1 Information Literacy Lesson PlanLearning to Seek, Use and Contribute Information Lindsey La Barge ITEC 7136 Mrs. Sears Dr. Repman Fall 2008
2 Lesson Summary This lesson is designed to teach information literacy to ninth grade governmentstudents. The students will excerpts from History Speaks: Legislative Branch of theGovernment by Julia Hargrove. This is a non-fiction book with basic facts about thelegislative branch of the United States government. Their classroom teacher expects themto have a basic knowledge of the legislative branch and be able to discuss the process ofbill making within the classroom. Their teacher also wants them to be able to write a billthat they believe in and want to be passed. It is to be written as if it was actually to bepassed through the legislative branch. Learning Goals▪ The students should know the legislative process of the United States government.▪ The students should know how to write a bill in the proper format.▪ The students should be able to work within a group to produce a piece of legislation.▪ The students should be able to present their bill in the classroom. Standards UsedInformation Literacy StandardsStandard #3: The student who is information literate uses information accurately andcreatively.Indicator #2: Integrates new information into one’s own knowledge.Standard # 6: The student who is an independent learner is information literate andstrives for excellence in information seeking and knowledge generation.
3Indicator #2: Devises strategies for revising, improving, and updating self-generatedknowledge.Standard #9: The student who contributes positively to the learning community and tosociety is information literate and participates effectively in groups to pursue andgenerate information.Indicator #2: Respects others’ ideas and backgrounds and acknowledges theircontributions.GPS StandardsSSCG10: The student will describe the legislative process, including the roles played bycommittees and leadership. a. Explain the steps in the legislative process. b. Explain the function of various leadership positions within the legislature.
4 Information Literacy Lesson PlanMaterials and Equipment ▪ smart board ▪ computer with internet connection ▪ plain white paper ▪ printer ▪ copies of excerpts from History Speaks: Legislative Branch of the Government by Julia Hargrove ▪ copies of the template for a bill ▪ podium from which to propose the bill in the classroom ▪ a rubric for teacher evaluation ▪ the peer evaluation form that each student will fill out at the end of the projectTimeThis is a week long lesson. Each day will have 90 minutes devoted to the lesson. ▪ Monday: The students are introduced to the Legislative Branch and the bill writing process. They are assigned readings from History Speaks: Legislative Branch of the Government by Julia Hargrove to read at home. ▪ Tuesday: The students are split into groups as diverse as possible. Try to include different races, genders and economic backgrounds within each group. They will be asked to discuss the assigned readings. They will also have to come up with the topic for their bill that they plan to propose to the class. ▪ Wednesday: The students will have the entire class time to write a bill from the template and the research that they have done to prepare for the bill writing process. ▪ Thursday: The students will have the day to present their bills, in the proper format to the class. They will explain the process that they used in order to choose the topic of their bill and who did what in order to complete the bill. ▪ Friday: The students will have a class discussion about the process of bill writing and what types of bills were proposed. They will give each other the chance to explain their stance of different proposals. They will also be asked their favorite part of the process. The last thing they will be asked to do is evaluate each other in response to the standards.
5ProceduresIntroductionStep #1: The media specialist will let the classroom teacher introduce the project and the legislative branch to the students. Then the media specialist will tell the students what types of research they can help with in the media center. The media specialist will bring some reference materials that could help with understanding the legislative branch and the bill writing process. The students be told that since they cannot take the reference materials out of the media center, it will be open until 6:00 in the evening both Tuesday and Thursday and the media specialist will be there to help with whatever questions they have.Step #2: Using the smart board, the media specialist and the teacher can show the students how to find the wiki written for them with examples of bills and a bill template. They will also be able to see the diagram of the path that a bill take in order to get passed and the key players in the process. The class will have a discussion about the bill writing process and the Legislative Branch. Every student will be expected to participate.Step #3: The media specialist will ask the students to predict where they will find the best information about writing bills whether they choose to do their research on the internet or in print sources. The students will be required to find at least one online source and one print source for the bill. They will also have to cite their sources.Step #4: The students will be given a lesson on finding appropriate a relevant material on the internet. They will be given a handout that has a few examples of appropriate and factually correct sites that they can use for their bill.Step #5: The class will be divided into groups. Each group should be as representative as possible of each ethnic and social group within the school. Each group should also have at least one male student and one female student. The students will learn to work together and listen to the suggestions from all of the members of their group. They will be made aware that at the end of the project, on Friday, they will be required to evaluate the participation of each of the members of their group.Step #6: The students will discuss among their group and decide on a topic for their bill. They will have access to sample bills and appropriate topics for their bill. They will be encouraged to choose something that they would actually like see become a law at the Federal level. They will also be required to assume the roles of actual legislators, such as senators and representatives. They should also know about the roles of lobbyists.
