I NFORMATION L ITERACY P LAN

FRIT 7136 Georgia Southern University

Elisa Long 11/10/2011

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INFORMATION LITERACY PLAN

Grade

10th , 11th ,12th (Spanish II Honors)

Teacher(s)

Mrs. Long (SLMS), Ms. Russo (teacher)

Content Topic

THE FIVE S ENSES AS APPLIED TO THE LIFE OF A SPANISH SPEAKING CITIZEN

This unit is a Spanish II lesson plan that allows students to collaborate in groups and select a Spanish speaking country to research and present cultural, historical, and relevant information about an average citizen who lives in that country. Students are required to associate their information with the Five Senses: hearing, seeing, feeling, smelling, or tasting. This unit allows students to research their countries using a variety of resources and collaborate with other students in their group to broaden their understanding of Spanish speaking societies.

STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS

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.

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Skill Indicators

1.1.4 1.1.5

1.1.6

1.1.7

1.1.8 1.1.9 3.1.2 3.1.4

Find, evaluate, and select appropriate sources to answer questions. Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. Read, view, listen for information presented in any format (e.g. textual, visual, media, digital) in order to make inferences and gather meaning. Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. Demonstrate mastery of technology tools for accessing information and pursuing inquiry. Collaborate with others to broaden and deepen understanding Participate and collaborate as members of a social and intellectual network of learners. Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

Benchmarks 1.1.4 Use specialized reference materials to find specific and in-depth information. Interpret information presented in various formats. Use a range of electronic resources efficiently, effectively, and safely by applying a variety of search and evaluation strategies. Help to organize and integrate contributions of all group members in to products. Work with others to select, organize, and integrate information and ideas from a variety of sources and formats.

1.1.6 1.1.8

1.1.9

2.1.5

11/10/2011 Disposition Indicator(s)

2.2.1

2.2.4 3.2.3

Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn. Demonstrate personal productivity by completing products to express learning. Demonstrate teamwork by working productively with others.

Responsibilities Indicator(s) 1.3.2 1.3.3 1.3.5 2.3.2 Seek divergent perspectives during information gathering and assessment. Follow ethical and legal guidelines in gathering and using information. Use information technology responsibly. Consider diverse and global perspectives in drawing conclusions.

Self Assessment Strategies Indicator(s) 1.4.1 1.4.2 1.4.4 2.4.3 3.4.3 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. Use interaction with and feedback from teachers and peers to guide own inquiry process. Seek appropriate help when it is needed. Recognize new knowledge and understanding. Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

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CONNECTION TO LOCAL OR STATE STANDARDS

MLII.P1 The students present information orally and in writing using familiar and newly-acquired vocabulary, phrases, and patterns. The students: A. Relate main ideas and essential details from level-appropriate print or non- print material. B. Give brief, organized oral presentations, using visual and technological support as appropriate. A. Write short, organized compositions, using visual and technological support as appropriate. B. Demonstrate Novice-Mid to Novice-High proficiency in oral and written presentations with respect to proper pronunciation, intonation, and writing mechanics.

MLII.CU1 The students understand perspectives, practices, and products of the cultures where the target language is spoken and how they are interrelated. The students: A. Participate in real or simulated cultural events, such as family activities and holiday celebrations. B. Identify patterns of behavior typically associate with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays. C. Examine the influence of the geography of the countries studied on cultural elements such as food, clothing, dwellings, transportation, language, and art. MLII.CCC4 The students identify current events and issues in the target culture(s). The students: A. Give information regarding major current events of the target culture(s). B. Understand the impact of major current events on the target culture(s).

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OVERVIEW:

Spanish II Honor students should be knowledgeable in Spanish-speaking cultures and countries around the world. After identifying these countries, students should be able to construct a basic knowledge about these countries and their cultures. With the other members of assigned group, students will present a Spanishspeaking country interactively through the five senses: touch, sight, smell, sound, and taste. We will focus on the lesson pertaining to the sense of sight. Students may research information pertaining to sites that might be seen in their selected country. Group members must work together to ensure each aspect of the presentation is covered and each group member must speak during the presentation. The presentation itself should be no more than 20 minutes in length and will be done in Spanish but you may use note cards to remember what you need to say. Students should build upon prior knowledge presented in other courses and this course. Then, students should collaborate on places, items, or anything that might be seen in their selected country.
Inquiry Questions: (teacher focuses on these questions during the classroom lessons)

1. What cultural items or locations might be seen on a given day in your selected country? 2. What specific details about visions in your selected country are unique and special to that culture? 3. What Historical sites might one see in their selected country? 4. What items, similar or different, might you see that are different or similar to your culture in the United States?
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FINAL PRODUCT:

Upon completion of research lesson, students will choose and develop a Web 2.o presentation application and build a presentation that shows pictures, items, or locations related to the vision sense of their selected country. Students may use photographs, video, or any visual component that relates to visions in their country.

LIBRARY LESSON(S):

1. Addressing class initially as a whole group, the SLMS will introduce the students to various methods of research available in the Media Center via PHS Spanish II website. 2. Addressing the students again as a whole group, the SLMS will introduce the students to several Web 2.0 applications that could be used to present their visual information as a presentation via PHS Spanish II website.

Process

SLMS and teacher observe, answer questions, and assist students researching and completing presentation throughout the 125 minute lesson.

Student Self-Questioning

Did I understand my assignment? Was I able to use Media Center resources to find relevant information for my project? Was I able to utilize Web 2.0 technology to build a presentation on site related aspects of my selected Spanish speaking country? Did I participate and contribute to my groups activity?

