Information Literacy Lesson Plan Mandy Fueston FRIT 7136 Spring 2013 Dr.

Repman,

Pathfinder URL: http://civilrightsmovementpathfinder.weebly.com/

Grade: 5

Information Literacy Lesson Plan Teacher(s): Mandy Fueston (SMLS) Jaszymn Green (Teacher)

Content Topic: The Civil Rights Movement Standards for the 21st-Century learner Goals: Standard: 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. Skills Indicators: 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.9 Collaborate with others to broaden and deepen understanding 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. Benchmarks: Use multiple resources including print, electronic, and human to locate information Work in teams to produce original works or solve problems Respect others opinions through active listening and questioning Experiment with text and visual media to create products Dispositions Indicators 1.2.3 Demonstrate creativity by using multiple resources or format Responsibilities Indicators: 1.3.1 Respect copyright/intellectual property rights of creators and products 1.3.4 Contribute to the exchange of ideas within a learning community 1.3.5 Use information technology responsibly Self-Assessment Strategies Indicators: 1.4.4 Seek appropriate help when needed. 3.4.2 Assess the quality and effectiveness of the learning product Connection to State Standards: SS5H8 The student will describe the importance of key people, events, and developments between 1950-1975. b. Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.

Overview: In cooperative groups, the fifth grade students in Ms. Greens class will research events and people pertaining to the civil rights movement. The events they will research will be include Brown v. Board of Education (1954), the Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr. The students will gain background information about the Civil Rights movement in Ms. Greens class. In the media center, students will practice locating resources, and citing their sources to create a presentation using glogster.com Final Product: In cooperative groups students will choose an event or person to research about the Civil Rights Movement. Students will use the SLMS created pathfinder to help locate information in the media center and on the web. Students will create a presentation of their event or person using glogster.com Library Lessons Students will review where to locate resources within the media center, including how to search the library catalog and how to use the pathfinder. Students will also review how to take notes, how to cite sources, and how to use glogster.com Finally, we will discuss group norms as established earlier in the year. Assessment Product o The teacher, SLMS and students will use the instructor-designed rubric to guide the search for information and the creation of the presentation to ensure all required elements are included. (Attachment #1) o Students will use the Web Site Evaluation Form to determine if Internet sites are reliable. (Attachment #2) o Students will use the note-taking handout to take relevant notes and organize their information. (Attachment #3) o Students will use an instructor designed rubric to assess themselves and their contribution to the group (Attachment #4) Process o The teacher and SLMS will use the rubric to assess student progress in finding and using appropriate sources to find information. o The teacher and the SLMS will use the evaluation form to determine students ability to evaluate a website. o The teacher and the SLMS will use the note-taking handout to assess students ability and progress in taking notes in their own words and citing sources Student self-questioning o What sources should I use?

o o o o

How do I locate resources? Did I take notes properly and do I have enough information? Do I have all the required information to complete the presentation? Did I cite all my sources?

Instructional Plan Resources Students will use Websites Books Reference Pathfinder Instruction/activities Prior to the students coming to the media center, Ms Green has already had the students get into their cooperative groups, they have chosen their topics, and gone over the rubrics. Day 1: Direct Instruction: Students will enter into the computer lab while the library search will be up on the board using the BrightLink. The teacher will review how to do a search. Guided Practice: Students will practice locating books using subject and keywords using the library search feature. The students will also click on various links on the pathfinder as the teacher guides them. The teacher will also show the pathfinder and how to use it. The teacher will review how to take notes and how to evaluate websites using the form projected up on the board. Independent Practice: In the last ten minutes of class, students will begin doing research on their projects within their cooperative groups. Day 2-3: Students will continue to do their research on their topics Day 4: Direct Instruction: Students will enter into the computer lab and glogster will be projected up onto the board. The teacher will demonstrate the different features of glogster. Guided Practice: The teacher will demonstrate how to log in and have the students log in. The teacher will review specific features of glogster to the students and have them complete the task as well. Independent Practice: The students in their cooperative groups will create their presentation on Glogster for the remaining class period.

Day 5: Students will complete their presentations and will fill out their assessments of their participation. The teacher will wrap up her portion of the lesson.

