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Information Literacy Lesson Plan

Melissa Brown FRIT 7136 Spring 2012 Reference and Information Sources Dr. Kennedy

Research Pathfinder: http://www.livebinders.com/play/play_or_edit?id=376998

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Information Literacy Lesson Plan

GRADE: 10 CONTENT TOPIC: The American Revolution SLMS: Melissa Brown TEACHER: Tiffany Shepherd

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicator(s): 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Benchmark(s): 1.1.4 -Understand the librarys organizational scheme and what main topics are included in each section. -Select and use appropriate sources, including specialized reference sources and databases, to answer question. -Use multiple resources, including print, electronic, and human, to locate information. -Use the organizational structure of a book (for ex., table of contents, index, chapter headings) to locate information to answer questions. -Use text features and illustrations to decide which resources are best to use and why. 1.1.5 -Skim/scan to locate information that is appropriate to age and ability level. -Identify facts and details that support main ideas. -Evaluate facts for accuracy. -Distinguish between fact and opinion. -Interpret information taken from maps, graphs, charts, and other visuals. -Select information to answer questions or solve a problem. Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.2.3 Demonstrate creativity by using multiple resources and formats. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. Responsibilities Indicator(s): 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly.

Brown Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. 1.4.3 Monitor gathered information, and assess for gaps or weaknesses. 1.4.4 Seek appropriate help when it is needed. CONNECTION TO LOCAL OR STATE STANDARDS: SSUSH3 The student will explain the primary causes of the American Revolution. a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence. c. Explain the importance of Thomas Paines Common Sense to the movement for independence.SS6G9 The student will discuss environmental issues in Europe. SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution. a. Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and the role of Thomas Jefferson. b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette. c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge. d. Explain the role of geography at the Battle of Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

OVERVIEW: Tenth graders will research the American Revolution, focusing on the primary causes of the war and the major characters involved. Choosing from one of the major events that provoked the war or one of the prominent figures (George Washington, John Locke, etc.), students will use the information they have acquired to create a class Wall of information utilizing WallWisher.com FINAL PRODUCT: Students will effectively utilize print sources within the Media Center, as well as electronic sources through Galileo and the SLMS Pathfinder to thoroughly research the major events leading to the American Revolution or the key figures involved and contribute to the class WallWisher. LIBRARY LESSON(S): Using the Smartboard within the Media Center, the SLMS will assist the class in creating the WallWisher, as well as walk through the steps on how to post their individual contributions. Students will be given a worksheet to help guide their posts and examples of other WallWishers will be shown to the class as guidance.

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ASSESSMENT: Product: 1) Students will use the WallWisher Guidelines Handout (Attachment #1) to guide the search for information and to ensure all required elements are included in the WallWisher post. 2) Students will use the Teacher/SLMS created Rubric (Attachment #2) to determine that they are on the correct path will their posts and are documenting citations correctly. 3) Students will use web site evaluation form (Attachment #3) to determine whether sites are credible. Process: 1) The teacher and SLMS will determine students are correctly taking notes and making citations, while maintaining topical focus using the Guidelines Handout. 2) The teacher and SLMS will utilize the Rubric to access that students are incorporating all required elements into their WallWisher Posts. 3) The teacher and SLMS will utilize the Web Site Evaluation Forms to determine whether students can correctly identify reliable sources. Student self-questioning: - Which of my sources should I use? - What information would be most valuable to my class Wall? - Does my information meet the guidelines provided in the handout? - Did I cite all my sources?
INSTRUCTIONAL PLAN Resources students will use: Online subscription database(s) Web sites Books Reference Nonprint Other (list): SLMS-created Path Finder http://www.livebinders.com/play/play_or_edit? id=376998

Instruction/activities: o Direct instruction: The SLMS will engage students by using the Smart Board to show students what WallWisher is and how the account is set up. SLMS will show students how to create their post. The teacher and SLMS will explain the assignment guidelines and the importance of meticulous note-taking and citations. o Modeling and guided practice: The SLMS will show examples of other WallWisher projects, as well as create a post for the WallWisher board. The assignment guidelines will be shown on the Smart Board, and together, the SLMS, teacher, and students will practice the correct way to take notes and make citations. SLMS will reiterate to the

Brown students that avoiding plagiarism is their responsibility. SLMS will model, using the Web Site Evaluation Form, how to correctly determine the credibility of a site.

