is
written. Some
students whisper
about how quickly
the teacher types!
Some students
answer “yes” while
others call out “no.”
As a class they
decide that spelling
does matter.
Teacher answers
that the feature is
new and will only
apply to reviews
created this year.
Teacher asks kids to
answer. Mary Riley
suggests that you
click on ½ the star.
Evan says that you
can’t give a book ½
a star.
Four students begin
squirming in their
seats.
Students agree and
gasp when the
teacher shares that
Sharp, Ethnography 7
2:17 PM
Review change in
location of Series
2:17 PM
Independent
Computer Work
2:18 PM
reviews should be
considered when
evaluating a book.
A book with 1 star
and 1 review might
be good in spite of
the rating while a
book with 4.5 stars
and 205 reviews is
probably a great
one.
Teacher conducts
searches for Star
Wars and Mary
Kate & Ashley
books.
Students are
dismissed to their
own computers with
instructions to log in
correctly, check the
“my info” tab,
review one favorite
book and add at
least 10 books to
their personal lists.
Four students
change the
background theme.
Teacher pairs some
students together.
Many students
discuss how many
books they have in
their lists.
Most students have
no trouble logging
on.
Most students are
eagerly searching
for new books.
Evan asks the
teacher why he isn’t
able to write a
review on a
some books have
been reviewed more
than 200 times.
Students volunteer
and respond where
those books would
be located.
Laura clarifies the
log in. Six kids are
slow to find
computers.
There are 30
students and 24
computers.
Teacher encourages
conversation about
great books.
Teacher assists new
students with their
login information.
Ben shows Evan
how to find one of
his favorites.
Teacher points out
that he reviewed the
book last year and
announces to the
Sharp, Ethnography 8
particular book.
2:21 PM
2:23 PM
Toni shares that she
is thinking about her
review.
Nathan and Sean
discuss how it is
“such a good book.”
Fernando is
watching everyone
else.
Zoe, Baasim, Justin,
and Sergio are
actively typing a
review.
Teacher observes
that at least 15
students added 10
books to their list.
22 students checked
their “My Info” tab
to see what they had
checked out and
changed their
theme. 12 students
did reviews.
class that a book can
only be reviewed
once.
Teacher redirects
Fernando to search
for his books.
Teacher asks
students to continue
working for the
remainder of the
lesson.
Sharp, Ethnography 9
Personal Narrative
This lesson was taught to fifth grade students on a Friday afternoon. It was
designed as a review of the features of our media catalog software, Follett Destiny Quest.
While many of the students were familiar with the software, it had been almost a year
since they had received any detailed instruction on effectively searching for library
materials.
Initially, I was nervous about videotaping myself teaching a lesson. However, I
discovered that it was a very helpful personal evaluation tool. It was obvious that I was
familiar with how to use the software and I easily answered questions as they were asked.
One topic flowed nicely into the next topic and I was pleasantly surprised at how
professional I sounded! I was most impressed with the behavior of the students in this
class. They were attentive and respectful, in spite of the fact that it was hat day! They
asked some great questions and were eager to work independently to apply what they had
learned.
I began the lesson by asking the entire class to sit in the teaching area with their
attention directed at the screen. Using an LCD Projector, I projected my computer
monitor onto a large screen. Students were easily able to follow along with me as I
demonstrated various aspects of the Destiny Quest software.
We reviewed the differences between logging in to the media center computers
and logging in to Destiny Quest. The students remembered that they used their student
number as a username, but weren’t sure which password to use. After a short discussion,
they recalled that their four-digit birthday, month and year, were used as the password. It
was important to review the need to place a zero in front of single digit months and days.
Sharp, Ethnography 10
Only one or two new students struggled with logging in when it was time to work
independently.
When demonstrating how to use the “My Info” tab to see what students have
checked out, I was able to share how being the media specialist was the best job in the
school because I can check out as many books as I want to. The students smiled and I
couldn’t help but wonder how many future media specialists were in the room!
As a class, we discussed what kinds of books should be in our lists. The lists
contain favorite books, books students might like to check out one day, titles that could
be used in a special research project, etc. We also talked about cleaning up those lists so
that they were accurate. Many students had books in their list from last year and I
encouraged them to decide if those materials were still relevant. Instructionally, my goal
was to make sure that students were able to select a variety of books to refer back to
throughout the school year. This book list would serve them well as a reference when
working toward their goal of reading twenty-five books this year.