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INSTRUCTIONAL PLAN
Resources Students Will Use: KWL Chart responsible for contribution during whole class discussion Individual KWL Chart Website http://ancientgreece.co.uk/menu.html

INSTRUCTION/ACTIVITIES
Direct Instruction: As class comes in, engage students by having the KWL chart on the Smartboard complete with the headings, What we know about virtual field trips, What we want to know about virtual field trips, and What we learned about virtual field trips displayed. The SLMS will also hand out individual KWL charts as the students enter the room. SLMS will introduce the KWL chart and how it works then discuss the questions, filling in the first column then the second column as students are called upon for answers. SLMS and teacher will review with students what they have been learning in their classroom to make connections and identify purpose for the lesson (SFT21stCLIA p. 69). SLMS will continue with discussion on virtual field trips while displaying examples of virtual field trips on Smartboard using http://www.exploratorium.edu/neverlost/#/navigation/planetarium, http://homeworkspot.com/fieldtrip, and http://fieldtrips.org/cross/world/index.htm. Modeling and Guided Practice: Upon completion of the last tour, SLMS will then type in http://www.ancientgreece.co.uk/menu.html as she directs the students to also navigate to the same website. Students are to click on Knowledge & Learning then follow the same navigation links as the SLMS takes them through the Story, Explore and Challenge links. SLMS explains they are to explore a minimum of two links before navigating to the Acropolis. Students are given 10 minutes to navigate their chosen links. Independent Practice: At the end of 10 minutes, students are directed to the Acropolis link where they are to design and build their Greek
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temple in the Challenge section of the Acropolis. Remind students they are to print only the finished product, which, with their completed KWL chart, is their Ticket out the door for the lesson. The SLMS assists students who have questions. Sharing and Reflecting: The last 10 minutes are devoted to students completing their individual KWL chart. Students hand the SLMS their Greek temple design and KWL chart as they leave the room.

ASSESSMENT OF STUDENT LEARNING AND RESULTS Assessment: Through the use of informal observations and a checklist, it was determined that each of the 23 students successfully accessed the given websites and stayed on task. With the teacher and SLMS walking around during the entire lesson and answering questions as needed, the behavioral problems were few. The temple design activity was chosen due to its encouragement of independent learning and because the finished project was proof of the students newly acquired knowledge: the site does not allow the student to progress until they make a design decision at each step. For example, the Build a Temple Challenge Step 1 prompts the user to choose either Ionic or Doric for the order or style of the temple. Once chosen, the user is given an explanation of their chosen style. Next, the user must decide how large their temple will be based on the size of the columns (6, 10, or 18 meters). The Challenge continues with the user choosing the building and roof material, whether to add Pediments or Akroteria and even if theyd like to design a new statue of Athena for their temple. The KWL chart is an assessment tool that activates students prior and existing knowledge. It proved an excellent assessment tool with the virtual field trips, as the students were excited and surprised to uncover what they knew and what they wanted to learn. Its not surprising that the majority of students had heard of a virtual fieldtrip, though only three students had accessed one online. Results: 23 out of 23 students completed and submitted an original design of a Greek temple based on the above-description of the architectural design format. In addition, all 23 students returned their KWL chart, though four had only 1 2 words describing what theyd learned (new websites). The remaining 19 students had various
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answers ranging from, New sites to help with homework, Cool way for research, and Almost as good as a real one. REFLECTION First, the lesson itself was engaging as evidenced by student observation and feedback, but I feel the lesson could have easily been divided into two separate lessons: Day One Accessing and navigating several virtual field trips Day Two Focusing on Ancient Greece and The British Museums online exhibit and project creation. But then again, the teachers focus was Greece, so one day committed to unrelated virtual field trips doesnt make sense. Secondly, once I understood the teachers end result it was easier to design the lesson. The future lesson that builds on the information literacy lesson has the students physically constructing a Greek temple during Art class. Though I was taught to design multi-disciplinary, thematic units, actually witnessing one implemented was new to me. Ive found the majority of teachers do not teach this way, though the research supports it. Finally, the collaborative effort was informative, exhilarating and discouraging. I thoroughly enjoyed talking about the standards and picking the teachers brain for ideas. She welcomed my questions and input, but I also sensed that this was her unit, which, in retrospect, explains why we added a lesson instead of changing the existing ones. Time is precious for teachers, so I was grateful to have this one class period. Also, Im actually thankful for email and text messaging (normally, Im not a huge fan) as they assisted in our collaborative efforts tremendously. What time savers! Overall, I give the experience a B+. Given additional time and my own media center, it would definitely be an

Honors Spanish II 5 Senses Project

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Sight Rubric
Main Tasks
Achievable Points

Lacking Minimum Effort & Creativity Used to Complete Task

02

Minimum Effort & Creativity Use to Complete Task

Average Effort & Creativity Used to Complete Task

68

Exceptional Effort & Creativity Used to Complete Task

9 - 10

Total Achieved Score

35

Cultural Sites Included Historical Sites Included Environme ntal Sites Included

Locations cited Visuals Locations cited Visuals Locations cited Visuals

Did Not Include in Project
0 -2

Secondary Tasks
Achievable Points

Minimum Effort Used

3-5

Average Effort & Used

6-8

Exceptional Effort Used

9 -10

Total Achieved Score

Miscellaneous Visuals Included Web 2.0 Application Used Presentation 20 minutes in length References Cited

Total Points Achieved ( out of 100)

10