Collaborative Literacy Lesson Plan


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Collaborative Literacy Lesson Plan

  1. 1. TEMPLATE FOR COLLABORATIVE  INFORMATION  LITERACY  LESSON PLAN<br /> <br />Teacher’s name:__Robert T. Johnson_______________________         <br /> <br />Library Media Specialist’s name:_______Kim Kneif____________________<br /> <br />Other team members’ names and roles (if applicable):____________________<br /> <br />Title of Lesson:_Evaluating a Website______________________________________________<br /> <br />Intended Grade Level(s):__8th______<br /> <br />Number of Students Involved:_25____<br /> <br />Length of Lesson (Number of periods, days, minutes, etc.):____60 minutes____________<br /> <br />AASL 21st-Century Learner Standard(s) addressed (4 possible):<br />2.2a  Candidates work with classroom teachers to co-plan, co-teach, and co-assess information skills instruction<br />2.3a  Candidates employ strategies to integrate the information literacy curriculum with content curriculum<br /> <br />TEKS (optional):<br /> <br />Goals and Objectives of the Lesson: Students should know:<br />Different URL addresses<br />The strengths and weaknesses of a wiki<br />Concerns about Wikipedia for academic research<br />How to evaluate a website for research purposes<br />See complete lesson plan on page 3 for Evaluating a website<br /> <br />What Is the Problem to Be Solved? How do you evaluate a website to insure it is a quality website that can be used for research papers?<br /> <br />Proposed Learning Activities and Products:<br />Warm –Up activity<br />Compare and contrast 3 websites fond on the Google search engine<br />Summarize the lesson<br /> <br />List of Materials and Technology Needed for Lesson:<br /> <br />Powerpoint slides<br />Computer with internet access<br />Responsibilities of Each Team Member (What will each of you do/teach in the lesson?)  Example:  Day 1, Day 2, etc. or a similar format. (See lesson plan)<br /> <br />Description of Information Literacy Skills Integrated into the Lesson:<br />Students will be able to:<br />Identify the abbreviation of the last 3 letters of an URL address<br />Identify advantages and disadvantages of a wiki<br />Identify strengths and weaknesses of Wikipedia<br />Access specific websites by using the Google search engine<br />Identify quality websites using a Website evaluation form compiled by Robert T. Johnson and Kim Kneif (mentor librarian) and Donna McRedmond (8thgrade Reading Teacher)<br /> <br />Description of How Student Learning Will Be Assessed: <br />Complete of a website evaluation form for a high quality website and low quality website.<br /> <br />Description of How the Collaborative Planning Process Was Beneficial:<br />I collaborated with the reading teacher and discussed how to integrate technology into her required instruction. She was completing a unit on The Diary of Anne Frank. We discussed the merits of providing website evaluation on websites dedicated to The Diary of Anne Frank. After we completed the class she asked about the possibility of identifying multiple high quality websites for this topic. I shared with her an Annotated bibliography of websites dedicated to the study of Anne Frank.<br /> <br />Description of the Biggest Challenges to Collaborative Planning: <br />One difficult aspect was coordinating a time when we were both available to complete the collaborative process. There are many demands o teachers and time is a precious resource.<br /> <br />How Will You Evaluate the Success of the Collaborative Planning Process?<br />The process with my collaborating teacher (Mrs.McRedmond) was successful. We accomplished the goals outlined by the district and the lead teacher. We also laid the groundwork for continued collaboration between the current librarian and the 8th grade reading teachers.<br />Lesson Plan<br />Evaluating a Website<br />Warm-Up Activity:<br />Have students identify different URL sites (ex. .edu =, education). Identify the abbreviation of the last 3 letters of an URL address. Identify advantages and disadvantages of a wiki. Identify strengths and weaknesses of Wikipedia. Access specific websites by using the Google search engine, and Identify quality websites using a Website evaluation<br />Students will be provided with a worksheet to write down their responses to these questions. We will then discuss then answers as a group.<br />Evaluate a Website:<br />Have students move to a computer. Students will access different websites dedicated to The Diary of Anne Frank using the Google search engine. The students will compare and contrast the following websites:<br /><ul><li>
  2. 2.
