Information Literacy Lesson Plan and Pathfinder

Hiroko D. Turner FRIT 7136 Instructor: Dr. Georgia Southern University

Pathfinder: http://delicious.com/stacks/ht00629

Information Literacy Lesson Plan

GRADE: 10th TEACHER(S): Hiroko Turner (SLMS) and Ms. Allen (teacher)

CONTENT TOPIC: Comparative Research (Language Arts 10th) STANDARDS FOR THE 21ST-CENTURY LEARNER GOALS Standard: Scenario: Ms. Allens Language Arts 10th grade class just finished reading Lord of the Flies. Now the students are going to work on a research project on survival tips based on nonfictional and fictional survivals searched through different media types. Ms. Allen asked the SLM to find relevant resources and ideas utilizing technology into this research project. The teacher said their final products had been either written research papers or PowerPoint slides with works cited page/slide. At this time, the media specialist suggested Ms. Allen other differentiated delivering modes of utilizing web 2.0 tools. After discussion, they both agreed on letting students choose one of these delivering methods based on their learning styles. PowerPoint presentation uploaded by web 2.0 tools (such as SlideShare), Research papers with in-text citations hyperlinked to the work cited page, Multimedia posters created at Glogster. The SLMS agrees to consolidate all URLs in an existing class homepage at the school web site after the lesson is completed and under the permission from the principal. Skills Indicator(s): 1.1.2: Use prior and background knowledge as context for new learning 1.1.4: Find, evaluate, and select appropriate sources to answer questions 2.1.3: Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. Benchmark(s): 1.1.2-- Identify keywords or synonyms to use in future researches 1.1.4identify and prioritize possible sources of information based on specific information needs and strengths of different information formats 2.1.3-- Draw clear and appropriate conclusions supported by evidence and examples. Dispositions Indicator(s): 1.2.3: Demonstrate creativity by using multiple resources and formats. 1.2.4: Maintain a critical stance by questioning the validity and accuracy of all information 2.1.4: Use technology and other information tools to analyze and organize information.

Responsibilities Indicator(s): 1.3.1: Respect copyright/intellectual property rights of creators and producers. Self-Assessment Strategies Indicator(s): 1.4.1:Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary CONNECTION TO LOCAL OR STATE STANDARDS ELA10W3: The student uses research and technology to support writing. The student a. Formulates clear research questions and utilizes appropriate research venues (i.e., library, electronic media, personal interview, survey) to locate and incorporate evidence from primary and secondary sources. b. Uses supporting evidence from multiple sources to develop the main ideas within the body of a researched essay, a composition, or a technical document. d. Integrates quotations and citations into a written text while maintaining the flow of ideas. e. Uses appropriate conventions for documentation in the text, notes, and bibliographies by adhering to an appropriate style manual such as the Modern Language Association ELA10LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When delivering and responding to presentations, the student: a. Delivers narrative, expository, or persuasive presentations that incorporate the same elements found in that mode or genre of writing. b. Delivers oral responses to literature that incorporate the same elements found in written literary analysis. c. Uses props, visual aids, graphs, or electronic media to enhance the appeal and accuracy of presentations. OVERVIEW: 10th graders in Language Arts class search survival cases for fictions or nonfictions. A fictional survival: (ex) Lord of the Flies as a fictional survival or Robinson Crusoe, etc. A nonfictional survival: (ex) They analyze each survival case for the following aspects. EQ.1. When, how, where did it occur?

