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Information Literacy Lesson Plan Emily Harn FRIT 7136 Fall 2011 Instructor: Dr. Jones
Pathfinder URL for Mrs. McLemore:

Harn 2 GRADE: 5th TEACHER: Paige McLemore

CONTENT TOPIC: Child Labor during the Industrial Revolution STANDARDS FOR THE 21 -CENTURY LEARNER GOALS Standard: 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): 1.1.6. Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. 3.1.1. Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. Benchmark(s): -Use various note-taking strategies -Paraphrase or summarize information in various formats -Draw conclusions based on facts and premises Disposition 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): 1.3.3. Follow ethical and legal guidelines in gathering and using information. 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. 3.4.1. Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future.

CONNECTION TO LOCAL OR STATE STANDARDS 5-3.3. Explain the effects of immigration and urbanization on the American economy during the Industrial Revolution, including the role of immigrants in the work force and the growth of cities, the shift from an agrarian to an industrial economy, and the rise of big business. OVERVIEW: Mrs. McLemore s fifth grade class has been studying the Industrial Revolution of the 19th century and the many changes it brought to society. With the new technology came new problems as society struggled with the changing times. One major problem to emerge was that of child labor. Mrs. McLemore has asked for help with teaching students how child laborers lived during the Industrial Revolution. She would like for them to describe what

Harn 3 work they did, how they dressed, and how they were exploited. The students will use the Internet to view websites devoted to Child Labor during the Industrial Revolution. They will complete a sheet labeled Observing Children at Work and write down their observations. After completing the sheet, students will choose one photograph and complete the My Photograph graphic organizer and write a paragraph listing at least two conclusions about the life of the child in the photo. The essential questions for this lesson plan are: 1) Why were children in the work force? 2) How were children exploited in the work force? FINAL PRODUCT: Each student will complete a worksheet, graphic organizer, and write a paragraph describing the life and hardships of child laborers living during the Industrial Revolution. LIBRARY LESSON(S): Students will work with the SLMS to select a variety of websites to retrieve relevant information and also learn how to use a graphic organizer to organize the information collected. ASSESSMENT: y Product: The SLMS, teacher, and student access final papers using rubrics that focus on insight, descriptions, and drawing conclusions. y Process: The SLMS and teacher review worksheet, graphic organizer, and paragraph to determine if students chose appropriate sources and information to answer questions correctly and insightfully. They also check to make sure the graphic organizer was completed correctly and that the students paragraph contained at least two conclusions about their photographs. y Student self-questioning: - Did I understand my task? - Was I able to use different websites to locate the information I needed? - Was I able to determine if information I found answered my questions? - Did I complete the organizer with all the information required? - Was I able to adapt my searching when needed? - Does my paragraph have at least two conclusions? - Did I ask for help when needed? - Did I use descriptive words in my paragraph to describe the child?

INSTRUCTIONAL PLAN Resources students will use: (underlined) Online subscription database(s) Web sites Books Reference Nonprint Periodicals/newspapers Other (list):

Harn 4 INSTRUCTION/ACTIVITIES: y Direct instruction: The school SLMS introduces the lesson by showing a series of photographs depicting scenes of child labor on the SMART Board. Website: Students will share their feelings on the photographs and a class discussion will follow. Review the causes of child labor and how they were exploited by their employers. y Modeling and guided practice: The students will go to the computer lab and the SLMS will review the use of primary sources and how information can be gained by viewing them. The students will view several websites devoted to child labor. Students will narrow their search to one photograph to complete worksheets. SLMS will walk around the room and assist the students who have questions. y Independent practice: While viewing their photograph of a child laborer the students will complete the Observing Children At Work worksheet and also complete the My Photograph graphic organizer. They will also write a paragraph describing how the child in their photograph is being exploited by his or her employer. y Sharing and reflecting: The students will print their photographs and share their opinions about their child laborer with the class. Special Accommodations: - Extended time allotted per individual student IEP - Gifted students may wish to further their research by viewing the following site of photographs of tenement buildings:

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Photograph Rubric
Description Observing Children at Work Sheet 2 Sheet was completely and thoroughly filled out; answered shows much effort and insight All five senses were used to describe the photo

