Lesson Plan Form

Name: Antoinne Beidleman

A. Description of the Information Literacy Unit Plan

Language(s): English

Topic(s) of Unit: Spelling

Proficency Level(s): 5th Grade

Grade Level(s): 5th Grade

Standards Integrated into the Unit Plan (not information literacy standards):

Student Content Standards (State Mandated Common Core Standards)

Standard: 5.D.2.a. – Spell grade-appropriate high-frequency and content words (Common Core
2010).
Standard: 5.D.2.d. – Use mnemonic devices to recall frequently misspelled words (Common
Core 2010).
Learning Objectives for 5-Day Unit:

Day 1: Students will take multiple prepared exams to gage their spelling ability. The exams will
include grade level appropriate words.
Day 2: Students will break into groups, based of spelling exam outcome, to study the selected
words they may have difficulty with.
Day 3: Students will create a storyboard, individually, using the challenged words in sentences.
Students will work as creatively as possible to demonstrate their understanding of the word.
Day 4: Students will randomly review their peers storyboard to examine if the words are spelled
correctly and if they are used in the right context.
Day 5: Students will be given an exam to gage their spelling post activities and assignments
online.
Information Literacy Objectives: (To keep matters simple, we shall work from 6 basic information literacy
objectives. You may, however, incorporate other objectives from the other information literacy standards if you
want to. These are derived from the first three information literacy standards as well as the eighth as defined by the
American Association for School Librarians. In this part, list the information literacy objectives of your unit plan
and add information specific to your lesson plan. Since it is a unit plan, you should incorporate components from all
6 standards.

 Define the information need: focus the topic, develop search statement, decide what information is needed,
identify keywords, determine format for end product
 Locate information: develop a research plan, determine best sources, locate sources, find information
within sources
  Process the information: interpret the information, evaluate the usefulness of the information, extract and
record information, draw conclusions
 Create and communicate results: organize the information from all sources, create a product to
communicate the information, cite sources used, present/perform/share
 Cite the sources used in a correct format (either MLA or APA or a simplified version of either)
 Assess process and product: evaluate the research process, evaluate the quality of the product (this refers to
student assessment of their work, not your assessment of student work). Iowa City Community School
District. (1998). Developing an information literacy plan. (Ed. M.J. Langhorne). New York: Neal-Schuman
Publishers.

Prerequisite Student Skills: Student

will already be equipped to identify why they have difficulty
spelling certain words. Student will also be able to identify the meaning of word by using context
clues. Student will also already know how to operate google docs.
Materials:

Chrome Books

Mnemonics Activities

Kahoot Application

Brief Overview of Unit: Students will practice effective skills to memorize how to spell everyday words. They will
be able to use their unique approaches to help them to understand the meaning behind the importance of
memorization and spelling.

Teacher To Teacher: I would recommend teachers to be patient and understand that learning to spell is a never-
ending process. Teachers should be prepared to support student’s different approaches and assess their abilities at
the right time. Teachers should closely monitor student’s approaches to gage their learning techniques to include in
their future lesson plan.

Procedures/Daily Activities:

Day 1: Teacher will create multiple mini exams to include 10 words or less to gage students
spelling ability. The exams will be in a variety of formats. Teacher will research grade
appropriate words based on content standards. The exams will include scrambled lettered words,
misspelled words in sentences, and context clues.
Day 2: Teacher will review and grade exams. Based on the exam, teacher will place students in
selected groups unknown to them. Students will act as a group to create different strategies to
learn how to spell. Students will create strategies on google docs, in order to continue the
assignment at home, and make it sharable with group, class and teacher. Teacher will monitors
student’s critical thinking and listen to students discovery to ensure students are on task.
Day 3: Teacher will review students constructed strategies. Teacher will create a PowerPoint that
list the various approaches for all the students to see. Teacher will demonstrate the approaches.
Student will begin to practice the approaches. Student will then be given the opportunity to apply
the approaches in an assignment using storyboard. Teacher will show students examples of
storyboard and what it should entail.
Day 4: Teachers will assess storyboard to see if the same words were used in the assignment
appropriately. Teacher will assess if the words are used in the correct context and are spelled
correctly. Students will also partake in a peer review assignment. Students will review their peers
work to see if the same approaches were used to spell words correctly. Students will also assess
if stories are coherent and if the word choice is appropriate bases of its context.
Day 5: Teacher will create a post exam with new and a bit more challenging words. The exam
will be conducted via Kahoot and students will be given one correctly spelled word and the
remaining with be scrambled. Students would have to determine the correct spelling by utilizing
their own strategy previously learned throughout the unit.
Student Assessment and Evaluation:I am interested in exploring kahoot as a collaborative
assessment. Students will be able to use their chrome books to participate in a timed assessment.
Kahoot is an online gaming and assessment site teachers to ignite and excite the learning process.
Formally, “Kahoot is a tool for using technology to administer quizzes, discussions or surveys. It
is a game based classroom response system played by the whole class in real time. Multiple-
choice questions are projected on the screen. Students answer the questions with their
smartphone, tablet or computer” (CITE) I have used kahoot in a professional environment and
the feedback was amazing. My colleagues thoroughly enjoyed the presentation I presented and in
order to ensure the information was conveyed clearly and was efficiently I wanted to provide
them with a recap quiz. Within kahoot teachers are able to create their own rubric that meets the
needs of the unit and the assignment of their choice. Before starting the Kahoot explorations
teachers will have the opportunity inform students of the expected criteria, so students are aware
of what to look for while in the assessment.

