Information Literacy Lesson Plan

FRIT 7136 Fall 2012

Kelly Meeks 11/4/2012

Pathfinder: http://www.livebinders.com/play/play/627965#

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Information Literacy Lesson Plan

Grade: 8 Teachers: Kelly Meeks (Media Sp.) Van Phillips (classroom)

Content Topic: The Antebellum Period and The Civil War Standards for the 21st-Century Learner Goals Standard 1 Inquire, think critically, and gain knowledge Standard 3 Share knowledge and participate ethically and productively as members of our democratic society Skills Indicator(s): 1.1.3 Develop and refine a range of questions to frame the search for new understanding 1.1.4 Find, evaluate, and select appropriate sources to answer questions 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess 3.1.6 Use information and technology ethically and responsibly Benchmark(s): Grade 8 1.1.3- Write questions independently based on key ideas or areas of focus - Refine questions depending on the type of information needed 1.1.4- Evaluate sources based on criteria such as copyright date, authority of author or publisher, comprehensiveness, readability, and alignment with research needs 3.1.4- Use appropriate media and formats to design and develop products that clearly and coherently display new knowledge 3.1.6- Avoid plagiarism by rephrasing information in their own words - Document quotations and cite sources using correct bibliography format Dispositions Indicator(s): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers

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1.3.5 Use information technology responsibly 3.3.2 Respect the differing interests and experiences of others, and seek a variety of viewpoints 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 See appropriate help when it is needed 3.4.2 Assess the quality and effectiveness of the learning product Connection to Local or State Standards: SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia a. Explain the importance of key issues and events that led to the Civil War; include slavery, states rights, nullification, Missouri Compromise, Compromise of 1850, the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander Stephens b. State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation, Gettysburg, Chickamauga, the Union Blockade of Georgias coast, Shermans Atlanta Campaign, Shermans March to the Sea, and Andersonville Overview: Eighth grade students are learning about the Civil Wars effect on Georgia. The students are to complete a project, If the Dead Could Talk. Students will choose a Civil War role and then use a variety of sources to research their role in the Civil War. The roles consist of an African American slave, African American Freedman, Army chaplain, Army doctor/nurse, Confederate General, Confederate Infantry soldier, Prisoner of War, Union General, Union Infantry soldier, or war correspondent/photographer. The students research must answer the following questions. 1 What is your name and your familys background? 2 What city and state are you from? Do you support the North or South? 3 What work are you doing in the Civil War? What tools do you use? 4 Why do you think this work is important? 5 What beliefs form your support of your side of the war? 6 What 7 days of your life stand out to you? 7 How was the life of this person different in the 1860s than it would be today? Students will find photographs that illustrate the clothing, weapons, and housing of the times. All research and photographs will be used to create a presentation for the class.

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Final Product: The presentation must be made using an online presentation creating tool; Pezzi, Empressr, Google Docs, Sliderocket, or Zoho Show. The presentation must include information that answers all of the required questions and include a 7-day journal of their person. The days do not have to be consecutive, but they must coincide with specific days or events that took place in the Civil War. The students must correctly cite all sources used in their research. The final presentations will be presented to the class and will be graded based on the rubric students receive. Library Lesson(s): A lesson on correctly citing sources, plagiarism, and using the internet and technology responsibly will be given in whole-group sessions. Students will learn to find and evaluate various resources as a whole group and given help as needed individually or in small groups. The students may use the resources available on the SLMS-created Pathfinder or find their own. Students will be shown how to locate the Pathfinder in a whole group setting. Students will be guided by the SLMS in self questioning and self assessment throughout the 4-week project. In small groups, the students will be given assistance in learning to use the chosen online presentation creating tool. Pathfinder: http://www.livebinders.com/play/play/627965# Assessment Product The research process will be assessed using a checklist by the SLMS and the students own self-assessing. The final presentation will be assessed using the instructor-designed rubric. Process The SLMS and teacher will use the checklist and rubric to assess student progress at checkpoints to insure that the students are using appropriate sources and including the required information in their presentations. The SLMS and teacher will use the rubric to grade the final presentations. The teacher will use the rubric to assess student presentation of their final product to the class. Student self-questioning