EQ.2. How did survivors live? (Any conflicts or problems? If any, how did they solve it?) EQ.3. How psychologically do extremities change human beings? EQ.4. How was it ended? (Were they rescued?) *Students create comparison/contrast charts or write comparative paragraphs, depending on their choices of delivering methods. Students can search survival suggestions and ideas by suing the pathfinder to create four survival tips. Students answer the next question. EQ.5. What are four survival tips? EQ.6. What is your reflection? FINAL PRODUCT: Students choose either working as an individual or in pairs. The final product should contain four parts: analysis on two survival cases (fictional survival and nonfictional survival); survival tips; reflections on their researches; and works cited page/slide. The delivering modes can be differentiated in three formats, depending on the learners modalities: PowerPoint multimedia presentation; MLA research paper; multimedia poster at Glogstar. LIBRARY LESSON(S): Once students choose the survival cases for either fiction or nonfiction, the SLMS help how to search for information on survivals with correct citation and for authenticity, relevancy, and verity, etc. Students learn to analyze gathered information for specific aspects by using graphic organizers introduced by the SLMS. Students organize their analyses in a graphically appealing way or textually correct way to represent their discoveries effectively and safely by providing the sources. The SLMS helps students cite correctly and create the works cited page. The SLM helps students add narration to their PowerPoint. Finally the SLMS introduces web 2.0 tools such as SlideShare and Glogster to share their discoveries and comments online. ASSESSMENT : The overall grade is decided as accumulation of the following four assessments. Product : (60% of overall grade) The final product needs to have four elements: analysis on two survival cases (fictional survival and nonfictional survival); survival tips; reflections on their researches; and works cited page/slide. The final products are graded in the rubrics created by the teacher, SLMS and the students. Process : (10% of overall grade) Observation by the SLMS and teacher The web site evaluation sheet (due on Day2) The completed handout (due on Day 5) During the work session the teacher and the SLMS monitor students progress

by walking through the room. The SLMS takes notes of the area students ask most questions on. In the closing session, the SMLS introduces the tagxedo.com. Students type the words or phrases to represent what they have learned, what they still need help with, and what they enjoy that day. The images are saved and posted on the board each day. Student self-questioning : (15% of overall grade) Students take short answer writing assessment on the last day. i. Did I assess gathered information for authenticity, currency, and verity? ii. Did I select the information graphic organizer to match the purpose? iii. Did I safely cite gathered information? iv. Did I safely and effectively share my discoveries and comment on the others discoveries? Short Answer Assessment: (15% of overall grade) After Day 5, students may take narrative assessment for each topic for Days 2-5, depending on the teachers schedule. Students responses are given to the SLMS to grade and used for improvement on the instructions on information literacy. INSTRUCTIONAL PLAN Resources students will use:

Online subscription database(s) Web sites (Research pathfinders) Books (Lord of the Flies) Reference Nonprint (videos) Periodicals/newspapers (The newspaper web sites replace the hard copies of newspaper. The school no longer subscribes hard copies of newspaper.) Other (list):

Instruction/activities: This is a 5-day project. Before the teacher brings the class for information literacy lessons to the media center, they should have generated their research questions (Day 1). The SLMS models the opening periods for 10-15 minutes with the teacher being present for subsequent four days. The essential questions for four days are as follows. Day 2: EQ: How do I search effectively? (Topic: domains and searching engines, data bases) o Direct instruction: Students sit in front of the Promethean board and the SLMS introduces the pathfinder web site on the board. The SLMS briefly talks over the rules and expectations of using computers and laptops and the procedures of how to complete this project. The students get the handouts that tell the topic of

information lesson for each day. The teacher monitors students behavior. o Modeling and guided practice: By using a Promethean board the SLMS shows key word search, boolean search and databases (GALILEO). By clicking one of those web resources, the SLMS teaches how to assess the information for accuracy, relevance, currency, and authenticity by using the web site evaluation sheet. Finding information or an article, the SLMS shows how to select, copy, and paste with source information and keep them on a page as information notes. (ex) Different domains: 1. .gov: by a government agency or group 2. .edu: by educational organization such as a college, university, etc. 3. .org: by a nonprofit organization 4. .com: by a business 5. .net: by other organizations offering internet services o Independent practice: Students use computers/laptops to search information on survivals either fiction or nonfiction and gather information with sources on their notes. The last 5 minutes the teacher and SLMS ask students the words of the concept they have learned today and the words of the concept they do not understand today. o Sharing and reflecting: Students are gathered in front of the Promethean board again to share their discoveries and discuss how they can assess information for its authenticity, currency, and verity. At this time if information contradicts, discuss why. The SLMS introduces tagxedo.com page and type all gathered words for understanding and not understanding for Day2. The class looks at the produced images to conclude todays information literacy learning. Day 3: EQ: How do I organize information appealingly? (Topic:visual organizers) o Direct instruction: Students sit in front of the Promethean board and the SLMS brings the pathfinder web site on the board. The students look at the Day 3 Topic: visual organizer on the handout given on Day 2. The SLMS briefly explains what methods can be used when organizing information. The teacher monitors students behavior. o Modeling and guided practice: The SMLS show several forms of graphic organizers. (see the pathfinder.)Students understand the same information can be organized differently, depending on the purposes of the representation and the methods. The teacher monitors their behavior.

