Although I am not currently teaching, this unit was designed with a specific imaginary audience in mind. I am envisioning its use with a class of 18-22 second grade students. The elementary school is located in a small city of about 70,000 people and serves around 475 students in grades K-6. Most of the students in this class come from above average socio-economic conditions.
This is the first research assignment for most of these students. Students at this age are particularly interested in animals and excited about their relatively new ability to read informational books independently. However, many of them are uncertain about conducting research. I believe that, if correctly presented, students will be motivated to learn note-taking skills as a method of making sense of an assignment that seems large and difficult.
At the time of this lesson, the library has just finished hosting its annual book fair. Second grade students visited the book fair as a class to make wish lists to show to their parents before returning to buy books. I will use the experience of making book wish lists to connect taking notes to the real world and to prior knowledge.
My imaginary co-teacher is Ms. Spencer, who has taught for two years, both in the second grade. This unit is her first experience collaborating with a media specialist.