  3. 3. www.Utah Education Network/Anne frank in the World 1929-1945</li></ul>Model how to use the evaluating a website form for the website. Discuss the strengths and weaknesses for this website for academic purposes. After modeling how to evaluate this website using direct instruction, have the students evaluate the sparknotes website, and the website designed by the Utah Education Network (UEN)<br />Summary of the lesson:<br />After the students have been given time to evaluate both websites, bring them together to discuss the merits of both sites. The UEN site is clearly superior. Point out the strengths of the UEN website and compare and contrast them with the shortcomings in the sparknotes website.<br />Reflection on the Collaborative Process<br />I had a wonderful experience collaborating with Ms. McRedmond in writing and implementing this lesson plan. Ms. Mcredmond is the ultimate professional, and her input into designing this lesson plan was critical to its success. She did an excellent job of preparing her students before her class arrived in the library for the actual lesson. During the lesson, she allowed me to lead the conversation with students, but was willing to input ideas when they were helpful to the discussion.<br />So what worked well? Ms. McRedmond and I discussed what we wanted to accomplish with this lesson plan two weeks before the lesson was presented to the students. We both agreed what the goals and objectives should be for this lesson. She asked me to make the first draft, and then we discussed it one week before the lesson. She shared her ideas about Wikipedia. (She thought Wikipedia had some strengths, but shared her concerns about its practicality for research purposes. I included her thoughts into my lesson.<br />What could be done differently? I wrote a solid lesson plan, but afterwards decided that differentiated instruction would have provided significant value to the lesson. Overall, most students found the lesson challenging, but not overwhelming. I did have some students who found the lesson too easy, and some found it too hard. Including different sites in the assessment may have solved this dilemma. I had pre selected some sites that I thought were very easy and some, that I believed were too difficult for 8th graders to assess. Having these sites available for more gifted students would have made the lesson more fun and engaging for them.<br />Undoubtedly, both Ms. McRedmond and I had a positive contribution in the planning, presenting, and assessing of the lesson plan. We both significantly impacted student learning. Through collaboration, ideas were shared and discussed. Some ideas were discarded, and other ideas were strengthened through this process. The key was to agree on the goals and objectives for the lesson. Once this was accomplished, the process became streamlined. Although I took the lead by creating the first written draft, this came after a rigorous discussion of ideas.<br />Students engaged in a spirit of inquiry throughout the lesson. The warm up part of the lesson was helpful, because it helped me gauge the different levels of prior knowledge each student arrived having before any instruction was given. After I opened the floor to discussion, oftentimes other students answered the questions of their classmates. I found the students engaged in the lesson and many had a desire to learn more. I placed them in cooperative groups before we did the actual website evaluation, and was amazed with the small group interaction on the topics of Wikipedia for academic purposes.<br />I assessed student learning by evaluating their website evaluation form at the end of class. After all students had completed the assignment, I went through how I assessed each website. I then asked the students if they agreed or disagreed. There was some room for discussion. One question I asked was “Does advertising interfere with the information provided?” Some students were more tolerant of advertising than others. We discussed the merits of a site that had excessive advertising, but concluded that each individual must conclude for themselves what is excessive.<br />Overall, I had a wonderful experience, and believe that the students learned much from the lesson. I enjoy interacting with teens, and especially enjoy discussing technology with them. I am always amazed at how much prior knowledge they bring to the discussion, and the insight they bring with their questions. I look forward to my next technology lesson with middle school students. <br />Evaluating a Website Form<br />Write YES or NO for each of the following questions. <br />AUTHORITY<br /><ul><li> ____ The author’s name is given on this site and there is a way to contact them
  4. 4. ____ The author gives information about why they are qualified to present information on the subject</li></ul>Accuracy and Depth of Coverage<br /><ul><li> ____ The purpose of this site is clearly stated
  5. 5. _____ There is enough information on this site to make it useful.
  6. 6. _____ There are links to other helpful sites
  7. 7. ______ There are clear and helpful graphics
  8. 8. ______ There is better, or different information on this site than in an encyclopedia or other reference book.</li></ul>Objectivity<br /><ul><li> _____ The information seems to be non biased
  9. 9. _____ Advertising does not interfere with this site
  10. 10. __ The information is current and the site has been updated recently