Student _______________________________
1 Sheet was mostly filled out; there in some effort and insight shown in the answers 0 The sheet was barely (or not at all) filled out and there is no effort or insight in the answers given Score


Life History


At least two conclusions were made about the life of the child in the photo Relevant information was provided about the life of the child in the photo Descriptive words were used to describe the child s life

A majority (34) of the senses were uses to describe the photo Only one conclusion was made about the life of the child in the photo Some information was provided about the child s life in the photo An attempt at using descriptive words to describe the child s life was made

Few if any (02) senses were used to describe the photo No conclusion was made about the life of the child in the photo Very little if any information was provided about the life of the child in the photo No attempt to use descriptive words were used to describe the child s life

Word Choice

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A B C D F 9-10 7-8 5-6 3-4 0-2

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Self-Assessment Rubric
Yes Did I understand my task? Was I able to use different websites to locate the information I needed? Was I able to determine if information I found answered my questions? Did I complete the organizer with all the information required? Was I able to adapt my searching when needed? Does my paragraph have at least two conclusions? Did I ask for help when needed? Did I use descriptive words in my paragraph to describe the child?

Name __________________________

Harn 8 Worksheet:

Using the photograph you have pulled up on the Internet, complete this sheet. You are permitted to discuss your thoughts with a neighbor AFTER spending the first few minutes just observing the photo (no writing!).

1. Where are the children? List any clues that relate to their surroundings.

2. Describe any tools or objects you see.

3. Describe the clothing. What does the clothing reveal about the work being completed?

4. Are any emotions being expressed by the children? What makes you think this?

Harn 9 Graphic Organizer:

My Photograph: What I«


Life History of the Person in Your Photo
On a separate piece of paper, write a paragraph about the child in your photograph. What conclusions can you draw (infer) about the child¶s life? Include why the child is working as well as how the child has been exploited by his/her employer. Don¶t forget to use descriptive words and relevant information!

Harn 10 Reflection Mrs. McLemore and I collaborated about the lesson by phone calls. She informed me that her students were studying the Industrial Revolution and would like for me to teach a lesson on child labor. She informed me that her school had a computer lab so that I could teach the whole class at once during her computer lab time. Once I wrote the lesson plan, we talked a final time and she was very helpful and gave me some tips on students in her class. There are two ESOL students in her class that would need extra help. She told me she would be with me during the lesson and would help these students as needed. She liked my lesson plan and said it went perfect with what she was teaching. She would teach the background knowledge before I arrived on the day I taught my lesson. I could not have asked for an easier collaboration. The class was excellent! There were seventeen students and all of them were extremely well behaved and very knowledgeable about child labor during the Industrial Revolution. During our class discussion about child labor, the students were constantly raising their hands to answer my questions. All of their answers were correct and very detailed. I had to actually cut this lesson short so we could go to the computer lab to finish the activity! At the computer lab, every student had their own computer. The students were able to go to websites with ease and it was quite evident that these fifth graders knew how to pull up websites. Mrs. McLemore and I walked around and assisted the students with choosing a photograph to complete their worksheet. The students were very eager, upbeat, and easy to converse with. The main problem for the students was for them to narrow it down to one picture so they could complete their activities. It was hard for me to stop them from searching when they were having so much fun! As the students completed their two activities, Mrs. McLemore and I continued to walk around and assist. The two ESOL students needed help with putting their thoughts into words. The students especially enjoyed completing their graphic organizers while using their five senses to describe the environment in which the child lived. Writing the paragraph was the most difficult part of the lesson. Mrs. McLemore and I had to help several students with the use of descriptive words. This lesson was well received by the students. We had quality discussions about child labor and how it changed over the century. Some even stated how much better they have it today than the children in the photos. I also learned that you can t always assume students know what or how to do in order to answer a question. Teachers and SLMSs must provide that guidance in order for students to see success. When I become a SLMS, I plan to collaborate with the teachers during their planning time and devote more time to planning the lessons as a team. Since I do not teach yet, my planning was done over the phone and I feel like more time should have been spent planning the lesson together with Mrs. McLemore.

Harn 11 Results Grade A B C D F 9 5 3 0 0 # of students/17