6Step #7: The students will present their proposed bill to the class and explain their process. The student in charge of the group will present their bill to the entire class as if they were presenting a bill in Congress. They will allow questions from students and answer them to the best of their ability. They will also discuss their process and how they decided what topic to cover in their bill.Step #8: The class will discuss the proposed bills. The class will be required to discuss each of the groups’ bills and which one they think was the most successful and why. They will give each other the chance to amend and edit their bills and discuss their changes. Then they will pass the bill to the “president”. If the bill is acceptable and reflects the stances of the class as a whole, then the teacher (president) will sign the bill. If it not acceptable then the teacher will veto the bill. The bill will then go back to class who will have the chance to pass the bill without the teacher’s signature. The teacher will also demonstrate the line-veto option and how powerful that can be when the President is not a member of the majority party represented in the Legislative Branch. They will also be taught that President Clinton held the line-item veto power only for a short time and then the Supreme Court took away that power because it was deemed unconstitutional.Step #9: The students will evaluate their fellow group mates. The will evaluate their group on participation and quality of ideas and work. They will not evaluate their group on whether or not they agreed with them. They will have a chance to write a short paragraph about whether or not they agree with their proposed bill.Step #10: The students will write a short essay about what they learned about research and contributing their gained knowledge to their group and the class as a whole. They will be assigned this essay for homework over the weekend. They will be asked to turn this essay in on Monday of the following week.Conclusion This lesson was designed to teach the students about the Legislative process thatour government goes through in order pass the bill. They have also learned a little bitabout the checks and balances system. They learned about how the President has thepower of veto and the President had the power of line-item veto for a short time, but thatit was deemed unconstitutional by the Supreme Court. The students have also had achance to express themselves in a bill that they wrote in a group. The students have alsohad the chance to evaluate their group by the standards used for this project and the rubric
7provided at the beginning of the week and on the project wiki. The students have alsohad the chance to communicate their research and information literacy through in classdiscussion led by the classroom teacher. The students have also learned how to sortthrough online and reference information. They have learned where to find appropriateinformation on the internet that can be used for research and writing. They have alsolearned how to cite sources within a paper. Through this lesson, the students have learnedthe process of research and the legislative process.Accommodations Since a majority of the students at this high school do not have internet orcomputer access at their home, the media center will be open two extra hours two daysthis week. The students will be invited to come to an after school research and helpsession with the media specialist. They will have access to all of the reference materialsand the internet in order to do their project. Lesson Wiki The students will have access to this wiki: This wiki has links that hasexamples of bills and a bill template. There are also appropriate topics that they can useto write their bill about. There will also be a diagram of the path that a bill takes in orderto be passed successfully. Assessments▪ Students will be assessed on their ability to find relevant information about the Legislative process and use it accurately and creatively.▪ Students will be assessed on their ability to work together in a group.▪ Students will be assessed by each other.
8 Individual Rubric Teacher Evaluation 2 4 5 Participation I did not I participated only I participated in participate in in my group, or both my group and my group or in only in my class my class class discussion. discussion. discussion. 2 3 4 Research I have only one I have two sources, I have two sources, source. but they are not one from a book relevant to my and one from the group’s bill. internet, which are relevant to my group’s bill. 2 3 4 Presentation I stood in front I said what one of I showed that I of the room and the other group understood the said nothing. members told me to assignment and say. worked with the group to complete the project. 2 3 4 Group My group did My group got My group worked Cooperation not get along. along, but did not great together. We We argued work well enough listened to each about what our together to other’s suggestions bill would be. complete the and then came to a assignment decision about our properly. assignment. 2 4 6 Proof of I read the I understood the I understood the Information assigned assigned reading, assigned reading Literacy reading, but did but I did not and understood not try find any understand how to how to find relevant outside sources find relevant outside sources. to help with the outside sources. project.A= 45-50 pointsB= 40-44 pointsC= 35-39 pointsD= 30-34 pointsF= 29 points and under
9 Individual Rubric Student Peer Evaluation 1 2 3 Research You sat and did You participated You participated in not participate in the group the group research in the group research, but did and found relevant research. not contribute and creative anything relevant. information. 1 2 3 Participation You did not You did You participated participate in participate in relevantly in both the group work either the group the group and class or the class or class discussions. discussion. discussions. 1 2 4 Group You did not say You did not try to You showed Cooperation anything unless work well with leadership by it was to disrupt the rest of the listening to the group from group. You everyone and also working worked, but you getting others to efficiently. also tried to take listen to you. over. 1 2 3 Presentation You did not say You read what You spoke about anything when someone else the bill and your the group wrote for you research showing presented its during the group the rest of the class bill. presentation. that you did your part of the work and you understood the assignment.A= 23-25 pointsB= 20-22 pointsC= 17-19 pointsD= 15-16 pointsF= 14 points and under