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Crissy Turner - Information Literacy Lesson Plan - FRIT 7136


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Crissy Turner - Information Literacy Lesson Plan - FRIT 7136

  1. 1. C. Turner 1 Information Literacy Lesson Plan Crissy J. Turner FRIT 7136 Spring 2013
  2. 2. C. Turner 2 Information Literacy Lesson Plan GRADE – 3rd TEACHERS(S):Dr. Peggy Woody SLMS: Crissy Turner CONTENT TOPIC: Government/Civic Understandings STANDARDS FOR THE 21 ST - CENTURY LEARNER GOALS Standard 1: Inquire, think critically, and gain knowledge Standard 2: Draw Conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Skills Indicator(s): 1.1.6 – Read, view, and listen for information presented in any format in order to make inferencesand gather meaning. 2.1.4 – Use technology and other information tools to analyze and organize information. Benchmark(s):  Use simple note-taking strategies as demonstrated by SLMS.  Use word processing and drawing tools to create a final project. Dispositions Indicator(s): 1.2.3 – Demonstrate creativity by using multiple resources and formats. Responsibilities Indicator(s): 1.3.4 – Contribute to the exchange of ideas within the learning community. Self-Assessment Strategies Indicator(s): 1.4.4 – Seek appropriate help when it is needed. CONNECTION TO LOCAL OR STATE STANDARDS: SS3CG1 The student will explain the importance of the basic principles that provide the foundation of a republican form of government. a. Explain why in the United States there is a separation of power between branches of government and levels of government. b. Name the three levels of government (national, state, local) and the three branches in each (executive, legislative, judicial), including the names of the legislative branch (Congress, General Assembly, county commission or city council). c. State an example of the responsibilities of each level and branch of government. OVERVIEW: Students in Dr. Woody’s third grade classroom have been reading and studying about the republican form of government. They have learned about the separation of power between the branches and levels of government, the three levels of government, the three branches of each level, and the responsibilities of each. They have just finished reading and learning about the influence of Greece on our democratic government and also Paul Revere’s
  3. 3. C. Turner 3 influence on independence in our country. Dr. Woody would like to now complete a cumulative assignment about the government. FINAL PRODUCT:Students will complete aPiktochart that explains what the levels and branches of the U.S. Government are and their responsibilities. LIBRARY LESSON(S): The students will use a SLMS-created PowerPoint for directions and use study guides and other resources to find information about the three levels and three branches of the U.S. Government. Students will also use statistical data for their chart. ASSESSMENT • Product – SLMS and teacher will assess the Piktochart to insure correct information has been inserted in the correct places in the chart using a rubric. • Process – SLMS and teacher will observe students as they use the resources, complete graphic organizers, and use those facts for the Piktochart. • Student self-questioning: o Did I follow the directions to the PowerPoint? o Did I ask for help when I needed it? o Did I type the correct information into the infographic? o Did I use correct grammar, punctuation, spelling, and capitalization? INSTRUCTIONAL PLAN • Resources students will use: �Online subscription database(s) ☻Websites☻Books �Reference �Nonprint �Periodicals/newspapers ☻Other (list): Notes previously taken in class • Instruction/activities oDirect instruction: The SLMS will review what the students have been learning about the U.S. Government. The SLMS will review facts about each level and branch of government by completing a K-W-L chart. The SLMS will tell the class their assignment using the Piktochart website. The teacher has previously divided the students into groups of 2 or 3, so the SLMS used these same groups to complete the assignment. oModeling and guided practice: The SLMS will show students, using a PowerPoint, how to complete a Piktochart using the classrooms Promethean Board. She will show them how to place the information into the information boxes that she has started. The wiki where this activity can be found is from tates%20Government%20Infographic%20Activity. The SLMS will also show students how to insert charts into the Piktochart. ( oIndependent practice: Students will use websites and provided resources to help fill in graphic organizers as provided from the wiki page
  4. 4. C. Turner 4 tates%20Government%20Infographic%20Activity. When that is completed, students will use their graphic organizer and type the correct information into each box and also the statistical data in the chart. Students may then add graphics of their choice. When students have finished their infographic, have them complete the K-W-L chart. oSharing and reflecting: Students displayed their infographics and explained how they completed it. They spoke about what they liked about Piktochart and what they did not like. Students also discussed the pros and cons of how working with someone on this type of assignment. Reflection: Collaborating for this lesson was very easy. The teacher I used is my partner teacher who I have been teaming with for almost 9 years. We met one afternoon, and she showed me what she was teaching. I asked her what she wanted the outcome to be. She responded by saying that she wanted our students to be able to tell what the differences in levels and branches of our government. I explained to her that I would like to review websites (the Internet was previously taught) that are beneficial for students to use. I then wanted students to use these websites and other resources to fill out a graphic organizer. Then, I want students to be able to use that information and complete an infographic using Piktochart. The lesson went better than I had expected. For one, I was worried about students using the Internet. However, they proved me wrong by using it with great care and caution. My next concern was students using Piktochart. Students showed great responsibility in using this infographic website. They asked for help when needed. My last concern was students working well with each other. Students are strategically put together with high achieving students with lower achieving students. The higher achieving students did take the initiative and lead the other students. However, the lower achieving students showed great interest in helping and so they did. All in all, I was proud of this lesson and hope that I can improve on it next time.
  5. 5. C. Turner 5 Name__________________________ Date____________________ #____ K-W-L Chart – The United States Government K - (What I Know) W – (What I Want to Know) L – (What I Learned)
  6. 6. C. Turner 6 Name__________________________ Date____________________ #____ The United States Government Graphic Organizer Directions: Please fill in the blanks for each level and branch. Level Purpose Local State National Branch Purpose Legislative Executive Judicial
  7. 7. C. Turner 7 Infographic Scoring Rubric Name:_______________________ Category Exemplary Proficient Partially Proficient Incomplete Points REQUIRED CONTENT: Concept is explained and presented. 7 points Main concept/idea is very clear, well explained and expanded upon. 5 points The main concept/idea is clear and well explained. 3 points The main concept is somewhat explained. 1 point The main concept is poorly explained. RELEVANCE AND ACCURACY: The facts and data are relevant to the main concept. 7 points All of the facts and data are relevant to the main concept and help to make it more understandable. 5 points Most of the facts and data are relevant to the main concept. 3 points The facts and data are somewhat relevant to the main concept. 1 point Few of the facts and data are relevant to the main concept. ORGANIZATION: The layout makes it easy to understand the concept. 7 points The layout makes it very easy to understand the concept. 5 points The layout makes it easy to understand the concept. 3 points The layout is somewhat confusing. 1 point The layout is very confusing. CREATIVITY: The concept is presented in a creative and visually appealing way. 7 points The concept is presented in a very creative and visually appealing way. 5 points The concept is presented in a creative and appealing way. 3 points The concept is presented in a somewhat creative way. 1 point The presentation of the concept isn’t creative at all. CONVENTIONS Information was written grammatically correct with no spelling, capitalization, or punctuation mistakes. 7 points There are no convention mistakes. 5 points There are a few convention mistakes. 3 points There are some convention mistakes. 1 point There are many convention mistakes. TOTAL POINTS: Scoring 31 – 35 Target 25 – 30 Acceptable 24 or < Unacceptable Results: 12/17 – Target 5/17 - Acceptable