o Independent practice: Using the resources within the library and the SLMS-created Path Finder, students will begin evaluating web sites and taking notes. Students will use the web site evaluation forms on any sites not located within the Pathfinder. Once they have completed their research, they will create their post on WallWisher.com. o Sharing and reflecting: The class will view their WallWisher on the Smart Board and reflect on how well they feel it explains the American Revolution. Research Pathfinder: http://www.livebinders.com/play/play_or_edit?id=376998 Reflection of BOTH lesson and collaboration: Collaboration on this project was a huge challenge for me in the beginning. I am not currently teaching, and the teacher I found to work with had no time to communicate with me. I was forced to find someone else to work with and step out of my comfort zone of English and change to History. Luckily I found a great person to work with; Mrs. Shepherd. Mostly, Mrs. Shepherd and I exchanged emails and a few phone calls about the lesson. She was extremely busy planning for the schools prom, as she is the Chairperson for the Prom Committee. I had to create this lesson around what she was already working on, but it worked out great in the end. She was not familiar with Pathfinders, so I had to do a little bit of explaining to get us on the same page. Once we started collaborating, she had some really good ideas on websites and other sources that I could incorporate into my Pathfinder. The lesson was successful. This was one of the first times the students had been taught collaboratively and they responded well. I was pleasantly surprised to find that most of them had not heard of WallWisher. That made it very easy to intrigue them during the direct instruction. I think if I had chosen something they were very familiar with, they would have been less likely to devote their full attention to the project. Mrs. Shepherd nor the students really knew what a Pathfinder was, so I think we all learned from this project. Most of the students enjoyed completing the assignment and Mrs. Shepherd said the grades were very good. From this assignment, I have learned that I can do well within the field of Instructional Technology, even when I am forced to makes changes and learn new things myself. I believe that I learned just as much about the American Revolution as the students, and even though I am an English major, I feel confident that with research and collaboration with a knowledgeable teacher, I could create an Instructional Plan for almost any subject. I am walking away from this assignment very empowered and enriched!

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Guidelines for WallWisher Post on the American Revolution

Your post should be about one of the following:

A Key Figure (ex. Paul Revere, George Washington, Betsy Ross, etc.):
1. What are the most important factors that made this person a key figure during the war? 2. What important events/battles did this person participate in?

3. Can you find any little-known facts or information on this person?

Important Event/Battle (ex. The Declaration of Independence,

Boston Massacre, Boston Tea Party, etc.)
1. What are the most important details about this event/battle?

-What caused this event?

-What was the outcome of this event?

2. What important people participated in this event/battle?

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3. Can you find any little-known facts or information on this event?

**Use this paper to guide your note-taking. If you need more space, you may use the back or another sheet of paper. Be sure to note all sources of information with proper citations. Your post should include at least 4 sentences that are well-constructed and answers at least 2 of the Guidelines above. This sheet, along with your web site evaluations must be turned in. Remember to refer to the Rubric to ensure that you are on the right track. Attachment 2

WallWisher Evalution Rubric

Student Name: ________________________________________

CATEGORY Quality of Information

20
Information clearly relates to the main topic. It includes 3 supporting details and/or examples following the Guidelines Handout. Topic is addressed and all questions answered with at least 4 sentences.

18
Information clearly relates to the main topic. It provides 2 supporting details and/or examples following the Guidelines Handout.. Topic is addressed and most questions answered with at least 3 sentences.

15
Information clearly relates to the main topic. It provides 1 supporting detail and/or example following the Guidelines Handout.. Topic is addressed, and most questions answered with at least 2 sentences.

12
Information has little or nothing to do with the main topic. The Guildelines Handout was not followed

Amount of Information

Topic is not addressed, and includes less than 2 sentences.

Sources

All sources (information and graphics) are accurately documented in the desired format. No grammatical, spelling or punctuation errors.

All sources (information and graphics) are accurately documented, but a few are not in the desired format.

All sources (information and graphics) are accurately documented, but many are not in the desired format.

Some sources are not accurately documented.

Mechanics

Almost no A few grammatical grammatical, spelling spelling, or or punctuation errors punctuation errors.

Many grammatical, spelling, or punctuation errors.

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Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.

________ / 100
Rubric Made Using: RubiStar ( http://rubistar.4teachers.org )

Attachment 3
Website Evaluation Form Name of the Web page you are evaluating: __________________________________________ How did you come across this page? _______ Advertisement _______ Friend _______Surfing (linked from another page, which one? ______________________ _______ Search Engine (if yes, which one? _______________________________ URL of Web page you are evaluating http://___________________________________________ Technical and Visual Aspects of the Web Page Does the page take a long time to load? Are the graphics appropriate? Does the page indicate who owns or made the graphics/pictures on the page? Is the spelling correct on the page? Are there headings and subheadings on the page? Is the page signed by the author? Is the author's e-mail address included? Is there a date of last update? Is the format standard and readable with your browser? Is the navigation of the page clear and easy to understand? On supporting pages, is there a link back to the home page? Are the links clearly visible and explanatory? Should you accept the information as valid for your purpose? Content Is the title of the page indicative of the content? Is the purpose of the page indicated on the home page? Is the information useful for your purpose? Would information somewhere else have been different? Did the information lead you to other sources that were useful? Is a bibliography of print sources included? Is the information current? Does the information appear biased? YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO / NA YES / NO / NA YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO YES / NO / NA YES / NO / NA YES / NO / NA YES / NO

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Does the information contradict something you found somewhere else? Authority Who created the page? ___________________________________________ What organization is the person affiliated with? _________________________ Has the site been reviewed by an online reviewing agency? Does the domain (i.e. edu, com, gov) of the page influence your evaluation of the site? Are you satisfied that the information is useful for your purpose? If not, what can you do next? _______________________________________________ Can you get a printed version of the information? Reference: CRITICAL EVALUATION OF A WEB SITE : SECONDARY SCHOOL LEVEL Kathleen Schrock (kathy@kathyschrock.net) Kathy Schrock's Guide for Educators -http://school.discovery.com/schrockguide/evalhigh.html YES / NO

YES / NO YES / NO YES / NO YES / NO