I was impressed that the students were able to recall the concept of Call Numbers
and the location of materials in the library. The vast majority of students could identify
the Fiction, Non-Fiction and Everybody sections of the library and remembered that the
first three letters of the author’s last name were located on the spine. It was delightful to
hear the students laugh in response to some of the examples I used during our keyword
searches. They loved seeing some of their favorites appear on the screen!
While the students were familiar with call numbers and the shelf browsing
features, they were excited about the “You May Also Like” feature. Some of the books
in our library are so popular that many of the students are unable to check them out.
Sharp, Ethnography 11
They were encouraged to see that similar books might be suggested for books that were
currently unavailable for check out. By selecting books that suit their individual
interests, they are becoming more independent and more confident with their information
access skills.
Using the Follett Destiny Quest Software, students are able to write reviews that
are designed to help other readers determine which books they would enjoy. I used the
book There is a Boy in the Girls’ Bathroom to create a sample review. A few students
had read the book, while the rest were thrilled with the title. We talked about the need to
share specific examples about why they enjoyed the book or how it related to them
personally. We also stressed the importance of correct spelling and grammar since it
would be published for everyone to read.
The discussion following my example for writing a review was quite lively.
Students wanted to understand how a book could have only half of a star and how their
names were assigned to the reviews. They really caught on to the concept of averaging
the number of stars. I stressed the importance of reviewing only those books that they
had actually read and that they had really enjoyed. We also talked about evaluating the
reviews critically. Students noticed that books that had received bad reviews might have
been done accidentally if no comments were listed. Additionally, they liked to examine
how many people reviewed a particular book and recognized that a high rating after many
reviews was likely to be a favorite for kids.
Once students were dismissed to work independently at their computers, I was
able to see how excited they were about using Destiny Quest to locate favorite books.
Twenty-two students immediately changed their themes and checked to see what they
Sharp, Ethnography 12
had checked out. They all eagerly began adding books and removing books from their
individual lists. I thoroughly enjoyed listening to the dialogue between students: “Ah,
man this is a great book! You should add this to your list, too!” “I’ve got 256 books in
my list from last year. I’m going to start over this year and see how many I get!” “Have
you read this book? I loved it!” At least fifteen students added ten or more books to their
lists by the end of the lesson.
As students write reviews for their favorite books, they are sent to me for
approval. Twelve students in this class wrote reviews within the time allotted. Martin
reviewed Harry Potter and the Sorcerer’s Stone: I read this book and I really like it! For
me, it was very interesting because it is about a kid that discovers that he really is a
wizard and he has a lot of great adventures with his friends” Evan reviewed Beagles:
“After I read this book, I got a Beagle!” Laney writes about More Scary Stories to Tell in
the Dark: “If you are in a mood to be scared, then this is the type of book you need to
read. Some of the stories are really cool, but scary! I used to read them to my mom!”
and Mikayla reviewed Diary of a Wimpy Kid: Roderick Rules: “When I got this book at
the book fair, I went straight back to class and read it. When I finished about a week
later, I knew it was the best book ever! When I was done with it, it brought back
memories, like when I was 7, I had swimming lessons like he did. When I got out of the
pool, I was so cold I jumped in the pool again and wouldn’t come out!”
I was pleased with the number of students who wrote reviews on their favorite
books. However, I believe that the quality could be better. Many of them had
grammatical errors or a lack of substance. As a follow up to this lesson, I’d like to focus
strictly on the quality of reviews by showing both good and bad examples.
Sharp, Ethnography 13
In general, I felt that this lesson effectively accomplished the objectives I had set
for instruction. The students easily logged in to the program and enjoyed adding books to
their lists. In fact, after the lesson, many of them checked out books that were on their
lists. I also noticed a sharp decline in the number of students asking about due dates for
their books. They used the “My Info” tab instead and demonstrated independent
information access skills. As the year progresses, I anticipate that they will grow more
comfortable with the software and increase their effective use of technology to pursue
books that match their individual interests.