o Independent practice: Students open their gathered information notes on computers/laptops and choose appropriate organizers. Students let the SLMS and the teacher know their questions and concerns. The last 5 minutes the teacher and SLMS follow the same procedure stated on Day 1 for the days learning assessment. o Sharing and reflecting: Students are gathered in front of a Promethean board for a closing session. A few groups or individuals share their pages of graphs or graphic organizer. The other students comment. The class looks at the produced images at tagxedo.com to conclude todays information literacy learning. Day 4: EQ: How do I cite safely? (Topic: MLA formats, copyrights, fair use, etc.) o Direct instruction: Students sit in front of the Promethean board and the pathfinder web site is already on the board. The students look at the topic on the handout for Day 4. The teacher monitors students behavior while the SLMS introduces todays topic: correct citation. o Modeling and guided practice: The SLMS opens the notes of gathered information and consolidate all sources to create a works cited lists/slides from the gathered resources. The SLMS also shows how to create hyperlink to the texts, how to use references tools in Microsoft Word, and ethics of information literacy. o Independent practice: Students get computers/laptops and arrange the resources in alphabetical order, and create a page of sources cited page by using hyperlinks. Students let the SLMS and the teacher know their questions and concerns. The last 5 minutes the teacher and SLMS follow the same procedure stated on Day 2 for the days learning assessment. o Sharing and reflecting: Students are gathered in front of a Promethean board for a closing session. A few groups or individuals share their pages of works cited. The other students comment. The class looks at the produced images at tagxedo.com to conclude todays information literacy learning. Day 5: EQ: How do we share respectfully? (Topic: web 2.0 tools) o Direct instruction: Students sit in front of the Promethean board and the pathfinder web site is already on the board. The students look at the topic on the handout for Day 5. The teacher monitors students behavior while the SLMS introduces todays topic: Web 2.0 tools. o Modeling and guided practice: The SLMS opens the PowerPoint slides with graphic organizers and works cited page. The SLMS

shows how to set up microphone to record narration. The SLMS also shows audacity program for recording narration, SlideShare web site for integrated presentation. The SLMS shows how to get URL for embedding their presentation. o Independent practice: Students get computers/laptops and plan narration. The teacher passes students microphones. Students let the SLMS and the teacher know their questions and concerns. The last 5 minutes the teacher and SLMS follow the same procedure stated on Day 2 for the days learning assessment. o Sharing and reflecting: Students are gathered in front of a Promethean board for a closing session. A few groups or individuals present their finished products. The class exchanges their comments on the peers presentation. The class takes the selfquestioning assessment. The teacher collects the self-questioning assessment sheets and the handouts from the students. The SLMS and teacher may need to adjust a schedule for extension, depending on the progress. Follow up: With the principals permission, the SLMS uses an already-existing school web site and create a page with links of the URLs of students final products or embedded their final products. The SLMS notifies the teacher when the page is done. Also the students may take the Short Answer Assessment under classroom teachers supervision.

Reflection of information lesson and collaboration: I decided to use research assignment for information literacy lesson. In my case, I was lucky to have a special education teacher as my co-teacher. So, she knew what type of learners we have in the class, what lessons the class had been reading and working through. This is my advantage for this assignment. I believe this has cut a lot of time for our planning on this lesson. This means that if a SLMS does not regularly participate in the grade level collaborating meeting, it would be really hard to collaborate with classroom teachers. So, our collaboration went smoothly just like regular days. Since we had different planning period, we met after school and revised the lesson plan. We used emails and short face-to-face meeting after school as usual. The lesson completed in 6 days, and 4 days were spent actually at the media center. Most of our communication was done through email. We agreed on four information literacy topics and generated essential question for each. Our media center had a Promethean board set up this year, and had two carts of mobile lab, so I made an arrangement for our class to use them for this lesson.