Sharing and Reflecting The lessons were very successful and some of which was review for students. Research is a skill that is ongoing and important when it comes to the standardized testing that is taking place. 12 out of 22 students made an A, 7 students made a B and 3 made a C. The students who made a C did not fulfill the requirements set forth by the rubric like citing sources and not copying and pasting. All students took notes and at least attempted to cite their sources, even though they may not have accurately cited them. All students evaluated their websites. The Glogster presentations were great! I was so proud of the students and I was very impressed with their final products. On student feedback, they said that they found the project enjoyable and they would like to do more projects like this in the future. Even though the presentation portion was not a part of my lessons, I was able to see the students present their projects to the class. The students were very knowledgeable about their topic. Collaborating with Ms. Green was not as challenging as I thought it would be. Since I am the media specialist at the school and I have a push in time once a week, I could schedule times we could meet during that time. We also emailed each other or IMed at work. I have worked with Ms. Green in the past, in part because I push in to fifth grade, so we had already established a good working relationship. Our initial meeting took place to discuss what we would like to teach and since I was once a fifth grade teacher, I knew the Civil Rights Movement information well. We also established that the students would need to do research, taking notes, citing sources, and create a presentation. The next meeting we had, we established what criteria the students would be graded on and what graphic organizers we would use. Ms. Green discussed with me when she would begin the Civil Rights unit in her classroom so that I could plan when I would be starting my lessons in the media center since the students needed to have some background about the topic. We also established that she would introduce the project to the students, including the rubric they would be graded on but I would teach them how to evaluate websites, as well as how to use the note taking graphic organizer. We would touch base during the unit by brief commentary as she would drop off or pick up the students. At the conclusion of the project Ms. Green and I met to grade the projects as well as to reflect about the lessons. We decided that a smaller project would be better and work with the students on note taking, which proved more difficult than it

should have been. Also, students need to work on evaluating websites prior to this project. We thought that overall the project went really well with students.

Attachment #1 Group Names_________________________________________________________ Topic________________________________________________________________ Civil Rights Movement Project Rubric

CATEGORY Graphics Relevance 4
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. At least 7 accurate facts are displayed on the glogster.

3
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

2
All graphics relate to the topic. Most borrowed graphics have a source citation.

1
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Content Accuracy

5-6 accurate facts 3-4 accurate facts Less than 3 accurate are displayed on the are displayed on the facts are displayed glogster. glogster. on the glogster.

Required Elements

The glogster includes all required elements as well as additional information.

All required elements All but 1 of the are included on the required elements glogster. are included on the glogster.

Several required elements were missing.

Title

Title can be read from 6 ft. away and is quite creative.

Title can be read from 6 ft. away and describes content well.

Title can be read from 4 ft. away and describes the content well.

The title is too small and/or does not describe the content of the poster well.

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the glogster. Capitalization and punctuation are correct throughout the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the glogster. There is 1 error in capitalization or punctuation.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the glogster.

Student appears to have insufficient knowledge about the facts or processes used in the glogster.

Mechanics

There are 2 errors in There are more than capitalization or 2 errors in punctuation. capitalization or punctuation.

Comments:

Attachment #2

WEBSITE EVALUATION WORKSHEET

Title_______________________________________________ URL:______________________________________________ Authority and Authorship Who is the author? ______________________________________________ Cant Tell. Is the author an authority on the subject? What are the authors credentials? _____________________________________________________________ Cant Tell. Who or what is sponsoring the page? _______________________________ Cant Tell. Is there a link to information about the author or sponsor? Yes No What is the domain of the URL? (.edu, .com, .org, .net, etc.) ____________________ If the page includes neither a signature nor indicates a sponsor, is there any way to determine its origin? (Look for a header or footer showing the sponsor) Yes No Currency When was it last updated? ____________________________________ Cant Tell. How current are the links? __________Have some expired or moved? Yes No Objectivity What is the purpose of the page? Inform Persuade Sell Cant Tell. Can you tell what the authors opinion or point of view is? Yes No If yes, what is it? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Accuracy Does the page present consistent information? Yes Mostly No Is the page well edited? (free of spelling and grammar errors) Yes No Does the information seem complete? Yes No Final Analysis Do you think this page presents reliable and accurate information? Yes No Do you think your instructor would want you to use this page for your research? Yes No Why? ________________________________________________________________ ________________________________________________________________ ________________________________________________________

Attachment #3 Name__________________________________Topic__________________________ Source:

Source:

Attachment #4 Group Participation Your Name_________________________ 0 1 2 3 4 On Task 0 1 2 3 4 Contribution 0 1 2 3 4 Worked Well With Others Comments:

Group Members Name__________________________ 0 1 2 3 4 On Task 0 1 2 3 4 Contribution 0 1 2 3 4 Worked Well With Others Comments:

Group Members Name__________________________ 0 1 2 3 4 On Task 0 1 2 3 4 Contribution 0 1 2 3 4 Worked Well With Others Comments:

Group Members Name__________________________ 0 1 2 3 4 On Task 0 1 2 3 4 Contribution 0 1 2 3 4 Worked Well With Others Comments: