Information Literacy Lesson Plan and Pathfinder Gabrielle Ellis Guyton-Edmiston FRIT 7136-Y01 Reference and Information Sources

Fall 2012 Dr. Judith Repman

Grade: 3rd Teachers: Michele Mark (teacher), Gabrielle Guyton-Edmiston (SLMS) Content Topic: Paul Revere and the American Revolution STANDARDS FOR THE 21ST CENTURY LEARNING GOALS Standard(s): Standard 1: Inquire, think critically and gain knowledge. Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Standard 3: Share knowledge and participate ethically and productively as a member of our democratic society. Skills Indicator(s): 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.2 Participate and collaborate as members of a social and intellectual network of learners. Benchmark(s): 1.1.8 -Recognize the purpose of the online catalog to locate materials. -Use online encyclopedias and magazine databases with guidance. 2.1.6 -Create a product with a beginning, middle, and end. -Incorporate writing and oral skills to develop a product or performance. 3.1.2 -Participate in discussions and listen well. -Show respect for the ideas of others. -Share information and creative products with others, using diverse formats, both print and nonprint. Disposition 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. 2.2.4 Demonstrate personal productivity by completing products to express learning. 3.2.3 Demonstrate teamwork by working productively with others.

Responsibility Indicator(s): 1.3.5 Use information technology responsibly. 2.3.1 Connect understanding to the real world. 3.3.1 Solicit and respect diverse perspectives while searching for information, collaborating with others, and participating as a member of the community. Self-Assessment Strategies Indicator(s): 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 2.4.3 Recognize new knowledge and understanding. 3.4.3 Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints. SCENARIO The third grade classes are working on non-fiction texts with a focus on historical figures. They are currently studying Paul Revere and his role in the American Revolution. The role of the SLMS is to plan lessons that incorporate library skills and reading skills. CONNECTION TO STATE OR LOCAL STANDARDS ELACC3W8: Recall information from experience or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELACC3R15: Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic quickly and efficiently. ELACC3R13: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ELACC3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners in grade 3 topics and texts, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

d. Explain their own ideas and understanding in light of the discussion. ELACC3W6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. OVERVIEW Third grade students have been focusing on nonfiction texts and reading And Then What Happened, Paul Revere? by Jean Fritz in small groups or as a whole group. Mrs. Mark has been using the book as a read aloud. She would like her students to go more in depth in their knowledge of Paul Revere in order to be better prepared for the Social Studies unit on him. Revere is the first of nine American heroes studied, and the time allotted to each hero is minimal. Therefore, she would like media center lessons that focus on Paul Revere using ELA standards. FINAL PRODUCT The students final product will be a Prezi that they complete with a partner and save on the SLMSs educational Prezi account. LIBRARY LESSON(S) There will be two library lessons, but they will take place in the computer lab so that students have access to more computers. Also, in the computer lab, the media specialist can model how to do the activities using a Promethean board while the students work along with her rather than just watching her as would occur in the media center. The first lesson will focus on how to effectively use GALILEO to gather additional information on Paul Revere. The students will be responsible for taking notes on the information they find as well as working cooperatively with their partners. The second lesson will focus on deciding what the most important events in Paul Reveres life were and his role in the American Revolution and presenting that information in a Prezi. ASSESSMENT Product: The homeroom teacher and I will assess the final product, the Prezi, using the rubric below. Does Not Meet Approaching Meets Points Expectations Expectations Expectations Earned (1 point) (2 points) (3 points) The Prezi does not The Prezi has an The Prezi has an have an introductory introductory slide, but introductory slide, /3 slide. it is not clear that and it is clear that Paul Revere is the Paul Revere is the topic. topic.

The Prezi has 1-2 slides that give information on Paul Revere and his role in the American Revolution. The size and font used make the product unreadable.

The Prezi has 3 slides that give information on Paul Revere and his role in the American Revolution. The size and font used make the product readable but with difficulty.

The Prezi has at least 4 slides that give information on Paul Revere and his role in the American Revolution. The size and font used make the product clear and easy to read.

/3

/3

Total:

/9

Process: The students will be assessed on their research process using GALILEO, their participation and cooperation with their partner, and their ability to describe the relationship between Paul Revere and the American Revolution during their work sessions. Their work will be evaluated by both teachers through observations using the rubric below. Does Not Meet Approaching Meets Points Expectations Expectations Expectations Earned (1 point) (2 points) (3 points) The student rarely The student worked The student worked worked cooperatively cooperatively with cooperatively with /3 with her/his partner her/his partner at her/his partner at all during the research some stages of the stages of the research process and Prezi research process and process and Prezi creation. Prezi creation. creation. The student was The student The student unable to effectively effectively navigated effectively navigated navigate GALILEO GALILEO during the GALILEO during the /3 during the research research process with research process process. repeated teacher without or with some assistance. teacher assistance. Through discussions Through discussions Through discussions while researching and while researching and while researching and /3 making the Prezi, the making the Prezi, the making the Prezi, the student demonstrates student demonstrates student demonstrates minimal some understanding a clear understanding understanding of Paul of Paul Revere and his of Paul Revere and his Revere and his role in role in the American role in the American the American Revolution. Revolution. Revolution. Total: /9

Student Self-Questioning: Standard 1: What is my plan for research? What are all the sources that might be used? How do I locate these sources? Standard 2: What organizational patterns will help me make sense of my information? What technology tools will help me organize and make sense of my information? Standard 3: How have I contributed to the learning of others? INSTRUCTIONAL PLAN RESOURCES STUDENTS WILL USE: Online subscription database Websites Books Reference Nonprint Periodicals/newspapers Other INSTRUCTION/ACTIVITIES Day One: Direct Instruction: The SLMS will use the Promethean board in the computer lab to model how to use GALILEO to look up articles on a specific topic. The sample topic will be snakes. The SLMS will point out that the articles are user-friendly for students because of their length and use of language. In order to get them to see this as a viable alternative to Google, the SLMS will search the same topic using Google. As a class, we will look at the articles that come up to see that theyre written at a higher level that most kids cant fully understand and that they are much longer with extraneous information. Modeling and Guided Practice: The students will choose a topic they are studying, besides Paul Revere, and the SLMS and students will look up articles on that subject. The students will work in pairs using GALILEO on their own computers. The students will choose a variety of articles to peruse with their partners. The SLMS and teacher will answer questions about navigation on GALILEO.

Independent Practice: The students will use GALILEO to find information on Paul Revere that builds on their prior knowledge of his life and his role in the American Revolution. One student will navigate on GALILEO while the other takes notes. After 10 minutes, the roles will reverse. The students will use the checklist below to make sure they are staying on task and completing all the steps. They will also use the checklist as a form of self-assessment since it aligns with the rubrics the teacher and SLMS will be using. Student Checklist: Day One: ____ Come to the computer lab with my notes on what I already know about Paul Revere and his role in the American Revolution that I completed in Reading centers yesterday. ____ Participate in the lesson on GALILEO. ____ Work cooperatively with my partner while researching and taking notes. ____ Use GALILEO to find the additional information I need to complete my product on Paul Revere. Day Two: ____ Come to the computer labs with my Reading center notes and my notes from my research using GALILEO. ____ Participate in the Prezi lesson. ____ Work cooperatively with my partner while identifying the information from our notes that we need to include in our Prezi and while creating our Prezi. ____ Create a Prezi with an introductory slide and at least four slides giving information on Paul Revere and his role in the American Revolution. Sharing and Reflecting: Students will volunteer to share what additional information they learned about Paul Revere and why they think that information is relevant. Day Two: Direct Instruction: On the Promethean board in the computer lab, the SLMS will model how to log-in to Prezi, and she will write the log-in information on the chalk board. She will demonstrate how to choose a template, name, create, and save a Prezi using information about the school. The teacher and SLMS will discuss how basic Microsoft Word skills are used to create the text in the Prezi. Because many of our students do not have computers in their homes, we will ask questions to gauge student comfort so we know where to focus our support during independent practice. Modeling and Guided Practice: All the student pairs will log-in to Prezi and choose a template to work with. They will be instructed to name their Prezi with both their first names followed by

