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Information Literacy Lesson Plan Garrece Walker FRIT 7136 Fall 2011 Dr. Purcell

GRADE: 5th

TEACHER(S): Glennis Jackson

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CONTENT TOPIC: Cultural Icons of the 1930s STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: Standard 1: Inquire, think critically, and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and social and cultural context. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Benchmark(s): - Evaluate facts for accuracy. - Distinguish between fact and opinion. - Skim/scan to locate information that is appropriate to age and ability level. - Experiment with text and visual media to create products Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. Responsibilities Indicator(s): 1.3.2 Seek divergent perspectives during information gathering and assessment. Self-Assessment Strategies Indicator(s): 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. 2.4.3 Recognize new knowledge and understanding. 3.4.2 Assess the quality and effectiveness of the learning product. CONNECTION TO LOCAL OR STATE STANDARDS SS5H5 The student will explain how the Great Depression and New Deal affected the lives of millions of Americans. c. Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens. OVERVIEW: Dr. Jacksons 5th grade students have been learning about the culture of the 1930s in an effort to show how the Great Depression and New Deal affected the lives of American. The Students will be asked to find background information on a 1930s icon and their contribution to the 1930s culture. They will persuade the Board of Cultural Achievement (the classroom) that their icon deserves the Greatest Icon of the 1930s Award. Students will work in groups of three and divide sections among each other research information on: Duke Ellington, Margaret Mitchell, Jesse Owens,

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Shirley Temple, Joe DiMaggio, Ernest Hemingway, Walter Disney, Clark Gabel, and Louis Armstrong. FINAL PRODUCT: Students will create a SLMS guided, PowerPoint presentation that explains the cultural contributions of their icon. LIBRARY LESSON(S): Students will identify the characteristics of accurate, valid, and appropriate information found in sources. They will gather information from reliable sources and about their Icon in preparation for producing their PowerPoint Presentation to be presented to the classroom. ASSESSMENT Product: Teacher and the SLMS assess the information generated by the students to confirm that accurate, valid, and appropriate information and basic information have been generated in preparation for creating PowerPoint intended for presentation to class. Process: Teachers and SLMS observe students as they use resources, write down information, and use PowerPoint. Student self-questioning What are the questions that I want to answer about this person? What do I already know or think I know about this person? How do I evaluate the information that I find? Have I found enough accurate information to answer all my questions? Have I discovered information that needs more research? Is the information factual or opinion? INSTRUCTIONAL PLAN Resources students will use: Online subscription database(s) Web sites Books Nonprint Periodicals/newspapers Other (list):

Reference

Instruction/activities o Direct instruction: Engage students interest by displaying a variety of websites. Challenge students with the following questions: If you were to select the most reliable website, which two would you choose? How do you know it is reliable? o Modeling and guided practice: Discuss the types of databases that are reliable. Distinguish between fact and opinion on websites and interpret the information represented in pictures of the celebrities. SLMS pulls up the research pathfinder for students to view the http://www.jogtheweb.com/run/NF66mwThoB4H/1930sCultural-Icons The SLMS will provide instruction in the use of PowerPoint to create a presentation.

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More resources: http://culturalicons1930s.pbworks.com/w/page/47943467/1930%27s%20Cultural %20Icons%20Pathfinders%20-%20Student%20Resources o Independent practice: Student will gather information from a variety of digital reference sources and sort information to represent their selected icon. o Sharing and reflecting: Students participate in a mock board presentation in the classroom in which the students discuss the impact that the icon had on the 1930s culture. Students will also complete a self-evaluation.

Reflection: The most difficult part of this project was actually finding time to plan with Dr. Jackson. However, the collaboration was a success and the kids really enjoyed it. In the initial stages of this collaboration, Dr. Jackson had the idea to start the Great Depression unit by starting with the culture of the 1930s. In order for the students to relate the information to real life, she wanted them to get an understanding of the times and how the Great Depression really had an effect on economy and every day lives. The kids were able to relate to the feelings of the people after completing this project. They understood that entertainment was still a very big part of the lives of the people and entertainers and athletes wanted to meet this need to uplift the country.

Our initial plan was to do a fun project in which they would research various art forms of the 1930s. We departed from that ideas so that we could align the unit with the GPS standards and decided to allow them to pick Icons of the 1930s; however we provided a list that included those names that are outlined in the GPS standards. Once we got the ideas, the planning went very well. We both were able to input our goals for the project. My goal was that the students that the student learn how to gather reliable information from online sources.

The best part of the project was when we discussed unreliable information, fact verses opinion, and implied pictorial information. The students really enjoyed looking at websites and deciding if information given about todays celebrities was fact or opinion. In hindsight I wish I would have created a fake

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website, using a blog because I was unable to pull up some the websites that I intended to at school. The blog could have also been given to the students as a reference on fact v/s opinion. Another strategy that I suggested to the students is to use books, such as biographies, as a way to cross reference information that they find online. If other resources have some of the same facts, then it may be a reliable source. When I assessed the students learning and self assessment, some students had a little difficulty in distinguishing fact from opinions that they found online so they had to look over their information carefully and reassess the selfassessment questions. Overall the students learned a lot about how to find reliable sources and check them for accuracy.