B. Analysis of Information Literacy Lesson Plan

Rationale for Activities:

I am currently not a teacher, in my spare time I do assist students in my community with their
school work along with assisting students in my family. More than often, students have difficulty
spelling the smallest words when completing assignments. Spelling dependency has always been
a passion of mine since grade school. I loved to spell and enjoyed memorizing words to use to
test my parents. Students today are born on the influx of technology and solely depend on
technology to correct their spelling. In the millennial realm, it is to be expected. However, using
technology as a crutch to spell only hinders future generations to come.
The activities I selected to introduce in the unit plan will encourage students to want to know
how to spell words more actively. I began the lesson with mini quizzes to engage students in the
learning process. The quizzes would be similar to “drill” assignments to get students on their
toes. The drills would not consist of more than 10 words or less to gage their spelling. As the
teacher, I would facilitate the quizzes to make it more fun. I would use the results of the quizzes
to let students know why it is important to know how to spell in a timely manner and that
spelling words correctly and on their own will take them throughout life. Based on the results of
the drills, students will be placed in groups. In the groups student will know the words that each
of them struggle with. With students knowing this they can make informed decisions on how, as
a group, they can better memorize the correct spelling of words. I chose the storyboard
assignment because I reviewed the application earlier in the semester and enjoyed its unique
layout to demonstrate information. In this assignment students have total control of the story as
how it relates to the words learned. Though it is on the internet, including the words in the story
board appropriately will also gage if they truly used the word correctly based off its spelling.
Students will not be able to use words in stories properly if they do not know what the word
means and they have to know how to spell the words in order to figure out the meaning. Thus,
the assignment will produce productivity and engagement in the most natural way. On day five
of the lesson, students will recap the words learned, using the strategies developed. Upon
conclusion, students will take another exam with different words to assess their growth and to
see if they really adhered to the assignments and met the objectives.
Explanation of the Information Literacy Component:

Though students would be challenged to learn how to spell words correctly using meaningful
approaches, information literacy will play a significant role in the unit. Students will be
introduced to google docs in hopes to become more familiar with the application. In google docs,
students will formulate their unique approaches to help themselves and their peers memorize
words effectively. In google docs, students of any language are able to perform tasks, using
google translator, which has become a phenomenal application for students who are immersed
into English speaking classrooms. This application allows students of a different language to
perform at their highest potential while learning the same material as their peers. In google docs,
not only are students allowed to create, but they will be allowed to edit each other’s work
simultaneously. Students will also be able to share the content with their peers and those abroad
as well by making their documents public. The best advantage of using google docs is its
accessibility. Googles docs are accessible in and outside of the classroom and students even have
the opportunity to utilize the application on their mobile devices all for free. Kahoot in itself was
design with students learning in mind. Students will be able to see activities on a remote basis.
Students will witness the connectivity of technology playing in the learning process. Students
will be able to see multiple pieces of technology used at once to enhance their involvement. It is
also accessible and easy to use and excites the learning process for student to want to know more
about technology and others ways they can use technology to make learning fun.
C. Reflection on Unit Lesson Plan

Your Learning about Information Literacy:

Each component of information literacy is brand new to me. I am not a teacher and I have never
had to create a unit plan integrating technologies. I have used google docs before, but I never
related it to the classroom and how effective it can be if introduced properly. The google doc
application in itself benefits education as a whole. Its multi layering effect of information is mind
blowing and students of all languages can enjoy it. The content standard and relating them to the
lesson is what challenged me the most. I was trying to find the most appropriate age level
standards possible to implement in the unit plan. The task was not easy, and felt overwhelming at
times, but with additional research and reflection on the semester and understanding what to look
for I was able to connect the two. The unit plan is an absolute stretch for me, as mentioned I am
not a teacher and the thought of creating a unit plan and having to integrate technology was quite
the challenge. However, it inspired me to want to pursue my passion of teaching even more and
to study more in-depth of how to create effective lesson plans. While creating the unit plan I
learned to make sure the details I wanted students to comprehend and demonstrate were clear
and concise. My goal is to be able to implement my lesson plan in my future classroom without
any difficulties. As it relates to my philosophy of education, this lesson plan reflects my goal as a
teacher 100%. I want students to be able to explore lifelong skills that their able to use in and
outside of the classroom to help advance them beyond average.
Future Explorations:

In the future, I would want to explore more technologies. I would want the lesson to be solely technology
based and not just integration. Students are propelling towards technology more and more and
technology will soon become the mecca of our daily lives. Students will need to be information literate to
survive in the future. As educators we must begin to shift society’s thinking in involving technology
holistically in the classroom.

Annotated Citations: In addition to citing any print or online resources you used, in APA style, explain for
each resource what aspect of it you used and what specifically you changed about that aspect.

MD College and Career-Ready Standards. (n.d.). Retrieved October 20, 2016,

fromhttp://mdk12.msde.maryland.gov/instruction/commoncore/index.html
I chose the common core standards because I currently reside in Maryland. I plan to become a teacher in
Maryland and implement these exact standards one day. The standards are mandated throughout the
state and were one of the first to adopt the change and implement the standards successfully.

D. Reflection on the Semester

In a well-organized essay of one to two pages, reflect on the semester, including (1) what you have
learned about integrating information literacy in assignments and in schools and (2) what your goals are
for the near future. Be as specific as you can.

You should use the following questions as guidelines for what to include:

1) What are the most important ideas and skills you learned this semester and why do they matter to
you? What caused your learning (Provide specific details about which class materials helped you
to learn to illustrate what you say). How will these ideas and skills improve your teaching and
research? What impact did the readings and other class activities have on your thinking (Refer to
specific readings and/or activities and explain how they helped you to gain new perspectives)?
2) What are your goals in the near future (next two years) re promoting information literacy in your
own classroom, in your own learning, or in your school?