the word practice. Their description of their Prezi will also be practice. Each pairing will practice creating a Prezi using information they previously learned about democracy. This will be their opportunity to get a feel for how much information can fit on each slide, how to manipulate the words on the slide, how to organize their slides, and determine what help they need before embarking on their independent practice. Independent Practice: The student pairs will choose a Prezi template, name their Prezi with both their first names, and type Paul Revere into the description. Each pair will create a Prezi with major facts about Paul Revere and his role in the American Revolution using the notes they took while researching using GALILEO. The students will continue to use their checklist to make sure they are staying on task and completing all the steps. Sharing and Reflecting: The students who have finished their Prezis in the class period will present their Prezis to the class over the Promethean board. Those who have not finished their Prezis will complete them during their Reading centers and share them with the class at a later date. Research Pathfinder: http://paulrevereguyton.wikispaces.com Reflection The teacher I planned with, Michele Mark, was very receptive to working with me. Like me, she has never worked with an effective media specialist, so this type of collaboration was unfamiliar to her. Because I was working with a teacher on my grade level, it was easier to understand her needs. However, collaborating with a teacher on another grade level would not have been possible because my administration would not have allowed me to leave my class for two 1hour periods to teach a class on another grade level. Therefore, I had to teach a class on my grade level. So I combined my class with Mrs. Marks class for the lessons. I was concerned about the large group, but with her, her intern, and me in the computer lab, it was very well managed. Mrs. Mark and I were able to determine the needs of her students through e-mail conversations, talking on the recess field, and during our weekly grade level meetings leading up to implementation. Even though I was teaching my class and Mrs. Marks class, my focus was on the needs of her students because they had not yet been introduced to GALILEO. My students introduction to GALILEO was very brief with our substitute media specialist while ours was out on leave. However, they had never before been exposed to GALILEO so a repeat lesson that extended on what they had already learned was beneficial for them. The process showed me two major benefits to teacher-SLMS collaboration. One major benefit of this type of collaboration is that the homeroom teacher knows what the instructional goals

of the SLMS are and can assist in the learning rather than being a passive observer (or being off the side grading papers). On the flip side, the SLMS sees what the instructional goals of the homeroom teacher are and can incorporate that into her lessons. It gives meaning to killing two birds with one stone. It was refreshing and helped me see how an effective media specialist should plan lessons. Both of the lessons went surprisingly well, especially considering we had 44 students in the computer lab at one time. I am so used to teaching my homeroom students who Ive built a rapport with, so I was worried about connecting with non-homeroom students in a way that engages them. I quickly realized that the connection we had and their engagement in the lessons was through excitement about the use of technology. Also, since I previously interacted with Mrs. Marks students while developing the rubrics, they had some familiarity with me. The two things that they most wanted in the rubrics were points for cooperation and points for having a product that could easily be read and understood. Ive never asked students for input on rubrics before, but I think it helped with their buy in for meeting expectations. As they worked, they had their checklist on one side and the rubrics on the other side of a copied sheet of paper so they could stay on task and stay focused on the expectations of the process and product. This is the first time Ive used a rubric to assess the process. I found that to be little challenging because it required a lot of listening in on conversations. The three adults in the classroom were able to complete a rubric on each student for the process, but I feel like we leaned towards meeting expectations because it was difficult to do with 44 students. Its a lot easier to know who is not doing very well with the process than who is doing well with the process. However, I do think this would be easier with a smaller group. The graph below shows the scores on the process:

Process

7 out of 9 points 8 out of 9 points 9 out of 9 points

It was much easier to assess the product because it was not subjective and could be accomplished when the students were at home and Mrs. Mark and I were at a computer looking at their Prezis. We were very impressed with their ability to synthesize what they had learned and create a product in a format that was new to them. It makes me very excited to do this on a regular basis with a variety of students once Im a media specialist. At the same time though, I would expect to see growth as the format is used again in the future. Because it was the first time using this format, I would allow students to conference with their homeroom teachers (or me, if possible) and make revisions before having the homeroom teacher put the grade in the grade book. Here are the results of the assessment of the product:

Product

7 out of 9 points 8 out of 9 points 9 out of 9 points

There are several things I would do to modify the lesson the next time I implemented it. First, I would definitely not combine classes in the future, but its nice to know its doable. Also, I did not complete the pathfinder for the students to use. I used it to e-mail out to the teachers on the grade level for their use as needed. In the future, Id have the pathfinder so that students who finish their Prezi early can use it to extend their learning. Additionally, it was a good experience to create a pathfinder to see how easy it would be to create for major units in all grade levels. At the same time, I have used wikispaces before which added to the ease of creation. I will create my next pathfinder with a resource that is new to me. I think that pathfinders are a good, simple way for teachers to see the value of the media specialist and open doorways for the reluctant collaborators. Finally, I feel like I put in too many standards and sub-standards, and I want to get an idea if this was too much or not. I think everything applied to the lessons without overloading them, but I may need to trim it down in the future. The thing about the lessons that was most gratifying is that Mrs. Mark was really excited about what her students learned. She and her intern really enjoyed learning more about GALILEO themselves. Neither had ever heard of a Prezi, so it was exciting to introduce them to

something they can use with their classes in the future without me. The whole experience helped me see how a media specialist can teach students and teach teachers.