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Each student will receive a source evaluating list of questions to answer each time they are in the media center to research or work on their presentation. This must be completed before they leave. Instructional Plan: Students will use a variety of the following resources for their research and presentation building Online Subscription Database(s) Nonprint Periodicals/newspapers Websites Other (list): Books Reference

Instruction/Activities: Day 1 Direct Instruction: Once students are settled in the media center, the SLMS will ask students if they like for people to copy them or copy from their work. This will lead into a lesson on plagiarism and correctly citing sources. Students will be instructed in how to use the Son of Citation Machine website. http://citationmachine.net/index2.php. Students will be shown how to locate and use the SLMS-created Pathfinder: http://www.livebinders.com/play/play/627965#. Modeling and Guided Practice: Students will choose one print and one online resource and practice paraphrasing and using the citation website in the media center computer lab. Independent Practice: Students will begin looking for Civil War resources. They will make a citation for each source in a Google Docs document (each student has a Google username and password). Their chosen sources will be used in the Day 2 lesson. Sharing and Reflecting: The students will discuss what they have learned about plagiarism and citing sources and why these are important. Day 2 Direct Instruction: Once students are settled in the media center computer lab, they will be asked to open their document in which they cited their sources the previous day. The SLMS will teach the students why evaluating resources is so important and how to evaluate various sources. Students will then be shown the various online presentation-building tools they are allowed to chose from. Modeling and Guided Practice: The SLMS will give each student an evaluation checklist of evaluating questions to ask about their sources. Students will use the evaluation tools to evaluate their chosen resources. The students will explore and choose a presentation-building tool.

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Independent Practice: Students will continue looking for Civil War resources. They will make a citation for each source in a Google Docs document. They will evaluate each resource. They will explore and navigate their chosen presentation-building tool. Sharing and Reflecting: The students will discuss what they have learned about evaluating resources and why it is so important to choose appropriate and reliable sources. Future Lessons: Future lessons will consist of helping students as they continue to research and create their presentation as needed. Students will fill out a selfassessment questionnaire each time they are in the media center working on their project. The project is four weeks in length; a weekly check-point will be made by the SLMS using a checklist to determine student progress on the project.

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Reflection Mr. Phillips and I have different planning periods. Due to this we collaborated via email, phone calls, and two after school meetings. The collaboration went very smoothly. Mr. Phillips has had his students complete this project over the last few years. The final project has been a poster in the past. He was extremely excited to use the online presentation tools especially since I would be helping the students in that area. He also genuinely seemed pleased that I was going to teach the students about the dangers of plagiarism and the importance of citing sources. Mr. Phillips was fabulous to work with and enormously cooperative. The original plan was for me to take his students for 20-30 minutes for two lessons. He would then send me small groups of four to five students during my planning period as help was needed; each group would be with me for about 10 minutes. The two lessons were going to be a 20-30 minute break for him, but he was so interested in what I was doing with his students, he ended up in the computer lab with me. We worked well together. The students that I have worked with are great. The students have been well behaved and seem interested and excited about the project. I was surprised at how very little the students knew about plagiarism. Being in eighth grade and being required to pass a writing test, I thought that teachers would really be teaching the students about researching and plagiarism as they taught writing. The students were also excited to learn that the Son of Citation Machine website was available. Many of them stated that they would use it on other class/subject projects. The students were already familiar with using technology responsibly although some admitted that they do not always act on this knowledge as they should. I explained how important this is going to be in the future as our school is beginning a BYOT (Bring Your Own Technology) policy very soon. As the students were involved in their independent practice, they were engrossed in their work. The students were working in groups of 4 or 5. Each student was actively involved and contributing to the success of the group. By the end of day twos lesson, many students were already beginning to establish the basis of their presentation. The students were also pleased with the Pathfinder that I created because tons of Civil War information was in one place. They said that this made researching simpler for them. I am so blessed to teach in a school that has an abundance of technology available for teacher and student use. As a teacher, I can check out iPad 2s, netbooks, and Nooks for my students to use. During my smaller group sessions, I would check out a few of each type of technology for the students to use. Many of these students have never had

