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FRIT 7234 - Information Fluency & Inquiry Learning

Helena Wallace
June 27 2017

Lesson 2: Curated resource page and citations

Modern Languages Level I standards:
MLI.CCC5 - The students identify situations and resources in which target language
skills and cultural knowledge may be applied beyond the classroom setting. The students:
A. Identify examples of the target language and the culture(s) studied that are evident in
and through media, entertainment, and technology.
B. Identify resources, such as individuals and organizations accessible through the
community or the Internet, that provide basic cultural information about the culture(s)

ISTE Standards for Students

Digital Citizen:
2c - Students demonstrate an understanding of and respect for the rights and obligations
of using and sharing intellectual property.
Empowered Learner:
1b - Students build networks and customize their learning environments in ways that
support the learning process.
Knowledge constructor:
3c - Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
Global collaborator:
7b - Students use collaborative technologies to work with others, including peers, experts
or community members, to examine issues and problems from multiple viewpoints.

Digital Information Fluency

1. Locating Information Efficiently: What information am I looking for? Where will I
find the information? How will I get there?
1c - Learners effectively and efficiently select digital collections based on their
1d - Learners select digital search tools based on their effectiveness and efficiency.
2. Evaluating Information Effectively – How good is the information?
2b - Learners evaluate the quality of a search result to determine the reliability of its
2c - Learners evaluate the quality of a search result to determine the reliability of its

Principles of Inquiry-Based Learning

 Authenticity
 Deep Understanding
 Assessment
 Appropriate Use of Technology
 Student Success
 Ethical Citizenship

Lesson duration
2 class periods (each class is 90 minutes)

Essential Question
 How do I give credit to the authors of the material that I use in my project?
 How do I find, review and select the resources that I need to complete my project?
 What are the important elements needed to build an effective presentation about a
Spanish Speaking country?

Students will:
 Learn how to cite sources or know where to look for help in citing sources
 Create a group Listly or Paddlet of curated resources (one collection per
 Develop a classroom rubric for the elements needed for the oral presentation and

Lesson plan
1) Have students look at these links about citing sources, and primary and secondary
sources. To make this easier for you and your students, place these links in a Google
document and share it with everyone in your class. Make sure you only give
permission to viewthe document, that way students cannot mess with the links.
Citing sources:
Primary and secondary sources:
2) Now that students are aware of how to cite the material that they use in their projects,
the class is going to work on finding appropriate resources for this project.
a. First, lay out the project to students.
Students will do a research project on a Spanish Speaking Country. This research
presentation can be set up as a PowerPoint or any other web 2.0 substitutes and
will be turned in to the teacher for evaluation. This will be the main part of the
project and will be worth 80% of the total grade.
Once this is done, groups will have to create a classroom visual display such as a
pamphlet, a poster board, an Internet pamphlet, or an interview with someone
from that country so they can present their country to the classroom. This part of
the project will be worth 20% (10 visual display and 10 class presentation. The
interview will be evaluated on the questions and its content for the 20% of the
b. Second, create teams; either let students find their partner or assign partners.
(This is a step that each teacher will make a decision, depending on the students
that they have)
c. Third, assign a Spanish Speaking Country to each group. (The teacher should
assign a country to each team but be flexible enough to modify assignments if a
group request a country based on wanting to do an interview for their final
d. Fourth, find a collaboration tool where students can add resources about the
country that they are searching. You can use Listly or Paddlet and have each
group add 3 resources about their country. Under each resource, students need to
write a brief explanation of that resource and add its APA citation.
e. Students will have 1 class period to find, evaluate and post their resources. Once
everyone is done, the teacher will go through the list with the classroom and talk
about good or bad choices of resources and correct mistakes on citations.
3) With the resources and citations explained, it is time to work on the research rubric.
The teacher will work with the students to create a list of item that needed to be
included in the research presentation. Here are a few suggestions of items that need to
be added.
 Country name in Spanish
 Location of the country in the world with pictures and maps
 Flag, picture and explanation of colors and elements of flag
 Government
 Main crops and exports
 Religion, one holiday and its traditions
 Curious facts about this country
 Students suggestion that are vetted by the teacher
Once all items have been decided students will know what they need to have in their
project (this should be about 8 to 10 slide). To finish this process, the teacher will
create a rubric that will be part of their assessment. As far as the visual presentation or
interview, each group will have a choice in what material they think it will be enough
to present their country to students. (discuss some of the ideas that should be

This will be an assessment based on the curated material and citations. (Students will
work as classroom group and with the teacher to evaluate the class curated resources and
citations so they can be successful in this project and in future research project.)

 Classroom set of Chromebooks (one per student)
 Sign in sheet for group members and assigned country
 Websites with information about citations, and primary and secondary sources
 Paddlet or Listly link for classroom curated list