Information Literacy Lesson Plan Shauna Sanders FRIT 7136 Dr. Judi Repman Fall 2010 Pathfinder URL:http://www.jogtheweb.com/run/szxwQtHsu4tP/4th-Grade- Explorers
Grade: 4th Library Context: Lesson in a unit Collaboration continuum: Limited Content Topic: European Explorers Estimated Lesson Time: 45 minutes Standards for the 21st Century Learner Goals Standard 1: Inquire, think critically, and gain knowledge. Skills Indicator(s):1.1.6 Read, view and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning. Benchmark(s): -Use various note-taking strategies like graphic organizers -Paraphrase or summarize information in various formats -Draw conclusions based on facts or premises Dispositions Indicator(s): 2.2.1 Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions Responsibilities Indicator(s): 1.3.1 Respect copyright/intellectual property rights of creators and producers Self-Assessment Strategies Indicator(s): 1.4.3 Monitor gathered information, and assess for gaps or weaknesses 1.4.4 Seek appropriate help when it is needed
Scenario: A fourth grade teacher has expressed some interest in wanting to collaborate with the media specialist for the first time in hopes of gaining some assistance with teaching European explorers. The teacher is just beginning her unit on the topic and would like for her students to be able to complete their required ELA informational writing piece on a specific European explorer, as opposed to the traditional choice to write about an animal. The social studies standard statesthat the student will describe the reasons for, obstacles to, and accomplishments of the Spanish, French and English explorations of six different explorers (John Cabot, Vasco Nunez de Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson and Jacques Cartier). The teacher will introduce the explorers inthe classroom and work on the skills associated with informational writing, which has already been introduced and modeled in the classroom. The media specialist will teach a lesson on effective note taking strategies using a graphic organizer. The students will be presented with lots of “extra” information via a video (a viewing and listening skill) about European explorers and will learn how to only take notes on the facts and details that are needed. The classroom teacher will continue in the classroom with the informational writing on the explorers and the media specialist will assist throughout the unit with using/locating available resources to find all necessary facts and details. Connection to Local or State Standards Content Standards for 4th Grade Social Studies: The student can describe European Exploration in North America.Content Standards for 4th Grade ELA: The student can produce informationalwriting that includes appropriate facts and details and draws from more than one source of information such as speakers, books, newspapers, and online materials. Overview: This group of fourth graders will conduct research on European exploration andproduce an informational writing piece reflecting their understanding of one of the required explorers on the list. More specifically, the students will learn how to include appropriate facts and details in their writing and how to find needed information from more than one source. Final Product: Students will complete a graphic organizer on each required explorer with appropriate facts and details. The students will then use the information on the graphic organizer to assist with their informational writing piece on a specific explorer.
Library Lesson(s): Students will view a video on European explorers and fill in a graphic organizer on the six explorers they are responsible for knowing. The students will listenand watch for appropriate facts and details in accordance with the organizer. The students will continue to fill in the graphic organizer with other available sources for the next two visits to the media center. Assessment:Product: The teacher, the media specialist and students assess whether or notthey have all the needed information filled in on the graphic organizers for eachexplorer and will check for accuracy.Process: Students will raise hands with questions or clarifications during video.Also, students can work together on following visits to make sure graphicorganizers are complete and accurate.Student Self-Questioning: What information am I still missing on (explorer)?Do I have enough information to write about (explorer)?Do I really understand the reason for the exploration?Do I really understand the explorer’s obstacles he faced? Instructional PlanResources students will use: websites, books, reference, videos Instruction/Activities:Direct Instruction: The media specialist introduces the students to graphicorganizers and gives them all one on explorers. The media specialist will go overthe different explorers and what the student is responsible for finding out abouteach explorer.Modeling and Guided Practice: The media specialist will model how to listen toand view a source and take effective notes at the same time. The students willhave guided practice filling in their graphic organizer.Independent Practice: The students will have independent practice with fillingin their information on their graphic organizer that they are not able to obtain fromthe video during the lesson.Sharing and Reflecting: The students will be able to share their organizers withother classmates during the process in order to compare information foraccuracy. The students will be able to reflect on what they have writtencompared to what others have written. The students will be able to add orchange information after careful reflection.**Below is a copy of the graphic organizer that we used in the media center lesson. Taken from the state’s framework for 4th grade social studies American History.**
Reflection: The hardest part so far in my experience as a media specialist (1 1/2years) is learning how to collaborate and then finding time to fit it into myschedule and the teacher’s schedule. This particular collaboration effort was nodifferent. I thought maybe working with just one teacher would make it a littleeasier, but not really. Once we finally had time to discuss the unit and I figuredout the desired outcomes the teacher was looking for, then it was a little easier toplan the instruction with the students. Unfortunately, there were so manydifferent lessons that I could have done with this group in this unit, but again withour fixed media center schedule, it was hard to fit in extra media center time forthem. The state of Georgia has done a great job with gathering and creatinguseful resources and handouts for the elementary social studies standards. Thisfourth grade teacher stated from the beginning of our first discussion that sheloved all the resources, but did not have any where near enough time to usethem all. So, I decided to use one of the graphic organizers in the framework tohelp the students learn how to take effective notes. The day of the lesson, I took for granted that my projector and computerthat I use almost everyday in my media center lessons would work properly forthis particular assignment. After I had passed all the papers and pencils out andtalked to the students about what we were going to do and got them all excited, Ipressed play on the united streaming video and we could see it just fine…we justcouldn’t hear anything. The tech guys worked on the system the day before to
hook up my TV to the projector as well and apparently messed with my sound.After trying to diagnose the problem for about 10 minutes, I finally decided to waituntil the next class to complete the graphic organizer. So, I decided to talk tothem about where in the library they could find other resources on their explorersuntil we had to evacuate the building for about 30 minutes in the cold due tosome unknown burning smell. Talk about learning to be flexible Once the lesson finally got under way, on another day, it was a decentlesson. The kids liked the video, but learning how to listen, view and then findtheir place on the graphic organizer was definitely new to most of them. I had tokeep pausing the video and walk around showing students where to write theinformation they just heard. Another issue that I never anticipated was howpoorly some of them spelled. Many of them may have taken notes, but most ofthem would not be able to read their notes later. I suppose they are so used tolooking at information from the board or a book and then just copying what theysee. Two things I would definitely change for next year when I hopefully get toassist with this unit again. I would use an ELMO or other device to project thegraphic organizer so that the students could see what I write and where I write it.Also, I think the video I used had too much information about the explorers. Nexttime, I’d like to find several videos that would cover only one or two explorers oneach video. Due to the lesson’s short amount of time, the students had quite a bit ofinformation to fill in on their own for the next few days. Next time, I will definitely
have the students work with partners to complete the organizer. A couple of kidsthat needed extra support just ended up copying other’s information. It’s alsohard as a media specialist to find informational books on lower reading levels. Ianswered lots of questions that dealt with not being able to read words orunderstand words in the books. Unfortunately, again due to time, the students are not finished with theirinformational writing on their explorers. They finished their graphic organizersand are using them to help with their writing. The teacher and I both plan to lookover the pieces and we are also planning on showcasing them in the mediacenter for others to read. She and I have had limited collaboration time on thisunit, much of which was us passing each other in the hall and talking. However,I’m hoping that this experience with her will lead to more collaboration effortsbetween us in the future. I believe she and I both have kind of learned whatinformation we need from each other in order to work together to help herstudents…it’s just a matter of making the time to meet together. Overall, this wasa great learning experience for me.