On each day there were some absentees. We tried to teach them during the individual practice whatever they had missed. This made a whole schedule became packed. We learned that somewhere between Day 3 and Day 4 it would be helpful to set one day away from the media center and staying in the classroom so that all students would catch up with the content we covered. This is a future suggestion. This would also help the SLMS complete the web 2.0 tool introduction. On Day 5 quite a lot were still working on Day 4 assignment. The plan did not complete the lesson of using web 2.0 tools.
Pathfinder URL: http://delicious.com/stacks/ht00629

Attachment
A: Information Lesson Handout: Information Lesson Name:__________ Class Period:______

[objectives] Being in 21st century, it is very important to be proficient in finding and using information. In this lesson you will 1. 2. 3. 4. 5. 6. select information relevant to your research questions evaluate gathered information for authenticity and currency organize selected information graphically to meet the purpose of presentation create a works cited page for safe and ethical researching integrate with audio, videos, visuals, and the content, and share your final product and comment on theirs products. Essential Question and Topic Circle of the quality of instructions.

[schedule] Day Location

1 2

Classroom Media Center

1 2 3 4 5 Hard --------------------Easily to understand understood EQ: What do I need to know through this research project? Generating Sound Research Questions EQ: How do I search effectively? 1 2 3 4 5 domains and searching engines, data bases EQ: How do I organize information appealingly? 1 2 3 4 5 visual organizers EQ: How do I cite safely? 1 2 3 MLA formats, copyrights, fair use, plagiarism, etc. EQ: How do we share respectfully? 1 2 3 web 2.0 tools and audio files EQ: How have I learned in Information Literacy? 4 5

Classroom

[Rules & Expectations] 1. Be on time. 2. Check with the teacher to catch up what you have missed if you are absent on nay days. 3. Follow both the classroom discipline and the media center rules 4. Raise your hand for questions or comments. 5. Take notes while direct instruction and modeling guiding practice sessions.

B: Web Site Evaluation Sheet:

Your Name: __________________________________ Class Period: ________ Date: ____________ This work sheet has been revised from the site below. http://www.theindependentpublisher.com/weblog/archives/2007/03/lesson_plan_ev a.shtml The site URL you are evaluating: The name of the site: Q1. What does the sites domain name tell you? Does the design look professional?

Evaluating Web Sites

Q2. Are there author names on the articles? Are there email addresses for the authors?

Q3. What are the sources of the articles? Did reporters write the articles? Do they come from a wire service like the Associated Press?

Q4. Is there advertising on the site? Is it clearly marked?

Q5. What is the audience for this site? Who are the articles aimed at?

Q6. In your opinion, does the material on the site seem objective? Or, is it trying to influence the reader? What led you to this conclusion?

C: Final Product rubrics: Please check your final product according to the rubrics. Let the teacher or media specialist know your questions.
Name: __________________________ Class Period:_____ Circle one of Delivering Modes: PPT presentation Glogster Paper

Completion
0%-49% Need Review InformationGathered Information/supportive details answer the research question. Information/supportive details are current, relevant, and authentic. The information is presented in an appropriate organizer/chart. It looks attractive, clear, and meets the purpose. Content for each slide/paragraph/section supports the topic. Works cited slide following the MLA format Works cited page PPT Audio(Narrati on) Visuals Glogster Audio Visuals Research paper Font appearance sharing URL Irrelevant; Out of date; insufficient 50% - 70% Need Improvement Irrelevant Or Out of date Or insufficient 71% - 100% Passing Relevant; Answers the research question; Sufficient

The font is not consistent in its size and type or irrelevant. URL not turned in or the link not working

The font is consistent and appropriate to the purpose of the paper. URL turned in and the link works

Thank you for your submission. Your grade on the project is categorized as follows. _____: Comments:__________________________________

D: Self-Questioning Assessment sheet: Information Literacy Lesson Self-Assessment Sheet Name: _____________________ Class Period: _____ Date:___ Please be honest as you answer the questions. i. Did I assess gathered information for authenticity, currency, and verity?
ii. iii. iv. Did I select the information graphic organizer to match the purpose? Did I safely cite gathered information? Did I safely and effectively share my discoveries and comment on the others discoveries?

E: Short Answer Assessment:

Information Literacy Unit Grade:10th Name:__________________ The results of this assessment are used to improve instructions of Information Literacy Lesson. 1) What are methods you used to assess gathered information for authenticity, currency, and verity? (write at least two)

2) What do you need to consider when selecting the graphic organizers? (write at least two)

3) What do you need to remember when citing gathered information safely?

__________________________________________________________ 4) How safely and effectively do I share my discoveries and comment on the others discoveries?

5) Comment on your experience on Information Literacy Lesson.