Information literacylp -grade 5


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Information literacylp -grade 5

  1. 1. Creator: Caramy TaylorTitle: The Wonderful World of ArtTopic: Research/Enrichment for Book StudySubject: ELA- 5th grade Stage 1 – Desired ResultsEstablished GoalsCommon Core Standards:RI.5.2 Determine two or more main ideas of a text and explain how they are supported by keydetails; summarize the text.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about thesubject knowledgeably.Standards for the 21st Century Learner1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,appropriateness for needs, importance, and social and cultural context.1.1.7 Make sense of information gathered from diverse sources by identifyingmisconceptions, main and supporting ideas, conflicting information, and point of view orbias.1.1.9 Collaborate with others to broaden and deepen understanding.1.3.1 Respect copyright/ intellectual property rights of creators and producers.1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adaptas necessary.2.1.4 Use technology and other information tools to analyze and organize information.2.3.1 Connect understanding to the real world.3.1.4 Use technology and other information tools to organize and display knowledge andunderstanding in ways that others can view, use, and assess.Understandings U Essential Questions: QStudents will understand that… • How can reading for detail assist us in • Art is valuable to the world for researching and completing a many reasons. presentation? • Studying art can enrich learning • How do we summarize the text that
  2. 2. and broaden one’s knowledge of we read to present the information to time periods and cultures. others? • Legendary artists created • How does learning about art broaden masterpieces and coined the our knowledge of the world? different styles of art that we know today. • Using technology to research provides opportunities to learn more about the artists and their work.Students will know: K Teachers will be able to: S • Artists and artwork that they are • Identify select artists and their artwork famous for • Summarize information about artists • Ethical uses of information when • Create a presentation about an artist summarizing information found on • Use information ethically without the web plagiarizing Stage 2 – Assessment EvidencePerformance Tasks: T Other Evidence: OE • You are working with a group of • Research bubble charts will be reporters for the Upchurch Times. checked periodically for accuracy and This week, the North Carolina ethical use of the information Museum of Art is doing a special • Informal observations by SLMS and display of the artwork of several teacher famous artists, and you will be • Practice activity using Johannes reporting on it. Working with your Vermeer biography group, you will choose one artist and one of his or her pieces of art to research and present to the class in a Web 2.0 presentation tool of your choice. A rubric will be used to evaluate your work on the basis of presentation, citing sources, content, organization, and originality. You will also evaluate your group’s ability to work together.
  3. 3. Stage 3 – Learning PlanLearning Activities: LDay 11. Discuss the book study that students are completing in their ELA class on ChasingVermeer by Blue Balliett. Talk about how the mystery, secret codes, and coincidences inthe book requires students to read very carefully, paying close attention to detail. Explainthat reading for detail is important for comprehension and when reading for other subjectsand purposes. WH2. Show students a sketch of “The Geographer” by Johannes Vermeer. Ask students whyart is so special and valuable to people throughout the world. Have students discuss howlearning about art can enable us to learn about other cultures and time periods. H3. Introduce essential questions to students, “How can reading for detail assist us inresearching and completing a presentation?” “How do we summarize the text that we readto present the information to others?” and “How does learning about art broaden ourknowledge of the world?” W4. Introduce Flashlight Reader activities for students to begin working on individually.Remind them to pay close attention as this information will help them for the next steps inthe art enrichment lesson. Students will use graphic organizer to take notes on differentartists during the Masterpiece Match activity. ETODay 25. Review information discussed during Day 1. Have students talk with a partner aboutwhat they have found interesting so far and what they want to learn more about. R6. Go over graphic organizers with students. Complete Masterpiece Match as a wholegroup to clarify any information that students have questions about. Highlight differentstyles/periods of art. ERT7. Introduce performance task to students and go over the rubrics. Tell them the importanceof reading for detail as they prepare to summarize the information and present to the class.Put students into groups of 3 by having them draw numbers. Once students are in group,give students time to choose an artist and piece of artwork. (There are 3 groups of 3 due tostudents going to Fast Forward.) Be sure each group chooses a different artist to research.W8. Introduce the Wonderful World of Art Pathfinder. Tell students this is where they willget the bulk of their information for their specific person. Discuss how to choose good
  4. 4. information to include and how to check that information is valid. Show students examplesof Web 2.0 tools that can be used for presentations. Have them choose which tool theirgroup wants to use. WEDay 39. Review information discussed on Day 2. Next, show students the Plagiarism Glog.Explain the importance of summarizing the details and putting them into their own words.Have students practice in their groups by showing them the Johannes Vermeer biographyand having them locate the important details that would be used in a presentation and putthose details into their own words without copying on a sheet of paper. ETO10. Have students begin completing research using Pathfinder. Students will create abubble chart to record notes. Teacher and SLMS observe and spot check graphic organizersfor accuracy and to insure that students are not copying the information. ETDay 411. Review information from Day 3. Have students continue research. Students whocomplete research conference with SLMS or teacher and give their plan for theirpresentation. Once presentation and research notes are approved, students begin workingon presentation. Monitor and assist as necessary. WEODay 512. Gather students before they begin working to review essential questions and answer anyquestions that have come up. Go over group rubric again so that students understandexpectations for group work. Students continue working on presentations. WER13. Groups that finish today will work on the MOMA website until all groups are finished.EDay 614. Have all groups complete presentations. Groups will discuss their plans for presentingto the class. E15. All groups that finish will explore the MOMA website. EDay 716. Each group will present to the class and then complete their group rubric to assessteamwork. ER18. SLMS reviews essential questions with students. Students turn and talk about what theyhave learned about art and the importance of reading for detail. Remind students that the
  5. 5. skill is required every time they read, including reading for pleasure or the EOG.Activities/Information for Students & Resources:PathfinderMasterpiece Match of Modern Art (MOMA) Glog Facts About Vermeer Site for Chasing Vermeer Gallery of Art for Kids