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the opportunity to use such technology. It was such a pleasure to see the students faces light up at the chance to use an iPad, Nook, or netbook. The use of the self-assessment questionnaires is very helpful in allowing Mr. Phillips and me to see where each group is in the process of their project. The questionnaires are the students exit slips each day whether they are with Mr. Phillips or myself. They know that they will not be permitted to leave the classroom without handing the questionnaire in completed. The project is not yet complete. The students will be working on it for the next few weeks. They are working on it as the Civil War unit progresses. I am excited to be working with these students over this prolonged period. At the beginning of this assignment (for me) I was not planning to pursue a media specialist job. I am currently working to earn my masters degree in Instructional Technology without the media add on. However, after working on this assignment, I would consider changing this if possible. I did not realize that working with students as a media specialist could be so rewarding.

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Resource Evaluation Name(s):____________________________________________________________________________ ____________________________________________________________________________________ URL of presentation: _________________________________________________________________ Title of presentation: _________________________________________________________________ Civil War role chosen: _______________________________________________________________ Type of source: ______________________________________________________________________ URL: http://_______________________________________________________________________________ Title of source/website:____________________________________________________________________

Is the purpose of the purpose of the website clear? YES Is the authors name on the website? YES Is the publication date within the last 5 years? YES Does the source cause you to be biased about the YES topic? Is the information in the resource helpful? YES Do the facts differ from the facts of another source? YES Is the information current? YES Does the author discuss facts or their opinion? Fact Does the author list their resources? YES Can you or someone else edit the information? YES Is a person or organization responsible for the Person source? Can you contact the author(s) via email? YES Has the resource won any awards? YES Are you using information from this source? YES Is it useful in answering your required questions? YES Did you cite this source? YES Place your citation here:

NO NO NO NO NO NO NO Opinion NO NO Organ. NO NO NO NO NO

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Self-Assessment Questionnaire
I used these sources today:

How was each helpful?

I evaluated each source by

I contributed to my group today by

Our group could improve working together if we

Is my name on my work? Did I cite this source (if using it)? Citation: Did I rephrase any information I gathered from this source? Did I save my work? Did I write down any usernames and passwords I need to remember? I still have these questions

I need help with

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Final Product Assessment Rubric

Multimedia Project : If the Dead Could Talk

Teacher Name: Mr. Phillips and Mrs. Meeks Student Name(s):
CATEGORY Content

_______________________________________________________
3 Includes essential knowledge about the topic. Subject knowledge appears to be good. All requirements are met. 2 Includes essential information about the topic but there are 1-2 factual errors. One requirement was not completely met. Four misspellings and/or grammatical errors. Source information collected for graphics, facts and quotes, but not documented in desired format. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Content is logically organized for the most part. 1 Content is minimal OR there are several factual errors.

4 Covers topic in-depth with details and examples. Subject knowledge is excellent. All requirements are met and exceeded. No misspellings or grammatical errors. Source information collected for all graphics, facts and quotes. All documented in desired format.

Requirements

More than one requirement was not completely met. More than 4 errors in spelling or grammar. Very little or no source information was collected.

Mechanics

Three or fewer misspellings and/or mechanical errors. Source information collected for all graphics, facts and quotes. Most documented in desired format. Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Sources

Attractiveness

Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Organization

Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Product shows some original thought. Work shows new ideas and insights.

There was no clear or logical organizational structure, just lots of facts.

Originality

Product shows a large amount of original thought. Ideas are creative and inventive.

Uses other people's ideas (giving them credit), but there is little evidence of original thinking. The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.

Uses other people's ideas, but does not give them credit.

Workload

The workload is divided and shared equally by all team members.

The workload is divided and shared fairly by all team members, though workloads may vary from person to person. Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Oral Presentation

Interesting, well-rehearsed with smooth delivery that holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

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Checkpoint Checklist Student Week 1 Found at least 3 sources Week 2 Found a presentation tool Week 3 Citing sources correctly Week 4 Presentation complete